Questions and Replies

Reply:

According to the School Realities 2022 available on the DBE website, the number of learners per grade are as follows:

• There are 7 grades in Primary Schools, compared to only 5 grades in Secondary Schools.  If there were an equal number of learners in each grade, we will need 40% more Primary School classrooms than Secondary School classrooms.
• Based on the actual number of learners reported in the School Realities, there were 7 906 918 learners in Primary Schools, compared to only 4 766 312 learners in Secondary Schools.  If there were an equal number of learners per classroom, we will need 60% more Primary School classrooms than Secondary School classrooms.
• The CSIR guidelines simply reflect similar realities.
• Overcrowding is not limited to Secondary Schools.
• Overcrowding is the result of the migration of learners.  This seems to be a combination of the migration from rural schools to urban schools and the migration to specific provinces.
• Overcrowding is also the result of the preference of parents to place their children in better performing schools.

Reply:

In terms of the Employment of Educators Act, 1998 the Member of Executive Council (MEC) responsible for Education is required, on an annual basis, to create educator posts based on available funds. The Head of Department is then required to distribute the posts created to schools using the post provisioning norms. 

The Honourable Member is therefore, respectfully requested to direct the question to the MEC responsible for Education in Kwazulu-Natal. 

Reply:

There are 967 small and unviable schools in KwaZulu-Natal. The province plans to have a phased-in approach to the rationalisation process over several years to mitigate the challenges of scholar transport in particular.  The first stage will focus on small and mis-aligned schools, where transport will not be required.  This will be followed by the targeted 255 of the 967 schools in the 2023/4 financial year.  These are 185 small primary schools with less than 50 learners, and 70 secondary schools with less than 100 learners across the Province. No identified school where transport is required, will be closed or merged until all transport arrangements are finalised and therefore no parent will be financially affected.

Reply:

The question posed by the Hon Member, falls under the Executive Authority of the Member of the Executive Council (MEC) for Education in the Eastern Cape, not the Minister of Basic Education.  The MEC for Education in the Eastern Cape is best suited to respond to the question.  

Reply:

The Department engages in a number of activities to raise awareness about the projects that impact youth in communities. These projects include Second Chance Matric Programme (SCMP), Presidential Youth Employment Initiative (PYEI), Funza Lushaka Bursary Scheme, Early Childhood Development (ECD) and Social Mobilization. The roadshows are sometime organized by the Department and in other cases are implemented in partnership with other government departments.

The awareness events are designed to target different learners and youth. The first approach is to reach out to learners who just wrote the matric exams in October/November of the previous year. After the announcement of matric results, the members of the public are made aware about the opportunities to rewrite, remark or recheck. The information is captured at the back of the statement of matric results.

The attached document is the copy of the Statement of Results that every learners receives. The document provides information regarding the readmission, combination of results as well as registration for learners who would like to rewrite the exams. The information entailed provides the dates and locations where learners may register rewrite.

The second approach is the public awareness campaigns that target the broader community members, especially youth. The campaigns include the Ministerial Roadshows, Career Weeks and events of other Departments: 

1. Ministerial Roadshows

The Department hosts and organizes the Roadshows in Provinces in coloration with the Provincial Education Departments (PEDs). In most cases, the roadshows are led by the Minister or Deputy Minister and usually enjoy the support of the MECs of Education as well as municipal authorities. The roadshows have proven to be an effective campaign that receive a broader support from different structures that include unions, tribal authorities, non-governmental organisations.

At the roadshows, the Department invites organisations that include the Sector Education and Training Authorities (SETAs), National Student Financial Aid Scheme (NSFAS), Khetha Career Centre, Funza Lushaka Bursary Programme, Technical Vocational Education and Training (TVET) and universities to share information about opportunities available for young people.

Officials of the local government structures that include Mayors, counsellors are usually supportive and willing to invite youth in their constituencies to attend. More importantly, media houses at national, provincial and local levels tend to promote and publicize the events.

 2. Career Weeks

Department of Higher Education and Training (DHET) organizes National Career Weeks throughout the country where DBE presents the Second Chance Matric Programme (SCMP) at the events. The events are organized in all provinces and attracts a number of youth.

3. Events of other Government Departments

Occasionally, the DBE is invited by entities to share information about the SCMP. In some cases, events are organized by private organisations.

The third approach involves the sharing of information using different media platforms. The DBE uses Facebook (https://www.facebook.com/BasicEd/), Twitter (https://twitter.com/DBE_SA/) to share the information about the Programme. The Department also broadcast through radio and television to inform the public where to access the Programme. Through this website link: https://www.education.gov.za/Programmes/SecondChanceProgramme.aspx the Department reaches many young people who access to the Internet. Furthermore, the Department has a dedicated WhatsApp line (063 696 7246), where members of the public send through their queries concerning the Programme.

The Department has developed promotional material that include the Z-Cards, banners that are shared with many organisations. Z-Cards are foldable guide in a portable format that contain information about the SCMP.

In conclusion, the Department continues to reach out to members of the public about all its programmes, not just the SCMP.

Reply:

(1) The Department of Basic Education, in collaboration with a team of reading experts from civil society organisations, academia, Provincial Education Departments (PEDs), and schools - developed the Integrated National Reading Sector Plan, whose aim was to contribute to the improvement of reading outcomes, especially for learners in primary schools.  The Sector Plan was premised on the understanding that sustainable improvements in reading require a comprehensive response, which involves more than just classroom interventions.  It was therefore, developed to provide a framework that would allow the Sector to implement comprehensive reading promotion activities.  From this plan, provinces went on to develop and implement their contextualised plans, informed by the integrated National Reading Sector Plan. 

In its quest to strengthen reading literacy, particularly in the face of the evidence of learning losses, the Department decided to review the Sector Plan as part of bolstering up its response to the current challenges.  Further to the challenges brought on by the COVID-19 pandemic, the DBE carried out the Thrive by Five Index in Early Childhood Development (ECD), which revealed that a number of children start school not on track with their developmental outcomes; and thereby, not school ready.  The review of the strategy therefore, takes into account that when the Sector Plan was conceptualised, ECD was still part of the Department of Social Development.  The revised strategy will therefore, give a sharpened focus to improving the teaching and learning of African Home Languages reading literacy on a large scale, in both the emergent and early grade phases (ECD and Foundation Phase). 

(2) On the matter pertaining to provincial budgets, the Honourable Member is requested to direct his question to the Members of Executive Council (MECs) as this matter rests within their purview.

Reply:

The appraisal of educators, in terms of the Integrated Quality Management System (IQMS) from 2010  and the Quality Management System (QMS) since 2021, is a provincial competency. 

The question asked by the Honourable Member, falls within the Executive Authority of the Member of the Executive Council (MEC); and not the Minister of Basic Education.  Therefore, the question should be directed to provinces.

Reply:

Response: (a)(i)(ii)

(a) (i)

Single medium schools are schools that use only one medium of instruction for all learner in all grades. Table1 indicates that majority of schools in the country were English medium schools (5 875) followed by Afrikaans medium schools with 1 004 schools.

Table 1: Number of single- medium schools, by province, in 2022

Province	Afrikaans	English	IsiNdebele	SiSwati	IsiXhosa	IsiZulu	SeSotho	SePedi	SeTswana	TshiVenda	XiTshonga
EC	111	755	0	0	120	0	1	0	0	0	0
FS	41	240	0	0	0	0	1	0	0	0	0
GT	115	686	1	0	0	3	0	0	1	0	0
KZN	3	1 264	0	0	1	28	0	0	0	0	0
LP	26	1 446	0	0	0	0	0	4	0	4	2
MP	24	337	3	1	0	2	0	0	0	0	2
NC	155	78	0	0	0	0	0	0	0	0	0
NW	58	525	0	0	0	0	0	0	0	0	0
WC	471	544	0	0	0	0	0	0	0	0	0
National	1 004	5 875	4	1	121	33	2	4	1	4	4

 

a) (ii)

Parallel medium schools are schools that offer two or more mediums of instruction in different classes in the same grade for all grades in the school. Table 2 below reflects the proportion of schools that may be regarded as English parallel medium schools.

