Questions and Replies
06 March 2017 - NW214
Rabotapi, Mr MW to ask the Minister of Basic Education
Whether the 2016 National Senior Certificate External Moderator Reports (details furnished) found that the subject question papers (a) covered the scope and depth of the examinable content and (b) examined the appropriate levels of cognition and difficulty outlined in the assessment syllabus and examination guidelines of the examination assessment body?
Reply:
Umalusi Council is a statutory body that is formed in accordance with the National Qualifications Framework Act No 67 of 2008 and the General and Further Education and Training Quality Assurance Act No 58 of 2001 and has jurisdiction over external moderators reports, therefore the question has been referred to Umalusi and the response will be forwarded as soon as it is received.
06 March 2017 - NW129
Boshoff, Ms SH to ask the Minister of Basic Education
Does the SA School Administration and Management System make provision for differentiated reporting in respect of (a) progress reports and (b) promoting schedules of (i) mainstream leaners and (ii) special needs learners; if not, why not; if so, how are the differentiated reports produced?
Reply:
SA-SAMS cannot print differentiated reports currently. It generates (a) progress reports and (b) promotion schedules for each grade and lists both Mainstream and Special need learners on the same schedule.
Provisions for differentiated reports are included in the request list to SITA.
06 March 2017 - NW225
Mhlongo, Mr TW to ask the Minister of Basic Education
What are the names of the external moderators of the 2016 National Senior Certificate examinations for (a) Afrikaans Second Additional Language, (b) English Second Additional Language, (c) isiNdebele Second Additional Language, (d) isiZulu Second Additional Language, (e) Setswana Second Additional Language, (f) isiXhosa Second Additional Language, (g) Sepedi Second Additional Language and (h) Sesotho Second Additional Language?
Reply:
Umalusi Council is a statutory body that is formed in accordance with the National Qualifications Framework Act No 67 of 2008 and the General and Further Education and Training Quality Assurance Act No 58 of 2001 and has jurisdiction over external moderators, therefore the question has been referred to Umalusi and the response will be forwarded as soon as it is received.
QUESTION NO NA 225 APPROVED/NOT APPROVED/AMENDED
COMPILER: MS P OGUBANJO
DIRECTOR: EXAMS
EXT: X 3909
MR SG PADAYACHEE
DEPUTY DIRECTOR-GENERAL: PLANNING, INFORMATION AND ASSESSMENT
DATE:
MR HM MWELI
DIRECTOR-GENERAL
DATE:
QUESTION NO NA 225 APPROVED/NOT APPROVED/AMENDED
MR ME SURTY, MP
DEPUTY MINISTER
DATE:
MRS AM MOTSHEKGA, MP
MINISTER
DATE:
06 March 2017 - NW223
Mhlongo, Mr TW to ask the Minister of Basic Education
What are the names of the external moderators of the 2016 National Senior Certificate examinations for (a) isiNdebele Home Language, (b) isiZulu Home Language, (c) Setswana Home Language, (d) Siswati Home Language, (e) isiXhosa Home Language, (f) Xitsonga Home Language, (g) Tshivenda Home Language, (h) Sepedi Home Language, (i) Sesotho Home Language and (j) Afrikaans First Additional Language?
Reply:
Umalusi Council is a statutory body that is formed in accordance with the National Qualifications Framework Act No 67 of 2008 and the General and Further Education and Training Quality Assurance Act No 58 of 2001 and has jurisdiction over external moderators, therefore the question has been referred to Umalusi and the response will be forwarded as soon as it is received.
06 March 2017 - NW222
Motau, Mr SC to ask the Minister of Basic Education
What are the names of the external moderators of the 2016 National Senior Certificate examinations for (a) Computer Applications Technology, (b) Civil Technology, (c) Electrical Technology, (d) Mechanical Technology, (e) Engineering Graphics and Design, (f) Accounting, (g) Business Studies, (h) Economics, (i) Afrikaans Home Language and (j) English Home Language?
Reply:
Umalusi Council is a statutory body that is formed in accordance with the National Qualifications Framework Act No 67 of 2008 and the General and Further Education and Training Quality Assurance Act No 58 of 2001 and has jurisdiction over external moderators, therefore the question has been referred to Umalusi and the response will be forwarded as soon as it is received.
06 March 2017 - NW221
Motau, Mr SC to ask the Minister of Basic Education
What are the names of the external moderators of the 2016 National Senior Certificate examinations for (a) Consumer Studies, (b) Agricultural Sciences, (c) Agricultural Management Practices, (d) Agricultural Technology, (e) Music, (f) Dance Studies, (g) Design, (h) Dramatic Arts, (i) Visual Arts and (j) Information Technology?
Reply:
Umalusi Council is a statutory body that is formed in accordance with the National Qualifications Framework Act No 67 of 2008 and the General and Further Education and Training Quality Assurance Act No 58 of 2001 and has jurisdiction over NSC external moderators, therefore the question has been referred to Umalusi and the response will be forwarded as soon as it is received.
06 March 2017 - NW220
Motau, Mr SC to ask the Minister of Basic Education
What are the names of the External Moderators of the 2016 National Senior Certificate (NSC) examinations for (a) Life Sciences, (b) Physical Science, (c) Mathematics, (d) Maths Literacy, (e) Geography, (f) History, (g) Religious Studies, (h) Life Orientation, (i) Hospitality Studies and (j) Tourism?
Reply:
Umalusi Council is a statutory body that is formed in accordance with the National Qualifications Framework Act No 67 of 2008 and the General and Further Education and Training Quality Assurance Act No 58 of 2001 and has jurisdiction over external moderators, therefore the question has been referred to Umalusi and the response will be forwarded as soon as it is received.
06 March 2017 - NW219
Purdon, Mr RK to ask the Minister of Basic Education
Whether the 2016 National Senior Certificate External Moderator Reports (details furnished) found that the subject question papers were fair and valid as they appropriately covered the (a) scope and depth of the examinable content and (b) levels of cognition and difficulty outlined in the assessment syllabus and examination guidelines of the examination assessment body?
Reply:
Umalusi Council is a statutory body that is formed in accordance with the National Qualifications Framework Act No 67 of 2008 and the General and Further Education and Training Quality Assurance Act No 58 of 2001 and has jurisdiction over NSC external moderators reports, therefore the question has been referred to Umalusi and the response will be forwarded as soon as it is received.
06 March 2017 - NW218
Purdon, Mr RK to ask the Minister of Basic Education
Whether the 2016 National Senior Certificate External Moderator Reports (details furnished) found that the subject question papers were fair and valid as they appropriately covered the (a) scope and depth of the examinable content and (b) levels of cognition and difficulty outlined in the assessment syllabus and examination guidelines of the examination assessment body?
Reply:
Umalusi Council is a statutory body that is formed in accordance with the National Qualifications Framework Act No 67 of 2008 and the General and Further Education and Training Quality Assurance Act No 58 of 2001 and has jurisdiction over NSC external moderators reports, therefore the question has been referred to Umalusi and the response will be forwarded as soon as it is received.
06 March 2017 - NW217
Purdon, Mr RK to ask the Minister of Basic Education
Whether the 2016 National Senior Certificate External Moderator Reports (details furnished) found that the subject question papers were fair and valid as they appropriately covered the (a) scope and depth of the examinable content and (b) levels of cognition and difficulty outlined in the assessment syllabus and examination guidelines of the examination assessment body?
Reply:
Umalusi Council is a statutory body that is formed in accordance with the National Qualifications Framework Act No 67 of 2008 and the General and Further Education and Training Quality Assurance Act No 58 of 2001 and has jurisdiction over NSC external moderators reports, therefore the question has been referred to Umalusi and the response will be forwarded as soon as it is received.
06 March 2017 - NW216
Rabotapi, Mr MW to ask the Minister of Basic Education
Whether the 2016 National Senior Certificate External Moderator Reports (details furnished) found that the subject question papers were fair and valid as they appropriately covered the (a) scope and depth of the examinable content and (b) levels of cognition and difficulty outlined in the assessment syllabus and examination guidelines of the examination assessment body?
Reply:
Umalusi Council is a statutory body that is formed in accordance with the National Qualifications Framework Act No 67 of 2008 and the General and Further Education and Training Quality Assurance Act No 58 of 2001 and has jurisdiction over external moderators reports, therefore the question has been referred to Umalusi and the response will be forwarded as soon as it is received.
06 March 2017 - NW215
Rabotapi, Mr MW to ask the Minister of Basic Education
Whether the 2016 National Senior Certificate External Moderator Reports (details furnished) found that the subject question papers were fair and valid as they appropriately covered the (a) scope and depth of the examinable content and (b) levels of cognition and difficulty outlined in the assessment syllabus and examination guidelines of the examination assessment body?
Reply:
Umalusi Council is a statutory body that is formed in accordance with the National Qualifications Framework Act No 67 of 2008 and the General and Further Education and Training Quality Assurance Act No 58 of 2001 and has jurisdiction over external moderators, therefore the question has been referred to Umalusi and the response will be forwarded as soon as it is received.
06 March 2017 - NW212
Davis, Mr GR to ask the Minister of Basic Education
What was the (a) raw mean score, (b) suggested computer adjusted mean score and (c) final mean scores per subject in the National Senior Certificate (NSC) examination results in the (i) 2014, (ii) 2015 and (ii) 2016 school years?
Reply:
Umalusi Council is a statutory body that is formed in accordance with the National Qualifications Framework Act No 67 of 2008 and the General and Further Education and Training Quality Assurance Act No 58 of 2001 and has jurisdiction over the NSC Examinations processes including Standardisation of the NSC Results therefore the question has been referred to Umalusi and the response will be forwarded as soon as it is received.
06 March 2017 - NW213
Davis, Mr GR to ask the Minister of Basic Education
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?
Reply:
Umalusi Council is a statutory body that is formed in accordance with the National Qualifications Framework Act No 67 of 2008 and the General and Further Education and Training Quality Assurance Act No 58 of 2001 and has jurisdiction over external moderators, therefore the question has been referred to Umalusi and the response will be forwarded as soon as it is received.
27 February 2017 - NW130
Matsepe, Mr CD to ask the Minister of Basic Education
(1)How many schools for the deaf have professional audiologists performing audiological testing on learners on an annual basis in (a) each province and (b) district; (2) how many assistive devices have been provided to leaners in need at deaf schools in each (a) province and (b) district; (3) whether (a) speech therapists, (b) occupational therapists, (c) audiologists and (d) psychologists in schools for the deaf in each (i) province and (ii) district are SA Sign Language conversant?
Reply:
Please see table below.
Province |
Name of Districts with School for Deaf |
|
|
(3)(a) No. of Speech Therapists who are SASL Conversant |
(3)(b) No. of Occupational Therapists who are SASL Conversant |
(3)(c) No. of Audiologists who are SASL Conversant |
(3)(d) No. of Psychologists who are SASL Conversant |
EC |
Maluti |
0 |
110 |
0 |
0 |
0 |
0 |
Mthatha |
0 |
228 |
0 |
0 |
0 |
0 |
|
King Williams Town |
0 |
220 |
0 |
0 |
0 |
0 |
|
Port Elizabeth |
0 |
95 |
0 |
0 |
0 |
0 |
|
FS |
Motheo (Bartimea) |
0 |
20 |
0 |
2 |
0 |
0 |
Thabo Mofutsanyana (Thiboloha) |
2 |
50 |
0 |
1 |
2 |
0 |
|
GT |
Johannesburg East (St. Vincent School for the Deaf) |
1 |
321 |
1 |
0 |
2 |
1 |
Johannesburg West (Sizwile School for the Deaf) |
1 |
180 |
0 |
0 |
1 |
0 |
|
Johannesburg South (MC Kharbai) |
1 |
161 |
0 |
0 |
2 |
1 |
|
Ekurhuleni South (Ekurhuleni School for the Deaf) |
1 |
108 |
0 |
0 |
2 |
0 |
|
Tshwane South (Transoranje School) |
1 |
312 |
1 |
0 |
1 |
0 |
|
Tshwane North (Dominican School) |
1 |
93 |
0 |
0 |
1 |
0 |
|
Tshwane West (Filadelfia School) |
1 |
60 |
1 |
1 |
1 |
0 |
|
KZN |
Pinetown District VN Naik School |
2 |
14 |
2 |
0 |
2 |
0 |
Pinetown District Fulton School |
1 |
46 |
1 |
0 |
1 |
0 |
|
Pinetown District Kwathintwa School |
3 |
90 |
0 |
0 |
3 |
0 |
|
Umlazi District Kwavulindlebe School |
0 |
10 |
0 |
0 |
0 |
0 |
|
Umlazi District Durban School |
1 |
10 |
0 |
0 |
1 |
0 |
|
Umgungundlovu District Indaleni School |
0 |
0 |
0 |
0 |
0 |
0 |
|
Ugu District St Martin’s School |
1 |
20 |
1 |
1 |
1 |
0 |
|
King Cetshwayo District Vuleka School |
0 |
0 |
0 |
0 |
0 |
0 |
|
LP |
CAPRICON |
1 |
To be attached |
0 |
0 |
0 |
0 |
MOPANI |
0 |
0 |
0 |
0 |
0 |
0 |
|
WATERBERG |
0 |
0 |
0 |
0 |
0 |
0 |
|
SEKHUKHUNE |
0 |
0 |
0 |
0 |
0 |
0 |
|
VHEMBE |
0 |
0 |
0 |
0 |
0 |
0 |
|
MP |
None |
0 |
471 |
0 |
2 |
0 |
0 |
NC |
Frances Baard |
1 |
0 |
1 |
5 |
0 |
0 |
NW |
Bojanala |
1 |
R 158 524.00 allocated for assistive devices |
0 |
0 |
0 |
0 |
Dr Kenneth Kaunda |
0 |
R 128 090.00 allocated for assistive devices |
2 |
2 |
0 |
0 |
|
WC |
Metro Central |
1 |
150 |
1 |
1 |
1 |
0 |
Metro Central |
1 |
142 |
0 |
0 |
0 |
0 |
|
Metro Central |
1 |
89 |
1 |
0 |
0 |
0 |
|
Cape Wineland |
1 |
153 |
0 |
0 |
1 |
1 |
|
Cape Wineland |
1 |
285 |
1 |
1 |
1 |
2 |
|
Metro East |
1 |
70 |
0 |
0 |
0 |
0 |
|
Metro North |
1 |
205 |
0 |
0 |
0 |
0 |
|
National |
27 |
3713 |
13 |
16 |
23 |
5 |
27 February 2017 - NW128
Boshoff, Ms SH to ask the Minister of Basic Education
In each (a) province and (b) district, (i) what is the number of (aa) public ordinary schools, (bb) full service schools and (cc) schools for Learners with Special Educational Needs that have and have not made use of the South African School Administration System (SA-SAMS) since its inception and (ii) what measures are in place to ensure that more schools apply SA-SAMS as their primary reporting tool?
