Questions and Replies

Reply:

(a) The schools that were damaged during the Vuwani uprisings have been assessed and the extent of the damaged has been determined and costed.

(b) It is estimated that an amount of R462 million will be required to rebuild, renovate, repair and provide all the requisite spaces at these schools.

(c) A request for funding has been submitted to the National Treasury and the timelines for the projects can only be provided as soon as availability of funding is confirmed.

Reply:

(a) What formal qualifications does each of her department’s (a)(i) Chief Financial Officers and/or (ii) acting Chief Financial Officers possess?

(i) Chief Financial Officer - Ms N Molalekoa

Bachelor of Commerce

University of Bophuthatswana

Obtained 1990

Advanced Financial Management

University of Pretoria

Obtained 2010

(ii) Acting Chief Financial Officer

Not applicable

NATIONAL ASSEMBLY, WRITTEN REPLY, QUESTION 2013

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 23/09/2016

INTERNAL QUESTION PAPER: 29/2016

2013. Mrs Z B N Balindlela (DA) to ask the Minister of Basic Education:

(b) What formal qualifications does each of her department’s (b)(i) Directors-General and/or (ii) acting Directors-General possess?

 (i) Director-General – Mr HM Mweli

Bachelor of Arts in Education

University of Bophuthatswana

Obtained 1992

Bachelor of Arts (Honours) in History

University of North-West

Obtained 1996

Bachelor of Administration (Honours) (Industrial Relations)

University of North-West

Obtained 2001

Master of Development and Management

North-West University

Obtained 2007

(ii) Acting Director-General

Not applicable

Reply:

The Department has written to all the provinces requesting for the above-mentioned information. A follow-up has since been made to the provinces and the Department is awaiting responses.

Reply:

Recommendation 15 is one of the long-term recommendations which the Department of Basic Education is still considering.

Reply:

(a)  No, the Minister will not interfere with the freedoms of any employee to choose to join or establish any union or political party. South Africa is a signatory to 27 Conventions of the ILO and are categorized as:

• Fundamental Conventions: 8 of 8;
• Governance Conventions (Priority): 2 of 4; and
• Technical Conventions: 17 of 177.

 

Out of 27 Conventions ratified by South Africa, of which 23 are in force, 2 Conventions have been denounced.

The Freedom of Association (C087 - Freedom of Association and Protection of the Right to Organise Convention, 1948 (No. 87)) is the right to join or leave groups of a person's own choosing, and for the group to take collective action to pursue the interests of members.[1] It is both an individual right and a collective right, guaranteed by all modern and democratic legal systems. Article 3 of this Convention specifically prevent public authorities (governments) from any interference which would restrict this right or impede the lawful exercise thereof.

Jeremy McBride[2] argues that respect for the freedom of association by all public authorities and the exercising of this freedom by all sections of society are essential both to establish a "genuine democracy" and to ensure that, once achieved, it remains "healthy and flourishing".

The Constitution of South Africa is the supreme law of the country of South Africa. It provides the legal foundation for the existence of the republic, sets out the rights and duties of its citizens, and defines the structure of the government.

Section 19 of the Constitution provides for the political rights of every citizen to freely make political choices which include to form a political party, to participate in activities of such a political party including recruiting members and campaigning for the political party.

(b) Section 23 of the Constitution provides for the following Labour rights which cannot be derogated:

1. Everyone has the right to fair labour practice
2. Every worker has the right –

       (a) to form and join a trade union

       (b) to participate in the activities and programmes of the union; and

       (c) to strike.

 (i) School-based educators: According to the Education Labour Relations Council’s (ELRC) Collective Agreement 2 of 2007 and Chapter F of the Personnel Administrative Measures (PAM), school-based educators have the right to be nominated by their trade union to be utilised as Shop Stewards in education in order to enhance the labour relations in the public education sector. Only post level one educators who are permanently employed are eligible to be nominated or appointed as Shop Stewards in education. Office-based educators can only be site stewards at the workplace and they are not in any way office bearers of the unions.

It is an educator’s Constitutional right including school principals to belong to a trade union. Chapter F of the Personnel Administrative Measures (PAM) further stipulates that unions are entitled to have educators in good standing seconded to Trade unions that are registered with the Education Labour Relations Council (ELRC) to occupy full time positions in the union (see also (Resolution 8 of 1995). In addition to this, Collective Agreement 2 of 2007 on Shop Stewards in Education does not prohibit any educator including principals to belong to any trade union.

1. Jeremy McBride, Freedom of Association, The Essentials of Human Rights (Hodder Arnold 2005) 18, states it involves coming together with other individuals and collectively express, promote, pursue and defend common interests. ↑

2. Jeremy McBride, Freedom of Association, The Essentials of Human Rights, Hodder Arnold, London, 2005 ↑

Reply:

Yes, recommendation nine (9) is a long-term recommendation that has to be discussed and negotiated with all trade unions in the education sector.

Reply:

(a) Yes, the Department is in the process of reviewing the provisions stipulated on B5 of the Performance Administrative Measures (PAM) gazetted on 12 February 2016 that outlines the process of advertising and filling of educator posts, draft Guideline Procedure for the Recruitment, Selection, Appointment and Promotion of Educators in order to enhance the professional image and Competencies of School Principals has been developed.

(b) The new appointment procedures, when finalised, will determine which officials constitute part of the panels for interviews.

(c) The National Development Plan calls for a change in the appointment process to ensure that competent individuals are attracted to become school principals. As in other senior management positions, candidates should undergo a competency assessment to determine their suitability and identify the areas in which they would need development and support. No determination has been made yet as to whether the competency assessment will be performed in-house or outsourced. These measures will be designed to give effect to the provisions of the National Development Plan and to improve the recruitment of competent school managers. School deputy principals and principals will be selected from candidates who possess appropriate managerial competences. These procedures are drawn from the basis that strong and competent School Management Teams are essential in improving the public schooling system.

(d) It is imperative that public school managers be selected from those candidates who have been evaluated and certified as possessing the competencies and proficiencies deemed necessary for success in the field. For effective appointment to take place, the Department will play a more central and influential role.

(e)(i) The roles and responsibilities of resource persons are provided for in the Education Labour Relations Council (ELRC) Collective Agreement on the Advertising and Filling of Educator Posts (ELRC Resolution 5 of 1998. Issues related to composition of the panels, pre-interviewing testing of candidates, district resource person, etc. will be addressed in the new draft procedures which have to undergo processes of negotiations with an aim of amending the existing Collective Agreement.

 (ii) In each interview the Provincial Education Department makes available resource a person, who ought to be competent in performing their duties.

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.

