Questions and Replies

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:

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 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 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:

(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:

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:

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:

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:

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 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. 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) 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) 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:

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:

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. 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:

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:

a) In response to the escalating crime and violence in schools, in addition to strengthening the codes of conduct of schools, the Department has signed a protocol with the South African Police Services to support all schools in dealing with the challenges faced by schools. The initiative is informed by the fact that crime and violence are beyond the scope of school principals and School Governing Bodies. Such an intervention is the competency of the law enforcement agencies. The Quality Learning and Teaching Campaign (QLTC) is focussing on the mobilisation of communities for a joint effort the tackle the challenge.

b) The funding allocated to infrastructure also covers fencing and gates. Guidelines and specifications for such fencing and gates are available. The prioritisation of infrastructure projects (including fencing projects) is the prerogative of the Province

c) The Department of Basic Education (DBE) uses the the National School Safety Framework (NSSF) as a guiding framework to address crime and violence in schools; including access control challenges in schools. The NSSF has led to the establishment of school safety committees, to address safety challenges in schools. As a new initiative, the DBE in partnership with the Wits RHI has developed a digital training on the NSSF for the broader school communities to strengthen the capacity of school based personnel in dealing with incidents of violence in schools. The DBE has also released circular, requesting all school safety committees to conclude the digital training by March 2023. 

The DBE and its partners, the South African Police Service and the following Departments: Social Development, Health, Home Affairs, Correctional Services, Justice and Constitutional Development, as a Communications and Constitutional Development are rolling out Inter-Departmental Campaigns on the Prevention of Violence, Bullying, Corporal Punishment, Learner Pregnancy, Drugs and Substance Abuse in schools. The Campaigns are led by the Deputy Minister of Basic Education and supported by Deputy Ministers of partner departments. To date, the Campaigns have been held in four provinces: Gauteng, Limpopo , Mpumalanga and the North West Province. The Campaign raises awareness on the social ills impacting negatively on teaching and learning in schools, and mobilises school communities to respond effectively to these social ills.  The Campaign will take place in the Eastern Cape, Nelson Mandela District on the 10th of March 2023. 

Reply:

RESPONSE FROM SACE: See below

a)  (i) SACE Chief Executive Officer's salary is R 2 205 349 and (ii) Chief Financial Officer receives R 1 910 323, Total = R 4 115 672

(b) The executive personnel do not get sitting allowances for attending meetings.

RESPONSE FROM UMALUSI: Please see attached 

Reply:

The Department of Basic Education (DBE) is responsible for the development of the National Catalogue for textbooks. Provinces procure and deliver LTSM to schools, including stationery. All provinces reported 100% delivery of the ordered stationery to schools during the weekly meetings. Further details regarding the delivery of Stationery to schools should be directed to the respective provinces.

Reply:

1. 

• The Accelerated School Infrastructure Delivery Initiative (ASIDI programme) was launched in 2012.  The inappropriate material sub-programme of ASIDI focussed on the replacement of schools made entirely of inappropriate materials.  At present, there are 331 schools on this sub-programme.  We are proud to announce that 315 such schools have now been replaced.
• The water supply sub-programme of ASIDI focussed on schools that reportedly had no water supply. At present, there are 1272 schools on this programme.  We are proud to announce that water supply projects at 1259 have progressed to practical completion.
• The electricity supplies sub-programme of ASIDI focussed on schools that reportedly had no electricity supply.  At present, there are 373 schools on this programme.  We are proud to announce that all 373 have now been served with electricity.
• The sanitation sub-programme of ASIDI focussed on schools that reportedly had no toilets.  At present, there are 1053 schools on this sub-programme.  We are proud to announce that all 1053 such schools have now been served with appropriate toilets.
• The Sanitation Appropriate For Education (SAFE programme) was launched in 2018.  This programme focussed on schools’ dependent on basic pit toilets.  The initial scope was 3898 schools.  As with ASIDI, there were some small and unviable schools that were closed, while other schools were added to the list as better information became available.  At present, there are 3357 schools on this sub-programme.  We are proud to announce that 2474 of the 3357 schools have now been served with appropriate toilets.
• Between ASIDI and SAFE, about 55 000 appropriate toilets were constructed at schools.  The sanitation projects at the remaining schools on the SAFE programme are all scheduled for completion in 2023/24.
• A high level analysis of growth in learners’ numbers revealed the following:
• FS : Constant growth of 1% over last 10 years
• EC : Average decline of 0.5% over last 10 years (1% decline over last 5 years)
• GP : Average growth of 2.5% over last 10 years (2% growth over last 5 years)
• KZN : Virtually no growth over last 10 year
• LP : Average growth of 0.5% over last 10 years (declining)
• MP : Constant growth of 1% over last 10 years
• NC : Constant growth of 1% over last 10 years
• NW : Average growth of 0.5% over last 10 years (declining)
• WC : Average growth of 2% over last 10 years (2.5% growth over last 5 years)
• Refinement of the analysis are ongoing to differentiate between:
• Over-crowding in Primary schools & secondary schools
• Over-crowding in Rural schools & urban schools
• A high-level analysis of the backlog in classrooms was determined based on the following:
• Learner numbers from EMIS (2021)
• Existing classroom number provided by Provincial Departments
• Preliminary indications are the following:
• More than 8 000 schools, there seems to be a shortage of classrooms.
• A total of 70 000 additional classrooms may be required.
• A capital investment of R44 billion may be required (Based on conventional implementation strategies).