Reply:
The responses below are provided as per:
(a) province and (b) district, (i) in number of (aa) public ordinary schools, (bb) full service schools and (cc) schools for Learners with Special Educational Needs that have and have not made use of the South African School Administration System (SA-SAMS) since its inception
(a)(b)(i)(aa)(bb)(cc)
Table 1: Number of schools using SA-SAMS, by district, in 2016
Source 1: 2016 LURITS
Source 2: PED submissions
Province |
District |
Special Schools |
Full-Service |
All Ordinary Schools |
Total number of schools using SA-SAMS |
|||
Using SA_SAMS |
Not Using SA_SAMS |
Using SA_SAMS |
Not Using SA_SAMS |
Using SA_SAMS |
Not Using SA_SAMS |
|||
|
BUTTERWORTH |
0 |
0 |
1 |
0 |
391 |
0 |
392 |
|
COFIMVABA |
0 |
0 |
1 |
0 |
273 |
0 |
274 |
|
CRADOCK |
0 |
0 |
1 |
0 |
75 |
0 |
76 |
|
DUTYWA |
0 |
0 |
1 |
0 |
347 |
0 |
348 |
EC |
EAST LONDON |
6 |
0 |
1 |
0 |
300 |
1 |
307 |
FORT BEAUFORT |
0 |
0 |
2 |
0 |
240 |
0 |
242 |
|
GRAAFF-REINET |
0 |
0 |
1 |
0 |
77 |
0 |
78 |
|
GRAHAMSTOWN |
2 |
0 |
0 |
0 |
73 |
4 |
75 |
|
LADY FRERE |
0 |
0 |
1 |
0 |
157 |
0 |
158 |
|
LIBODE |
0 |
0 |
1 |
0 |
422 |
0 |
423 |
|
KING WILLIAMS TOWN |
4 |
0 |
0 |
0 |
389 |
0 |
393 |
|
LUSIKISIKI |
1 |
0 |
2 |
0 |
353 |
0 |
356 |
|
MALUTI |
1 |
0 |
0 |
0 |
224 |
0 |
225 |
|
MBIZANA |
3 |
0 |
1 |
0 |
217 |
0 |
221 |
|
MT FLETCHER |
0 |
0 |
0 |
0 |
184 |
0 |
184 |
|
MT FRERE |
1 |
0 |
1 |
0 |
251 |
0 |
253 |
|
MTHATA |
3 |
0 |
0 |
0 |
370 |
0 |
373 |
|
NGCOBO |
1 |
0 |
1 |
0 |
216 |
0 |
218 |
|
PORT ELIZABETH |
13 |
0 |
1 |
0 |
248 |
1 |
262 |
|
QUEENSTOWN |
1 |
0 |
1 |
0 |
164 |
0 |
166 |
|
QUMBU |
1 |
0 |
0 |
0 |
244 |
0 |
245 |
|
STERKSPRUIT |
2 |
0 |
1 |
0 |
156 |
0 |
159 |
|
UITENHAGE |
3 |
0 |
0 |
0 |
165 |
1 |
168 |
|
Total |
42 |
0 |
18 |
0 |
5 536 |
7 |
5 596 |
|
FS |
FEZILE DABI |
3 |
0 |
36 |
0 |
172 |
0 |
211 |
LEJWELEPUTSWA |
4 |
0 |
24 |
0 |
213 |
0 |
241 |
|
MOTHEO |
12 |
0 |
33 |
0 |
253 |
0 |
298 |
|
THABO MOFUTSANYANA |
2 |
0 |
44 |
0 |
356 |
0 |
402 |
|
Xhapier |
0 |
0 |
18 |
0 |
52 |
0 |
70 |
|
Total |
21 |
0 |
155 |
|
1 046 |
0 |
1 222 |
|
GT |
EKURHULENI NORTH |
9 |
5 |
4 |
1 |
138 |
102 |
151 |
EKURHULENI SOUTH |
6 |
4 |
5 |
0 |
135 |
74 |
146 |
|
GAUTENG EAST |
6 |
2 |
5 |
0 |
132 |
39 |
143 |
|
GAUTENG NORTH |
2 |
0 |
5 |
0 |
43 |
18 |
50 |
|
GAUTENG WEST |
7 |
2 |
5 |
0 |
140 |
31 |
152 |
|
JOHANNESBURG CENTRAL |
9 |
2 |
5 |
0 |
200 |
24 |
214 |
|
JOHANNESBURG EAST |
7 |
6 |
5 |
0 |
133 |
152 |
145 |
|
JOHANNESBURG NORTH |
13 |
9 |
5 |
0 |
146 |
80 |
164 |
|
JOHANNESBURG SOUTH |
5 |
3 |
5 |
0 |
158 |
43 |
168 |
|
JOHANNESBURG WEST |
4 |
5 |
4 |
1 |
119 |
53 |
127 |
|
SEDIBENG EAST |
7 |
1 |
4 |
0 |
68 |
25 |
79 |
|
SEDIBENG WEST |
5 |
1 |
5 |
0 |
124 |
15 |
134 |
|
TSHWANE NORTH |
4 |
2 |
5 |
0 |
111 |
40 |
120 |
|
TSHWANE SOUTH |
11 |
5 |
5 |
0 |
163 |
127 |
179 |
|
TSHWANE WEST |
7 |
2 |
4 |
1 |
122 |
45 |
133 |
|
GT |
102 |
49 |
71 |
3 |
1 794 |
868 |
1 967 |
|
KZ |
AMAJUBA |
6 |
0 |
3 |
1 |
225 |
9 |
234 |
ILEMBE |
2 |
0 |
7 |
0 |
411 |
8 |
420 |
|
PINETOWN |
11 |
0 |
5 |
0 |
463 |
54 |
479 |
|
SISONKE |
2 |
0 |
7 |
0 |
435 |
5 |
444 |
|
UGU |
3 |
0 |
2 |
1 |
458 |
35 |
463 |
|
UMGUNGUNDLOVU |
8 |
1 |
4 |
0 |
479 |
44 |
491 |
|
UMKHANYAKUDE |
2 |
0 |
9 |
0 |
532 |
0 |
543 |
|
UMLAZI |
18 |
3 |
3 |
0 |
384 |
127 |
405 |
|
UMZINYATHI |
2 |
0 |
9 |
0 |
481 |
12 |
492 |
|
UTHUKELA |
3 |
0 |
4 |
0 |
440 |
6 |
447 |
|
UTHUNGULU |
8 |
0 |
8 |
0 |
640 |
18 |
656 |
|
ZULULAND |
3 |
0 |
10 |
0 |
733 |
4 |
746 |
|
Total |
68 |
4 |
71 |
2 |
5 681 |
322 |
5 820 |
|
LP |
LEBOWAKGOMO |
3 |
0 |
4 |
0 |
|
0 |
7 |
MOPANI |
4 |
0 |
3 |
0 |
691 |
17 |
698 |
|
CAPRICORN |
11 |
0 |
0 |
0 |
924 |
6 |
935 |
|
SEKHUKHUNE |
6 |
0 |
4 |
0 |
923 |
4 |
933 |
|
VHEMBE |
6 |
0 |
3 |
0 |
973 |
5 |
982 |
|
WATERBERG |
5 |
0 |
3 |
0 |
432 |
16 |
440 |
|
Total |
35 |
0 |
17 |
0 |
3 943 |
48 |
3 995 |
|
|
BOHLABELA |
1 |
0 |
40 |
0 |
390 |
7 |
431 |
|
EHLANZENI |
3 |
0 |
30 |
0 |
383 |
27 |
416 |
MP |
GERT SIBANDE |
7 |
6 |
30 |
0 |
482 |
23 |
519 |
|
NKANGALA |
8 |
0 |
40 |
0 |
478 |
56 |
526 |
|
Total |
19 |
6 |
140 |
0 |
1 733 |
113 |
1 892 |
NC |
FRANCES BAARD |
8 |
0 |
1 |
0 |
122 |
1 |
131 |
JOHN TAOLO GAETSEWA |
1 |
0 |
2 |
0 |
171 |
1 |
174 |
|
NAMAQUA |
1 |
0 |
0 |
0 |
73 |
1 |
74 |
|
PIXLEY-KA-SEME |
0 |
0 |
1 |
0 |
88 |
2 |
89 |
|
SIYANDA |
1 |
0 |
0 |
0 |
94 |
2 |
95 |
|
Total |
11 |
0 |
4 |
0 |
548 |
7 |
563 |
|
|
DITSOBOTLA |
0 |
0 |
4 |
0 |
42 |
0 |
46 |
NW |
GREATER DELAREYVILLE |
1 |
0 |
4 |
0 |
83 |
1 |
88 |
GREATER TAUNG |
2 |
0 |
4 |
0 |
113 |
3 |
119 |
|
KAGISANO MOLOPO |
1 |
0 |
6 |
0 |
88 |
0 |
95 |
|
KGETLENG RIVER |
1 |
0 |
5 |
0 |
46 |
2 |
52 |
|
LETLHABILE |
1 |
0 |
4 |
0 |
67 |
0 |
72 |
|
LICHTENBURG |
1 |
0 |
1 |
0 |
31 |
5 |
33 |
|
MADIBENG |
4 |
0 |
4 |
1 |
70 |
8 |
78 |
|
MAHIKENG |
0 |
0 |
5 |
0 |
88 |
1 |
93 |
|
MAQUASSI HILLS |
2 |
0 |
5 |
0 |
52 |
2 |
59 |
|
MATLOSANA |
2 |
0 |
10 |
3 |
76 |
24 |
88 |
|
MORETELE |
2 |
0 |
4 |
0 |
103 |
0 |
109 |
|
MOSES KOTANE EAST |
2 |
0 |
5 |
0 |
62 |
0 |
69 |
|
MOSES KOTANE WEST |
0 |
0 |
4 |
0 |
64 |
0 |
68 |
|
RAMOTSHERE |
0 |
0 |
6 |
0 |
81 |
1 |
87 |
|
POTCHEFSTROOM |
2 |
0 |
0 |
0 |
0 |
0 |
2 |
|
REKOPANTSWE |
3 |
0 |
5 |
0 |
89 |
1 |
97 |
|
RUSTENBURG |
4 |
0 |
6 |
1 |
121 |
13 |
131 |
|
TALEDI |
0 |
0 |
5 |
0 |
87 |
2 |
92 |
|
TLOKWE |
0 |
0 |
4 |
0 |
67 |
9 |
71 |
|
ZEERUST |
2 |
0 |
0 |
0 |
0 |
0 |
2 |
|
Total |
30 |
0 |
91 |
5 |
1 430 |
72 |
1 551 |
|
WC |
CAPE WINELANDS |
0 |
11 |
0 |
25 |
0 |
294 |
0 |
EDEN AND CENTRAL KAROO |
0 |
7 |
0 |
27 |
0 |
244 |
0 |
|
METRO CENTRAL |
0 |
22 |
0 |
12 |
0 |
265 |
0 |
|
METRO EAST |
0 |
12 |
0 |
16 |
0 |
184 |
0 |
|
METRO NORTH |
0 |
17 |
0 |
22 |
0 |
250 |
0 |
|
METRO SOUTH |
0 |
12 |
0 |
10 |
0 |
217 |
0 |
|
OVERBERG |
0 |
3 |
0 |
15 |
0 |
98 |
0 |
|
WEST COAST |
0 |
3 |
0 |
17 |
0 |
141 |
0 |
|
Total |
0 |
87 |
0 |
144 |
0 |
1 693 |
0 |
|
National |
328 |
146 |
567 |
154 |
21 711 |
3 288 |
22 606 |
(ii) The measures in place to ensure that more schools apply SA-SAMS as their primary reporting tool are as follows:
- From 2017 onwards, all paper surveys are phased out and data are collected through SASAMS only. The operational data will be collected and submitted with a signed off principal report.
- Schools using 3rd Party systems are to run SASAMS parallel to their existing systems.
- New schools are provided with the SA-SAMS software.
- Some has managed to secure the support of EDUPAC, SMART Software, Principal Primary, and Pencil Box to provide with an SA-SAMS database. The Principal Group would then assist their clients to “export” data from the primary application into SA-SAMS and thereby generate an SA-SAMS database. The created SA-SAMS database needs to be data cleaned and then can be deployed. Once deployed successfully, the database will run the locally developed extractor tool to upload the deployed database into the provincial warehouse.
- Recruitment and training for SASAMS personnel will be carried out.
- Some provinces have already issued circulars to schools to provide data in SA-SAMS format.
The inputs below were sourced from Western Cape:
- Currently 11 Western Cape (WC) schools are using SA-SAMS to varying degrees (8 of these schools attended a training session last year convened jointly by WCED and DBE).
- The WCED utilizes a provincial administration management system, CEMIS on a wide-scale to facilitate data collection for the various provincial business processes and to meet the requirements of gazette 29757. In the Western Cape, all public schools use CEMIS (primarily for maintaining learner tracking) and most schools use a mix of bespoke and proprietary Schools Administration Management Systems (SAMS) to manage their day to day operations.
27 February 2017 - NW157
Matsepe, Mr CD to ask the Minister of Basic Education
(1)How many learners in the schools for the deaf in each (a) province and (b) district were enrolled in each grade from Grade 1 to 12 in the (i) 2014, (ii) 2015, and (iii) 2016 calendar years; (2) how many learners in the specified schools dropped out in each (a) province and (b) district from Grade 1 to 12 during the (aa) 2014, (bb) 2015 and (cc) 2016 calendar years?
Reply:
The responses below are provided in the table below:
Number of learners in the schools for the deaf in each (a) province and (b) district were enrolled in each grade from Grade 1 to 12 in the (i) 2014, (ii) 2015, and (iii) 2016 calendar years.
(1)(a)(b)(i)(ii)(iii)
Table 1: Number of learners in schools for the deaf, by district and grade, in between 2014 and 2016
Source: 2014-16 SNAP Survey for SNE schools
2014 |
Province |
District |
Pre-Gr. R |
Gr. R |
Gr. 1 |
Gr. 2 |
Gr. 3 |
Gr. 4 |
Gr. 5 |
Gr. 6 |
Gr. 7 |
Gr. 8 |
Gr. 9 |
Gr. 10 |
Gr. 11 |
Gr. 12 |
Other |
Total |
GT |
EKURHULENI SOUTH |
11 |
18 |
33 |
40 |
33 |
31 |
23 |
19 |
27 |
14 |
24 |
0 |
0 |
0 |
0 |
273 |
|
JOHANNESBURG SOUTH |
12 |
9 |
15 |
10 |
13 |
16 |
13 |
10 |
21 |
15 |
10 |
0 |
5 |
2 |
250 |
401 |
||
JOHANNESBURG WEST |
13 |
25 |
28 |
19 |
21 |
23 |
16 |
15 |
21 |
21 |
18 |
17 |
8 |
6 |
30 |
281 |
||
TSHWANE NORTH |
15 |
28 |
32 |
42 |
36 |
32 |
23 |
23 |
24 |
24 |
26 |
0 |
0 |
0 |
78 |
383 |
||
TSHWANE SOUTH |
10 |
13 |
24 |
16 |
24 |
16 |
10 |
10 |
11 |
6 |
6 |
5 |
8 |
3 |
39 |
201 |
||
Total |
61 |
93 |
132 |
127 |
127 |
118 |
85 |
77 |
104 |
80 |
84 |
22 |
21 |
11 |
397 |
1 539 |
||
KZ |
EMPANGENI |
|
34 |
26 |
34 |
25 |
19 |
19 |
22 |
24 |
24 |
30 |
39 |
27 |
14 |
0 |
337 |
|
PINETOWN |
13 |
58 |
24 |
50 |
36 |
37 |
29 |
24 |
23 |
23 |
21 |
20 |
39 |
11 |
16 |
424 |
||
UMGUNGUNDLOVU |
|
14 |
21 |
12 |
25 |
9 |
12 |
9 |
5 |
6 |
36 |
0 |
0 |
0 |
0 |
149 |
||
UMLAZI |
15 |
59 |
53 |
39 |
28 |
26 |
12 |
11 |
10 |
8 |
6 |
0 |
0 |
0 |
49 |
316 |
||
Total |
28 |
165 |
124 |
135 |
114 |
91 |
72 |
66 |
62 |
61 |
93 |
59 |
66 |
25 |
65 |
1226 |
||
NW |
MAQUASSI HIILS |
0 |
0 |
0 |
|
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
70 |
70 |
|
RUSTENBURG |
0 |
13 |
27 |
17 |
30 |
35 |
42 |
18 |
30 |
0 |
0 |
0 |
0 |
0 |
118 |
330 |
||
Total |
|
13 |
27 |
17 |
30 |
35 |
42 |
18 |
30 |
0 |
0 |
0 |
0 |
0 |
188 |
400 |
||
WC |
METRO SOUTH |
12 |
10 |
11 |
14 |
15 |
12 |
7 |
15 |
7 |
7 |
10 |
0 |
0 |
0 |
220 |
340 |
|
METROPOLE SOUTH |
27 |
9 |
12 |
15 |
15 |
11 |
5 |
11 |
7 |
15 |
11 |
10 |
4 |
0 |
74 |
226 |
||
Total |
39 |
19 |
23 |
29 |
30 |
23 |
12 |
26 |
14 |
22 |
21 |
10 |
4 |
|
294 |
566 |
||
National |
|
128 |
290 |
306 |
308 |
301 |
267 |
211 |
187 |
210 |
163 |
198 |
91 |
91 |
36 |
944 |
3 731 |
|
2015 |
GT |
EKURHULENI SOUTH |
12 |
18 |
32 |
36 |
28 |
31 |
29 |
26 |
16 |
22 |
24 |
0 |
0 |
0 |
0 |
274 |
JOHANNESBURG SOUTH |
|
22 |
6 |
18 |
6 |
8 |
9 |
8 |
6 |
14 |
37 |
0 |
0 |
0 |
0 |
134 |
||
JOHANNESBURG WEST |
23 |
17 |
20 |
25 |
15 |
22 |
19 |
15 |
18 |
15 |
18 |
27 |
9 |
4 |
26 |
273 |
||
TSHWANE NORTH |
12 |
26 |
33 |
23 |
45 |
26 |
31 |
26 |
22 |
31 |
16 |
0 |
0 |
0 |
71 |
362 |
||
TSHWANE SOUTH |
15 |
18 |
19 |
17 |
29 |
12 |
18 |
9 |
8 |
5 |
6 |
5 |
8 |
2 |
37 |
208 |
||
Total |
62 |
101 |
110 |
119 |
123 |
99 |
106 |
84 |
70 |
87 |
101 |
32 |
17 |
6 |
134 |
1251 |
||
KZ |
UMLAZI |
14 |
0 |
9 |
7 |
9 |
8 |
9 |
8 |
17 |
17 |
9 |
0 |
0 |
0 |
0 |
107 |
|
Total |
14 |
0 |
9 |
7 |
9 |
8 |
9 |
8 |
17 |
17 |
9 |
0 |
0 |
0 |
0 |
107 |
||
NW |
MAQUASSI HILLS |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
63 |
63 |
|
RUSTENBURG |
11 |
12 |
18 |
26 |
18 |
19 |
36 |
43 |
23 |
0 |
0 |
0 |
0 |
0 |
47 |
253 |
||
Total |
11 |
12 |
18 |
26 |
18 |
19 |
36 |
43 |
23 |
0 |
0 |
0 |
0 |
0 |
110 |
316 |
||
WC |
METRO EAST |
11 |
10 |
13 |
13 |
16 |
15 |
4 |
9 |
9 |
3 |
7 |
0 |
0 |
0 |
34 |
144 |
|
METRO SOUTH |
18 |
17 |
13 |
16 |
11 |
12 |
11 |
4 |
13 |
10 |
13 |
11 |
0 |
4 |
74 |
227 |
||
Total |
29 |
27 |
26 |
29 |
27 |
27 |
15 |
13 |
22 |
13 |
20 |
11 |
0 |
4 |
108 |
371 |
||
National |
|
116 |
140 |
163 |
181 |
177 |
153 |
166 |
148 |
132 |
117 |
130 |
43 |
17 |
10 |
352 |
2 045 |
|
2016 |
GT |
EKURHULENI SOUTH |
0 |
30 |
29 |
25 |
35 |
33 |
27 |
23 |
21 |
22 |
22 |
0 |
0 |
0 |
0 |
267 |
JOHANNESBURG SOUTH |
8 |
9 |
15 |
6 |
18 |
5 |
8 |
10 |
11 |
7 |
12 |
0 |
0 |
0 |
15 |
124 |
||
JOHANNESBURG WEST |
6 |
23 |
17 |
18 |
23 |
20 |
18 |
18 |
15 |
14 |
17 |
31 |
14 |
7 |
39 |
280 |
||
TSHWANE NORTH |
0 |
23 |
40 |
24 |
27 |
44 |
27 |
26 |
32 |
34 |
20 |
0 |
0 |
0 |
62 |
359 |
||
TSHWANE SOUTH |
18 |
4 |
22 |
19 |
13 |
21 |
15 |
16 |
11 |
3 |
5 |
5 |
3 |
5 |
37 |
197 |
||
Total |
32 |
89 |
123 |
92 |
116 |
123 |
95 |
93 |
90 |
80 |
76 |
36 |
17 |
12 |
153 |
1 227 |
||
KZ |
PINETOWN |
8 |
34 |
37 |
38 |
16 |
49 |
38 |
34 |
30 |
19 |
21 |
43 |
13 |
8 |
0 |
388 |
|
UMLAZI |
26 |
21 |
22 |
27 |
80 |
27 |
16 |
18 |
13 |
11 |
11 |
5 |
14 |
4 |
0 |
295 |
||
UTHUNGULU |
0 |
49 |
21 |
22 |
14 |
30 |
22 |
10 |
23 |
22 |
16 |
21 |
25 |
35 |
0 |
310 |
||
Total |
34 |
104 |
80 |
87 |
110 |
106 |
76 |
62 |
66 |
52 |
48 |
69 |
52 |
47 |
0 |
993 |
||
NW |
MAQUASSI HILLS |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
74 |
74 |
|
RUSTENBURG |
17 |
17 |
25 |
16 |
28 |
18 |
22 |
36 |
34 |
0 |
0 |
0 |
0 |
0 |
42 |
255 |
||
Total |
17 |
17 |
25 |
16 |
28 |
18 |
22 |
36 |
34 |
0 |
0 |
|
|
|
116 |
329 |
||
WC |
METRO EAST |
10 |
8 |
12 |
13 |
16 |
18 |
11 |
5 |
10 |
8 |
4 |
0 |
0 |
0 |
42 |
157 |
|
METRO SOUTH |
8 |
17 |
16 |
9 |
12 |
8 |
13 |
11 |
3 |
12 |
5 |
4 |
6 |
0 |
100 |
224 |
||
Total |
18 |
25 |
28 |
22 |
28 |
26 |
24 |
16 |
13 |
20 |
9 |
4 |
6 |
0 |
142 |
381 |
||
National |
|
101 |
235 |
256 |
217 |
282 |
273 |
217 |
207 |
203 |
152 |
133 |
109 |
75 |
59 |
411 |
2 930 |
(2)
Data on dropout rate for learners in special schools is not available.