Table 2: Number of single- medium schools, by province, in 2022

Province	Afrikaans/English	English/IsiNdebele	English/Siswati	English/IsiXhosa	English/IsiZulu	English/SeSotho	English/SePedi	English/SeTswana	English/TshiVenda	English/XiTshonga
EC	156	12	0	3 614	0	20	0	1	0	0
FS	97	8	0	5	9	367	0	34	0	0
GT	239	60	3	20	126	81	27	59	8	13
KZN	69	29	1	172	3 807	2	1	0	1	0
LP	35	1	0	0	0	1	1 431	23	455	327
MP	73	80	327	2	229	1	92	38	0	119
NC	128	1	0	6	0	0	0	130	0	0
NW	42	0	0	5	1	16	0	881	0	0
WC	464	0	0	159	0	0	0	0	0	0
SA	1 303	191	331	3 983	4 172	488	1 551	1 166	464	459

 

(b)(i)(ii)

Response is attached.

Reply:

What programmes and opportunities  are in place to expose learners in music? 

1. Music as a Curriculum Offering

The Department of Basic Education's (DBE) Curriculum and Assessment Policy Statement (CAPS)  caters for  Music as one of the examinable subjects for learners and schools up to Grade 12 level.

2. Music as a Co-Curricular and Enrichment  Activity in Schools

The DBE annually prescribes a music syllabus that is distributed to schools for participation in the South African Schools Choral Eisteddfod (SASCE). Primary and Secondary schools, including farm and special schools are afforded the platform to participate in this event. The DBE also works with Provincial Education Departments and other organisations like AssitejSA, in promoting other music genres, including indigenous and traditional music. 

Reply:

Schools are provided with basic electricity as per the Regulations relating to Minimum Uniform Norms and Standards for School Infrastructure. If there is a need for additional supply for contingencies, schools provide these from their Norms and Standards for School Funding allocations, or make requests to their provincial departments for such.

Reply:

The Order by the North Gauteng High Court (Gauteng Division; Pretoria) to amongst others, ensures that there is uninterrupted electricity supply to public schools, was against the Minister of Public Enterprises, and not against the Minister of Basic Education (see para 55).  The Minister of Basic Education was not cited in the matter.

Reply:

The Department will take a lead in the medium to long-term in the modernisation of the NSNP in schools, which will include:

(i) A proposal to create economies of scale to improve the programme;

(ii) A modern electronic stock management system for high quality inputs;

(iii) An extensive local economic empowerment  with a focus on women, youth and people with disability;

(iv) The introduction of the Home Grown School Feeding with direct links with small holder farmers;

(v) The encouragement of Provinces to join transversal contracts, such as the liquid gas (RT51); and

(vi)The introduction of a Modern IT/Real time data system.

Reply:

The question asked by the Honourable Member, falls within the Executive Authority of the MEC for Education in Gauteng, not the Minister for Basic Education.  The Honourable Member is advised to direct the question to the responsible MEC. 

Reply:

Kindly note that the matter is not under my control and therefore I cannot account for it as per the provision of section 92(3)(b) of the Constitution and Rule 134(5)(b) of the NA Rules.  

Reply:

1. National School Safety Framework

The Department of Basic Education (DBE) and Provincial Education Departments continue to implement the National School Safety Framework (NSSF), which is a guiding framework in addressing all forms of violent incidents in schools including drug abuse. The NSSF empowers schools to identify and manage all safety threats in schools, establish school safety committees comprising of stakeholders such as teachers, police officers, school governing body members and learner representative council members. Furthermore, the NSSF also empowers schools to develop incident reporting mechanisms, establish collaborations with external stakeholders such as the South African Police Service (SAPS), the Department of Social Development and civil society organisations, develop school safety plans and policies to respond to safety challenges of drug abuse in schools.

Through the implementation of the NSSF, access control measures in schools are strengthened and awareness programmes on social ills by partner departments and civil society organisations are implemented in schools. 

The DBE together with its partner the Wits Reproductive Health and HIV Institute further developed an NSSF digital training course for school communities, to enable them to access the training anywhere in the country. The course has been accredited by the South African Council of Educators. As a result, educators will receive 15 Professional Development Points (PDP) for successfully completing the course. The DBE released a circular in September 2022, compelling all school based personnel and school safety committees to complete the digital training. To date, 130 028 people completed the course.

2. Partnership Protocol between the Department of Basic Education and the South African Police Service

The Department also has an established Protocol with SAPS to address crime and violence in schools. The Protocol has enabled all schools to be linked to their local police stations, SAPS to conduct searches and seizures in schools and conduct crime awareness campaigns in schools. Regularly, schools work with SAPS and local community police forums and social workers to address violent incidents such as gangsterism, bullying, drug abuse and the carrying of dangerous weapons in schools.

Constantly, searches and seizures of illegal drugs and dangerous weapons are done in schools.  However, these searches and seizers are only done if there is reasonable suspicion of violence or drug use in a specific school.

3. District Monitoring of School Safety Programmes

The Department further conducts annual monitoring of districts on the implementation of school safety programmes such as the NSSF, the DBE and SAPS Protocol and the Prevention and Management of Bullying in Schools. In the monitoring sessions, the Department always encourages districts to conduct physical monitoring in schools, in order to determine if schools are implementing the above mentioned school safety programmes and provide the necessary support. In the previous financial year of 2022-23, the Department has thus far conducted monitoring in all 75 districts nationwide. 

4. Inter-Departmental Campaign on the prevention of Violence, Bullying, Corporal Punishment, Gender-Based Violence, Learner Pregnancy, Drugs and Substance Abuse

The Department and its partner Departments: Social Development, Health, Justice and Constitutional Development, Correctional Services, the South African Police Service and the Department of Communications and Digital Technologies have also embarked on an Inter-Departmental Campaign on Violence Prevention. This Campaign raises awareness on issues such as the prevention of bullying, corporal punishment, gender-based violence, learner pregnancy and drugs and substance abuse in schools. The Campaign has been championed by the Deputy Minister of Basic Education and is supported by other Deputy Ministers from the partner Departments. The Campaign has been targeting districts with high levels of crime and violence known as hot spots. The Campaign includes build up events that take groups of learners through priority content areas related to violence prevention; including drugs and substance abuse.

To date, the Campaign has been rolled out in five provinces including Gauteng (Gauteng West District), Limpopo (Sekhukhune East District), Mpumalanga (Nkangala District) and the North West (Dr Kenneth Kaunda District), as well as in the Eastern Cape (Nelson Mandela). The Department further plans to roll out the Campaign in other provinces in the current financial year.

Moreover, provincial education departments in partnership with partner departments and various civil society organisations regularly conduct awareness campaigns on social ills in schools.

5. Codes of Conducts

The Department also requires schools to develop learner codes of conduct in consultation with the School Governing Bodies and Learner Representative Councils. The codes of conduct stipulate the rules of learner behaviour in schools and the disciplinary procedures to be undertaken after incidents of contravention are reported.  

Reply:

Kindly note that the matter is not under my control and therefore I cannot account for it as per the provision of section 92(3)(b) of the Constitution and Rule 134(5)(b) of the NA Rules  

Reply:

Kindly note that the matter is not under my control and therefore I cannot account for it as per the provision of section 92(3)(b) of the Constitution and Rule 134(5)(b) of the NA Rules.

Reply:

Response to (a); (b) and (f) is outlined in attached file (Annexure 1).