2. The Hon Member will have to clarify what satellite schools are. 

Reply:

The question asked by the Hon Member falls within the purview of the MEC for Education in Eastern Cape, not the Minister of Basic Education. The Hon Member is kindly advised to refer the question to the relevant MEC. 

Reply:

(1)  As schools were divided into five quintiles according to the income of the communities where they are located a number of years ago, and as there were socio-economic shifts as well as school closures in the meantime, what is the current total number of schools in each quintile for each province;

(2)       what was the budget for each of the quintiles for the 2021-22 financial year in each province;

(3)   whether the quintiles ever get reviewed; if not, why not; if so, what are the relevant details?     

The Department of Basic Education (DBE) does not decide which quintile a school should be placed in. Schools are placed in quintiles by the Provincial Education Departments (PEDs).  Paragraph 107 of the National Norms and Standards for School Funding state that PEDs must on an annual basis, subject to the availability of new data which is sufficiently reliable, consider reviewing the quintile of a school and make the necessary adjustments to effect equity. It is thus expected of all the PEDs to have a process in place that should be followed in their respective provinces to deal with this aspect. Such a process should allow the initiator to either be the school or the PED, depending on the circumstances. 

Reply:

No, there is no intention to introduce legislation in Parliament to grant Minister powers to make regulations in respect of learner pregnancy, nor has the Minister established a task team to draft such. A policy on the prevention and management of learner pregnancy in school has been developed by the sector, and approved by Cabinet to deal with learner pregnancy issues in schools.

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.

Reply:

According to the South African Schools Act (SASA) Section 21, School Governing Bodies (SGBs), have the prerogative to select the sporting codes for participation by the learners, in consultation with the relevant Head of Department. To assist in ensuring that all schools are provided an opportunity to participate, School Governing Body Associations are now part of the Extended Joint National Task Team (ExJNTT) convened by the Department of Sport, Arts and Culture (DSAC) and the Department of Basic Education (DBE). This body also includes Teacher Unions, Sport Federations and School Sport Code Structures. This body is responsible for the implementation of the Integrated School Sports Programme, after-school, extra-mural and co-curricular activities in line with the Memorandum of Understanding (MoU) signed in 2018 by the two Departments. The programme starts at a school level and proceeds up to the circuit, district, provincial and finally national level. The programme is comprised of the Autumn Games, Winter Games, Spring Games as well as Summer Games in the following prioritizsd codes: Athletics, Cricket, Chess, Gymnastics, Swimming, Softball, Tennis, Table-Tennis, Basketball, Football, Hockey, Netball, Rugby, Volleyball, Goal-ball, and Indigenous Games.

Reply:

1. We are not sure what the MP means by a national network of ECD centres.  However, in South Africa early learning programmes are delivered through a wide array of largely non-State providers, including sole-proprietors, micro-enterprises and non-profit organisations (NPOs). During the 2021 ECD Census, the Department mapped out 42,420 early learning programmes across the country. 