27 February 2017 - NW131
Matsepe, Mr CD to ask the Minister of Basic Education
With reference to the meeting of the Portfolio Committee on Basic Education on 30 November 2016, by what date can a response from the SA Council of Educators be expected regarding the allegations made against certain persons (details furnished) and the neutrality of the Ministerial Task Team?
Reply:
A response was received from SACE that this question will only be responded to after its first Council Meeting of 2017 scheduled for 17 February 2017.
“Neutrality of the Ministerial Task Team”
Following allegations published in the media in 2014 that some members of teacher unions and department officials were involved in illegal activities involving the selling of educator posts, the Minister of Basic Education, Mrs AM Motshekga, MP, held meetings with various stakeholders including teacher unions as well as the Associations of School Governing Bodies.
Consensus was reached on the need to investigate speedily the allegations and it was thus agreed that an Independent Ministerial Task Team (MTT) instead of a Commission of Inquiry be established by the Minister to probe these allegations.
Because of the sensitive nature of the matter, the Minister found it appropriate to appoint an independent Chairperson, an independent educationist and members drawn from different Government Departments:
The Chairperson, Prof John Volmink;
- Mr Michael Gardiner, Educationist;
- Mr Siyabonga Msimang, - Department of Public Service and Administration (DPSA);
- Mr Paul Nel - Department of Justice and Correctional Services (DoJ);
- Ms Amelia Moleta - Department of Justice and Correctional Services;
- Mr Gerhard Scholtz - Deloitte Forensics; and
- Mr Tommy Prins - Deloitte Forensics.
06 February 2017 - NW226
McLoughlin, Mr AR to ask the Minister of Basic Education
Whether, with regard to the Grade 3 English First Additional Language test which was administered in partnership with the Zenex Foundation to teachers who were selected from 24 schools during 2016, the teachers who failed the test will be retested; if not, why not; if so, when will the retesting take place?
Reply:
The teachers who are involved in the Grade 3 English First Additional Language improvement programme being administered in partnership with Zenex Foundation are participating in a teacher development and support programme. The assessments they underwent were voluntary processes to establish baseline information. The programme will offer teachers an opportunity to participate in another assessment towards the end of 2017 to assess what progress was made.
04 January 2017 - NW2686
Davis, Mr GR to ask the Minister of Basic Education
Why has the contract regarding the Kha Ri Gude Literacy Campaign been extended until September 2017 despite concerns about irregular expenditure as presented by her department to the Portfolio Committee on Basic Education on 23 November 2016 (details furnished)?
Reply:
The current contract with SAB&T Ubuntu was extended to September 2017 due to the fact that the campaign is coming to an end at the above mentioned date. The matter went through all departmental procurement processes and the Department was advised by its Bid Adjudication Committee that it would not be cost effective for the Department to appoint a new service provider for such a short period.
The irregular expenditure that occurred was not created by the current service provider but happened due to a disagreement between the Department and the Auditor-General on a technical point in the procurement process. The matter was then submitted to a technical team at the Auditor-General which then ruled against the Department. This matter was however addressed in a previous response to the Honourable Member.
25 December 2016 - NW2699
Van Der Walt, Ms D to ask the Minister of Basic Education
(1)With reference to her reply to question 998 on 21 June 2016, (a) how many of the specified tablets that were purchased for the paperless classroom project in Gauteng have been (i) lost and (ii) stolen since 21 June 2016, (b) what is the total value of the tablets that were (i) lost and (ii) stolen, (c) what action was taken in this regard and (d) what steps have been put in place to prevent similar incidents from occurring in the future in each case; (2) whether the tablets that were (a) lost or (b) stolen will be replaced; if not, what is the position in this regard; if so, (i) what will it cost to replace the tablets and (ii) what are the further relevant details?
Reply:
(1) and (2) On 02 December 2016 the Department of Basic Education (DBE) requested the Gauteng Department of Education (GDE) to provide a response. The DBE will provide the necessary response once the information is made available by the GDE.
15 December 2016 - NW2723
Van Der Walt, Ms D to ask the Minister of Basic Education
With reference to the poor conditions of the Reahlahlwa Primary School toilets in Vaalwater in Limpopo, (a) what are the Regulations for Norms and Standards for School Infrastructure applicable and (b) by what date will the (i) learners and (ii) teachers receive suitable and safe toilets?
Reply:
The information has been requested from the Limpopo Department Education and will be provided as a soon as it is received.
15 December 2016 - NW2724
Boshoff, Ms SH to ask the Minister of Basic Education
With reference to the relocation of the Setotolwane Secondary School in Mashashane to the new premises at the Hwiti High School in Mankweng in Limpopo, (a) what (i) was the exact cost of the vandalised premises and (ii) is the total cost of the upgraded school and (b) who was the contractor of the new premises?
Reply:
The information has been requested from the Limpopo Department Education and will be provided as a soon as it is received.
15 December 2016 - NW2684
Davis, Mr GR to ask the Minister of Basic Education
(1)Whether any action has been taken against any officials of the North West Department of Education that are implicated in the report of the Ministerial Task Team to Investigate Allegations into the Selling of posts of Educators by Members of Teacher Unions and Departmental Officials in Provincial Education Departments in relation to findings of the 2011 Nexus report that the SA Democratic Teachers’ Union irregularly influenced the appointment of educators to senior positions in the Bojanala district; if not, (a) why not and (b) by what date will action be taken against the specified officials; if so, (i) what action has been taken against the officials, (ii) which officials were found to have been implicated and (iii) what was each official found guilty of; (2) whether the Head of Department of the specified provincial department of education took action in relation to the findings of the specified report; if not, why not; if so, what are the relevant details; (3) whether she will make the report available to (a) the Portfolio Committee on Basic Education and/or (b) Mr G R Davis; if not, in each case, why not; if so by what date in each case?
Reply:
(1)
(a) The Department has advised the North West Provincial Department to institute legal action against the implicated individual with a view to determining whether the Prevention and Combating of Corrupt Activities Act 12 of 2004 has been violated as well as to implement the recommendations of the NEXUS report.
A progress report has been received from North West where one case has been investigated and finalised.
(b) (i) & (ii) The matter is still under investigation.
(iii) The North West Provincial Department has been requested to further investigate whether there are other officials involved in the appointment of the official alleged not to meet the requirements.
2. The Head of Department has been advised to implement the recommendations of the MTT report as well as the NEXUs report.
3. The Minister will make the report available to the Portfolio Committee on Basic Education as soon after she has received and analysed it.
12 December 2016 - NW2687
Van Der Walt, Ms D to ask the Minister of Basic Education
Whether, with reference to her (a) reply to question 1742 on 21 November 2016 and (b) department’s presentation regarding the Jobs for Cash report during the meeting of the Portfolio Committee on Basic Education on 23 November 2016, a certain service provider (name furnished) participated in the extended forensic investigations into teacher misconduct after the specified report was released; if not, why not; if so, what are the full relevant details?
Reply:
(a)(b) Deloitte was contracted to serve as a member of the Ministerial Task Team (MTT) and to work alongside the Department of Justice and Constitutional Development (DoJ) to investigate all the cases reported to the Department and through the media for the duration of the first phase of the MTT.
Deloitte was not contracted to work on the second phase of the forensic investigation, the services of the forensic team from the DoJ have been rendered pro bono, except for the payment of the subsistence and travelling allowances as and when required. It made a sound financial sense to use the human resources drawn from a Government Department such as the DOJ to complete the work rather than to enter into a new financially binding contract with a service provider for another six (6) months.
07 December 2016 - NW2669
Boshoff, Ms SH to ask the Minister of Basic Education
(1)Whether, with reference to her reply to question 1099 on 8 July 2016, she has received the outstanding information from the SA Council of Educators (SACE); if not, why not; if so, by what date will the information be communicated; (2) how many (a) cases of teacher misconduct were reported to SACE in each province in the (i) 2011-12, (ii) 2012-13, (iii) 2013-14, (iv) 2014-15 and (v) 2015-16 financial years and (b) of the specified cases related to (i) fraudulent qualifications, (ii) sexual misconduct and (iii) physical assault?
Reply:
1. The information has been requested from the South African Council of Educators (SACE) and regular follow-up on this has been done with them. To date, we have not received this information from the SACE.
2. The SACE has provided the DBE with the following information:
The total number of educators struck-off the roll during (aa) 2011-12, (bb) 2012-13, (cc) 2013-14, (dd) 2014-15 and (ee) 2015-16 is as follows:
2011/12
Educators struck off indefinitely: 31
Educators struck off but may re-apply after a certain period: 01
2012/13
Educators struck off indefinitely: 27
Educators struck off but may re-apply after a certain period: 01
2013/14
Educators struck off indefinitely: 03
Educators struck off but may re-apply after a certain period: 06
2014/15
Educators struck off indefinitely: 10
Educators struck off but may re-apply after a certain period: 18
2015/16
Educators struck off indefinitely: 25
Educators struck off but may re-apply after a certain period: 05
The information received from SACE does not give a provincial breakdown of cases, nor does it indicate the nature of the cases that have been struck-off the roll.
RESPONSE TO NATIONAL ASSEMBLY QUESTION 2669
COMPILED BY:
MS S GEYER
CHIEF DIRECTOR: EDUCATION HUMAN RESOURCE MANAGEMENT
DATE:
MR T KOJANA
DEPUTY DIRECTOR-GENERAL: TEACHER AND PROFESSIONAL DEVELOPMENT
DATE:
MR HM MWELI
DIRECTOR-GENERAL
DATE:
QUESTION 2669: APPROVED / NOT APPROVED / AMENDED
MR ME SURTY, MP
DEPUTY MINISTER
DATE:
MRS AM MOTSHEKGA, MP
MINISTER:
DATE:
07 December 2016 - NW2644
Van Der Walt, Ms D to ask the Minister of Basic Education
With regard to her statement on the progress of the Minimum Uniform Norms and Standards for Public Schools Infrastructure on 14 November 2016, when will the (a) 66 remaining schools without sanitation, (b) 81 schools without water and (c) 571 schools without electricity be provided with these resources?
Reply:
a) With regard to 66 remaining schools without sanitation, all the schools are currently at different stages of implementation and will be completed during the current 2016/2017 financial year.
b) With regard to 81 remaining schools without water, all the schools are currently at different stages of implementation and will be completed during the current 2016/2017 financial year.
c) With regard to 571 remaining schools without electricity, all the schools are currently at different stages of implementation and will be completed during 2017/2018 financial year.
07 December 2016 - NW2643
Van Der Walt, Ms D to ask the Minister of Basic Education
(1)Whether each time frame set for each target of her department’s Accelerated School Infrastructure Delivery Initiative programme has been reached since it was launched in the 2011-12 financial year; if not, (a) why not and (b) how were the specified time frames amended in each case; if so, what are the relevant details; (2) whether any contractors working on the specified programme were blacklisted for nonperformance since the announcement by her deputy, Mr M E Surty, to this effect in the meeting of the Standing Committee on Appropriations on 20 February 2013; if not, why not; if so, what are the full relevant details; (3) (a) what is the (i) total expenditure on the programme and (ii) detailed breakdown of the expenditure (aa) in each financial year since the 2011-12 financial year and (bb) on each project in each province to date and (b) how was the programme funded to date; (4) whether her department will amend the programme’s (a) targets and/or (b) time frames again; if not, in each case, what is the position in this regard; if so, what are the relevant details in each case; (5) whether she has put any measures in place to ensure that the programme’s targets are delivered timeously; if not, why not; if so, what are the relevant details?
Reply:
1. The time frames have not been met in every case. ASIDI is a multi-year programme and the building of a school takes, on average 12 to 15 months. Prior to that is the process of procurement, which must follow laid down procedures, and design, planning and construction. A project cycle does not necessarily follow a financial year.
2. Implementing agents blacklist non performing contractors and send the list to Construction Industry Development Board.(CIBD).