Response to (c); (d) and (e).  See attached PED summary Annexure 2 and MP Supplier database Annexure 3.

Reply:

The Regulations Relating to Minimum Uniform Norms and Standards for Public School Infrastructure provides that: 

(i)    " All schools must have a school library or a media centre and a minimum, adequate and suitable school library collection." These may be in a form of a mobile library, cluster library, classroom library, centralised library or a community library. Since the promulgation of the Regulations, all new and replacement schools are being provided with libraries and there are also standalone programmes by PED's to provide these. Of the schools that have provided information, 3 205 primary schools have corner libraries and information is being collated on these and schools using mobile and community libraries. Further, over 213 000 learners have been provided with learner devices and connectivity  in the 2022/23 financial year only. This gives these learners access to reading material through online libraries.

(ii) With regard to laboratories, all schools that offer science subjects must be provided with a laboratory. This can be in a form of a fixed laboratory, mobile laboratory or in a form of a classroom  or safe container as determined by the school. All new and replacement schools are also  being provided with laboratories and there are also standalone programmes by PED's to provide these.

COMPILED BY:

MR E RAMASEDI MAFOKO

DIRECTOR: GRAND MANAGEMENT AND COMPLIANCE

DATE: 09/05/2023

OFFICIALS INVOLVED

QUESTION NO: 1505.   IS APPROVED

MR D VANDERWESTHUIJZEN

DEPUTY DIRECTOR GENERAL: SECTOR INFRASTRUCTURE

DATE: 11/05/2023

QUESTION NO: 1505.   IS APPROVED

DR G WHITTLE

ACTING DIRECTOR-GENERAL

DATE: 11/05/2023

QUESTION NO: 1505.   IS APPROVED

DR MR MHAULE, MP

DEPUTY MINISTER

DATE: 12/05/2023

QUESTION NO: 1505.   IS APPROVED

MRS AM MOTSHEKGA, MP

MINISTER

DATE: 15/05/2023

Reply:

(1)  The Department of Basic Education (DBE) has been giving focused attention to improving literacy and reading development, and has declared two key outcomes which have an impact on reading, in the current MTEF, as part of the key priority outcomes. These are Outcome 1, which is about improving school readiness for children; and Outcome 2, which is about getting 10-year-old learners enrolled in publicly funded schools to read for meaning.

Furthermore, the DBE has a National Reading Sector Plan, and Provincial Education Departments (PEDs) have developed their Reading Strategies that target the early grades informed by the National Reading Sector Plan, but taking into account the provinces' contexts. The PEDs' reading strategies outline different activities that are being implemented in schools to improve reading outcomes. To ensure that the reading strategies are implemented across by PEDs, the implementation of the Reading Strategies forms part of the indicators of the DBE's Annual Performance Plan (APP).

 There are also various intervention programmes and strategies that are coordinated at the DBE to support the improvement of reading outcomes in the early grades. They include the following:

• Annual Teaching Plans (ATPs) for Home and First Additional Languages
• Guidelines on the implementation of ATPs
• National Framework for the Teaching of African Languages in the Foundation Phase
• Primary School Reading Improvement Programme (PSRIP) for Home Languages and English First Additional Language (EFAL)
• Early Grade Reading Study
• Early Grade Reading Assessment
• Workbooks Programme
• Foundation Phase Home Languages literacy lesson plans 
• Reading Norms
• Reading Champions Programme
• Read to Lead campaign
• Comprehension across the curriculum

(2)  

(a) We have been making steady gains, but the pandemic interrupted our progress. A number of reports detailing the impact COVID-19 has had on educational provision generally, and the literacy development of our children in particular, have been shared. We also acknowledge that the ability to read well, and with comprehension, is a result of a number of factors, and what happens at school level, is but a part of that.  The other factors, which are equally important, are linked to the environment outside of school, which is the home and the greater society. With regard to what happens at school level, there are challenges that we are trying to address, and these include the competencies of some of our teachers to teach reading for meaning, particularly in the lower grades, and in the language of the learners; teacher support; access to reading resources, particularly in the home languages of the learners; ensuring that schools have environments conducive to successful reading development; and the general readiness of our children when they start school.

(b) The Department will be focusing on strengthening foundational learning. This includes improving early learning, and to do this, we will be providing under-resourced ECDs with a minimum package of educational resources which will comprise resources to stimulate early literacy. The Department has also been reflecting on its current strategy to ensure its agility to respond to challenges that have been exacerbated by the pandemic. To this end, we will be finalising a new and improved Integrated Sector Reading Strategy with a sharpened focus on skilled and versatile teachers, availability of age-appropriate and culturally relevant resources, as well as strengthened involvement of parents and the community. In acknowledging that literacy development is an integrated function that requires coordination, the DBE will be working with PEDs and the sector at large, which includes parents and communities, in finalising the revised strategy.  

Reply:

Before answering the questions, it is first important to note a few problems with the statistics referenced in the preamble to the question. The statistics referenced by the Council on Higher Education are taken from a 2016 research report, which was based on data analysis of the 2008 matric cohort (Van Broekhuizen, H.; S. Van Der Berg & H. Hofmeyr (2016) ‘Higher Education Access and Outcomes for the 2008 National Matric Cohort’ in Stellenbosch Economic Working Papers: 16/16;). So this analysis was based on the situation for the 2008 matrics. Given the significant progress since 2008, the numbers are quite outdated. For example, the number of NSC bachelor passes produced annually has nearly tripled since 2008 (just over 100 000 in 2008 compared to nearly 300 000 in 2022). Therefore, the statistics referenced are outdated and overstate the extent of the current problem given consistent reductions in dropout since 2008 and increases in university entrance qualifications. Nevertheless, the department is still concerned about the ongoing problem of learners exiting the education system without attaining a National Senior Certificate or an equivalent qualification.

The Department's mission to ensure that children attend school during compulsory schooling age and increase the percentage of youths who complete Grade 12 is critical. The Department has implemented various activities and initiatives to advance this mission, resulting in a decline in dropouts before completing the National Senior Certificate and almost 100% schooling among children at compulsory ages, although the pandemic caused some setbacks. Successful completion of twelve years of schooling in South Africa is similar to other middle-income countries, as detailed in the Department's annual reports.

Understanding why youths drop out is essential to promoting successful completion of schooling. Research shows that those who struggle with their studies and poverty at home are the most likely to drop out. The 2019 General Household Survey revealed that 34% of youths aged 16 to 18 were not coping academically, and 25% indicated "no money for fees." Coping academically is a significant factor in parents and guardians' decision not to invest in a child who is not performing well. (Refer to the Department's General Household Survey (GHS): Focus on Schooling publications.)

To increase "survival" to Grade 12, the government's strategies are multi-pronged, focusing on mitigating poverty's effects and improving learning and teaching in the classroom. The following key initiatives contributed to past reductions in dropouts and are likely drivers of future improvements in this regard:

1a) Efforts to reduce learner dropout

• The National School Nutrition Programme (NSNP). This intervention encourages children to attend school, and promotes learning by reducing levels of hunger and malnutrition, which inhibit successful learning.
• No fee schools. This longstanding intervention ensures that children and youths in poorer communities are not prevented from attending school due to the inability of the household to pay for school fees.
• Policies on teenage pregnancies. Government Notice 704 of 2021 formalised policy on the protection of the schooling of pregnant learners. Among females aged 16 to 18, around 10% did not attend school due to pregnancy, according to the 2019 GHS.
• Ongoing strengthening of the Curriculum and Assessment Policy Statement (CAPS). A more focussed curriculum is one reason that has been put forward as a reason for past improvements in South Africa’s performance in international testing programmes – see the Department’s Action Plan to 2024.
• Efforts aimed at improving learning in the early grades. A key government priority is improving reading, and learning and teaching in general, in the early grades. Several interventions contribute towards this, including the shift in the responsibility for pre-schooling from the social development sector to basic education, the Early Grade Reading Study and associated teacher development innovations, and the introduction of the Systemic Evaluation.
• Special examination preparation support for Grade 12 learners. Activities here, aimed largely at ensuring that learners leave school with the NSC, include the so-called winter schools.
• The expansion of the learner-level enrolment and attendance monitoring systems. The Learner Unit Record Information and Tracking System (LURITS), the SA-SAMS school management system and the partnership-driven Data Driven Districts (DDD) initiative have all contributed to a more robust approach to monitoring exactly where in the country dropping out is occurring. These systems proved invaluable for providing information on, for instance, where children were not returning to school during the pandemic.