Reply:

1. (a) (i) (ii) and (b) The findings and recommendations of the Ministerial Task Team (MTT), including cases that require the attention of the South African Police Service (SAPS), have been sent to the Provincial Education Departments (PEDs) to take action against the alleged illegal actions. In terms of Section 3 of the Employment of Educators Act, read with the Disciplinary Code and Procedures for Educators (Schedule 2 of the Employment of Educators Act), the employer of these educators that allegedly sold the posts, is the Head of Department of each implicated Provincial Education Department, hence all cases have been referred to the relevant PED. The relevant details such as (a) names and schools of those involved as well as (b) case numbers will be considered for disclosure after the PEDs have submitted their progress reports at the end of September 2016.

2. No, the Minister has not engaged the Minister of Police as it is expected that each case must be dealt with closer to where the alleged criminal act has occurred.

Reply:

(a) In 2013, the Minister gazetted a policy on the Organisation, Roles and Responsibilities of Education Districts. Chapter four (4) of the National Education Policy Act, 1996 (Act No. 27 of 1996) outlines the District organisation, Functions and Delegation which enables the District officials to demonstrate their capacity to carry out responsibilities with which they are entrusted. In addition to this policy, there are Performance Management and Development Systems (PMDS) for both employees appointed in terms of the Public Service Act, 1994 (Act No. 104 of 1994) as amended and those employed in terms of the Employment of Educators Act 76 of 1998 as amended. These systems manage and develop the performance of the employees with the view to achieving both individual and institutional excellence, which also serve as a process of continuous appraisal. The performance standards in the PMDS are specific, measurable, attainable and reasonable so that an employee knows exactly what is expected of him or her.

(b) Department has taken the following steps in order to curb political appointments and/or cadre deployment:

• Published standards for principals which will enhance the Professional Image and Competencies of School Principals;
• Requirement that aspirant principals must undergo competency tests; and
• Drafted the Basic Education Laws Amendment Bill (BELA) which among others, aims to amend the roles of School Governing Bodies (SGB’s) and departmental officials in appointments.

The Department also envisage doing the following:

• Revision of appointment procedures;
• Review the collective agreement about the selection criteria for the appointment of School Management Teams and how the interview panels are constituted;
• Vetting of panel members; and
• Creating a pool of panellist to serve on interview panels.

(c) As in (a) above, the Department is using a Performance Management and Development System (PMDS) to improve performance, thereby developing a culture of quality, identify areas of development and formulate a plan to ensure that this development takes place and to reward employees based on evidence of good performance. This is a system to manage and develop the performance of public service employees with the view to achieving both individual and institutional excellence, which also serves as a process of continuous appraisal. The performance standards in the PMDS are specific, measurable, attainable and reasonable so that an employee knows exactly what is expected of him or her. This system allows for quarterly assessment of employees work.

(d) The policy on the Organisational, Roles and Responsibilities of Education Districts outlines the circuit boundaries, size and norms in order to ensure effective service delivery and an appropriate span of control for circuits. This enables the circuit managers to carry out their responsibilities with ease.

 

Reply:

The response below is as per response provided by the Gauteng Provincial Education Department:

(a) 

Dowerglen High School, EMIS number 700160572, is a fee charging school. The Department allocates the annual budget to a fee-charging school, in terms of the Amended National Norms and Standard for School Funding, 2006, by taking the school’s per/learner allocation (currently set at R590.00 per annum) and multiplies it by the total funded enrolment of learners in that school. The total becomes the annual budget allocation of that school.

(b) (i)

Based on the 10th Day Head-Count for 2016, the school has an enrolment of 472 learners.

(b) (ii)

There is currently no mechanism in the Department to identify learners in schools that come from disadvantaged families. However, the Regulations for the Exemption of Parents for the payment of School fees, 2005 provides for a Governing Body of a school to exempt learners who cannot afford to pay school fees on application and in terms of set criteria and to subsequently request for compensation from the Department.

Reply:

ANSWER (a)(b)(c)

The Policy on the Minimum Requirements for Teacher Education Qualifications (MRTEQ) in Appendix A describes the Community, citizenship and pastoral role of teachers as follow: “The Educator will practice and promote a critical, committed and ethical attitude towards developing a sense of respect and responsibility towards others.” The Department of Basic Education (DBE) will work with the Department of Higher Education and Training (DHET) and the South African Council for Educators (SACE) to ensure that the training of new teachers adheres to the Policy.

The DBE, the DHET and other stakeholders are also collaborating in a SACE-led process to develop a set of professional standards for teachers’ practice that is theoretically informed, contextually appropriate and widely accepted by stakeholders. A set of professional practice standards will enable teachers to develop a shared understanding of what they should know, and be able to do, with regards to their work in the South African education system including ethical considerations.

The DBE will also collaborate with SACE to ensure that the Code of Ethics is foregrounded during World Teacher Day and as part of celebrations during Teachers’ Month.

Reply:

(1) The project to implement delegations’ frameworks in line with the Cabinet-approved 2013 public administrations delegations’ framework, was carried out by the Department of Public Service and Administration and all Provincial Departments were invited to attend the briefing sessions.

(2) No, there is no need to adjust the education legislation as Section 36 of the Employment of Educators Act 1998 (the Act), already empowers the Minister, the Director-General, the Member of the Executive Council and the Head of Department to delegate their duties to relevant official under their control. In relation to recommendation 5 of the Ministerial Task Team, Section 36 (4) in particular empowers a Head of Department to delegate to any person in the service of the Provincial Department of Education any power conferred upon the Head of Department by or under the Act, on such conditions as the Head of Department may determine; or authorise the said person to perform any duty assigned to the Head of Department by or under the Act.

Reply:

1. With reference to her reply to oral question 117 on 24 August 2016, on what date did she make a presentation to the Portfolio Committee on Education on education matters subsequent to the release of the Ministerial Task Team’s report on allegations of the selling of posts of educators by members of teacher unions and departmental officials in various provinces?

(1)The Report of the Ministerial Task Team (MTT) was presented by the Department to the Portfolio Committee on 27 May 2016.

(2) Whether she will be tabling the specified report in Parliament; if not, why not; if so, (a) by when and (b) what are the further relevant details?

(2)The Minister is awaiting delivery of the final forensic report from the MTT. The Minister has indicated that she will bring the report to the Portfolio Committee on Education once the forensic investigation is completed so as to deal with it holistically.

Reply:

Question 1(a)

The annual salary of the Chief Executive Officer for NEEDU in different financial years was as follows:

Financial Year	Annual Salary
2012-13	R1 111 745
2013-14	R1 280 730
2014-15	R1 353 732
2015-16*	R112 811

* The Chief Executive Officer for NEEDU, Dr Nick Talyor, left in April 2015 and the new Chief Executive Officer was not appointed.

Question 1(b)

There was no performance bonus for the Chief Executive Officer of NEEDU during his tenure.