3. The expenditure on the programme to date is detailed below:
Inappropriate Structures |
|||||||
2011/12 |
2012/13 |
2013/14 |
2014/15 |
2015/16 |
|||
Eastern Cape |
63 984 913 |
643 912 612 |
790 329 040 |
1 358 016 195 |
976 037 703 |
||
Free State |
- |
17 746 043 |
146 775 703 |
518 183 195 |
187 121 154 |
||
KwaZulu-Natal |
- |
- |
1 000 000 |
13 994 772 |
7 033 233 |
||
Limpopo |
- |
- |
32 188 714 |
89 036 857 |
12 415 992 |
||
Mpumalanga |
- |
- |
32 188 714 |
89 036 857 |
18 139 438 |
||
Northwest |
- |
- |
8 349 205 |
86 219 551 |
15 062 193 |
||
Northern Cape |
- |
|
3 960 685 |
15 751 841 |
6 439 904 |
||
Western Cape |
|
|
533 019 000 |
396 697 000 |
262 049 000 |
||
63 984 913 |
661 658 655 |
1 547 811 061 |
2 566 936 268 |
1 484 298 617 |
|||
Water & Sanitation |
|||||||
2011/12 |
2012/13 |
2013/14 |
2014/15 |
2015/16 |
|||
Eastern Cape |
7 843 987 |
35 431 692 |
265 153 466 |
140 788 186 |
98 471 455 |
||
Free State |
1 232 657 |
10 760 350 |
3 355 713 |
831 166 |
- |
||
KwaZulu-Natal |
- |
34 441 881 |
64 772 375 |
120 082 396 |
33 512 363 |
||
Limpopo |
- |
36 542 858 |
67 409 852 |
29 322 070 |
5 818 007 |
||
Mpumalanga |
- |
- |
- |
43 236 964 |
29 025 376 |
||
Northwest |
- |
- |
- |
17 378 852 |
- |
||
Northern Cape |
- |
|
3 960 685 |
10 869 214 |
- |
||
9 076 644 |
117 176 781 |
404 652 091 |
362 508 848 |
166 827 201 |
|||
Electricity |
|||||||
2011/12 |
2012/13 |
2013/14 |
2014/15 |
2015/16 |
|||
Eskom (All Provinces) |
- |
22 900 834 |
3 334 927 |
53 202 521 |
24 806 781 |
||
Total Capital Expenditure |
73 061 557 |
801 736 270 |
1 955 798 079 |
2 982 647 637 |
1 675 932 598 |
||
TOTAL CAPITAL EXPENDITURE SINCE INCEPTION WITHOUT WC |
7 489 176 141 |
||||||
4. The programme is amended in keeping with performance cycles and implementing agent capacity. Implementing Agents have agreed to bolster their internal capacities and are geared to complete the programme by the proposed new completion dates.
5.The ASIDI programme is now planned to be completed at the end of the 2017/18 financial year. 126 schools are at different phases of implementation and 216 schools are the subject of a completed rationalisation and mergers exercise. The DBE will now go in to a period of procurement, planning and design before construction can begin in earnest.
RESPONSE TO NATIONAL ASSEMBLY QUESTION 2643
COMPILER:
MS J MODIPA
EXT: X 4272
DATE:
MR T KOJANA
DEPUTY DIRECTOR-GENERAL: SECTOR INFRASTRUCTURE MANAGEMENT
DATE:
MR HM MWELI
DIRECTOR–GENERAL
DATE:
QUESTION NA 2643 APPROVED/NOT APPROVED/AMENDED
MR ME SURTY, MP
DEPUTY MINISTER
DATE:
MRS AM MOTSHEKGA, MP
MINISTER
DATE:
01 December 2016 - NW2670
Boshoff, Ms SH to ask the Minister of Basic Education
(a) What was the average amount of time taken to complete cases of (i) fraudulent qualifications, (ii) sexual misconduct and (iii) physical assault against educators reported to the SA Council of Educators in each province in the (aa) 2011-12, (bb) 2012-13, (cc) 2013-14, (dd) 2014-15 and (ee) 2015-16 financial years and (b) what is the total number of affected teachers who were struck off the roll as a result of completed cases?
Reply:
1. (a) (i) It takes about 30 to 45 days to finalise the deregistration process of an educator found to be in possession of fraudulent qualifications. The final decision to deregister an educator is taken by the SACE Council. (ii) & (iii) It takes on average three (3) months to finalise cases of sexual misconduct and physical assault. Some cases may take longer depending on the prevailing circumstances of each case.
(b) The total number of educators struck off the roll during (aa) 2011-12, (bb) 2012-13, (cc) 2013-14, (dd) 2014-15 and (ee) 2015-16 is as follows:
2011/12
Educators struck off indefinitely: 31
Educators struck off but may re-apply after a certain period: 01
2012/13
Educators struck off indefinitely: 27
Educators struck off but may re-apply after a certain period: 01
2013/14
Educators struck off indefinitely: 03
Educators struck off but may re-apply after a certain period: 06
2014/15
Educators struck off indefinitely: 10
Educators struck off but may re-apply after a certain period: 18
2015/16
Educators struck off indefinitely: 25
Educators struck off but may re-apply after a certain period: 05
01 December 2016 - NW2592
Davis, Mr GR to ask the Mr G R Davis (DA) to ask Minister of Basic Education
(1) With reference to (a) her reply to question 530 on 24 March 2016, (b) the 2015-16 annual report of her department and (c) the undertaking by her department in the meeting of the Portfolio Committee on Basic Education on 1 November 2016, why (i) were only 7% of newly appointed principals subjected to competency tests and (ii) was the Western Cape the only province to implement Principal Competency Testing in the 2015-16 financial year; (2) whether any consultation on Principal Competency Testing has taken place with the various teachers’ unions; if not, why not; if so, (a) which teachers’ unions were consulted and (b) what are the unions’ positions on Principal Competency Testing? NW3005E
Reply:
(i) Only 7% of newly appointed principals were subjected to competency tests because the tests were not mandatory yet. Provincial Education Departments had not commenced with the development of such tests. The Western Cape and Gauteng were the only provinces which have developed competency tests but did not apply the tests for the appointment of school principals. The DBE had to first put systems in place to prepare for the implementation of the tests across all provinces. The preparations involved the development and the promulgation of the policy on the South African Standard for Principalship which had to serve as the basis for the developments of the assessment test and consultation processes at the Education Labour Relations Council (ELRC).
(ii) The Western Cape was the only province that implemented competency tests in the 2015-16 financial year but made it optional for schools to utilise the tests in making appointment recommendations for principals, hence the low 7% average.
RESPONSE TO NATIONAL ASSEMBLY QUESTION 2592
(2) (a) Consultation on Principal Competency Testing has commenced with all unions. The first meeting took place on 23 August 2016 at the Education Labour Relations Council (ELRC) offices where all unions were present.
(b) SADTU is of the view that Competency Assessment for principals is a matter of mutual interest and must be a subject of collective bargaining in the ELRC rather than consultation, while CTU-ATU is willing to have bi-lateral meetings with the Department before the matter could be finalised. A follow-up meeting was scheduled for 30 November at the ELRC but has to be postponed due to the commitment of the parties to the ELRC and the ELRC to a Portfolio Committee engagement meeting with education stakeholders.
29 November 2016 - NW2578
Mashabela, Ms N to ask the Minister of Basic Education
(a) What (i) are the names and (ii) is the total number of schools that provide sanitary towels for learners, (b) what is the total number of learners that have been provided with the specified towels in the specified schools and (c) how many times in a given school calendar were the towels provided?
Reply:
(a) What (i) are the names and
(ii) is the total number of schools that provide sanitary towels for learners,
After the President declared in his State of the Nation Address (SONA) in 2011 that the Government should make available sanitary dignity packs to deserving young girls and women, three provinces, namely: Limpopo, Mpumalanga and Gauteng, formed partnerships with Protector and Gamble to distribute sanitary towels to girl learners in selected schools. Currently, there is no available data on the names and number of schools to respond to question (a)(i) and (a)(ii) above. The information has been requested from the three provinces whose schools have implemented the programme.
(b) what is the total number of learners that have been provided with the specified towels in the specified schools
Currently, there is no available data on the number of learners that have been provided with the specified towels in the implementing schools to respond to question (b) above. The information has been requested from the three provinces whose schools have implemented the programme.
(c) how many times in a given school calendar were the towels provided?
Currently, there is no available data on the number of times in a given school calendar that the towels were given to learners in response to question (c) above. The information has been requested from the three provinces whose schools have implemented the programme.
29 November 2016 - NW2287
Bergman, Mr D to ask the Minister of Basic Education
Whether any (a) internal and/or (b) external forensic reports pertaining to (i) her department and/or (ii) each entity reporting to her were completed from 1 January 2009 up to the latest specified date for which information is available; if not, in each case, why not; if so, what is the (aa) name, (bb) subject matter and (cc) date of conclusion of each of the specified forensic reports?
Reply:
(a)There are 24 reported cases of allegations from the Public Service Commission relating to the Provincial Education Departments (PEDs), and one (1) for the entity, South African Council for Educators (SACE). The Department is following up with the relevant PEDS and SACE for feedback on their investigation process.
29 November 2016 - NW2083
Kruger, Mr HC to ask the Minister of Basic Education
What amount did (a) her department and (b) each entity reporting to her spend on advertising on the (i) Africa News Network 7 channel, (ii) SA Broadcasting Corporation (aa) television channels and (bb) radio stations, (iii) national commercial radio stations and (iv) community (aa) television and (bb) radio stations (aaa) in the 2015-16 financial year and (bbb) since 1 April 2016?
Reply:
(a) The Department of Basic Education has not spent on advertising on (i) ANN7, (ii) SABC Television and Radio Channels, National and Commercial Radio Stations, Community Television and Radio Stations during the 2015-2016 financial year or since 1 April 2016.
(b) SACE has not spent on advertising on ANN7, SABC Television and Radio Channels, National and Commercial Radio Stations, Community Television and Radio Stations during the 2015-2016 financial year or since 1 April 2016.
Umalusi has not spent on advertising on ANN7, SABC Television and Radio Channels, Community Television and Radio Stations during the 2015-2016 financial year or since 1 April 2016.
However, Umalusi has spent R212, 106.35 on National and Commercial Radio stations during the 2015-2016 financial year.
29 November 2016 - NW1756
Dudley, Ms C to ask the Minister of Basic Education
Whether her department has adopted or intends to adopt a policy or programme of comprehensive sexuality education in schools; if so, what are the relevant details regarding the implementation thereof?
Reply:
Yes, in line with the implementation of the Department of Basic Education’s (DBE) Integrated Strategy on HIV, STIs and TB, 2012-2016, the DBE reviewed the 1999 National Policy on HIV/AIDS, for Learners and Educators in Public Schools, and Students and Educators in Further Education and Training Institutions and developed a new DBE National Policy on HIV, STIs and TB that aims to provide comprehensive sexuality education programme in schools. In addition, the Policy also seeks to create access to Sexual and Reproductive Health services to learners.
Sexuality education is implemented through Life Orientation as a subject in the curriculum, other programmes include HIV and AIDS Life Skills Education Programme and Peer Education Programme which support and strengthen the content of Life Orientation; as well as, Keeping Girls in School Programme - targeting mainly girls, and the Integrated School Health Programme which is conducted in partnership with the Departments of Health, Social Development, development partners and non-governmental organisations. In addition, the DBE is working with UNESCO to explore the online educator training on comprehensive sexuality education. Training is currently implemented in the Eastern Cape province and will be rolled out to other provinces in subsequent years.
29 November 2016 - NW1960
Bergman, Mr D to ask the Minister of Basic Education
(1)How many (a)(i) public schools, (ii) full-service schools and (iii) schools for children with special educational needs have sports facilities in each district and in each province and (b) of the specified schools twinned with previously disadvantaged schools in their respective areas to give them access to the specified sporting amenities; (2) how many of the specified schools (a) have the necessary sporting equipment to practice the different school sporting codes, (b) have qualified physical education educators, (c) make use of external qualified trainers for the different school sporting codes and (d) receive a budget from their respective provincial departments of education for sport?
Reply:
(1) (a) (i) (ii) (iii)
The Department of Basic Education is in no position to give the exact disaggregated numbers on these statistics. However, as part of the review of the Memorandum of Understanding with the Department of Sport and Recreation South Africa, provinces are undertaking a sports facilities audit in all public schools, including schools for children with special educational needs.
(b)
The Department of Basic Education has no programme of twinning advantaged and disadvantaged schools. However, provinces such as Gauteng have taken the initiative to twin schools in order to share the facilities. The Gauteng Department of Education has three pairs of schools which have been gazetted Section 17GB (Twinning Programme). The three pairs are:
-
-
- Bovet Primary and Lyndhurst Primary;
- Cultura High and Zithobeni Secondary; and
- Alexandra Secondary and Sandown High.
-
During the respective strategic planning sessions, per pair of schools, each pair identified transport and transport cost as a major risk pertaining to learners accessing the resources at the urban school.
In the case of Bovet and Lyndhurst, both schools have procured a Combi which transports learners / educators in order to access the facilities at Lyndhurst.
Cultura and Zithobeni have conducted inter-school athletics, soccer, netball and hockey. This however, is limited due to transport costs.
Alexandra and Sandown are in a similar position to that of Cultura and Zithobeni. Initially, Alexandra Secondary secured a sponsorship, but this unfortunately has ended.
(2) (a) The Department of Basic Education is in no position to provide statistics on the number of schools with sporting equipment. Every school receives a Norms and Standards budget allocation, which covers a variety of needs, including equipment. Over and above the Norms and Standards allocation, sporting equipment is provided to schools by the Department of Sports and Recreation South Africa (SRSA) as part of the Memorandum of Understanding. A summary of sporting equipment distributed to schools as indicated by SRSA is as follows:
2013/14 |
2014/15 |
2015/16 |
Target 2016/17 |
6 520 |
1 693 |
3 000 |
2 500 |
(b) A recent situational analysis of the state of Physical Education in South Africa revealed that Physical Education is taught by Life Orientation (LO) Educators who do not necessarily have formal training in Physical Education. As a short-term plan, the Department undertook educator training on Physical Education nationally. The Department is now finalizing a Physical Education qualification framework, developed with the Physical Education Institute of South Africa (PEISA).
(c) The Department provides training to educators through the national federations and school sport codes so that schools are self-reliant for training. There are some instances where schools are supported by local clubs and private entities. The Department has further engaged with the South African Universities on the implementation of Physical Education in schools including support for the educators. This has led to the establishment of the South African University Physical Education Association (SAUPEA). The Association will undertake a national on-site research project within the selected public schools in South Africa in all nine provinces. The Universities that will be part of this research are:
- University of Johannesburg;
- University of Witwatersrand;
- University of Zululand;
- University of KwaZulu-Natal;
- University of Free State;
- Stellenbosch University;
- University of Western Cape;
- Nelson Mandela Metropolitan University;
- University of Pretoria; and
- North-West University.
The rationale is for each participating University to select a sample from the primary and secondary school representative of:
- Ex-Model C schools;
- Township schools;
- Rural schools; and
- Schools for children with physical disabilities.
In addition to the on-site research visits, an in-depth research based on a multi-method approach will ensure the capturing of qualitative and quantitative data from decision-makers, HODs, educators and learners (Grades 7 and 11 respectively), parents (represented on the School Governing Body) and service providers offering Physical Education or physical activities in the Life Orientation or Life Skills Curriculum.
(d) Every school receives a Norms and Standards budget allocation, which covers a variety of needs, including school sport equipment/amenities.
29 November 2016 - NW2595
Boshoff, Ms SH to ask the Minister of Basic Education
With reference to her reply to question 3608 on 2 October 2015, (a) which service provider was appointed to analyse the data for the 2014 National Education Evaluation Development Unit report, (b) what amount was paid to the specified service provider, (c) how many other companies submitted a tender application for the contract to analyse the data and (d) in what way did the procurement process in appointing the specified service provider add to the delays in finalising the specified report?
Reply:
a) The service provider that was appointed to analyse data for the 2014 National Education Evaluation Development Unit is the Underhill Corporate Solutions.
b) R198 117.80 was paid to the service provide.
c) Three companies submitted proposals in response to the Terms of Reference that were advertised.
d) The delay was in supply chain management processes which took too long to appoint the service provider. This had a negative impact on the time frames for the service provider to conclude work.
29 November 2016 - NW2593
Boshoff, Ms SH to ask the Minister of Basic Education
(1)Whether she issued any directives to the Acting Chief Executive Officer of the National Education Evaluation and Development Unit (NEEDU) after a meeting with the specified person in August 2016; if not, what is the position in this regard; if so, what are the full details of the directives; (2) whether she raised any concerns with the specified person regarding the manner in which the NEEDU handled certain issues in the past; if not, what is the position in this regard; if so, what are the full details of her concerns; (3) whether she suggested that the NEEDU must be brought closer to her department; if not, what is the position in this regard; if so, on what statutory grounds did she rely in this regard to safeguard the mandate of NEEDU to remain independent of the civil service responsible for the administration of schools; (4) on what grounds was the decision taken to shelve the National Education Evaluation and Development Unit Bill that was gazetted for public comment on 23 December 2011?
Reply:
1. The meeting between the Minister and the NEEDU management took place in July 2016. There was no meeting with the Minister in August 2016. The meeting was to brief the Minister on the work of the Unit in the first five-year cycle of systemic evaluations (2012-2016), and, second, to present the plan for the Unit in the second five-year cycle (2017-2021).