2. The Department is proposing an integrated Service Delivery Model, which seeks to increase access to quality ECD services, while bearing in mind the need to streamline services to ensure that the government can feasibly support all ECD programmes. This will entail seeking opportunities to provide services to ECD programmes in a way to enable programmes to benefit from economies of scale. However, it is also recognised that such a model needs to respond to the different needs of both caregivers and children. Some caregivers require full day-care for their children, whilst others do not. Children aged birth to 5 years require different support and interventions for their healthy growth, development and early learning. The DBE will therefore, enable the provision of multiple modalities of ECD provisioning to ensure that they are age- and developmental-stage appropriate. These modalities include independent ECD programmes, public-private provisioning ECD programmes, playgroups and home-based programmes. These modalities will be supported by toy-libraries and mobile ECD programmes.

3. Not all Primary schools have formal Grade R classes. Please See Annexure 

4. Grade R teachers are required to have a B.Ed degree in Foundation Phase (R-3). Grade RR teachers are required to have a National Diploma in Early Childhood Development. 

Reply:

QUESTIONS	2019/20	2020/21	2021/22
1. Total number of sexual misconduct cases reported	92	169	191
2. Total number of disciplinary hearings conducted against the specified educators for sexual misconduct	The information for this was soured from the previous audited Annual Reports. Therefore, for 2019 and 2020 financial years, we did not specify/breakdown the number of disciplinary hearings conducted.	23
3 (a) Total number of educators found guilty of sexual abuse only	17	07	19
3 (b) disciplinary hearings that SACE was unable to arrive at an outcome	N/A	N/A	N/A
(iii) Total number of teachers struck off indefinitely	19 17-sexual abuse 2- Severe assault	11 7-Sexual abuse 1-Gross negligence 1-Assault of a colleague 2- Severe assaults of learners	04 3-sexual relationships 1- removal from the register for a specified period for sexual assault of a learner
4. Total number of educators whose names were submitted to the Department of Social Development	10 This number does not include the other 9 as stated above on teachers struck-off, because the victims were above the age of 18 years.	11	19

Disciplinary  proceedings where SACE was unable to arrive at an outcome:

There were no cases where no decision could not be arrived at, at any disciplinary hearing by the disciplinary tribunal. There were however; sexual abuse cases that were closed for the following reasons:

1. Lack of evidence to substantiate the allegations.
2. Deliberate unavailability of witnesses (complainants)
3. Refusal by witnesses to cooperate with the SACE investigative or disciplinary processes, etc.

While SACE closed a number of cases for reasons mentioned above, these cases were not categorised on the breaches of the SACE code of Ethics, for an example, the cases do not indicate whether it is an assault case, sexual case, racism case, etc. A global number of that cases closed by SACE get provided.

Description	2019/20	2020/21	2021/22
Total number of cases closed by the Council where cases were resolved amicably between the parties, or at the request of the complainants, or owing to lack of evidence or owing to deliberate lack of cooperation by witnesses.	224	116	310

 

Reply:

(1) What percentage of (a) learners continued to write Matric examinations despite the challenges and (b) learners had to rewrite examinations during the COVID-19 pandemic years.

If question (a) is about the percentage of young South Africans who were ever learners continuing to write Grade 12 examinations in the schooling system, then the answer can be obtained from figures provided in the report National Senior Certificate 2022: Examination report of the Department of Basic Education. That report, using the General Household Survey, concludes that the percentage of youths who obtained a National Senior Certificate has risen to 62% in 2021, with increases continuing despite the pandemic. From this, it can be deduced that approximately 77% of youths get as far as writing the examinations (62% multiplied by 100% over the pass rate of 80.1%). As virtually all youths were at some stage a learner in a school, youths can be said to equal young people who were ever in school.