1b) Causes of dropout

In South Africa, the problem of learner dropout is complex and multifaceted. However, research has shown that the fundamental underlying cause of dropping out is weak learning foundations. Academic difficulties, poor school resources and facilities, weak teaching and school management, and access to schools in the context of mobility are some of the risk factors highlighted in a 2007 Ministerial Report on learner retention. The socio-emotional issues among learners were also identified as a risk factor for dropping out. Females are less likely to drop out of school than males despite facing certain risk factors that affect females in particular, like pregnancy.

According to the General Household Survey (GHS), the main reasons for learners not attending educational institutions are household poverty and income shocks, household labour and family responsibilities, migration, and health problems. However, it is important to interpret these reasons in the light of research showing that weak early learning outcomes are the main predictor of dropping out. The GHS results showed that "other" reasons, not listed in the questionnaire, were the main reasons given for 7-15 year-olds not attending school, which could be a comfortable response option given the sensitive nature of disclosing some of the reasons for dropping out.

Grade repetition is another factor that could contribute to dropout rates, but its impact is uncertain. Repetition discourages children about their educational prospects and makes them relatively old for their grade, which could make opting out of school more socially or economically attractive. However, grade repetition could have a positive impact on educational outcomes if it is accompanied by effective remedial support. Despite the uncertainty around the impact of grade repetition on dropout, it should primarily be understood as a symptom of weak learning rather than as a cause of educational problems such as dropout. High rates of grade repetition lead to education system inefficiencies such as higher class sizes and more "person-years" of public spending on education to achieve the same outcomes.

Overall, the reasons for learner dropout in South Africa are interlinked, and dropping out is often understood as a series of circumstances rather than an isolated event. While poverty, household responsibilities, and other external factors can trigger dropping out, weak early learning outcomes remain the major underlying vulnerability to dropping out. Improving the quality of education in the earlier grades, addressing academic difficulties, and strengthening teaching and school management are crucial steps to reduce dropout rates and improve educational outcomes in South Africa.

Reply:

The relevant provincial department/municipality is responsible for the provision of the relief sought. The provincial department of education, is however, responsible for liaising with the relevant entity in government to ensure access to education by learners and that their safety is not compromised. 

Reply:

a) Learner Transport Programme is a shared responsibility between the Department of Basic Education and the Department of Transport. The provisioning and prioritisation of learner transport programme is a provincial competency and the National Departments of Basic Education and Transport monitor the provisioning of learner transport programme in provinces. As such, the provisioning of learner transport in the Eastern Cape resides with the Provincial Department of Transport and it is funded through the Equitable Share allocations. Information forthcoming from this department, is that the Province transported 125 331 learners against the total need of 139 823 learners and the target of 102 998 learners in 1009 schools which is 122% against the target and 90% against the total need. The province was allocated R 856 000 000.00 sufficient to transport the targeted 102 998 learners but went over the target by transporting 125 331 which resulted in the over-expenditure totalling R 1 085 045 000.00. Therefore, the additional budget allocation only catered for the accruals and not for the additional learner transport needs.

b) None

c) The Eastern Cape Provincial Department of Transport has been requested to have discussions with their Provincial Treasury to reprioritize budgets and cater for these excluded learners on the provision of learner transport in the province.

Reply:

The error that affected Marveke Shibambu in the November 2022 examination, is regretted; and is certainly the exception to the highly rigorous processes and control measures in place in the national examination system.

The Department of Basic Education (DBE) has developed over the years a rigorous and robust National Marking system that targets zero defect at every step.  Answer scripts from every examination centre, are subjected to four levels of moderation and a range of checks and control measures, and this avoids errors. The DBE on an annual basis conducts a review of all its processes with the individual Provincial Education Departments, post the examination; and the error that occurred will be thoroughly discussed, and additional measures will be put in place to mitigate errors of this nature.

The Provincial Education Department (PED) has completed a full enquiry on this error and has established that this is an administrative error relating to mark transfer from one document to another. There are tracking mechanisms in place on candidate scripts and control sheets with responsibility codes attached to Markers and Administrators, that would have gone through this script.  The implicated individual has been identified and appropriate disciplinary action will be taken.

It also needs to be noted that the DBE has an appeal process in place to allow candidates who think they may have been disadvantaged to request for a remark or a recheck and also to view their scripts. This is part of the principle of fairness and justice in the examination process.

The DBE will continue to reinforce its oversight and control of marking and moderation processes and PEDs will be instructed and supported to improve their control measures based on the review that will be conducted with each province. The DBE will also embark on standardising the roles and responsibilities of Examination Assistants and Quality Checkers to ensure greater accountability across the value-chain of the marking process. In standardising the roles and responsibilities, one of the examples to be used is the error that affected Marveke Shibambu especially its negative impact on a learner's life career.

Reply:

(a) Limpopo and Eastern Cape Provincial Education Departments are the two provinces that had such cases and can be best placed to respond on what form of support they offered to parents. 

(b) The Department of Transport, in collaboration with the Department of Basic Education, have developed a National Learner Transport Policy (NLTP); which was approved by Cabinet in 2015, with the sole intention of regulating the implementation of learner transport programme.  The Learner Transport Programme is a shared responsibility between the Department of Basic Education and the Department of Transport.

The provisioning and prioritisation of learner transport programme is a provincial competency; and the national Departments of Basic Education and Transport monitor the provisioning of learner transport programme in provinces.  The National Policy provides that national government will oversee the implementation of the Policy in consultation with relevant stakeholders, including provinces, municipalities and school governing bodies (SGBs) amongst others. 

In cases where parents have lost their children through subsidised learner transport programme, the provincial Departments of Education and Transport provide psycho-social support to the affected learners and parents.

Reply:

The National School Nutrition Programme (NSNP) Conditional Grant Framework, as gazetted in the Division of Revenue Act, stipulates the targeting criteria as "provide nutritious meals in quintile 1 - 3 primary and secondary schools as well as identified special schools on all school days".  Most schools in rural areas participate in the school feeding programme.  The DBE will welcome the names of the schools (in rural areas) not participating for consideration. 

Reply:

(a)(i) (aa) (bb) (cc)

Province	(a)(ii)	(aa)	(bb)	(cc)
	Total No. of Schools	Generators	UPS	Generators and UPS
	All Schools	Public Schools
EC	5 311	5 046	**	*	**
FS	1 029	953	24	0	0
GP	2 991	2 056	2	0	0
KZN	6 021	5 895	51	8	10
LP	3 847	3 646	**	**	**
MP	1 784	1 673	156	5	9
NC	586	545	11	0	0
NW	1 548	1 448	66	0	0
WC	1 754	1 464	**	**	**
National	24 871	22 726	310	13	19

**Note: Schools have been installing Generator, UPS and Solar systems using school budgets and provinces are in the process of collecting the information to update the infrastructure system.