After the briefing, the Minister asked the NEEDU to conduct deeper investigations on the areas that continue to cause concern in the system. The Minister’s request or ‘directive,’ is in line with section 6 (1) (h) in the NEEDU Bill and section 7(1) in the Regulations for the Establishment of the OSCBE, another NEEDU founding document.
2. The Minister raised concerns on how findings made by NEEDU find their way into the Department quickly enough for remediation to take place.
3. In the July meeting between the Minister and the NEEDU management, the Minister encouraged a “close” working relationship between the Ministry and NEEDU. This relationship is envisaged in all NEEDU founding documents. To safeguard the independence of the OSCBE, the Business Case and Business Plan for the Establishment of the OSCBE provides as follows:
“Two factors must be present in the structure of OSCBE: independence from the Department of Basic Education (DBE) and the requirements to report to the Minister of Basic Education on the activities and outcomes of its work. These two factors are not in contention with each other, as the need for independence is related more to location, internal processes and a perceived separateness from the DBE whereas the need to report to the Minister is quite clear in terms of hierarchical accountability.”
4. The NEEDU Bill was shelved following advice by the Department of Public Service and Administration (DPSA) to establish NEEDU, not as a statutory body, but as an independent government component called the Office of Standards and Compliance.
29 November 2016 - NW2591
Davis, Mr GR to ask the Minister of Basic Education
Whether, with reference to her reply to question 1071 on 29 April 2016, she will make the reports submitted by teachers’ unions accounting for expenditures of her department’s funding available to (a) members of the Portfolio Committee on Basic Education and/or (b) Mr G R Davis; if not, in each case, why not; if so, by what date?
Reply:
(a) & (b)
Yes, the Minister will make the teacher union reports available to the Portfolio Committee on Basic Education (b) before the end of the financial year 31 March 2017.
29 November 2016 - NW2594
Boshoff, Ms SH to ask the Minister of Basic Education
With reference to her reply to question 4098 on 14 December 2015, (a) what are the key differences between the National Education Evaluation and Development Unit (NEEDU) and the Office of Standards and Compliance for Basic Education (OSCBE), (b) why is the OSCBE being established by regulation and not by legislation, (c) what guarantees will be written into legislation to safeguard the independence of the OSCBE from the civil service responsible for the administration of schools and (d) by what date will the OSCBE be established?
Reply:
(a) The main difference between the National Education Evaluation and Development Unit (NEEDU) and the Office of Standards and Compliance for Basic Education (OSCBE) is that through a Bill, NEEDU would be established as a statutory body whereas pursuing the new legal pathway (i.e., establishing NEEDU as the OSCBE) will create a ‘component of government.’
Where NEEDU is established as a statutory body, it would be governed by a board whereas the OSCBE will be governed by a Governing Advisory Council to oversee, guide and monitor its activities. The process of nominating and appointing members of the Board or the Council, to ensure that the functions of NEEDU or the OSCBE are performed according to the highest professional standards, is the same, and so are the functions of these bodies.
Except for these differences, where NEEDU is established as a statutory body (through a Bill) or as a component of government (in terms of section 7(5)(c), read with section 7A(1) of the Public Service Act,1994, NEEDU and OSCBE are basically the same in all respects, including governing principles, vision, strategic objectives, functions, authorities, and requirements to report to the Minister of Basic Education on the activities and outcomes of their work.
(b) The Bill no longer has any status following the advice by the Department of Public Service and Administration (DPSA) to pursue a new legal pathway. It was argued that, the most appropriate organizational form for NEEDU will be that of an independent government component, established in terms of section 11 of the National Education Policy Act, 1996 (Act 27 of 1996) read with section 7(5) and section 7A of the Public Service Act.
(c) In terms of the Administration and Operations clause in the Business Case and Business Plan for the Establishment of the OSCBE, the OSCBE founding document, the Head of OSCBE will be the accounting officer of OSCBE and will report and account on progress and the achievements of functions to the Minister of Basic Education.
(d) OSCBE will be established when all the prescribed processes have been completed. The process entails the following:
- Approval of the Regulations for the establishment of the OSCBE by the CEM.
- Declaring the establishment of OSCBE through the promulgation of the Regulations (via the Government Notice) by the Minister.
- Submitting the updated business case and promulgated Regulations and Government Notice to the DPSA [by NEEDU].
- Arranging a meeting of the Interdepartmental Assessment Committee to make recommendations on the organizational form for the OSCBE—with NEEDU participating as a member in the Committee and making a presentation to the members [by DPSA].
- Preparing a submission to inform the Minister for Public Service and Administration and the Minister of Finance of the Committee's recommendation and obtain the concurrence of the said Ministers for the establishment of the OSBE as a government component [by DPSA].
- Preparing (following concurrence from said Ministers) a presidential proclamation to list the OSCBE in schedule 3 of the Public Service Act so as to establish the OSCBE as a government component [by DPSA].
21 November 2016 - NW1781
Bergman, Mr D to ask the Minister of Basic Education
Whether, with reference to the report of the Ministerial Task Team to Investigate Allegations into the Selling of Posts of Educators by Members of Teacher Unions and Departmental Officials in the Provincial Education Departments, implicated educators (a) Ms. KZN-10, (b) Mr. KZN-11, (c) Ms. KZN-17, (d) Ms. KZN-18, (e) Dr. KZN-21, (f) Mr. KZN-20, (g) Mr. GAU-1, (h) Mr. GAU-3, (i) Mrs. GAU-4 and/or (j) Mr. KZN-7 have been suspended pending the outcome of forensic and/or police investigations; if not, why not; if so, on which date was each of the specified educators suspended?
Reply:
No one has been suspended pending any investigation. Provincial Education Departments have indicated that there was no need to take such steps. “Precautionary suspension” is an interim measure imposed, not as a disciplinary sanction, but for reasons of orderly administration. The employer must have valid and fair reason for imposing a precautionary suspension or transfer against an educator.
In the case of serious misconduct in terms of Section 17 of the Employment of Educators Act, the employer may suspend the educator on full pay for a maximum period of three (3) months. In the case of misconduct in terms of Section 18 of the same Act, the employer may also suspend an educator in accordance with the procedure contemplated in item 6 (1) of Schedule 2 of the Act or transfer the educator to another post if the employer believes that the presence of the educator may jeopardise any investigation into the alleged misconduct, or endanger the well-being or safety of any person at the work-place.
21 November 2016 - NW1742
Davis, Mr GR to ask the Minister of Basic Education
(1)With reference to her reply to oral question 117 on 24 August 2016, (a) why was the Ministerial Task Team provided with an extension of six months to continue with the forensic investigation of cases reported during the finalisation of the report and (b) have the specified forensic investigations been completed at the end of August; (2) whether the specified forensic investigation was initially undertaken by Deloitte and Touche SA and now undertaken by the Department of Justice and Correctional Services; if so, why was the decision taken to transfer the forensic investigation from the company to the department; (3) (a) what amount has been budgeted for the forensic investigation and (b) what is the breakdown of the budget; (4) whether she will make the report, that will be handed over to her at the end of August 2016, available to the public; if not, why not; if so, on what date will she make the specified report available to the public; (5) (a) when was the deadline for provincial departments of education to take action on the identified cases and provide progress reports to her, (b) which of the specified provincial departments have provided her with progress reports and (c) when will the specified progress reports be made available to the public?
Reply:
1. With reference to her reply to oral question 117 on 24 August 2016, (a) why was the Ministerial Task Team provided with an extension of six months to continue with the forensic investigation of cases reported during the finalisation of the report and (b) have the specified forensic investigations been completed at the end of August?
(a) The Report of the Ministerial Task Team (MTT) indicated that there were 22 cases that still needed to be finalised. In addition to these cases, there were some additional cases that were received while the MTT was busy finalising the report. This necessitated that an extension of six (6) months be granted to the MTT Forensic Team in order to allow them to complete all the investigations and prepare a final forensic report.
(b) The Chairperson of the MTT, Prof J Volmink, has established that due to the mammoth task faced by the forensic team and the complexity of the investigation, it was not possible for this team to finalise its work by the end of August 2016 as was initially anticipated.
The Chairperson requested a further one month extension until 30 September 2016, to allow finalisation of all the cases at hand, as well as the consolidation of the Final Forensic Report. The request is being processed for the Minister’s consideration.
(2) Whether the specified forensic investigation was initially undertaken by Deloitte and Touche SA and now undertaken by the Department of Justice and Correctional Services; if so, why was the decision taken to transfer the forensic investigation from the company to the department?
The Ministerial Task Team comprised of the Chairperson, Prof J Volmink, Independent Educationist, Mr M Gardiner, members from the Department of Public Service and Administration (DPSA); Department of Justice and Correctional Services (DoJ & CS) and Deloitte and Touché SA.
The service of forensic investigation was not transferred. The DoJ & CS and Deloitte worked very closely as members of the MTT. The services of the forensic team from the DoJ & CS have been rendered pro bono, except for the payment of the subsistence and travelling allowances as and when required.
When the extension was granted, it made financial sense to use the human resources from a Government Department to complete the work they have started, as members of the MTT, rather than to enter into a new financially binding contract for another six (6) months.
(3) (a) What amount has been budgeted for the forensic investigation and (b) what is the breakdown of the budget?
(3)(a & b) The breakdown for the forensic investigation is as follows:
Deloitte contract amounted to: R 951 946
Subsistence and Travelling for DoJ & CS R 212 492
Total R 1 164 438
(4) Whether she will make the report, that will be handed over to her at the end of August 2016, available to the public; if not, why not; if so, on what date will she make the specified report available to the public?
(4) The Report of the MTT will be made available to the public after the Minister has received and analysed the Forensic Report.
(5) (a) When was the deadline for provincial departments of education to take action on the identified cases and provide progress reports to her, (b) which of the specified provincial departments have provided her with progress reports and (c) when will the specified progress reports be made available to the public?
(5) (a) The affected Provincial Education Departments (PEDs) were given a period of three (3) months from the 16 August 2016 to complete their work.
(b) None. The PED’s will submit the final report by end of November 2016.
(c) The Minister will determine, after considering the Provincial progress report, whether to make it available to the public.
09 November 2016 - NW2182
Boshoff, Ms SH to ask the Minister of Basic Education
(1)(a) What is the total number of female learners who were enrolled at each school for learners with special educational needs in each district and province in the (i) 2013, (ii) 2014, (iii) 2015 and (iv) 2016 academic years, (b) what is the total number of the specified learners who fell pregnant in each of the specified academic years and (c) what were the ages of the learners in each case; (2) whether the pregnancies of the learners were reported to the relevant (a) provincial education departments and (b) the SA Council for Educators in each case; if not, why not; if so, what are the relevant details?
Reply:
(1)(a)(i)(ii)(iii)
The detailed response is attached as Annexure A.
(1)(a)(iv)
The 2016 data is not yet available.
1(c)
The Department has no data on ages of learners who were pregnant.
2(a) (b)
No.
ANNEXURE A
Table 1 below shows an increase in enrolment of female learners from 41 566 in 2013 to 42 312 in 2015. Only one province, the Western Cape had a decrease in female enrolment in special schools.
Table 1: Number of female learners in Special schools, by district, between 2013 and 2015
Province |
District |
2013 |
2014 |
2015 |
EC |
EAST LONDON |
541 |
488 |
490 |
GRAHAMSTOWN |
101 |
101 |
102 |
|
KING WILLIAMS TOWN |
320 |
309 |
294 |
|
LUSIKISIKI |
29 |
46 |
52 |
|
MALUTI |
57 |
59 |
62 |
|
MBIZANA |
293 |
285 |
309 |
|
MT FRERE |
118 |
129 |
129 |
|
MTHATA |
424 |
444 |
427 |
|
NGCOBO |
87 |
86 |
90 |
|
PORT ELIZABETH |
925 |
939 |
984 |
|
QUEENSTOWN |
0 |
0 |
0 |
|
QUMBU |
90 |
85 |
87 |
|
STERKSPRUIT |
104 |
128 |
115 |
|
UITENHAGE |
360 |
363 |
373 |
|
Total |
3 449 |
3 462 |
3 514 |
|
FS |
FEZILE DABI |
295 |
299 |
312 |
LEJWELEPUTSWA |
327 |
318 |
337 |
|
MOTHEO |
1 303 |
1 316 |
1 323 |
|
THABO MOFUTSANYANA |
300 |
291 |
265 |
|
Total |
2 225 |
2 224 |
2 237 |
|
GT |
EKURHULENI NORTH |
1 692 |
1 724 |
1 677 |
EKURHULENI SOUTH |
790 |
823 |
846 |
|
GAUTENG EAST |
1 357 |
1 365 |
1 368 |
|
GAUTENG NORTH |
62 |
73 |
93 |
|
GAUTENG WEST |
736 |
767 |
981 |
|
JOHANNESBURG CENTRAL |
1 461 |
1 552 |
1 516 |
|
JOHANNESBURG EAST |
1 000 |
1 059 |
975 |
|
JOHANNESBURG NORTH |
1 455 |
1 546 |
1 651 |
|
JOHANNESBURG SOUTH |
1 210 |
1 215 |
1 200 |
|
JOHANNESBURG WEST |
926 |
971 |
939 |
|
SEDIBENG EAST |
588 |
586 |
583 |
|
SEDIBENG WEST |
428 |
495 |
471 |
|
TSHWANE NORTH |
829 |
865 |
816 |
|
TSHWANE SOUTH |
1 467 |
1 456 |
1 462 |
|
TSHWANE WEST |
975 |
1 004 |
1 055 |
|
Total |
14 976 |
15 501 |
15 633 |
|
KZ |
AMAJUBA |
563 |
611 |
587 |
EMPANGENI/UTHUNGULU |
521 |
586 |
582 |
|
ILEMBE |
122 |
148 |
168 |
|
OBONJENI |
|
144 |
|
|
OTHUKELA |
228 |
249 |
245 |
|
PINETOWN |
1 021 |
917 |
938 |
|
PORT SHEPSTONE/UGU |
312 |
313 |
317 |
|
SISONKE |
133 |
149 |
240 |
|
UMGUNGUNDLOVU |
857 |
712 |
905 |
|
UMKHANYAKUDE |
204 |
105 |
217 |
|
UMLAZI |
1 920 |
2 112 |
2 149 |
|
UMZINYATHI |
161 |
167 |
160 |
|
VRYHEID |
248 |
237 |
82 |
|
Total |
6 290 |
6 450 |
6 590 |
|
LP |
CAPRICORN/Polokwane |
1 116 |
1 407 |
1 091 |
LEBOWAKGOMO |
330 |
|
294 |
|
MOGALAKWENA |
11 |
|
14 |
|
MOPANI |
267 |
363 |
234 |
|
SEKHUKHUNE |
376 |
407 |
371 |
|
TZANEEN |
162 |
95 |
158 |
|
VHEMBE |
724 |
721 |
711 |
|
WATERBERG |
236 |
240 |
225 |
|
Total |
3 222 |
3 233 |
3 098 |
|
MP |
BOHLABELA |
92 |
|
113 |
EHLANZENI |
214 |
342 |
245 |
|
GERT SIBANDE |
411 |
426 |
420 |
|
NKANGALA |
538 |
502 |
502 |
|
Total |
1 255 |
1 270 |
1 280 |
|
NC |
FRANCES BAARD |
527 |
541 |
569 |
JOHN TAOLO GAETSEWA |
52 |
56 |
50 |
|
NAMAQUA |
0 |
52 |
62 |
|
SIYANDA |
2 |
9 |
2 |
|
Total |
581 |
658 |
683 |
|
NW |
BRITS |
|
103 |
|
GREATER DELAREYVILLE |
77 |
61 |
85 |
|
GREATER TAUNG |
126 |
131 |
150 |
|
KAGISANO MOLOPO |
36 |
48 |
47 |
|
KGETLENG RIVER |
30 |
26 |
31 |
|
LETLHABILE |
103 |
105 |
45 |
|
LICHTENBURG |
157 |
96 |
174 |
|
MADIBENG |
177 |
107 |
290 |
|
MAFIKENG |
90 |
225 |
|
|
MAQUASSI HILLS |
102 |
103 |
108 |
|
MATLOSANA |
171 |
199 |
208 |
|
MORETELE |
61 |
72 |
65 |
|
MOSES KOTANE EAST |
49 |
53 |
107 |
|
POTCHEFSTROOM |
408 |
404 |
421 |
|
REKOPANTSWE |
145 |
72 |
230 |
|
RUSTENBURG |
502 |
545 |
441 |
|
ZEERUST |
41 |
51 |
54 |
|
Total |
2 275 |
2 401 |
2 456 |
|
WC |
CAPE WINELANDS |
789 |
694 |
754 |
EDEN AND CENTRAL KAROO |
679 |
702 |
680 |
|
METRO CENTRAL |
1 640 |
1 203 |
1 618 |
|
METRO EAST |
1 702 |
705 |
1 331 |
|
METRO NORTH |
974 |
762 |
1 057 |
|
METRO SOUTH |
1 076 |
2 197 |
924 |
|
OVERBERG |
141 |
144 |
165 |
|
WEST COAST |
292 |
292 |
292 |
|
Total |
7 293 |
6 699 |
6 821 |
|
National |
|
41 566 |
41 898 |
42 312 |
Source: 2013-15 Snap survey for special schools
Note: 2016 data is not yet available, it will available end of November 2016
(b)
Table 2 below indicates a drop in number of learners who fell pregnant from 423 in 2013 to 297 in 2015. KwaZulu-Natal and Mpumalanga had a slight increase in learner pregnancy.