Question 2 (a)

NEEDU is conducting systemic evaluation to prepare a report on the quality of curriculum delivery in special schools.

Question 2 (b) (i)

NEEDU is investigating the kind of support that different role players in the education sector (i.e. the Department of Basic Education, Provincial Departments of Education, districts and schools) give to learners in special schools, to ensure that learners experiencing barriers to learning and who require intense levels of support may have access to quality education.

Systemic investigations at the national office, Provincial Departments of Education, districts and schools regarding the adequacy, appropriateness and quality educational provision for learners with special needs, and how special schools are supported by the districts and provincial offices to function effectively, will be completed in November 2016.

Large volumes of both quantitative and qualitative data are being collected at all levels of the system. To save costs, the analysis of data will not be outsourced but will be done in-house. This is a labour-intensive and time-consuming exercise. It is anticipated that the final report will be submitted to the Minister in May 2018.

Question 2 (b) (ii)

Upon receipt of the NEEDU Report, in line with the provision of section 7(1)(g) of the Regulations for the Establishment of the Office of Standards and Compliance for Basic Education (OSCBE), currently known as NEEDU, “the Minister may publish the report.” This provision empowers the Minister to publish NEEDU reports at her discretion.

Reply:

(1) Whether, with reference to her reply to question 1100 on 4 August 2016, she has received the information from the provincial departments of education; if so, what is the relevant information;

1. The Department has received information from Free State, Western Cape and KwaZulu-Natal Departments of Education about professionals in respect of each (a) province and (b) district who have been trained to assist in conducting investigations and hearings against educators. The remaining provinces will still be required to provide the information.

(2) Whether she will provide the information received from the Western Cape provincial department of education in the meantime; if not, why not; if so, by when?

      (2) Yes, the information about the Western Cape is on table 2 (page 3) of this response.

1. FREE STATE (5 Districts)

FREE STATE TOTAL

27

District Name	Director	Contact Details	E-MAIL	District Number Trained
Fezile Dabi (RURAL)	Mr VH Chuta Director	Tel.: 016 973 9118 Fax: 086 608 8898 082 481 7632	[email protected] [email protected]	5
Motheo (URBAN)	Mrs. NEH Motsoeneng Director	Tel.: 051 404 4622 Fax: 051 404 4622 086 637 6621 082 770 7448	[email protected] [email protected]	11 (Including officials from Head Office)
	Mr MS Mokgobo Director	Tel.: 057 353 2901/ 7 Fax: 057 3575 443 Fax: 086 519 1639 082 774 1017	[email protected] [email protected]	3
Thabo Mofutsanyane (RURAL)	Mrs. BS Tshabalala Director	Tel.: 058 718 4809 086 582 4759 082 495 7582	[email protected] [email protected]	5
Xhariep (URBAN)	Mr WRM Mokuena Director	Tel.: 051 404 4895 Fax: 051 404 4894 082 564 5803	[email protected] [email protected]	3

1. WESTERN CAPE (8 Districts)

WESTERN CAPE TOTAL

30

 

District Name	Director	Contact Details	E-MAIL	District Number Trained
Metro- Central (URBAN)	Ms Sanette Novers	Tel.: 021 514 6700/ 3 Fax: 021 514 6953 072 880 5356	[email protected]	1
Metro- East (URBAN)	Mr M Caroline	Tel.: 021 900 7000/ 5 Fax: 021 903 9484/ 082 442 6640	[email protected]	1
Metro- North (URBAN)	Dr H Brand	Tel.: 021 938 3000 Fax: 021 938 3180	[email protected]	1
Metro- South (URBAN)	Mr Glen Van Harte	Tel.: 021 370 2000 Fax: 021 372 1856	[email protected]	1
Overberg (RURAL)	Mr Bertram Loriston	Tel.: 028 214 7300/ 05 Fax: 086 528 7410 Fax: 028 214 7400	[email protected]	1
Eden Karoo (RURAL)	Ms FZV Rhoxo	Tel.: 044 083 8320 Fax: 044 873 2253	[email protected]	1
West- Coast( (RURAL)	Mr J Beukes	Tel.: 021 860 1200/ 7 Fax: 021 860 1231	[email protected]	1
Cape Winelands (RURAL)	Mr C Frolick	Tel.: 023 348 4600 Tel.: 023 348 4601 Fax: 023 342 4138	[email protected] [email protected]	1

1. KWAZULU NATAL (12 Districts)

KZN TOTAL

25

District Name	Director	Contact Details	E-MAIL	District Number Trained
Head Office	NC Ngcobo	033 846 5402 0725821636	[email protected]	8
Pinetown (URBAN)	Mr E Kganye Acting Director	Tel.: 031 716 2702 Fax: 031 702 6135	[email protected]	2
Ugu/ Port Shepstone (URBAN/RURAL)	Mr W Mfundi Sibiya Director	Tel.: 039 688 8606 Fax: 039 682 0115	[email protected]	0
ILembe (RURAL)	Mr NW Mzoneli Director	Tel.: 031 327 0509 Fax: 031 368 4472	[email protected]	2
Umlazi (URBAN/RURAL)	Mr BH Ntuli Acting Director	Tel.: 031 9188 510 Fax: 031 906 1451	[email protected] [email protected]	1
Sisonke/ Kokstad (RURAL)	Mr ME Mdletshe Director	Tel.: 039 797 3700/ 03 Fax: 039 7274 254	[email protected]	0
Othukela (RURAL)	Mr M J Mazibuko District Director	Tel.: 036 638 5206 Fax: 036 631 1286	[email protected]	2
Umzinyathi (RURAL)	Mr. H Majola Director	Tel.: 034 219 2708 Fax: 034 219 2155	[email protected]	0
UMgungundlovu (RURAL)	Ms JA Baiju Director	Tel.: 033 341 6461 033 3416402 Fax: 033 342 4481	[email protected] [email protected]	2
Amajuba (URBAN/RURAL)	Rev Nelson Sithole Director	Tel.: 034 328 4502 Fax: 034 328 4601	[email protected]	2
Empangeni/ UThungulu (RURAL)	Mr. DS Chonco Director	Tel.: 035 901 1303/4 Fax: 035 792 6165	[email protected] [email protected]	2
Obonjeni (RURAL)	Mr. TJ Motha	Tel.: 035 573 9719 Fax: 035 573 1722	[email protected]	2
Vryheid (RURAL)	Mr Willem Du Plooy Director	Tel.: 034 98230730 Fax: 034 982 1666	[email protected] [email protected]	2

Reply:

(a) & (b)

Only the Western Cape responded thus far. The DBE is still expecting more replies from other provinces and a report will be submitted.

Reply:

(a)  (i) The Department of Basic Education has spent R774, 951.84 for recruitment advertising during the 2015-16 financial year.