(b) Annexure A is attached

Reply:

a. There are no specific ECD centres for children with disabilities, but rather a focus on inclusiveness for all children, and as a result children with disabilities are expected to form part of the ECD programmes.

b. In terms of training of ECD practitioners, the National Curriculum Framework (NCF) guides that early learning programmes should be accessible to young children living with disabilities, as set out in the National Integrated Early Childhood Development Policy as well as in the Children's Act 38 of 2005. This means not only the inclusion of children with disabilities in early learning programmes, but the provision of linkages to other early intervention services to create opportunities for improved access to ECD programmes for all children. Therefore, in line with foregoing, the training provided to practitioners through the National Qualifications Framework (NQF) for all levels of ECD qualifications, has a module that deals with children with special needs. 

Over and above this, the Department has appointed UHAMBO Foundation which provides training on inclusive practices to ECD practitioners, capacitating them on how to deal with different types of disabilities within their centres.              

                                                                                        

Reply:

 

1. a) 

Province	2023/24
	Budget
Eastern Cape	R      694,000,000.00
Free State	R      102,400,000.00
Gauteng	R   1,046,934,000.00
KwaZulu Natal	R      266,400,000.00
Limpopo	R      466,231,000.00
Mpumalanga	R      464,891,000.00
Northern Cape	R      191,481,000.00
North West	R      450,000,000.00
Western Cape	R      493,299,000.00
RSA	R   4,175,636,000.00

(b) Learner Transport Programme is funded through the Equitable share allocations to Provinces by Treasury. Learner Transport Programme is managed through the Learner Transport Policy published in 2015 and responsible Provincial Departments of Education and Transport are responsible for the administration of the budget through their internal controls, Treasury regulations and oversight to ensure accountability for the control of the allocated budget.

2. Yes, Each Province has received their full budget for the 2023-24 financial year. See above table.

3. (a) 875 985 Learners rely on Scholar Transport Nationally.

    (b&c) 685 157 Learners are being provided and use learner transport programme. Details below.

Reply:

(a) No. The Department of Basic Education is not intending to develop policy on hair in respect of religious identities of learners. There is sufficient education policy frameworks to guide such matters. The challenge emanates from School Codes of Conduct that tend to require children to dress their hair in a particular fashion. Therefore, the Department is working with the South African Human Rights Commission (SAHRC), Equal Education Law Centre (EELC) and the Centre for Child Law to develop an human rights compliant exemplar code of conduct for schools in order to assist schools avoid human rights violations.

(b) Provincial Education Departments will be in a position to support principals and teachers regarding prevention and management of discrimination, prejudice and related intolerance in school management.

Reply:

1) The Department of Basic Education, in collaboration with Provincial Education Departments, including the Eastern Cape, is working with disability, parents and civil society organisations to ensure that out-of-school learners are placed in schools. In addition, the Department of Basic Education wrote to Provincial Heads of Departments requesting them to ensure that out-of-school learners of compulsory age of attendance have access to appropriate learning programmes. 

a)  

PED	ACTUAL
EC	1685
FS	697
GP	1772
KZN	957
LP	1216
MP	1120
NC	262
NW	521
WC	1646
TOTAL	9876

b) The Department of Basic Education, in collaboration with Provincial Education Departments, including the Eastern Cape, is working with disability and parent and civil society organisations to ensure that out-of-school learners are placed in schools. In addition, the Department of Basic Education wrote to Provincial Heads of Departments requesting them to ensure that out of school learners of compulsory age of attendance have access to appropriate learning programmes.

2) In 2014, the Department of Basic Education promulgated the Policy on Screening, Identification, Assessment and Support (SIAS), which provides guidance regarding the assessment and placement of learners according the level of support required.   

Reply:

(a) her department and/or No

(b) any of the entities reporting to her have any current contracts with the security company G4S; if not, what is the position in this regard; if so, what None

(i) are the relevant details of the specified contracts and No

(ii) is the monetary value of each contract?    None         

Reply:

(a) The Department of Basic Education (DBE) has a National Reading Sector Plan and Provincial Education Departments (PEDs) have developed their Reading Strategies that target the early grades informed by the National Reading Sector Plan, but taking into account the provinces' contexts. The PEDs' reading strategies outline different activities that are being implemented in schools to improve reading outcomes, and PEDs report to the DBE twice in a financial year (September and March), on their implementation. To ensure that the DBE also tracks the implementation, the implementation of the Reading Strategies forms part of the indicators of the DBE's Annual Performance Plan (APP).

 There are also various intervention programmes and strategies that are coordinated at the DBE to support the improvement of reading outcomes in the early grades. They include the following:

• Annual Teaching Plans (ATPs) for Home and First Additional Languages
• Guidelines on the implementation of ATPs
• National Framework for the Teaching of African Languages in the Foundation Phase
• Primary School Reading Improvement Programme (PSRIP) for Home Languages and English First Additional Language (EFAL)
• Early Grade Reading Study
• Early Grade Reading Assessment
• Workbooks Programme
• Foundation Phase Home Languages literacy lesson plans 
• Reading Norms
• Reading Champions Programme
• Read to Lead campaign
• Language across the curriculum

(b) The DBE noted the recommendations in the 2030 Reading Panel report, some of which are addressed by the National Reading Sector Plan. In terms of strengthening the National Reading Sector Plan, the DBE, supported by the National Education Collaboration Trust (NECT), is currently engaged in processes to strengthen the Sector Plan.  

Reply:

(a). There is total of 19 694 schools without laboratories

(b) There is total of 17 711 schools without libraries. This exclude community and corner libraries used by some of the schools

(c) The Department of Telecommunications and Postal Services (DCDT) is responsible for providing public schools with access to Internet connectivity. A cumulative number of 18 519 (79,84%) public schools have access to various forms of connectivity such as satellite, broadband as well as 3G/LTE. It should be noted that 27% of these schools (4689 Public Ordinary Schools and 301 Public Special Schools) were provided with connectivity as part of the Universal Service Access Obligations that were imposed to the Mobile Network Operators by ICASA and DCDT. 

(d)

1. The initial number of school assessed to be dependent on BASIC pit toilets was 3 898.
2. This number has been amended as more detailed information became available.  Some schools were removed from the list and other schools were added to the list.
3. The current number of schools on the SAFE programme is 3 397.
4. Of these 3 396 schools, sanitation projects at 2 663 schools have already progressed to Practical Completion.
5. A further 733 schools are scheduled to achieve Practical Completion by 31 March 2024.
6. This will increase the number of schools served with appropriate toilets to 2 667.
7. The balance of 733 schools are allocated to CDC, DBSA, NECT and TMT.
8. Of the 733 schools, 274 is in Planning, 291 in Tender and 255 in Construction.
9. All of the 733 schools is scheduled for completion in 2023/24

Reply:

The Department intends to deal with overcrowding in schools through a programme called Special Intervention Programme on Overcrowding in Schools (SIPOS).  The proposal involves the supply of additional classrooms to affected schools at a reduced cost and time, than it would normally cost; and take when following conversional methods of procurement and appointing service providers to reduce overcrowding in schools.  This will be done through a strict direct transfer of funds by the Provincial Education Departments (PEDs) to schools, and self-built classrooms.  Discussions are at an advanced stage with National Treasury for funding.

In the short them, in collaboration with the PEDs, we are continuing with the supply of mobile classrooms in affected schools; and we are establishing satellite schools to accommodate unplaced learners. Some specialist rooms are temporarily used as classrooms to alleviate overcrowding until the self-built programme commences.

Reply:

1) 90 255 

2) Yes, there is a dedicated programme for training teachers on specialised areas of inclusion. In addition, the collaborative partnership between Department of Basic Education and Department of Higher Education and Training has led to the development of specialised university qualifications in education of learners who are/have Deaf and hard of hearing (University of Witwatersrand); Visually impaired (University of Pretoria); and Neuro-developmental conditions (University of Western Cape and University of Johannesburg). 