Table 2: Number of learners in special school who fell pregnant, between 2013 and 2015
Province |
2013 |
2014 |
2015 |
EC |
39 |
21 |
23 |
FS |
17 |
11 |
7 |
GT |
209 |
161 |
164 |
KZ |
10 |
7 |
18 |
LP |
39 |
12 |
11 |
MP |
10 |
15 |
15 |
NC |
4 |
0 |
0 |
NW |
23 |
22 |
19 |
WC |
72 |
63 |
40 |
National |
423 |
312 |
297 |
Source: 2013-15 Annual Survey for special schools
Note: 2016 data is not yet available, it will available end of November 2016
09 November 2016 - NW2192
Kopane, Ms SP to ask the Minister of Basic Education
What is the total number of (a) overaged learners who were enrolled at each (i) school for learners with special educational needs, (ii) school for the visually impaired and (iii) school for the hearing impaired in each district of each province in the (aa) 2013-14, (bb) 2014-15 and (cc) 2015-16 financial years, (b) learners who were incorrectly placed at each specified school because mainstream schools did not have space to accommodate the learners and (c) learners who were placed on waiting lists in each case in each specified financial year?
Reply:
(a)(i)(aa)(bb)(cc)
The detailed response on overaged learners who were enrolled at each school for learners with special educational needs in the 2013/14; 2014/15 and 2015/16 is attached as Annexure A.
(a)(ii)(aa)(bb)(cc)
The detailed response on overaged learners who were enrolled at each school for the visually impaired in the 2013/14; 2014/15 and 2015/16 is attached as Annexure A.
(a)(iii)(aa)(bb)(cc)
The detailed response on overaged learners who were enrolled at each school for the school for the hearing impaired in each district of each province in the 2013/14; 2014/15 and 2015/16 is attached as Annexure A.
(b) Response attached at Annexure B.
(c) Response attached at Annexure C.
ANNEXURE A
(a)(i)(aa)(bb)(cc)
Table 1: Number of over-aged (19 and above) learners in special schools, by district, in between 2013 and 2015
Province |
District |
2013/14 |
2014/15 |
2015/16 |
EC |
EAST LONDON |
128 |
100 |
82 |
GRAHAMSTOWN |
27 |
35 |
30 |
|
KING WILLIAMS TOWN |
202 |
176 |
166 |
|
LUSIKISIKI |
21 |
18 |
30 |
|
MALUTI |
6 |
16 |
13 |
|
MBIZANA |
124 |
126 |
120 |
|
MT FRERE |
55 |
120 |
136 |
|
MTHATA |
202 |
260 |
208 |
|
NGCOBO |
51 |
39 |
38 |
|
PORT ELIZABETH |
183 |
112 |
92 |
|
QUEENSTOWN |
0 |
4 |
0 |
|
QUMBU |
50 |
59 |
58 |
|
STERKSPRUIT |
25 |
34 |
38 |
|
UITENHAGE |
326 |
99 |
115 |
|
Total |
1 400 |
1 198 |
1 126 |
|
FS |
FEZILE DABI |
103 |
100 |
91 |
LEJWELEPUTSWA |
98 |
117 |
133 |
|
MOTHEO |
321 |
305 |
271 |
|
THABO MOFUTSANYANA |
98 |
81 |
59 |
|
Total |
620 |
603 |
554 |
|
GT |
EKURHULENI NORTH |
405 |
364 |
378 |
EKURHULENI SOUTH |
211 |
256 |
270 |
|
GAUTENG EAST |
624 |
522 |
581 |
|
GAUTENG NORTH |
47 |
61 |
41 |
|
GAUTENG WEST |
243 |
250 |
213 |
|
JOHANNESBURG CENTRAL |
223 |
289 |
346 |
|
JOHANNESBURG EAST |
211 |
196 |
186 |
|
JOHANNESBURG NORTH |
264 |
281 |
314 |
|
JOHANNESBURG SOUTH |
173 |
237 |
204 |
|
JOHANNESBURG WEST |
135 |
158 |
179 |
|
SEDIBENG EAST |
94 |
94 |
91 |
|
SEDIBENG WEST |
113 |
202 |
173 |
|
TSHWANE NORTH |
60 |
58 |
14 |
|
TSHWANE SOUTH |
218 |
196 |
152 |
|
TSHWANE WEST |
330 |
352 |
328 |
|
Total |
3 351 |
3 516 |
3 470 |
|
KZ |
AMAJUBA |
317 |
385 |
277 |
EMPANGENI |
132 |
168 |
144 |
|
ILEMBE |
75 |
41 |
67 |
|
OBONJENI |
0 |
43 |
0 |
|
OTHUKELA |
105 |
131 |
136 |
|
PINETOWN |
213 |
196 |
171 |
|
PORT SHEPSTONE |
0 |
19 |
0 |
|
SISONKE |
20 |
37 |
35 |
|
UGU |
29 |
0 |
30 |
|
UMGUNGUNDLOVU |
264 |
257 |
239 |
|
UMKHANYAKUDE |
82 |
30 |
62 |
|
UMLAZI |
301 |
380 |
423 |
|
UMZINYATHI |
61 |
66 |
60 |
|
UTHUNGULU |
18 |
0 |
0 |
|
VRYHEID |
79 |
78 |
43 |
|
Total |
1 696 |
1 831 |
1 687 |
|
LP |
CAPRICORN/Polokwane |
876 |
954 |
777 |
LEBOWAKGOMO |
143 |
0 |
146 |
|
MOGALAKWENA |
4 |
0 |
8 |
|
MOPANI |
175 |
215 |
219 |
|
SEKHUKHUNE |
177 |
188 |
189 |
|
TZANEEN |
10 |
13 |
8 |
|
VHEMBE |
483 |
396 |
376 |
|
WATERBERG |
81 |
89 |
62 |
|
Total |
1 949 |
1 865 |
1 785 |
|
MP |
BOHLABELA |
241 |
253 |
5 |
EHLANZENI |
0 |
0 |
5 |
|
GERT SIBANDE |
0 |
0 |
111 |
|
NKANGALA |
0 |
0 |
94 |
|
Total |
241 |
253 |
215 |
|
NC |
FRANCES BAARD |
277 |
80 |
91 |
JOHN TAOLO GAETSEWA |
0 |
12 |
21 |
|
JOHN TAOLO GAETSEWE |
9 |
0 |
0 |
|
NAMAQUA |
0 |
0 |
0 |
|
SIYANDA |
0 |
2 |
2 |
|
Total |
286 |
94 |
114 |
|
NW |
BRITS |
0 |
24 |
0 |
GREATER DELAREYVILLE |
48 |
38 |
75 |
|
GREATER TAUNG |
75 |
69 |
73 |
|
KAGISANO MOLOPO |
20 |
23 |
18 |
|
KGETLENG RIVER |
23 |
12 |
11 |
|
KLERKSDORP |
0 |
6 |
0 |
|
LETLHABILE |
39 |
51 |
26 |
|
LICHTENBURG |
101 |
24 |
65 |
|
MADIBENG |
43 |
52 |
84 |
|
MAFIKENG |
85 |
88 |
0 |
|
MAQUASSI HIILS |
52 |
46 |
39 |
|
MATLOSANA |
11 |
3 |
9 |
|
MORETELE |
26 |
37 |
25 |
|
MOSES KOTANE EAST |
67 |
47 |
89 |
|
POTCHEFSTROOM |
115 |
76 |
126 |
|
REKOPANTSWE |
85 |
47 |
106 |
|
RUSTENBURG |
268 |
96 |
113 |
|
ZEERUST |
27 |
21 |
12 |
|
Total |
1 085 |
760 |
871 |
|
WC |
CAPE WINELANDS |
51 |
50 |
45 |
EDEN AND CENTRAL KAROO |
40 |
57 |
50 |
|
METRO CENTRAL |
118 |
142 |
176 |
|
METRO EAST |
161 |
116 |
92 |
|
METRO NORTH |
91 |
108 |
77 |
|
METRO SOUTH |
105 |
88 |
84 |
|
OVERBERG |
15 |
7 |
10 |
|
WEST COAST |
36 |
27 |
27 |
|
Total |
617 |
595 |
561 |
|
National |
|
11 245 |
10 715 |
10 383 |
Source: 2013-15 SNAP survey for special schools
(a)(ii)(aa)(bb)(cc)
Table 2: Table 1: Number of over-aged (19 and above) learners in special schools with visually impaired, by district, in between 2013 and 2015
Province |
District |
2013/14 |
2014/15 |
2015/16 |
EC |
KING WILLIAMS TOWN |
0 |
1 |
2 |
LUSIKISIKI |
0 |
0 |
|
|
MALUTI |
0 |
0 |
2 |
|
MBIZANA |
41 |
38 |
39 |
|
MTHATA |
47 |
51 |
46 |
|
PORT ELIZABETH |
40 |
29 |
25 |
|
STERKSPRUIT |
0 |
0 |
1 |
|
Total |
128 |
119 |
115 |
|
|
FEZILE DABI |
1 |
0 |
0 |
|
LEJWELEPUTSWA |
1 |
3 |
2 |
|
MOTHEO |
30 |
27 |
30 |
FS |
THABO MOFUTSANYANA |
15 |
16 |
11 |
|
Total |
47 |
46 |
43 |
|
EKURHULENI NORTH |
9 |
2 |
0 |
|
EKURHULENI SOUTH |
0 |
0 |
1 |
|
GAUTENG EAST |
6 |
6 |
12 |
|
GAUTENG WEST |
6 |
5 |
4 |
|
JOHANNESBURG CENTRAL |
3 |
2 |
2 |
|
JOHANNESBURG EAST |
2 |
3 |
5 |
|
JOHANNESBURG NORTH |
1 |
1 |
0 |
GT |
JOHANNESBURG SOUTH |
0 |
1 |
1 |
|
JOHANNESBURG WEST |
7 |
3 |
2 |
|
SEDIBENG EAST |
7 |
6 |
4 |
|
TSHWANE NORTH |
1 |
1 |
0 |
|
TSHWANE SOUTH |
2 |
1 |
1 |
|
TSHWANE WEST |
91 |
102 |
99 |
|
Total |
135 |
133 |
131 |
KZN |
AMAJUBA |
5 |
6 |
4 |
EMPANGENI |
3 |
0 |
1 |
|
OTHUKELA |
2 |
3 |
3 |
|
PINETOWN |
3 |
1 |
1 |
|
UGU |
0 |
0 |
|
|
UMGUNGUNDLOVU |
23 |
21 |
30 |
|
UMLAZI |
13 |
12 |
10 |
|
UMZINYATHI |
1 |
2 |
1 |
|
VRYHEID |
1 |
1 |
1 |
|
Total |
51 |
46 |
51 |
|
LP |
CAPRICORN |
84 |
73 |
46 |
LEBOWAKGOMO |
5 |
0 |
5 |
|
SEKHUKHUNE |
2 |
4 |
5 |
|
VHEMBE |
40 |
38 |
36 |
|
WATERBERG |
0 |
0 |
0 |
|
Total |
131 |
115 |
92 |
|
MP |
GERT SIBANDE |
1 |
1 |
2 |
NKANGALA |
2 |
0 |
0 |
|
Total |
3 |
1 |
2 |
|
|
FRANCES BAARD |
4 |
13 |
17 |
NC |
JOHN TAOLO GAETSEWA |
0 |
1 |
0 |
|
Total |
4 |
14 |
17 |
|
BRITS |
0 |
1 |
0 |
|
GREATER TAUNG |
40 |
38 |
30 |
|
KAGISANO MOLOPO |
1 |
3 |
3 |
|
LETLHABILE |
0 |
0 |
1 |
|
LICHTENBURG |
14 |
1 |
0 |
NW |
MADIBENG |
0 |
4 |
3 |
|
MOSES KOTANE EAST |
3 |
0 |
0 |
|
REKOPANTSWE |
0 |
10 |
0 |
|
RUSTENBURG |
10 |
0 |
5 |
|
ZEERUST |
0 |
0 |
1 |
|
Total |
68 |
57 |
43 |
|
CAPE WINELANDS |
7 |
9 |
11 |
WC |
METRO NORTH |
32 |
30 |
24 |
|
Total |
39 |
39 |
35 |
National |
606 |
570 |
529 |
Source: 2013-15 SNAP survey for special schools
(a)(iii)(aa)(bb)(cc)
Table 3: Table 1: Number of over-aged (19 and above) learners in special schools with hearing impaired, by district, between 2013 and 2015
Province |
District |
2013/14 |
2014/15 |
2015/16 |
EC |
EAST LONDON |
0 |
1 |
0 |
KING WILLIAMS TOWN |
108 |
97 |
88 |
|
LUSIKISIKI |
0 |
0 |
1 |
|
MALUTI |
6 |
16 |
10 |
|
MTHATA |
59 |
81 |
89 |
|
PORT ELIZABETH |
2 |
3 |
4 |
|
STERKSPRUIT |
0 |
1 |
0 |
|
Total |
175 |
199 |
192 |
|
FS |
LEJWELEPUTSWA |
0 |
0 |
1 |
MOTHEO |
40 |
35 |
27 |
|
THABO MOFUTSANYANA |
48 |
37 |
31 |
|
Total |
88 |
72 |
59 |
|
GT |
EKURHULENI NORTH |
6 |
1 |
2 |
EKURHULENI SOUTH |
6 |
8 |
7 |
|
GAUTENG EAST |
6 |
6 |
6 |
|
GAUTENG WEST |
9 |
4 |
3 |
|
JOHANNESBURG CENTRAL |
1 |
4 |
4 |
|
JOHANNESBURG EAST |
38 |
29 |
31 |
|
JOHANNESBURG NORTH |
1 |
2 |
0 |
|
JOHANNESBURG SOUTH |
6 |
20 |
29 |
|
JOHANNESBURG WEST |
31 |
41 |
37 |
|
SEDIBENG EAST |
3 |
1 |
2 |
|
TSHWANE NORTH |
27 |
23 |
6 |
|
TSHWANE SOUTH |
34 |
34 |
31 |
|
TSHWANE WEST |
79 |
96 |
81 |
|
Total |
247 |
269 |
239 |
|
KZ |
AMAJUBA |
7 |
7 |
3 |
EMPANGENI |
93 |
104 |
90 |
|
ILEMBE |
4 |
3 |
3 |
|
OTHUKELA |
1 |
0 |
1 |
|
PINETOWN |
77 |
51 |
56 |
|
PORT SHEPSTONE |
0 |
18 |
0 |
|
UGU |
22 |
0 |
27 |
|
UMGUNGUNDLOVU |
16 |
15 |
17 |
|
UMLAZI |
26 |
15 |
49 |
|
UMZINYATHI |
0 |
2 |
1 |
|
VRYHEID |
3 |
0 |
0 |
|
SISONKE |
1 |
0 |
0 |
|
Total |
249 |
215 |
247 |
|
LP |
CAPRICORN/POLOKWANE |
185 |
179 |
171 |
GREATER SEKHUKHUNE |
12 |
15 |
7 |
|
TZANEEN |
4 |
13 |
4 |
|
VHEMBE |
1 |
5 |
6 |
|
WATERBERG |
2 |
4 |
6 |
|
Total |
204 |
216 |
194 |
|
MP |
BOHLABELA |
1 |
0 |
1 |
EHLANZENI |
6 |
0 |
1 |
|
GERT SIBANDE |
1 |
1 |
0 |
|
NKANGALA |
6 |
4 |
0 |
|
Total |
14 |
5 |
2 |
|
NC |
FRANCES BAARD |
4 |
17 |
16 |
JOHN TAOLO GAETSEWA |
0 |
0 |
1 |
|
Total |
4 |
17 |
17 |
|
NW |
GREATER TAUNG |
0 |
2 |
1 |
KAGISANO MOLOPO |
2 |
0 |
0 |
|
LETLHABILE |
0 |
1 |
2 |
|
LICHTENBURG |
6 |
0 |
1 |
|
MADIBENG |
0 |
0 |
3 |
|
MAFIKENG |
1 |
0 |
0 |
|
MAQUASSI HIILS |
47 |
43 |
39 |
|
MOSES KOTANE EAST |
1 |
0 |
0 |
|
POTCHEFSTROOM |
0 |
1 |
0 |
|
RUSTENBURG |
17 |
19 |
19 |
|
Total |
74 |
66 |
65 |
|
WC |
CAPE WINELANDS |
13 |
15 |
16 |
METRO CENTRAL |
6 |
4 |
8 |
|
METRO EAST |
6 |
8 |
5 |
|
METRO NORTH |
0 |
1 |
1 |
|
METRO SOUTH |
27 |
20 |
33 |
|
OVERBERG |
0 |
1 |
0 |
|
Total |
52 |
49 |
63 |
|
National |
|
1 108 |
1 279 |
1 078 |
Source: 2013-15 SNAP survey for special schools
Annexure B
(b) Number of learners that were incorrectly placed because mainstream schools did not have space to accommodate them
Provinces |
Districts |
Number of incorrectly placed learners in Special Schools (SSs) |
Number of incorrectly placed learners in Special Schools (SSs) for Visual Impairment |
Number of incorrectly placed learners in Special Schools (SSs) for Hearing Impairment |
GP |
15 |
All learners placed in Special Schools in Gauteng are placed in line with provincial admissions circular for learners with barriers to learning (Circular 31 of 2009) |
0 |
0 |
EC |
23 |
Nil report |
Nil report |
Nil report |
FS |
5 |
25 |
0 |
0 |
KZN |
12 |
150 |
0 |
0 |
LP |
1/5 |
5 |
106 |
0 |
MP |
4 |
68 |
0 |
0 |
NC |
1/5 |
0 |
0 |
0 |
NW |
3/4 |
6 |
0 |
0 |
WC |
8 |
0 |
0 |
0 |
TOTALS |
98 |
106 |
0 |
Source: Provincial Reporting
Annexure C
c) Learners on Waiting Lists
Provinces |
Districts |
Number of Learners on waiting lists in Special Schools (SSs) |
Number of Learners on waiting lists in Special Schools (SSs) for Visual Impairment |
Number of Learners on waiting lists in Special Schools (SSs) for Hearing Impairment |
||||||
2013/14 |
2014/15 |
2015/16 |
2013/14 |
2014/15 |
2015/16 |
2013/14 |
2014/15 |
2015/16 |
||
GP |
15 |
3902 |
3338 |
1785 |
0 |
0 |
46 |
0 |
0 |
45 not all hearing impaired, school has an MID section |
EC |
23 |
- |
3691 |
3244 |
Nil report |
Nil report |
Nil report |
Nil report |
Nil report |
Nil report |
FS |
5 |
266 |
452 |
621 |
0 |
0 |
0 |
0 |
0 |
0 |
KZN |
12 |
3091 |
2190 |
1636 |
110 |
76 |
37 |
255 |
183 |
138 |
LP |
4/5 |
582 |
508 |
568 |
203 |
1 |
2 |
9 |
15 |
10 |
MP |
4 |
699 |
1022 |
850 |
4 |
10 |
8 |
20 |
18 |
17 |
NC |
1/5 |
119 |
67 |
87 |
1 |
101 |
0 |
1 |
4 |
1 |
NW |
3/4 |
573 |
658 |
803 |
- |
7 |
- |
- |
11 |
1 |
WC |
8 |
- |
- |
- |
0 |
0 |
0 |
0 |
0 |
0 |
TOTALS |
63 |
9232 |
11926 |
9606 |
419 |
195 |
47 |
285 |
231 |
167 |
Source: Provincial Reporting
09 November 2016 - NW2191
Kopane, Ms SP to ask the Minister of Basic Education
How many (a) educators who are foreign nationals taught at each (i) school for learners with special educational needs, (ii) school for the visually impaired and (iii) school for the hearing impaired in each district of each province in the (aa) 2013-14, (bb) 2014-15 and (cc) 2015-16 financial years and (b) of the specified educators were appropriately trained in the respective fields of expertise for each of the specified schools?