      (ii) South African Council for Educators (SACE) did not spend on advertising during the 2015-16 financial years.

        Umalusi spent R 259 000 during the 2015-2016 financial year.

(b) (i) The Department of Basic Education has set aside a budget of R832 000 for recruitment advertising during the 2016-17 financial periods.

    (ii) SACE has not made budget allocations for expenditure across the identified fiscal period.

        Umalusi have budgeted R 350 000 for the upcoming fiscal period.

Reply:

This question was referred to the South African Council for Educators (SACE) and the SACE was reminded several times to respond. Continuous follow-up will be made.

 

Reply:

The Response was provided by Mpumalanga Department of Education

1. The Department is not providing subsidy of R12.00 per leaner. The subsidy/support provided for Grade R learners in Mpumalanga consists of the stipend paid to the Grade R practitioner on behalf of the school, as well as providing schools with LTSM and equipment relevant to Grade R. The reply provided to question 559 therefore remains relevant as a response to this question.

 

2. (a) There are no ECD centres registered with the Department of Education built specifically for the needs of learners with special needs.

   (b) Only 26 ECD officials trained for differentiated curriculum with the intention to roll-it out in 2017/18 to all ECD centres. However support is provided on a continuous basis to this centres by ECD and Inclusive Education officials.

Reply:

(1) (a) (b) (c) The Department of Basic Education has remedial learning and teaching mechanisms in place to support learners who have been identified in the Foundation Phase. The procedures outlined in the Policy on Screening, Identification, Assessment and Support (SIAS), specifically in the Support Needs Assessment Forms 1, 2 and 3 and in the Individual Support Plan (ISP) make provision for planning and tracking support provided to learners. As the Policy is incrementally implemented, by also capturing information on the revised South African School Administration Measures (SA-SAMS) and the Learner Unique Record and Information Tracking System (LURITS), the majority of learners with additional support needs will be tracked by 2019.

(1) (i) (ii) (aa) The number of learners in Grades 1, 2 and 3 who have special needs as identified in special and in ordinary schools is provided in Tables 1 and 2 below, with the categories of special needs listed in term of prevalence.

Table 1: Number of Grades 1, 2 and 3 learners in SNE schools, by primary disability and Grade, in 2015:

Disability	Grade 1	Grade 2	Grade 3	Total
Not Specified	5289	4829	4692	14810
Severe intellectual disability	3171	4456	3703	11330
Specific learning disability	823	899	1116	2838
Mild or moderate intellectual disability	696	727	1245	2668
Cerebral palsy	761	574	430	1765
Attention Deficit Disorder	424	696	595	1715
Autistic Spectrum Disorder	756	408	279	1443
Deafness	393	417	407	1217
Numeric difficulties	344	310	322	976
Physical disability	347	298	240	885
Behavioural Disorder	330	281	229	840
Moderate to severe intellectual disability	247	179	223	649
Epilepsy	241	169	189	599
Partially sightedness	175	118	126	419
Blindness	128	110	81	319
Hard of Hearing	95	74	96	265
Multiple disability	40	47	31	118
Attention Deficit Disorder with hyperactivity	16	25	48	89
Attention Deficit Disorder without hyperactivity	2	20	38	60
Other	9	11	30	50
Communication impairments	15	5	8	28
Deaf-blindness	6	4	6	16
Aphasia/Dyslexia	4	6	2	12
Reading difficulties	1	4	5	10
Psychiatric Disorder	2			2
Total	14315	14667	14141	43123

Source: 2015 LURITS

Table 2: Number of SNE learners in ordinary schools, by disability and grade, in 2015

Disability	Grade 1	Grade 2	Grade 3	Total
Specific Learning Disability	2 052	2 913	3 631	8 596
Attention Deficit Disorder	564	985	1 313	2 862
Severe Intellectual Disability	211	249	343	803
Behavioural Disorder	180	266	312	758
Numeric Difficulties	130	235	270	635
Partial Sightedness	145	167	299	611
Physical Disability	185	213	166	564
Moderate to Severe Intellectual Disability	75	151	212	438
Autistic Spectrum Disorder	128	141	143	412
Hard of Hearing	112	115	149	376
Epilepsy	69	77	103	249
Other	54	75	107	236
Attention Deficit Disorder with Hyperactivity	14	51	95	160
Multiple Disability	39	48	61	148
Language Difficulties	30	36	71	137
Deafness	51	29	38	118
Blindness	43	20	27	90
Psychiatric Disorder	29	30	27	86
Cerebral Palsy	30	19	25	74
Attention Deficit Disorder without Hyperactivity	5	25	44	74
Aphasia/Dyslexia	9	16	27	52
Reading difficulties	15	12	18	45
Deaf-blindness	5	5	8	18
Dyscalculia	3	1	3	7
Total	5 246	7 856	10 141	23 243

Source: 2015 LURITS

(bb) The relevant remedial mechanisms that are applied for the learners listed above are addressed through the Policy on Screening, Identification, Assessment and Support (2014) and the Guidelines for Responding to Diversity (2012). All provinces are conducting ongoing training on the implementation of these policies and guidelines at district and school level.

2. Yes, the Department provides the (a) health, (b) hearing and (c) sight tests to learners through the Integrated Health Programme, offered in collaboration with the Department of Health.

(i) The Integrated School Health Programme (ISHP) aims to assess each learner once per educational phase as follows:

• Grades R or 1: Foundation phase
• Grade 4: Intermediate phase
• Grade 8: Senior phase, and
• Grade 10: Further Education and Training

All learners repeating a grade or those that are referred by an educator are also assessed.

(ii) There was no budget allocated for specified tests in all the financial years indicated above. The services are provided by the Department of Health through the school health teams. Therefore, the cost for health services are not borne by the Department of Basic Education.

Reply:

The Minister has requested a report on the conditions pertaining to St Patrick’s Senior Secondary School regarding overcrowding and poor ventilation. Once the Eastern Cape Education Department has provided the report, an appropriate decision will be taken. However, since this falls within the purview of the Member of the Executive Council, he has been requested to attend to the matter forthwith.

Reply:

(1) (a) (i) and (ii) The split of the target of 60% learners between the technical vocational stream and the technical occupational stream has not yet be determined and will only be done after conducting of audits and rigorous financial planning.

(b) The target of 60% learners enrolled in technical vocational education is based on best international practice.

(2) The costing of the expansion of the number of schools that offer technical vocational and technical occupational programmes has not yet been determined given that the number of schools will be realised progressively over the coming years. The Department of Basic Education recognises that the cost of technical vocational education is high and that implementation will go hand in hand with a reengineering of the whole institutional landscape within the basic education sector. The number of targeted schools will be further refined once the audit of existing schools of skill has been completed and projections for expansion made, based on determination of exact resource requirements. The audit questionnaire is currently being finalised.