Reply:

a) Provincial education departments have put in place the following measures to accommodate autistic learners: 

• Building schools to accommodate autistic learners;
• Accommodating them in existing special schools; and
• Introducing special classes in schools.

b) The Department of Basic Education does not have this data as it is the prerogative of Statistics South Africa. 

Reply:

The Department of Basic Education (DBE) received the Early Childhood Development (ECD) function 'as is' from the Department of Social Development (DSD). In the manner in which the function had been set up, which currently obtains.  There had been no ECD centres that had been built specifically for children with disabilities.  The 2021 ECD Census found that there are 42,420 ECD programmes in South Africa. Therefore, following the principle of inclusive education, it is expected that all these ECD centres should accommodate children with developmental delays, or physical disabilities. The improvements the DBE is making in this area are, the development of a screening tool for developmental delays or disabilities for use by ECD practitioners, to enable the early identification of delays or disabilities. The DBE also continues to train ECD practitioners in inclusive practices through Uhambo Foundation. The DBE will further be working with the Department of Health in developing referral networks to ensure that children with delays or disabilities receive early intervention and support. 

Reply:

1. The DBE engages with all Provincial Education Departments (PEDs) on a regular basis, to discuss with and assist PEDs that are not performing as expected.  Some of the reasons for poor performance by the two PEDs include, but not limited to the following -  :

• Project delays by business forums and community contestations;
• Procurement delays;
• System downtime ;
• Poor performance by Implementing Agents and contractors; and
• High staff turnover in the provincial infrastructure units.

2. (a) These provinces have developed and are implementing recovery plans to mitigate against their underperformance; and these are monitored by the DBE on a regular basis.  If there are cases of negligence that lead to the underperformance, these are investigated, and measures taken in line with applicable legislation and regulations.

(b) As indicated above, the DBE is already intervening and providing assistance to these provinces.  Matters relating to capacity and staff turnover, are dealt with in terms of the capacitation framework; and additional capacity has also been provided to these provinces.

Reply:

The Department of Basic Education (DBE), in collaboration with a team of reading experts from civil society organisations, academia, Provincial Education Departments (PEDs), and schools, developed the Integrated National Reading Sector Plan (hereafter referred to as the Sector Plan). The Sector Plan recognises that sustainable improvements in reading, require a comprehensive response that involves more than classroom interventions. It therefore, provides a framework for promoting reading and improving literacy levels by focusing on a number of pillars; for example, teacher development and support; strengthening classroom practices; building the capacity of the sector to monitor and support reading development; parental and community support and mobilisation; partnerships; etc. Using this framework, Provincial Education Departments (PEDs) developed more localised plans.

The DBE, supported by the National Education Collaboration Trust (NECT), has however been reflecting on the implementation of the Sector Plan. This reflection process includes assessing the Sector Plan, to determine its strengths and weaknesses, with a view to strengthening it. To this end, a Steering Committee has been set up to oversee this work.  Experts from the sector, will be brought in to support the steering committee. It is envisaged that at the end of this process, the DBE will have a revised and strengthened Integrated National Reading Sector Plan.

Reply:

The Department of Basic Education (DBE) is leading a public discourse through dialogues and engagements in partnership with internal stakeholders, relevant Government Departments, Civil Society Organisations (CSOs), Development Agencies and other types of implementing partners to address violation of human rights and socio-educational inclusion of children with diverse Sexual Orientation, Gender Identity, Expression and Sex Characteristics (SOGIESC) in Schools. This engagement effort has been initiated to enrich the ongoing consultations on the Draft Guidelines for the Socio-educational Inclusion of Diverse SOGIESC in Schools. 

It is expected that the ongoing consultations will give direction to the sector regarding the necessary adaptations in basic education practice, to afford an opportunity for learners with diverse sexual and gender identities to participate in, among others, school sport and co-curricular programmes without discrimination, prejudice and related intolerance. 

The adaptations are going to unfold incrementally over a period. Already, in the South African Schools Choral Eisteddfod (SASCE), we have progressed in addressing school choir gender binary of male and female voices, to refer to the choirs as Soprano, Alto, Tenor and Bass voices, with their related voice variations. This will afford the learner with diverse sexual and gender identity an opportunity to participate in any voice category of their choice. 

In respect of Sport, the process will require a more in depth engagement with the South African Sports Confederation and Olympic Committee (SASCOC) and the various National Sports Federations and the School Sport fraternity, because we are aware that the different game rules are guided by International Federation standards, which already come with compulsory heteronormative gender prescriptions. So, the DBE is unable to detangle these sports adaptations unilaterally, without the consideration of the international and national sports contexts. A confluence of ideas will be required to guide the sector in this exercise. 

In the meantime, as we continue to promote social cohesion and nation building through the Interdepartmental Bullying Prevention Campaign Roadshows, we include Homophobic Bullying as a prominent theme, to send out a strong message by the sector against bullying of learners with diverse sexual and gender identities and promote a school ethos of constitutional values, peace-building and tolerance. 

Reply:

(1) With the recent surge in safety problems relating to schools, teachers and pupils, what steps has her department taken to provide support to schools to ensure that schools are a safe space for pupils and teachers

(a) National School Safety Framework

The Department has trained schools on the implementation of the National School Safety Framework (NSSF) which is a guiding framework in addressing all forms of violent incidences in schools including gangsterism. The NSSF empowers schools to identify and manage all safety threats in schools, establish school safety committees comprising of stakeholders such as teachers, police officers, school governing body members and learner representative council members. Furthermore, The NSSF also empowers schools to develop incident reporting mechanisms, establish collaborations with external stakeholders such as the South African Police Service (SAPS), the Department of Social Development and civil society organisations, as well as develop school safety plans and policies to respond to safety challenges.

The Department has further developed a digital training on the NSSF and the Protocol on the Management and Reporting of Sexual Abuse in Schools. The training is accredited by the South African Council of Educators and it is granted 15 CPD points.   A circular to all schools was released late last year, requiring all School Safety Committee members to complete the training.

(b) Monitoring of   School Safety, Sport and Enrichment, Social Cohesion Programmes

The Department conducts annual monitoring of School Safety, Sport and Enrichment, as well as Social Cohesion Programme in 75 districts. The purpose of the Monitoring is to evaluate the level of implementation of school safety programmes in schools by districts and provide the necessary support to strengthen implementation. To date, in the Financial year of 2022-23, seventy-two districts have been monitored.

(c) Protocol to Deal with Incidences of Corporal punishment in schools

The Department developed and published a Protocol to Deal with Incidences of corporal punishment in schools to highlight the abolishment of corporal punishment in schools and to provide provinces, districts and schools guidance on how to deal with issues of corporal punishment. The protocol foregrounds the following areas:

• The steps to be taken by provincial, district, circuit and school SMT in reporting the incidents of corporal punishment in schools.
• The complaints procedures are outlined and the measures to be taken at every level of the system are explicit and include the labour relations processes in response to perpetrators of corporal punishment as well as sexual abuse and harassment.
• In line with the NSSF the Protocol further supports schools in ensuring safe and supportive learning environments that use protective behaviour, positive discipline, restorative justice and positive behaviour intervention support systems.