Reply:
How many (a) educators who are foreign nationals taught at each (i) school for learners with special educational needs, (ii) school for the visually impaired and (iii) school for the hearing impaired in each district of each province in the (aa) 2013-14, (bb) 2014-15 and (cc) 2015-16 financial years and (b) of the specified educators were appropriately trained in the respective fields of expertise for each of the specified schools?
(a) (i) Refer to Annexures A, B and C.
(ii) No foreign educator at schools for the visually impaired.
(iii) Refer Annexures A, B and C.
(aa) Refer to Annexure A.
(bb) Refer to Annexure B.
(cc) Refer to Annexure C.
(b) The information requested is currently not available at national level. A request for information has been sent to all Provincial Education Departments and it will be provided as soon as it is received.
Annexure A- (i), (iii), (aa) 2013/14
DISTRICT |
SCHOOL |
(iii) HEARING IMPAIRED |
(i) SPECIAL EDUCATION NEEDS |
EASTERN CAPE |
0 |
7 |
|
BIZANA DISTRICT OFFICE |
ZAMOKUHLE SPECIAL |
1 |
|
EAST LONDON |
VUKUHAMBE SPECIALCAP |
1 |
|
MALUTI |
SIVE SPECIAL SCHOOL |
1 |
|
MTHATHA |
EFATA SCHOOL FOR THE BLIND : UMTATA* |
2 |
|
IKWEZI LOKUSA SPECIAL SCHOOL* |
1 |
||
KWAZULU-NATAL |
0 |
21 |
|
AMAJUBA DISTRICT : CLUSTER A |
YWCA SPEC 298220 |
1 |
|
PINETOWN DISTRICT : CLUSTER A |
KWATHINTWA DEAF SPEC 183853 |
2 |
|
RP MOODLEY SPEC 306101 |
1 |
||
PORT SHEPSTONE DISTRICT : CLUSTER A |
ST MARTIN DEPORRES SPEC 276131 |
1 |
|
UMLAZI DISTRICT : CLUSTER A |
DURBAN DEAF SPEC 125467 |
2 |
|
INANDA SPEC 161838 |
3 |
||
VN NAIK DEAF SPEC 290783 |
3 |
||
UMLAZI DISTRICT : CLUSTER B |
KWAVULINDLEBE SPEC 183890 |
1 |
|
NINGIZIMU SPEC 230880 |
2 |
||
OPEN AIR SPEC 244089 |
1 |
||
UMZINYATHI DISTRICT : CLUSTER B |
UKUKHANYA KOMSINGA SPECIAL 440152 |
4 |
|
WESTERN CAPE |
3 |
3 |
|
METRO EAST EDUCATION DISTRICT |
CENTRE OF SCIENCE AND TECHNOLOGY |
2 |
|
NOLUTHANDO SKOOL VIR DOWES |
1 |
||
METRO NORTH EDUCATION DISTRICT |
CAREL DU TOIT CENTRE |
1 |
|
METRO SOUTH EDUCATION DISTRICT |
CAPE ACADEMY FOR MATHS/SCIENCE AND TECHNOLOGY |
1 |
|
DOMINICAN DEAF |
1 |
||
NATIONAL TOTAL |
3 |
30 |
Annexure B- (i), (iii), (bb) 2014/15
DISTRICT |
SCHOOL |
(iii) HEARING IMPAIRED |
(i) SPECIAL EDUCATION NEEDS |
EASTERN CAPE |
0 |
4 |
|
BIZANA DISTRICT OFFICE |
ZAMOKUHLE SPECIAL |
1 |
|
EAST LONDON |
VUKUHAMBE SPECIALCAP |
1 |
|
MTHATHA |
EFATA SCHOOL FOR THE BLIND : UMTATA* |
2 |
|
FREE STATE |
0 |
3 |
|
FREE STATE: EDUCATION |
BARTIMEA SPECIALISED SCHOOL |
1 |
|
FAKKEL SPECIAL SCHOOL |
1 |
||
LETTIE FOUCHE SPECIAL SCHOOL |
1 |
||
GAUTENG |
0 |
31 |
|
GW: GAUTENG WEST INSTITUTIONS |
GW: ITIRELENG SCHOOL |
2 |
|
GW: ITUMELENG SCHOOL |
3 |
||
GW: WEST RAND SCHOOL |
1 |
||
JE: JOHANNESBURG EAST INSTITUTIONS |
JE: ALEXANDRA SECONDARY SCHOOL |
1 |
|
JE: JOHANNESBURG HOSPITAL SCHOOL |
2 |
||
JE: ST VINCENT SCHOOL |
2 |
||
JN: JOHANNESBURG NORTH INSTITUTIONS |
JN: DELTAPARK SKOOL |
2 |
|
JN: GOUVELD VAARDIGHEIDSSKOOL |
1 |
||
JN: NEW NATION SCHOOL |
5 |
||
JS: JOHANNESBURG SOUTH INSTITUTIONS |
JS: FRANCES VORWERGSKOOL |
1 |
|
JS: JISWA TRAINING CENTRE |
2 |
||
JS: MC KHARBAI SCHOOL |
6 |
||
TS: TSHWANE SOUTH INSTITUTIONS |
TS: TSHEGOFATSONG SCHOOL |
3 |
|
KWAZULU-NATAL |
0 |
13 |
|
AMAJUBA DISTRICT : CLUSTER A |
YWCA SPEC 298220 |
1 |
|
PINETOWN DISTRICT : CLUSTER A |
KWATHINTWA DEAF SPEC 183853 |
2 |
|
THE BROWN'S SPEC 112702 |
1 |
||
UGU DISTRICT : CLUSTER A |
ST MARTIN DEPORRES SPEC 276131 |
1 |
|
UMGUNGUNDLOVU DISTRICT : CLUSTER B |
PETER PAN SPEC 247123 |
1 |
|
UMLAZI DISTRICT : CLUSTER A |
DURBAN DEAF SPEC 125467 |
1 |
|
INANDA SPEC 161838 |
1 |
||
VN NAIK DEAF SPEC 290783 |
1 |
||
UMLAZI DISTRICT : CLUSTER B |
KWAVULINDLEBE SPEC 183890 |
1 |
|
NINGIZIMU SPEC 230880 |
1 |
||
UMZINYATHI DISTRICT : CLUSTER B |
UKUKHANYA KOMSINGA SPECIAL 440152 |
2 |
|
LIMPOPO PROVINCE |
0 |
2 |
|
BOCHUM WEST CIRCUIT OFFICE |
HELENE FRANZ SECONDARY |
1 |
|
SOUTPANSBERG EAST CIRCUIT OFFICE |
RIVONI SCHOOL FOR THE BLIND |
1 |
|
MPUMALANGA |
0 |
3 |
|
MDE EHLANZENI INSTITUTIONS |
SILINDOKUHLE SCHOOL: SEVERELY MENTALLY HANDICAPPED |
1 |
|
MDE NKANGALA INSTITUTIONS |
THANDUXOLO SCHOOL: SEVERELY MENTALLY HANDICAPPED |
1 |
|
WOLVENKOP SCHOOL FOR SEVERELY MENTALLY HANDICAPPED |
1 |
||
NORTH WEST |
0 |
28 |
|
GREATER DELAREYVILLE AREA OFFICE (DR RSM) |
LILLIAN LEHETLA SPECIAL SCHOOL___________________* |
6 |
|
GREATER TAUNG AREA OFFICE (DR RSM) |
MM SEBITLOANE SPECIAL SCHOOL_____________________* |
1 |
|
KAGISANO MOLOPO AREA OFFICE (DR RSM) |
TEMOSO SPECIAL SCHOOL____________________________* |
1 |
|
KGETLENG RIVER AREA OFFICE (NGAKA MODIRI MOLEMA) |
RORISANG SPECIAL SCHOOL__________________________* |
1 |
|
LETLHABILE AREA OFFICE (BOJANALA) |
OBED MORE SPECIAL SCHOOL_________________________* |
2 |
|
LICHTENBURG AREA OFFICE (NGAKA MODIRI MOLEMA) |
REATLEGILE SPECIAL SCHOOL |
5 |
|
MADIBENG AREA OFFICE (BOJANALA) |
REKGONNE-BAPO SPECIAL SCHOOL (BAKWENA BAPO)______* |
2 |
|
MAFIKENG AREA OFFICE (NGAKA MODIRI MOLEMA) |
BOPHELONG SPECIAL SCHOOL_________________________* |
3 |
|
MAQUASSI HILLS AREA OFFICE (DR KK) |
NORTH WEST SPECIAL SCHOOL________________________* |
2 |
|
MOSES KOTANE EAST AREA OFFICE (BOJ) |
REOLEBOGE SPECIAL SCHOOL_________________________* |
2 |
|
REKOPANTSWE AREA OFFICE (NGAKA MODIRI MOLEMA) |
RETLAMETSWE SPECIAL SCHOOL_______________________* |
1 |
|
ZEERUST AREA OFFICE (NGAKA MODIRI MOLEMA) |
DP MOLOTO SPECIAL SCHOOL_________________________* |
1 |
|
RESOMARETSE SPECIAL SCHOOL_______________________* |
1 |
||
WESTERN CAPE |
3 |
2 |
|
METRO EAST EDUCATION DISTRICT |
CENTRE OF SCIENCE AND TECHNOLOGY |
1 |
|
NOLUTHANDO SKOOL VIR DOWES |
1 |
||
METRO NORTH EDUCATION DISTRICT |
CAREL DU TOIT CENTRE |
1 |
|
METRO SOUTH EDUCATION DISTRICT |
CAPE ACADEMY FOR MATHS/SCIENCE AND TECHNOLOGY |
1 |
|
DOMINICAN DEAF |
1 |
||
TOTAL |
3 |
86 |
Annexure C- (i), (iii), (cc) 2015/16
DISTRICT |
SCHOOL |
(iii) HEARING IMPAIRED |
(i) SPECIAL EDUCATION NEEDS |
EASTERN CAPE |
0 |
7 |
|
GRAHAMSTOWN |
GRAHAMSTOWN AMASANGO CAREER SCHOOL |
1 |
|
MTHATHA |
EFATA SCHOOL FOR THE BLIND : UMTATA* |
3 |
|
FREE STATE |
|||
FREE STATE: EDUCATION |
FAKKEL SPECIAL SCHOOL |
1 |
|
PHOLOHO SPECIAL SCHOOL |
1 |
||
ROSENHOF SPECIAL SCHOOL |
1 |
||
GAUTENG |
|||
EN: EKURHULENI NORTH INSTITUTION |
EN: EAST RAND SCHOOL OF ARTS |
1 |
|
EN: ELANDSPARKSKOOL |
2 |
||
EN: ITHEMBALIHLE SCHOOL |
2 |
||
ES: EKURHULENI SOUTH INSTITUTION |
ES: ZIMELENI SCHOOL |
1 |
|
GE: GAUTENG EAST INSTITUTIONS |
GE: FELICITAS SCHOOL |
1 |
|
GE: KWA-THEMA SKILLS SCHOOL |
1 |
||
GW: GAUTENG WEST INSTITUTIONS |
GW: ITIRELENG SCHOOL FOR SEVERLY MANTALLY HANDICAP |
3 |
|
GW: ITUMELENG SCHOOL FOR SEVERLY MENTALLY HANDICAP |
3 |
||
GW: ROTARA SKOOL |
1 |
||
JC: JOHANNESBURG CENTRAL INSTITUTIONS |
JC: ADELAIDE TAMBO SCHOOL |
4 |
|
JC: FUNDA UJABULE SCH INST FOR CHILDHOOD EDUCATION |
1 |
||
JC: FUTURASKOOL |
2 |
||
JC: PACE SECONDARY SCHOOL |
3 |
||
JC: PUMELELA TRAINING CENTRE |
4 |
||
JC: RANDEORSKOOL |
1 |
||
JE: JOHANNESBURG EAST INSTITUTIONS |
JE: FOREST TOWN SCHOOL |
1 |
|
JE: JOHANNESBURG HOSPITAL SCHOOL |
4 |
||
JE: ST VINCENT SCHOOL |
2 |
||
JN: JOHANNESBURG NORTH INSTITUTIONS |
JN: DELTAPARK SKOOL |
2 |
|
JN: GOUVELD VAARDIGHEIDSSKOOL |
2 |
||
JN: HOPE SCHOOL. |
1 |
||
JN: NEW NATION SCHOOL |
2 |
||
JN: ST BARNABAS COLLEGE |
1 |
||
JS: JOHANNESBURG SOUTH INSTITUTIONS |
JS: DUZENENDLELA SPECIAL SCHOOL |
8 |
|
JS: MC KHARBAI SCHOOL |
5 |
||
JS: NATIONAL SCHOOL OF THE ARTS |
1 |
||
TN: TSHWANE NORTH INSTITUTIONS |
TN: TSOSOLOSO SCHOOL |
1 |
|
TS: TSHWANE SOUTH INSTITUTIONS |
TS: TSHEGOFATSONG SPECIAL SCHOOL |
2 |
|
TW: TSHWANE WEST INSTITUTIONS |
TW: FILADELFIA |
4 |
|
TW: MEDICOS |
1 |
||
TW: PRINSHOFSKOOL |
1 |
||
KWAZULU-NATAL |
|||
BAMBANANI CIRCUIT MANAGEMENT |
UKUKHANYA KOMSINGA SPECIAL 440152 |
4 |
|
DANHAUSER CIRCUIT MANAGEMENT |
YWCA SPEC 298220 |
1 |
|
DURBAN CENTRAL CIRCUIT MANAGEMENT |
VN NAIK DEAF SPEC 290783 |
1 |
|
DURBAN NORTH-WEST CIRCUIT MANAGEMENT |
KWATHINTWA DEAF SPEC 183853 |
2 |
|
NDWEDWE CIRCUIT MANAGEMENT |
AM MOOLLA NOVA SPEC 101232 |
1 |
|
PAULPIETERSBURG CIRCUIT MANAGEMENT |
MYEKENI PRIM 343286 |
2 |
|
PHUMELELA CIRCUIT MANAGEMENT |
KWAVULINDLEBE SPEC 183890 |
1 |
|
NINGIZIMU SPEC 230880 |
1 |
||
UBUMBANO CIRCUIT MANAGEMENT |
PETER PAN SPEC 247123 |
1 |
|
LIMPOPO PROVINCE |
0 |
4 |
|
BOCHUM WEST CIRCUIT OFFICE |
HELENE FRANZ SECONDARY |
1 |
|
HLOGOTLOU CIRCUIT OFFICE |
BOSELE SCHOOL |
1 |
|
SOUTPANSBERG EAST CIRCUIT OFFICE |
RIVONI SCHOOL FOR THE BLIND |
2 |
|
MPUMALANGA |
0 |
2 |
|
MDE NKANGALA INSTITUTIONS |
THANDUXOLO SPECIAL SCHOOL (SMH) |
2 |
|
WOLVENKOP SPECIAL SCHOOL (SMH) |
2 |
||
NORTH WEST |
0 |
9 |
|
GREATER DELAREYVILLE AREA OFFICE (DR RSM) |
LILLIAN LEHETLA SPECIAL SCHOOL___________________* |
2 |
|
LETLHABILE AREA OFFICE (BOJANALA) |
OBED MORE SPECIAL SCHOOL_________________________* |
1 |
|
LICHTENBURG AREA OFFICE (NGAKA MODIRI MOLEMA) |
REATLEGILE SPECIAL SCHOOL |
1 |
|
MADIBENG AREA OFFICE (BOJANALA) |
REKGONNE-BAPO SPECIAL SCHOOL (BAKWENA BAPO)______* |
2 |
|
MAQUASSI HILLS AREA OFFICE (DR KK) |
NORTH WEST SPECIAL SCHOOL________________________* |
1 |
|
MOSES KOTANE EAST AREA OFFICE (BOJ) |
REOLEBOGE SPECIAL SCHOOL_________________________* |
2 |
|
NORTHERN CAPE |
0 |
1 |
|
FRANCIS BAARD |
RE TLAMELENG SCHOOL-FOR-PHYSICAL HANDICAPPED |
1 |
|
WESTERN CAPE |
2 |
0 |
|
METRO SOUTH EDUCATION DISTRICT |
DOMINICAN DEAF |
2 |
|
NATIONAL TOTAL |
2 |
107 |
09 November 2016 - NW2190
Kopane, Ms SP to ask the Minister of Basic Education
(a) How many (i) schools for learners with special educational needs, (ii) schools for the visually impaired and (iii) schools for the hearing impaired received a budget for the National School Nutrition Programme in each district of each province in the (aa) 2013-14, (bb) 2014-15 and (cc) 2015-16 financial years and (b) what amounts were allocated in each case?