(3) (a) (i) and (ii) (aa) and (bb) Yes, both the Technical Vocational and the Technical Occupational stream will be made available to learners with and without disabilities

(b) Learners will be able to enter the technical vocational stream at the age of 15 and the technical occupational stream at the age of 14.

(4) (a) The draft Vocational Occupational qualification will only be finalised and the Learning Programmes piloted in 2017, for introduction in 2018. No amendments to legislation will be proposed before 2018 at the earliest.

Reply:

1. No, the Department will not approach the court to redress the matter as recommended by the Public Service Commission(PSC).

The reasons are as follows:

In Khumalo, the Member of the Executive Council (MEC) for Education in KwaZulu Natal (KZN), approached the court to nullify the promotion of two officials as she believed that there was underhandedness in their appointment. The Court dismissed the application. In casu, the MEC argued that the one candidate did not meet the requirement while the other’s Protected Promotion was illegal.

It is important to note that facts of the Khumalo case and Mr Mithileni’s grievance are not similar. In Khumalo, Mr Krish Ritchie, was given a Protected Promotion after the Department failed to shortlist and appoint him in a position of Chief Personnel Officer. Consequently, the Department (KZN – Education) decided to give him a Protected Appointment to redress their omission.

In the case of Mr Mithileni, both candidates met the requirements, were both shortlisted, interviewed and one was recommended for appointment. Mr Mithileni was the second best candidate. Therefore, the facts in Khumalo’s case and those in Mr Mithileni’s grievance are totally unrelated and do not speak to the same questions of law.

2. Yes, Mr Mithileni was informed about the Minister’s decision regarding the PSC’s recommendations as prescribed in Rule G.2 of the Grievance Procedure of 2003. The letter was received and signed for by Mr Mithileni himself.

3. Yes, the Minister furnished the PSC with:

(a) a copy of the letter in which the Department communicated the outcome of the investigation to Mr Mithileni. The letter to the PSC was sent to the Office of the Public Service Commission on13 April 2016 with attention.

(b) The Minister also furnished the Public Service Commission with feedback on the decision taken by her regarding the PSC’s recommendations.

Reply:

(1) (a) The target has been set in response to the outcome stated in the National Development Plan with regard to learner retention so as to bring South Africa in line with international retention rates such as those of the United Kingdom and Japan; and

(b) The Department of Basic Education (DBE) has established an inter-departmental task team with the Department of Higher Education and Training to develop strategies for alignment and articulation of qualifications and more effective transition to post-school education and training and the world of work.

(2) (a) The audited learner enrolment numbers for 2016 are not yet available. In 2014 12 117 015 learners were enrolled in the public ordinary schools following the National Curriculum Statement Grade R to 12.

(b)The Curriculum and Assessment Policy Statements (CAPS) for Technical Schools has only been implemented in Gr 10 since January 2016. The enrolment of learners in Grade 10 is as follows:

Table 1 below shows the number of learners in ordinary public and independent schools, by province in 2015. It further shows that enrolment is generally high in the foundation phase and decline as learners move higher grades within the schooling system.

Table 1: Number of learners in ordinary schools, by province, in 2015

Province	Pre-Grade R	Grade R	Grade 1	Grade 2	Grade 3	Grade 4	Grade 5	Grade 6	Grade 7	Grade 8	Grade 9	Grade 10	Grade 11	Grade 12
Eastern Cape	4 299	119 443	180 501	174 206	166 094	161 692	140 353	131 731	136 336	105 495	127 865	121 577	117 698	110 549
Free State	1 713	38 151	66 770	61 303	58 165	59 797	49 866	44 658	45 055	44 484	46 552	53 869	35 947	30 013
Gauteng	8 949	99 845	213 448	197 773	188 132	179 621	164 068	150 950	146 964	147 832	144 579	168 878	140 453	111 128
Kwazulu-Natal	4 721	192 894	270 085	241 504	231 644	221 815	203 037	184 302	183 102	202 037	200 442	235 429	220 831	162 352
Limpopo	1 862	106 597	148 418	141 710	133 965	129 950	111 945	102 366	103 896	98 500	122 022	169 794	133 475	106 032
Mpumalanga	1 124	62 573	102 840	92 730	87 175	84 444	74 866	67 522	69 734	75 612	72 275	84 591	73 862	52 742
North West	504	51 701	78 142	73 441	67 653	68 289	59 854	54 798	51 034	57 309	51 572	61 547	43 359	30 193
Northern Cape	798	19 487	29 385	25 929	24 564	25 241	22 115	20 535	20 481	20 853	18 751	18 085	14 894	11 066
Western Cape	4 509	67 005	99 662	99 681	93 891	87 192	82 529	78 235	73 186	66 428	63 471	59 784	56 422	52 962
National	28 479	757 696	1 189 251	1 108 277	1 051 283	1 018 041	908 633	835 097	829 788	818 550	847 529	973 554	836 941	667 037

Source: 2015 SNAP survey

Note: please note that the 2016 data is not yet available.

Table 2 below indicates enrolment in technical subjects in the FET phase. It shows that, about 10 334 Grade 12 learners were taking Civil Technology , in 2015, while 6 422 were enrolling for Electrical Technology and 7 295 for Mechanical Technology.

Table 2: Number of learners in undertaking technical subjects, by subject and province, in 2015

Province	Grade	Civil Technology	Electrical Technology	Mechanical Technology
Eastern Cape	Grade 10		1 140	1 182
	Grade 11	1 500	1 076	1 050
	Grade 12	979	746	679
Free State	Grade 10		1 098	1 373
	Grade 11	947	582	725
	Grade 12	672	373	458
Gauteng	Grade 10		2 419	3 200
	Grade 11	3 064	1 765	2 538
	Grade 12	2 240	1 252	1 950
Kwazulu-Natal	Grade 10		2 904	2 735
	Grade 11	2 161	2 522	2 234
	Grade 12	1 852	1 771	1 875
Limpopo	Grade 10		1 843	898
	Grade 11	1 245	1 525	815
	Grade 12	784	953	506
Mpumalanga	Grade 10		741	654
	Grade 11	631	505	689
	Grade 12	354	323	430
North West	Grade 10		1 396	1 244
	Grade 11	1 043	810	926
	Grade 12	707	477	563
Northern Cape	Grade 10		279	312
	Grade 11	331	231	314
	Grade 12	256	143	171
Western Cape	Grade 10		412	657
	Grade 11	2 602	508	810
	Grade 12	2 490	384	663
National	Grade 10		11 134	10 882
	Grade 11	13 524	9 524	10 101
	Grade 12	10 334	6 422	7 295

Source: 2015 LURITS

(3) (a) The DBE envisages that Year 1 of the General Certificate of Education: Skills and Vocational will be introduced in 2018.