(d) Protocol on the Management and Reporting of Sexual Abuse and Harassment in Schools

The Department developed and published a Protocol on the Management and Reporting of Sexual Harassment and Abuse in Schools, highlight the illegality of sexual harassment and abuse committed against children in schools, and to provide Provinces, Districts and schools guidance on how to deal with issues of sexual harassment and abuse in schools. The Protocol foregrounds the following:

• The various key legislation that protect children against sexual harassment and abuse which include the Employment of Educators act, 76 of 1998, the South African Council for Educators Act 31 of 2000, the Children’s Act of 2005 and Criminal law (sexual offences and related matters) amendment act, 2007 (act 32 of 2007)
• The steps to be taken by provincial, district, circuit and school SMT in reporting the incidents of sexual abuse and harassment in schools
• The key stakeholders that schools are required to work with in dealing with cases of sexual harassment and abuse in schools

 

(e) Partnership Protocol between the Department of Basic Education and the South African Police Service (SAPS)

The Department also has an established Protocol with SAPS to address crime and violence in schools The Protocol has enabled all schools to be linked to their local police stations, SAPS conduct searches and seizures in schools and conduct crime awareness campaigns in schools. Regularly, schools work with SAPS and local community police forums and social workers to address gangsterism issues. Constantly, searches and seizures of illegal drugs and weapons are done in schools and anti-gangsterism campaigns in collaboration with the Department of Social Development and the Department of Justice and Constitutional Development are conducted in schools.   

(f) Inter-Departmental Campaign on the prevention of Violence, Bullying, Corporal Punishment, Gender-Based Violence, Learner Pregnancy, Drugs and Substance Abuse

The Department and its partner Departments, Social Development, Justice and Constitutional Development, Correctional Services, the South African Police Service and the Department of Communications and Digital Technologies have also embarked on an Inter-Departmental Campaign on Violence Prevention. This Campaign raises awareness on issues such as the prevention of bullying, corporal punishment, gender-based violence, teenage pregnancy and drugs and substance abuse in schools. The Campaign has been championed by the Deputy Minister of Basic Education and is supported by other Deputy Ministers from the partner Departments. The Campaign has been targeting districts with high levels of crime and violence known as hot spots. The Campaign includes build up events that take groups of learners through priority content areas related to violence prevention.

Thus far, the Campaign has been rolled out in five provinces: Gauteng (Gauteng West District), Limpopo (Sekhukhune East District), Mpumalanga (Nkangala District) and the North West (Dr Kenneth Kaunda District), as well as the Eastern Cape (Nelson Mandela Bay).  The Campaign also involves Senior Management Teams, School Governing Bodies, learners, parents and ward councillors of the participating schools, in this way the Campaign is a whole school community engagement. The Department intends to continue rolling out the Campaign in other outstanding provinces during this financial year and into subsequent years.

Moreover, districts in collaboration with provincial education departments and civil society organisations also conduct regular awareness raising interventions that explicit advocate for the prevention of violence in schools.  These provincial led programmes include school assembly talks, public debates and dialogues amongst learners.  The DBE monitors these awareness programmes through the District Monitoring of School Safety Programmes annually.

(g) Code of Conducts and Policies

The Department compels all schools to develop and adopt code of conducts to address ill-discipline behaviour of learners. School code of conducts are aligned with the Constitution of South Africa and child-protection legislation; and are communicated and adopted/ agreed to by all school stakeholders such as Senior Management Teams, School Governing Bodies and Learner Representative Councils. School codes of conduct are further supplemented by anti-bullying policies, alcohol and drug abuse policies which contribute towards creating safe and enabling environments in schools. 

(h) Disaster Risk Assessment Tool

The Department has collaborated with SANTAM in developing a disaster risk management tool. The tool enables schools to identify disaster risk challenges and develop alternatives to those challenges. Currently, the Department is primarily focusing on rolling it out in special schools across the country. To date, the tool was piloted in Limpopo and Free State Provinces. Furthermore, Mpumalanga has also been trained on the tool.

 

(2) Whether there are any long-term interventions that her department is planning to implement to ensure a secure and safe schooling environment; if not, why not; if so, what interventions?   

(a) National School Safety Framework (NSSF)

The Department plans to collaborate with Provincial Education Departments to promote the digital training on the NSSF and Protocol on the Management and Reporting of Sexual Abuse in Schools. The aim is to ensure that a high number of school safety committee members undertake the training and implement it in their respective schools. The Department will further provide additional physical training to some district officials across various provinces, with an aim to strengthen implementation of the NSSF at school level.

(b) Partnership Protocol between the Department of Basic Education and the South African Police Service (SAPS)

The Department intends to work with the South African Police Service and undertake a review of the Protocol. The aim is to identify the weaknesses of the current protocol and develop solutions to strengthen implementation. In the meantime, activities pertaining to the protocol such as searches and seizes will continue to happen in schools.

Reply:

1. Learner Transport Programme is a shared responsibility between the Department of Basic Education and the Department of Transport. The provisioning of the learner transport programme, is a provincial competency; and the national Departments of Basic Education and Transport, monitor the provisioning of the learner transport programme in provinces.

Province	(a) Number of Learners	(b) Learner Transport Routes	(c ) subsidized by her department
EC	125071	1608	Learner Transport programme is funded through the equitable share allocations to province; and not subsidised by the DBE
FS	9524	397
GP	190857	677
KZN	73933	672
LP	57636	399
MP	69725	524
NC	25878	408
NW	64450	671
WC	64843	566
TOTAL	681917	5922

2. There are no Public Private Partnerships, as the Learner Transport programme is funded through the equitable share allocations to provinces.

Reply:

Different provinces package psychosocial support to schools differently. However, in general, the support is given through a combination of direct appointments at schools, mainly at special schools, and support both from the provincial and district levels through the district-based support teams. It is therefore critical that the support given is viewed as such. The information provided is based on the data on PERSAL as of the end of February 2023. It includes both district/province-based and school-based posts.

(a)(i) counsellors, (aa) nationally (bb) in each province

PROVINCE	COUNSELLORS	TOTAL
	Office	School
GAUTENG	5		5
KWAZULU/NATAL	1		1
NORTHERN CAPE	1		1
WESTERN CAPE	2	39	41
Grand Total	9	39	48

 

 (ii) psychologists,(aa) nationally (bb) in each province

PROVINCE	PSYCHOLOGISTS	TOTAL
	Office	School
EASTERN CAPE	15	7	22
FREE STATE	8	6	14
GAUTENG	56	2	58
KWAZULU/NATAL	13		13
LIMPOPO PROVINCE	4		4
MPUMALANGA	9	4	13
NORTH WEST	2	1	3
NORTHERN CAPE	4		4
WESTERN CAPE	64	39	103
Grand Total	175	59	234

 

 (iii) psychiatrists 

The sector does not have the post of psychiatrists.

(iv) social workers who are employed in schools  

PROVINCE	SOCIAL WORKERS	TOTAL
	Office	School
EASTERN CAPE	53	1	54
FREE STATE	40	20	60
GAUTENG	137	20	157
KWAZULU/NATAL	68	5	73
LIMPOPO	62	9	71
MPUMALANGA	50		50
NORTH WEST	71		71
NORTHERN CAPE	20		20
WESTERN CAPE	95	1	96
Grand Total	596	56	652

 

 (b) vacancies in each case

 (i) nationally and  (ii) in each province?  

   

PROVINCE	COUNSELLORS	TOTAL
	Office	School
EAST CAPE	54		54
GAUTENG	3	1	4
LIMPOPO	5		5
NORTHERN CAPE	6	14	20
Grand Total	68	15	83

 

PROVINCE	PSYCHOLOGISTS	TOTAL
	Office	School
EAST CAPE	117	22	139
GAUTENG	13	5	18
KZN EDUCATION		4	4
LIMPOPO	2		2
MPUMALANGA	3		3
NORTH CAPE	8		8
NORTH WEST	29		29
WESTERN CAPE	20	20	40
Grand Total	192	51	243

                      

   

PROVINCE	SOCIAL WORKERS	TOTAL
	Office	School
EAST CAPE	65		65
FREE STATE	58		58
GAUTENG	5	1	6
KZN EDUCATION		10
LIMPOPO	4	7	11
NORTH CAPE	6		6
NORTH WEST E	8		8
WESTERN CAPE	13		13
Grand Total	159	18	177

           

Reply:

1. In 1996, the Department of Education assessed the infrastructure at all public schools.  At the time, is was estimated that about 9 000 schools had no appropriate toilets; and were dependent on basic pit toilets.