Reply:
(a) (i) The NSNP Directorate does not have the data according to the request in (ii) and (iii). The only data available is recorded on the table below, is aggregated as provincial data.
(b) Information not available.
The Department of Basic Education (DBE) will work with the provinces to compile the requested information.
Special schools |
||||||
Province |
(a)(i)(ii)(iii) Number of schools |
(b) Budget allocated (R) |
||||
|
2013-14 (aa) |
2014-15 (bb) |
2015-16 (cc) |
2013-14 |
2014-15 |
2015-16 |
Eastern Cape |
12 |
27 |
27 |
2 494 688 |
2 307 704 |
2 121 906 |
Free State |
10 |
10 |
10 |
1 686 792 |
1 519 145 |
1 262 558 |
Gauteng |
39 |
56 |
57 |
4 992 896 |
6 975 762 |
7 957 786 |
KwaZulu-Natal |
46 |
46 |
47 |
4 546 098 |
4 670 570 |
5 186 905 |
Limpopo |
34 |
34 |
32 |
3 600 261 |
3 236 899 |
3 435 227 |
Mpumalanga |
11 |
13 |
11 |
480 690 |
614 901 |
907 221 |
Northern Cape |
7 |
7 |
9 |
622 802 |
662 848 |
925 120 |
North West |
23 |
25 |
25 |
1 193 954 |
1 284 956 |
1 515 864 |
Western Cape |
43 |
44 |
44 |
4 951 936 |
5 437 634 |
5 677 963 |
225 |
262 |
262 |
24 570 117 |
26 710 419 |
|
09 November 2016 - NW1959
Boshoff, Ms SH to ask the Minister of Basic Education
(1)How many female learners dropped out of schools due to falling pregnant in the (a) 2013, (b) 2014 and (c) 2015 academic years in each district in each province; (2) how many of the specified pregnancies were (a) reported by the respective principals to the relevant provincial departments of education, (b) referred to the SA Council for Educators and (c) classified as statutory rape cases in each district and province in the specified academic years?
Reply:
(1)The question of learner pregnancy must be reviewed in light of overall learner drop-out as pregnancy is one of the various self-reported reasons for learner drop-out.
(1a-c) The Annual School Survey administered by the DBE collects information on learner pregnancy by asking the school principal for: the number of learners that they are aware of who fell pregnant during the academic year. The data is disaggregated by grade and province but not by district.
Note: This data is preliminary and should be treated with caution (i) the figure may be under-reported as principals may not be made aware of all learners that leave the schooling system due to pregnancy; (ii) it does not account for learners that return to schools after pregnancy.
Table 1: Number of learners who fell pregnant, by grade and province, between 2013 and 2015 see the link:
http://pmg-assets.s3-website-eu-west-1.amazonaws.com/RNW1959TABLE-161109.pdf
Source: 2013-2015 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.
Based on the caveats in interpreting the ASS data, the General Household Survey (GHS) 2002-2015 conducted by Statistics South Africa, may be a better source of data on the specific question of learner pregnancy in relation to learner drop-out. The table below provides the GHS response for 2013-2015 on the number of learners that indicated pregnancy as the reasons for not attending an educational institution. The information collected is disaggregated by province but not by district.
Note: the number in the bracket ( ) is the number of observation in the sample while the other value is the weighted estimate. The weighted estimates from the sampled households are constructed so that the responses could be properly expanded to represent the entire civilian population of South Africa.
Please also note that the table below provides information on learners between 7-18 years, noting that the compulsory schooling age is 7-15 years.
Number of 7 -18 year old who self-reported not attending educational institutions because of pregnancy
Province |
2013 |
2014 |
2015 |
Western Cape |
1 837 |
0 |
1 039 |
(4) |
(0) |
(1) |
|
Eastern Cape |
3 382 |
3 931 |
5 212 |
(5) |
(7) |
(7) |
|
Northern Cape |
471 |
1 057 |
1 696 |
(3) |
(4) |
(4) |
|
Free State |
1 666 |
1 489 |
0 |
(5) |
(4) |
(0) |
|
KwaZulu-Natal |
9 009 |
2 389 |
4 645 |
(15) |
(4) |
(7) |
|
North West |
2 148 |
0 |
2 709 |
(3) |
(0) |
(4) |
|
Gauteng |
1 442 |
1 473 |
1 005 |
(2) |
(1) |
(2) |
|
Mpumalanga |
1 234 |
1 662 |
2 270 |
(4) |
(4) |
(4) |
|
Limpopo |
675 |
1 736 |
842 |
(1) |
(3) |
(1) |
|
South Africa |
21 864 |
13 737 |
19 418 |
(42) |
(27) |
(30) |
Source: Statistics South Africa, General Household Survey, 2013 – 2015, DBE own calculations
Compiler Question 1
(2) (a) See response on (1) (c) above.
(b) The DBE has not referred any learner pregnancy cases to the South African Council of Educators.
(c) The DBE has not undertaken classification of learner pregnancy cases. Currently, the DBE is developing a protocol for the Prevention and Management of Learner Pregnancy, which intends to guide all stakeholders and custodians with this classification exercise and the course of action.
31 October 2016 - NW2048
Figlan, Mr AM to ask the Minister of Basic Education
(1)Whether each Head of Department (HOD) of her department signed a performance agreement since their appointment; if not, (a) what is the total number of HODs who have not signed performance agreements, (b) what is the reason in each case, (c) what action has she taken to rectify the situation and (d) what consequences will the specified HOD face for failing to sign the performance agreements; if so, (i) when was the last performance assessment of each HOD conducted and (ii) what were the results in each case; (2) whether any of the HODs who failed to sign a performance agreement received a performance bonus since their appointment; if not, what is the position in this regard; if so, (a) at what rate and (b) what criteria were used to determine the specified rate; (3) whether any of the HODs who signed a performance agreement received a performance bonus since their appointment; if so, (a) at what rate and (b) what criteria were used to determine the rate?
Reply:
Whether each Head of Department (HOD) of her department signed a performance agreement since their appointment; if not, (a) what is the total number of HODs who have not signed performance agreements, (b) what is the reason in each case, (c) what action has she taken to rectify the situation and (d) what consequences will the specified HOD face for failing to sign the performance agreements; (e) if so, (i) when was the last performance assessment of each HOD conducted and (ii) what were the results in each case?
ANSWER
(a) The Director-General of Basic Education has signed and submitted a Performance agreement. The HOD of Gauteng Department of Education, the Mpumalanga Department of Education and the Acting HOD of the KZN Department of Education have signed performance agreements. Only three Provincial Education Departments have responded..
(b) Still awaiting the other Provincial Education Departments’ responses for the Minister to respond to this question.
(c) Still awaiting the other Provincial Education Departments’ responses for the Minister to respond to this question.
(d) Still awaiting the other Provincial Education Departments’ responses for the Minister to respond to this question.
(e) i. The Director-General of the Basic Education Department of Basic Education’s last assessment was conducted on 15 August 2016. The HOD of the Gauteng Department of Education’s last performance assessment was at the end of March 2016. The HOD of Mpumalanga Education Department has not been assessed for the 2015/16 financial year. No responses from the other Provincial Education Departments on this matter to date.
ii. The Director General of Basic Education Department was rated as excellent. The HOD of the Gauteng Department of Education’s performance was rated as excellent. The HOD of the Mpumalanga Education Department has not been assessed for the financial year 2015/16. No responses from the other Provincial Education Departments on this matter to date.
QUESTION 2
Whether any of the HODs who failed to sign a performance agreement received a performance bonus since their appointment; if not, what is the position in this regard; if so, (a) at what rate and (b) what criteria were used to determine the specified rate?
ANSWER
(a) No responses from the other Provincial Education Departments on this matter to date.
(b) No responses from the other Provincial Education Departments on this matter to date.
QUESTION 3
Whether any of the HODs who signed a performance agreement received a performance bonus since their appointment; if so, (a) at what rate and (b) what criteria were used to determine the rate?
ANSWER
(a) The Director-General of the Department of Basic Education had not received a performance bonus as he will be considered in the next cycle only because of his appointment in August 2015. The HOD of the Gauteng Department of Education did not receive a performance bonus for 2015/16 cycle, as he had completed a year in this position. The Acting HOD of the KZN Education department has not been assessed for the 2015/16 financial year. No responses from other Education Departments on this matter to date.
(b) No responses from the other Provincial Education Departments on this matter to date.
31 October 2016 - NW1785
Boshoff, Ms SH to ask the Minister of Basic Education
What steps has her department taken, in line with recommendation 4 of the Report of the Ministerial Task Team to Investigate Allegations into the Selling of Posts of Educators by Members of Teachers Unions and Departmental Officials in Provincial Education Departments, dated 18 May 2016, to regain control of administering the education system in all provinces so that clear distinctions are established between the roles and functions of her department and the concerns of teacher unions?
Reply:
The Department of Basic Education (DBE) has not lost over the administration of the education system. However, the Department has recommendations that require short-term interventions and those that could be achieved in the long term. The Department has resumed the following actions on the recommendations that need short term intervention:
1. Performance Management:
The introduction of performance contracts for principals and deputy principals, in line with the DBE policy, in order to enhance accountability of educators. The Quality Management System (QMS) for assessing the performance of school-based educators was adopted at the Education Labour Relations Council (ELRC) in November 2014. It will be implemented in January 2017 after further consultation.
2. Amendment to Legislation:
The starting point of the reforms should be the amendment to the South African Schools Act and the Employment of Educators Act, in so far as it relates to the powers of the School Governing Bodies in appointment procedures. A draft Bill has been developed to deal with these amendments.
3. Amendments to current appointment procedures:
Amendment to current appointment procedures contained in Collective Agreements and the role Teacher Unions are being negotiated at the ELRC.
4. Introduction of Competency Assessment for School Principals:
Consultation on the guidelines for Competency Assessment is being finalised at the ELRC.
31 October 2016 - NW1778
Davis, Mr GR to ask the Minister of Basic Education
(1)With reference to her reply to oral question 117 on 26 August 2016, (a) when will she introduce Bills to amend the (i) SA Schools Act, Act 84 of 1996, as amended and (ii) Employment of Educators Act, Act 76 of 1998, as amended and (b) why has there been a delay in amending the specified legislations; (2) where can the draft Bill referred to in the specified reply be accessed?
Reply:
(1)(a)(i)(ii) Before the publication thereof for public comment, I deemed it necessary to present the Bill to some stakeholders, which included School Governing Body Associations and Education Sector Unions. Some of these stakeholders commented on the Bill during the presentations, and some subsequently provided the Department with written comments on the Bill. After all the options had been weighed up, it was decided that the comments submitted by these stakeholders should be considered and, where there was merit, incorporated into the draft Bill before the Bill is published for public comment.
The Bill must further be subjected to the Socio-Economic Impact Assessment System (SEIAS). This is a new requirement that was introduced by the Presidency this year for all new legislation and policy as well as amendments to existing legislation and policy.
(b) Some of the recommendations in the Ministerial Task team report that require legislative changes are still being considered and is subjected to a sector intensive internal review such as consultation with key stakeholders in the sector.
(2) The Bill is still an internal document.
28 October 2016 - NW2183
Boshoff, Ms SH to ask the Minister of Basic Education
(1)(a) What are the vacancy rates for support staff for schools for learners with special educational needs (LSEN) that have boarding facilities in each district and (b) by what date will each of the specified vacancies at the boarding facilities be filled; (2) (a) what are the vacancy rates for (i) psychologists, (ii) speech therapists, (iii) occupational therapists, (iv) physiotherapists and (v) nurses at each school for LSEN in each district of each province and (b) by what date will each of the specified vacancies be filled; (3) how many teacher training centres are training teachers through the Funza Lushaka bursary scheme in schools for LSEN in each district of each province?
Reply:
1. (a) What are the vacancy rates for support staff for schools for learners with special educational needs (LSEN) that have boarding facilities in each district and (b) by what date will each of the specified vacancies at the boarding facilities be filled;
(1) (a) and (b) The information requested is not routinely collected at a national level. A request has been sent to Provincial Education Departments for the information. It is, however, suggested that the information be sought through a Member of the Provincial Legislature as basic education is a concurrent competency.
(2) (a) What are the vacancy rates for (i) psychologists, (ii) speech therapists, (iii) occupational therapists, (iv) physiotherapists and (v) nurses at each school for LSEN in each district of each province and (b) by what date will each of the specified vacancies be filled;
(a), (i) (ii), (iii), (vi), and (v); and (b). The information requested is not routinely collected at a national level. A request has been sent to Provincial Education Departments for the information. It is, however, suggested that the information be sought through a Member of the Provincial Legislature as basic education is a concurrent competency.
(3) How many teacher training centres are training teachers through the Funza Lushaka bursary scheme in schools for LSEN in each district of each province?
(3) The Funza Lushaka bursary is being offered at 24 public Higher Education Institutions (HEIs) offering Initial Teacher Education programmes such as the Bachelor in Education (B Ed) or Post Graduate Certificate in Education (PGCE). Public HEIs do not train teachers specifically for LSEN schools. However, the Policy on the Minimum Requirements for Teacher Education Qualifications (2015) requires all B Ed and PGCE graduates to be knowledgeable about inclusive education and skilled in identifying and addressing barriers to learning, as well as in curriculum differentiation to address the needs of individual learners within a grade.