(b) The date envisaged for the introduction of the General Certificate of Education as a school leaving certificate has not yet been set by the DBE.

(4) All programmes of the DBE are directed towards improving the quality of curriculum delivery in all schools. Some of the strategies that are aimed towards strengthening inclusive quality education for all are the following:

• Rigorous monitoring of all aspects of delivery through the National Strategy on Learner Attainment, including monitoring of curriculum coverage as outlined in the Evidence Based Reporting System;
• Monitoring of School-based Assessment across all provinces, districts and schools;
• Programme for the institutionalisation of curriculum differentiation;
• Introduction of the Strategy for Supporting English Across the Curriculum;
• Monitoring the implementation of the Policy on Accommodation in Assessment;
• Implementation of the Framework for Remediation and Support; and
• Introduction of the Turn Around Strategy for Special Needs Education Schools.

Reply:

(a)(i)(ii) No, the Department of Basic Education is not running development programmes for small businesses or cooperatives due to financial constraints.

South African Council for Educators (SACE)

(b)(i)(ii) SACE does not have development programmes for small businesses and co-operatives in its plan due to financial constraints.

Umalusi

(b)(i)(ii) Umalusi is not running any developmental programmes for small businesses and co-operatives. Umalusi’s mandate is to develop and maintain the sub-framework of qualifications for the General and Further Education and Training Qualifications and to quality assure these qualifications. There is no room for development programmes.

 

 

Reply:

The Minister has not received the report yet.

Reply:

(1)(a)(i)(ii)(aa)(bb)(cc) response is attached as table 1.

Table : Response to (1)(i)(ii)(aa)(bb)(cc)

Province and Districts	(i) Workbooks	(ii) Textbooks	b)VIL in Gr 1
	aa)2012	bb)2013	cc)2014	dd)2015	aa)2012	bb)2013	cc)2014	dd)2015	aa)2012	bb)2013	cc)2014	dd)2015
EC
PE	0	0	3	34	0	0	0	0	0	0	0	0
Mthatha	0	0	0	50	0	0	0	0	0	0	0	0
Mbizana	0	0	0	25	0	1	0	0	0	0	0	0
FS
Thabo Mofutsanyana	0	0	0	31	0	0	0	0	0	0	0	0
Thaba-Nchu	0	0	0	41	0	0	0	0	1	3	6	1
GT
Tshwane West	0	0	11	112	0	0	0	0	33	0	31	33
Sedibeng East	0	0	0	45	0	0	0	0	33	0	31	33
KZN
Umlazi	0	0	2	0	0	0	2	0	3	0	3	2
Pinetown	0	0	2	36	0	0	1	0	0	0	1	0
Umungundlovu	0	150	200	177	0	0	0	0	16	16	16	17
LP
Mvembe	0	0	0	22	0	0	0	0	0	0	0	0
Capricon	0	0	13	95	0	0	1	0	0	0	3	0
Mopani	0	0	2	0	0	0	0	0	0	0	1	0
Sekhukhuni	0	0	0	0	0	0	0	0	0	0	0	0
MP
Ehlanzeni	0	23	0	19
NC
Frances Baard	0	5	25	5	25	20	20	20	2	1	4	1
NW
Dr Ruth Segomotsi Mampati	0	255	0	0	0	0	0	0	11	11	12	11
WC
Metro North	0	0	0	700	0	0	0	700	20	23	20	25
Cape Winelands	0	0	0	560	0	0	0	560	7	5	8	8

Province and Districts	(i) Mathemetics	(ii) Mathemetical Literacy	iii)Science
	aa)2012	bb)2013	cc)2014	dd)2015	aa)2012	bb)2013	cc)2014	dd)2015	aa)2012	bb)2013	cc)2014	dd)2015
EC
PE	5	4	0	0	1	0	0	0	1	0	0	0
Mthatha	0	0	0	5	0	0	0	0	0	0	0	0
Mbizana	0	0	0	0	0	0	0	0	0	0	0	0
FS
Thabo Mofutsanyana	0	0	0	0	0	0	0	0	0	0	0	0
Thaba-Nchu	0	2	0	0	0	2	0	0	0	0	0	0
GP
Tshwane West	14	17	0	2	76	76	0	76	1	0	0	0
Sedibeng East	0	0	0	0	0	0	0	0	0	0	0	0
KZN
Umlazi	0	0	0	0	0	0	0	1	0	0	0	1
Pinetown	2	0	0	2	1	0	0	3	1	0	0	1
Umungundlovu	2	14	0	4	1	0	0	0	14	14	15	14
LP
Vhembe	7	0	0	3	0	0	0	2	0	0	0	1
Capricon	7	11	0	11	4	5	0	2	4	4	0	1
Mopani	1	0	0	2	1	0	0	1	1	0	0	2
Sekhukhuni	2	0	0	0	1	0	0	0	2	0	0	0
MP
Ehlanzeni	0	0	0	1	0	0	0	0	0	0	0	0
NC
Frances Baard	0	1	0	3	0	1	1	4	0	0	0	0
NW
Dr Ruth Segomotsi Mampati	0	7	0	0	4	8	4	4	0	0	0	0
WC
Metro North	0	16	0	0	31	21	11	18	0	0	0	0
Cape Winelands	3	0	2	0	9	12	7	4	3	0	3	0

Source: 2012-2015 Provincial Responses

(1)(b)

Table 2 below indicates the number of Grade 1 learners in special schools. It shows that in 2015, there were 7 649 Grade 1 learners in special schools. The number increased from 4 664, in 2012 to 7 649 in 2015.

Table 2: Number of Grade 1 learners in special schools, by district and province, between 2012 and 2015