2. The SANITATION APPROPRIATE FOR EDUCATION (SAFE) Initiative was launched  in 2018.  An assessment was conducted to determine the number of schools dependent on basic pit toilets.  At the time, is was estimated that the number of schools dependent on basic pit toilets has reduced to 3898,  Several of the 3898 schools were small and unviable and were subsequently rationalized and/or closed.  Subsequent to the rationalization and/or closure of small and unviable schools, the SAFE project focused on 3 397; after schools, which were not part of the SAFE original list in 2018 were added. here were also additional schools which were  added to the list..

3. Of these 3 397 SAFE list, the sanitation projects at 2 547 schools have already progressed to practical completion.  The remaining 850 schools have been allocated to implementing agents, and the sanitation protects are scheduled to achieve practical completion during the current fin nail year (2023/24).

Reply:

(1) Schools are responsible for (a) maintaining and (b) desludging the ventilated improve pit toilets.

(2)  what (a) total number of schools have ventilated improved pit toilets in each province, (b) is the name of each school and (c) number of ventilated improved pit toilets  does each specified school have?

(2)(a)

Province	No. of schools with VIP
EC	2148
FS	71
GP	15
KZN	2639
LP	2353
MP	863
NC	109
NW	174
WC	4
National	8376

(b) and (c) attached Annexure A

Reply:

The Department of Basic Education (DBE) develops the National Catalogue, which lists all Learning and Teaching Support Materials (LTSM); and forward the National Catalogue to Provincial Education Departments (PEDs) for them to procure for their respective schools. These National Catalogue is further uploaded on the DBE website. Subsequently, the DBE develops a Sector Plan for provinces to develop their aligned provincial management plans for procuring learning materials for the ensuing year. The Sector Plan details the activities and time frames to be observed when procuring any learning materials. The sector Plan is attached as reference on when provinces can start with the procurement processes.

(a) (b) (c) and (d) The information requested can be sourced from provinces; as they have their different management plans guided by the Sector Plan.

Reply:

Curriculum reform and review, by its very nature is dynamic and cyclical. The Department has a long history of reviewing and amending curriculum based on the needs, independent research and monitoring and evaluation findings to ensure relevance and improved learning outcomes. The Departmental approach to curriculum review is ongoing and needs based. For example, since the implementation of the CAPS curriculum in 2012, the DBE has introduced new subjects, such as 9 new technology subjects and Marine Sciences. We are currently also piloting 13 new vocationally and/or occupationally orientated subjects in the GET phase ( Grade 8 and 9)  as part of our ongoing review of curriculum in order to improve learning outcomes. The Three Stream Model, that we are currently implementing, is also a result of ongoing monitoring and efforts to improve the quality of learning outcomes. The additional learning pathways will ensure that we provide our learners with multiple opportunities to transition successfully from school to life after school. 

In keeping with the pursuit of improving the quality learning outcomes, the Department of Basic Education is in the process of reviewing and strengthening the curriculum, to equip learners with skills and competencies for the future. These efforts will continue to focus on the improvement of learning as the end result of schooling. To achieve this lofty goal, the DBE is reviewing the current curriculum, to strengthen it and align it to realise the full implementation of the Three-Stream Curriculum Model. 

The key levers of the review, will  focus on the curriculum;  teaching; assessment; learning and teaching support materials (LTSM), and the learning environment. Due to the centrality of curriculum to ignite the other key levers, the DBE is focusing on strengthening the curriculum at this stage, with a focus on -

• Infusing competencies in the curriculum; 
• Review and modernise existing curriculum content; and 
• Subject modernisation

To realise the curriculum strengthening, the DBE is currently developing the South African Competency Framework, which will prioritise the key competencies (knowledge, skills, attitudes and values) to develop in our learners to equip them with skills for the future. As part of this review, the DBE will also develop a curriculum review policy framework, to ensure regular and faster curriculum renewal. The strengthened curriculum will include in its design, opportunities for continuous automatic renewal to stay abreast with the fast changing world. 

At the same time, work is continuing in the areas of reviewing our assessment practices, teacher development and LTSM to ensure we improve learning outcomes sustainably. 

Reply:

The 3898 schools on the SAFE programme have not been provided with appropriate sanitation facilities by 31 March 2022.

a) The Provincial Departments made several changes to the list.  This may be due to the rationalisation of small & unviable schools, or due to further detailed assessments. The initial number of school assessed to be dependent on BASIC pit toilets, was 3 898.  This number has been amended as more detailed information became available.  Some schools were removed from the list, and other schools were added to the list.  Even in 2022 and 2023, new schools were added to the SAFE Initiative.  After revision, the current number of schools on the SAFE programme is 3 397.

b) Of these 3 397 schools, sanitation projects at 2 489 schools have already progressed to Practical Completion with either water-borne or dry sanitation solutions; resulting in 908 schools remaining in the SAFE programme.

c) A list of the 908 schools can be made available.

d) The outstanding 908 sanitation projects are scheduled for completion during the 2023/24 financial year.

e) All the schools that were part of the 3 397 schools, that were part of the SAFE programme, had BASIC PIT TOILETS.  As stated above, some of these schools received flush toilets (where there is sustainable water supply), and dry sanitation solution |(where there is water scarcity).

(i) Among the remaining 908 SAFE projects, schools with sustainable water supply, may receive flush toilets; and schools without a sustainable water supply, will in general receive VENTILATED IMPROVED PIT TOILETS, that conform to the requirements of SANS 10400 Q.  We are working with the Water Research Commission to pilot other innovative technologies, which included closed-circuit flush toilets.

(ii) Average construction cost per school, is in the order of R2.4 million, including VAT, the demolition of basic pit toilets, all earthworks, building works, and the construction of walkways and retaining walls.

Reply:

Since 2009, the National Curriculum Statement has provided for two subjects directly relevant to the Ocean Economy, namely Maritime Economics and Nautical Science.  In 2019, the first cohort of Grade 12 candidates wrote and passed the National Senior Certificate Examinations in Marine Sciences, an internationally acknowledged and highly regarded novel subject incorporating Oceanography, Marine Biology, Humans and the Ocean Ecology. These subjects are all offered to Grade 12 at both Public Ordinary Schools and schools described in legislation as catering for 'learners with special talents' in Focus Schools, also referred to in some provinces as Schools of Specialization

There are three legislatively distinct categories of schools; Special Schools for learners with Special Educational Needs, Public Ordinary Schools and Focus Schools.

Regarding the provision of specialized subject offerings, and with appropriate foresight, the Minister of Basic Education promulgated an amendment to The South African Schools Act (SASA) (Act No. 84 of 1996) in section 12(iii), which provides for the establishment and recognition of Focus Schools as distinct entities within the Basic Education milieu. The types of subjects offered at Focus Schools constitute but one of the features that distinguish Focus Schools from Public Ordinary Schools. The overwhelming majority of Public Ordinary (Secondary) Schools, deliver a generalised curriculum, whereas the Guidelines for the Establishment and Management of Focus Schools provide Provincial Education Departments with the specific characteristics that Focus Schools should exhibit. The Department of Basic Education has developed the Three-Streams Curriculum Model to accommodate the multiplicity of learner's aptitudes, talents and interests, by developing curricula that provide Academic, Vocational or Occupational learning pathways.

Marine Sciences, Maritime Economics and Nautical Science are offered in both Public Ordinary Schools and Focus Schools, in the coastal provinces of the Eastern Cape, Northern Cape, Western Cape and KwaZulu-Natal, as well as the inland province of Gauteng, in Sharpeville, at the Mohloli School of Specialization - the only inland Maritime Focus School, providing a highly relevant specialisation within the economic corridor encompassing the Vaal Dam and River.