Province	District	2012	2013	2014	2015
EC	EAST LONDON	100	103	106	151
	GRAHAMSTOWN	7	9	6	0
	KING WILLIAMS TOWN	95	110	119	156
	LUSIKISIKI	15	0	27	35
	MALUTI	16	18	18	15
	MBIZANA	122	113	97	106
	MT FRERE	57	0	56	56
	MTHATA	159	161	196	191
	PORT ELIZABETH	268	143	476	171
	QUMBU	0	69	95	0
	STERKSPRUIT	21	18	0	9
	Total	860	744	1196	890
FS	FEZILE DABI	204	207	212	211
	LEJWELEPUTSWA	442	466	476	489
	MOTHEO	304	389	660	645
	THABO MOFUTSANYANA	99	106	131	126
	Total	1049	1168	1479	1471
GT	EKURHULENI NORTH	65	79	90	91
	EKURHULENI SOUTH	112	115	399	333
	GAUTENG EAST	70	76	60	73
	GAUTENG WEST	29	27	27	23
	JOHANNESBURG CENTRAL	168	163	165	154
	JOHANNESBURG EAST	198	178	181	127
	JOHANNESBURG NORTH	79	120	96	168
	JOHANNESBURG SOUTH	62	47	44	30
	JOHANNESBURG WEST	68	42	57	54
	SEDIBENG EAST	53	52	61	60
	SEDIBENG WEST	0	9	0	0
	TSHWANE NORTH	106	124	119	119
	TSHWANE SOUTH	144	111	99	132
	TSHWANE WEST	58	43	59	63
	Total	1212	1186	1457	1427
KZ	AMAJUBA	13	279	246	258
	EMPANGENI	97	57	248	0
	ILEMBE	0	28	114	130
	OBONJENI	0	0	92	0
	OTHUKELA	16	93	59	0
	PINETOWN	98	449	479	447
	PORT SHEPSTONE	23	0	189	0
	SISONKE	21	43	38	69
	UGU	0	147	0	0
	UMGUNGUNDLOVU	49	448	374	406
	UMKHANYAKUDE	43	101	69	234
	UMLAZI	228	536	719	883
	UMZINYATHI	0	79	106	89
	UTHUNGULU	0	36	0	138
	VRYHEID	0	42	29	0
	ZULULAND	0	0	0	25
	Total	588	2323	2745	2679
LP	CAPRICORN	31	23	64	206
	GREATER SEKHUKHUNE	0	0	52	0
	LEBOWAKGOMO	34	29	0	44
	MOGALAKWENA	0	33	0	34
	MOPANI	0	0	45	28
	SEKHUKHUNE	30	47	0	120
	TZANEEN	78	71	27	60
	VHEMBE	83	74	98	89
	WATERBERG	7	3	6	9
	Total	263	280	292	590
MP	BOHLABELA	0	0	0	0
	EHLANZENI	35	39	41	48
	GERT SIBANDE	4	2	3	0
	NKANGALA	0	0	0	0
	Total	39	41	44	48
NC	FRANCES BAARD	148	18	30	149
	JOHN TAOLO GAETSEWA	0	0	0	26
	NAMAQUA	0	0	8	10
	Total	148	18	38	185
NW	BRITS	0	0	11	0
	GREATER DELAREYVILLE	55	77	0	0
	GREATER TAUNG	5	14	11	10
	MADIBENG	16	11	0	9
	REKOPANTSWE	65	19	0	0
	RUSTENBURG	27	19	27	18
	Total	168	140	49	37
WC	CAPE WINELANDS	55	38	30	33
	EDEN AND CENTRAL KAROO	0	3	7	11
	METRO CENTRAL	124	124	46	109
	METRO EAST	76	67	33	65
	METRO NORTH	58	66	88	102
	METRO SOUTH	24	46	109	50
	METROPOLE SOUTH	0	0	34	0
	Total	337	344	347	370
National		4664	6259	6185	7649

Source: 2012-2015 SNE Snap Survey

Table 3: Number of visually impaired learners in special schools, by district and province, between 2012 and 2015

Province	District	2012	2013	2014	2015
EC	EAST LONDON	0	7	0	0
	GRAHAMSTOWN	0	0	0	0
	KING WILLIAMS TOWN	8	3	8	6
	LUSIKISIKI	3	0	3	3
	MALUTI	0	0	0	3
	MBIZANA	155	157	147	154
	MT FRERE	0	0	0	0
	MTHATA	129	130	127	130
	NGCOBO	0	0	0	0
	PORT ELIZABETH	117	115	113	111
	QUEENSTOWN	0	0	0	0
	QUMBU	0	0	0	0
	STERKSPRUIT	0	0	0	1
	UITENHAGE	0	0	0	0
	Total	412	412	398	408
FS	FEZILE DABI	22	13	4	12
	LEJWELEPUTSWA	34	27	28	27
	MOTHEO	162	160	151	159
	THABO MOFUTSANYANA	91	99	98	82
	Total	309	299	281	280
GT	EKURHULENI NORTH	65	41	35	34
	EKURHULENI SOUTH	8	7	3	9
	GAUTENG EAST	47	54	78	62
	GAUTENG NORTH	0	0	0	0
	GAUTENG WEST	28	34	33	29
	JOHANNESBURG CENTRAL	14	13	17	21
	JOHANNESBURG EAST	24	26	24	25
	JOHANNESBURG NORTH	25	20	11	17
	JOHANNESBURG SOUTH	18	12	14	32
	JOHANNESBURG WEST	53	40	59	47
	SEDIBENG EAST	199	190	201	202
	SEDIBENG WEST	58	13	12	7
	TSHWANE NORTH	13	13	10	7
	TSHWANE SOUTH	40	33	27	21
	TSHWANE WEST	569	557	600	621
	Total	1161	1053	1124	1134
KZN	AMAJUBA	33	24	20	17
	EMPANGENI	21	10	19	21
	ILEMBE	2	0	0	4
	OTHUKELA	8	44	8	6
	PINETOWN	162	173	149	139
	PORT SHEPSTONE	5	4	6	7
	SISONKE	0	43	0	3
	UMGUNGUNDLOVU	253	234	215	225
	UMKHANYAKUDE	3	0	0	0
	UMLAZI	187	168	127	135
	UMZINYATHI	5	12	10	8
	VRYHEID	32	13	9	0
	ZULULAND	0	18	0	1
	Total	711	743	563	566
LP	CAPRICORN	104	111	244	88
	LEBOWAKGOMO	159	151	0	125
	MOGALAKWENA	0	0	0	0
	MOPANI	1	0	29	0
	SEKHUKHUNE	139	148	149	146
	TZANEEN	29	25	0	28
	VHEMBE	213	198	174	189
	WATERBERG	7	4	6	6
	Total	652	637	602	582
MP	BOHLABELA	0	2	0	1
	EHLANZENI	36	30	41	34
	GERT SIBANDE	5	2	3	6
	NKANGALA	4	17	20	23
	Total	45	51	64	64
NC	FRANCES BAARD	33	40	42	43
	JOHN TAOLO GAETSEWA	2	3	2
	NAMAQUA	0	0	0	0
	SIYANDA		0	0	0
	Total	35	43	44	43
NW	BRITS	0	0	7	0
	GREATER DELAREYVILLE	0	3	0	0
	GREATER TAUNG	0	121	124	126
	KAGISANO MOLOPO	3	2	7	9
	KGETLENG RIVER	0	0	0	0
	LETLHABILE	0	3	4	4
	LICHTENBURG	10	31	6	23
	MADIBENG	13	13	8	13
	MAFIKENG	2	0	1	0
	MATLOSANA	0	1	0	0
	MAQUASSI HILLS		0	0	0
	MORETELE	0	0	0	0
	MOSES KOTANE EAST	4	6	8	2
	POTCHEFSTROOM	0	0	0	0
	REKOPANTSWE	8	1	39	2
	RUSTENBURG	9	12	7	13
	ZEERUST	0	0	0	2
	Total	49	193	211	194
WC	CAPE WINELANDS	119	123	127	137
	EDEN AND CENTRAL KAROO	12	14	13	13
	METRO CENTRAL	6	2	1	2
	METRO EAST	10	9	4	4
	METRO NORTH	252	253	262	269
	METRO SOUTH	0	0	1	0
	OVERBERG	1	0	0	0
	WEST COAST	1	1	0	0
	Total	401	402	408	425
National		3775	3833	3695	3696

Source: 2012-2015 SNE Snap Survey

(1)(c) Please see the attached excel spreadsheet which provides the number of visually impaired learners that completed National Senior Certificate examinations in Mathematics, Mathematical Literacy and Science in each district and Province

(2)(a) Table 4 below is attached and it shows that, in 2015, there were 167 schools with visually impaired learners nationally. The majority of schools are found in Gauteng (64) followed by KwaZulu-Natal with 28 schools.

Table 4: Number of schools for visually impaired learners, by province and district, in 2012 to 2015

Province	District	2012	2013	2014	2015
EC	EAST LONDON	0	2	0	0
	GRAHAMSTOWN	0	0	0	0
	KING WILLIAMS TOWN	2	1	2	1
	LUSIKISIKI	1	1	1	1
	MALUTI	0	0	0	1
	MBIZANA	1	1	1	1
	MT FRERE	0	0	0	0
	MTHATA	1	2	1	2
	NGCOBO	0	0	0	0
	PORT ELIZABETH	3	2	2	2
	QUEENSTOWN	0	0	0	0
	QUMBU	0	0	0	0
	STERKSPRUIT	0	0	0	1
	UITENHAGE	0	0	0	0
	Total	8	9	7	9
FS	FEZILE DABI	2	2	2	2
	LEJWELEPUTSWA	2	1	1	1
	MOTHEO	5	4	5	5
	THABO MOFUTSANYANA	2	2	2	2
	Total	11	9	10	10
GT	EKURHULENI NORTH	6	6	5	5
	EKURHULENI SOUTH	3	2	1	3
	GAUTENG EAST	6	5	7	6
	GAUTENG NORTH	0	0	0	0
	GAUTENG WEST	5	6	6	7
	JOHANNESBURG CENTRAL	3	4	5	5
	JOHANNESBURG EAST	5	5	8	6
	JOHANNESBURG NORTH	7	5	1	3
	JOHANNESBURG SOUTH	4	4	5	4
	JOHANNESBURG WEST	5	6	5	4
	SEDIBENG EAST	4	3	4	5
	SEDIBENG WEST	2	3	3	3
	TSHWANE NORTH	3	3	3	3
	TSHWANE SOUTH	4	6	5	4
	TSHWANE WEST	5	5	5	6
	Total	62	63	63	64
KZN	AMAJUBA	4	2	2	3
	EMPANGENI	5	5	4	4
	ILEMBE	1	0	0	2
	OTHUKELA	2	2	2	2
	PINETOWN	3	4	5	4
	PORT SHEPSTONE	2	2	1	1
	SISONKE	0	2	1	1
	UMGUNGUNDLOVU	6	5	3	3
	UMKHANYAKUDE	1	0	0	0
	UMLAZI	12	9	5	6
	UMZINYATHI	1	2	2	1
	VRYHEID	3	2	2	0
	ZULULAND	0	0	0	1
	Total	40	35	27	28
LP	CAPRICORN	6	7	8	6
	LEBOWAKGOMO	2	2	0	1
	MOGALAKWENA	0	0	0	0
	MOPANI	1		2	0
	SEKHUKHUNE	4	4	3	5
	TZANEEN	1	1	1	1
	VHEMBE	5	4	5	6
	WATERBERG	1	1	1	1
	Total	20	19	20	20
MP	BOHLABELA	0	0	0	1
	EHLANZENI	2	2	3	2
	GERT SIBANDE	1	1	1	2
	NKANGALA	6	6	4	5
	Total	9	9	8	10
NC	FRANCES BAARD	3	2	2	2
	JOHN TAOLO GAETSEWA	1	1	1	1
	SIYANDA	0	0	0	0
	Total	4	3	3	3
NW	BRITS	0	0	1	0
	GREATER DELAREYVILLE	0	1	0	0
	GREATER TAUNG	0	1	2	2
	KAGISANO MOLOPO	1	0	1	1
	KGETLENG RIVER	0	0	0	0
	LETLHABILE	0	2	2	1
	LICHTENBURG	2	2	1	2
	MADIBENG	2	1	1	3
	MAFIKENG	1	0	1	0
	MATLOSANA	0	1	0	0
	MAQUASSI HILLS	0	0	0	1
	MORETELE	0	0	0	0
	MOSES KOTANE EAST	1	1	1	1
	POTCHEFSTROOM	0	1	0	0
	REKOPANTSWE	2	1	1	1
	RUSTENBURG	2	3	2	2
	ZEERUST	0	0	0	1
	Total	11	14	13	15
WC	CAPE WINELANDS	1	1	1	1
	EDEN AND CENTRAL KAROO	2	2	2	2
	METRO CENTRAL	3	2	1	2
	METRO EAST	5	2	1	1
	METRO NORTH	2	2	2	2
	METRO SOUTH	0	0	1	0
	OVERBERG	1	0	0	0
	WEST COAST	1	1	0	0
	Total	15	10	8	8
National		179	162	159	167

Source: 2012-2015 SNE Snap Survey

(2)(b) Table 5 is attached and it indicates the number of teachers trained in the field of Braille, by province, in the 2015/16 financial year. It shows that about 412 Grade 1 and 2 educators were trained in 6 of the 9 provinces.

Table 5: Number of educators trained in the field of Braille, by province, in 2015/16 financial year

Province	No. of Schools Targeted	Actual No. of Schools Participated	No. of Teachers Targeted For Grade 1 Braille Traning	Actual No. of Teachers Trained in Grade 1 Braille	No. of Teachers Targeted for Grade 2 Braille training	Actual No. of Teachers Trained on Grade 2 Braille
EC	3	3	64	64	0	0
FS	2	2	54	54	54	54
GT	3	3	65	65	0	0
KZ*	3	0	0	0	0	0
LP	6	6	50	50	0	0
MP*	1	0	0	0	0	0
NC*	1	0	0	0	0	1
NW	1	1	30	30	30	30
WC	2	2	65	65	0	0
Total	22	17	328	328	84	84

*Training in KZN, MP and NC is scheduled for later in the 2015/16 financial year

Source: Information submitted by Provincial Education Departments in March 2016