It should be noted that the repeated assertions by some stakeholders that the DBE is attempting to conceal a ‘real’ pass rate is not borne out by the evidence. The DBE has for many years published both the pass rate, and the percentage of youths who achieve the NSC – the aforementioned 62% in the case of 2022. A pass rate is internationally understood as those passing an examination over those writing the examination, and in this regard the DBE follows common practice. Moreover, the estimates of the ‘real’ pass rate (or, more correctly, the percentage of youths who obtain the Matric) as purported have always been under-estimates, because of a flawed methodology. In early 2023, the media reported on a figure of 54.6% put forward by the Democratic Alliance (DA). The method behind this is flawed because it ignores very high repetition rate in Grade 10; and hence, inflates the denominator. The fact-checking organisation Africa Check has examined this question some years ago and concluded that the DA’s method is flawed.

With regard to (b), recent analysis of grade repetition by the DBE (as yet unpublished) puts the percentage of Grade 12 learners who are repeating at 16%, 13% and 13% for the years 2018, 2019 and 2020 respectively. A separate analysis of the exceptionally large increase in the number of NSC candidates between 2020 and 2021 reveals that both the absolute number of repeat candidates and the percentage who are repeaters in 2021 was lower than the levels seen before the pandemic, specifically in 2018.

(2) What percentage of learners, during the COVID-19 pandemic, chose to attend technical vocational education and training colleges, instead of repeating Matric?

Details of the flows between schools and colleges are not known as student-level data that would allow for the required analysis are currently not merged across the systems of DBE and the Department of Higher Education and Training (DHET). Had the required merged data existed, some analysis to address the question would be possible, though it should be noted that even with this data it would not be possible to know whether someone moving into a college ever intended repeating the NSC examinations. The DBE has been exploring solutions to the data gap. Currently, school-to-college flows are only known in broad terms, based on aggregates and household survey data – see for instance the DBE’s Action Plan to 2024.

Reply:

(a) 

1. To support schools with no infrastructure for sport participation, the Department, in collaboration with the Department of Sport, Arts and Culture (DSAC) have initiated engagements with the South African Local Government Association (SALGA) to make municipal facilities accessible to schools at no cost. Engagements are also being extended to look at possibilities of how the Municipal Infrastructure Grant (MIG) can be accessed for the benefit of the schools.
2. Furthermore, through the Memorandum of Understanding between DBE and DSAC, signed in 2018, an entity of DSAC called the Sport Trust builds multi-purpose sport facilities in identified schools. These facilities are also accessible for utilisation by neighbouring schools.
3. The Department is also in partnership with partners like Supersport and UNICEF to build multi-purpose sport facilities in schools. These facilities are then shared and utilised by other the neighbouring schools.
4. In 2015, the Department, together with DSAC and Cricket South Africa (CSA) signed an operational agreement to fast track cricket development at schools through the Hub system. This initiative contributes to the revitalisation of sports development in the townships and rural areas, and it also improves educational outcomes in the basic education sector. These Hubs are committed to the following:

• develop cricketers at the Cricket Hubs;
• run cluster leagues to feed into the School Sport Programme;
• provide support to integrate the elite cricketers into the CSA High Performance Programmes through CSA’s existing integrated system of Talent Scouts, Coaching Mentors and Sports Science Programmes;
• support worthy educational and sporting causes, from time to time, as identified by the three parties;
• extend early learning and e-learning programmes through homework support, and
• dedicated cricket coaching educational programs are produced and aired on the MINDSET platforms.

(b)

1. The Department partnered with the Motsepe Foundation to further support the delivery of enrichment programmes in schools on 12 April 2016. This ten-year partnership agreement contributes towards the development of Schools Football, Netball, choral and traditional music across the country. This initiative concentrates on schools football (Under 19), schools netball (Under 15) and the Schools Choral Eisteddfod. These programmes start at a school level and proceed until the national level. The winning schools utilise the money for any development project that enhances or advances the mission and objectives of the school and/or its immediate community, e.g. building of extra classrooms, upgrading the soccer or netball pitch, school choral equipment, etc.
2. The Department implements the Integrated School Sports Programme, after-school, extra-mural and co-curricular activities in collaboration with the Department of Sport, Arts and Culture (DSAC) together with other partners. The main role of the Department of Basic Education (DBE) is to promote mass participation activities aimed at enriching the curriculum whilst DSAC focuses on social cohesion, talent identification and excellence in sports, arts and culture in line with the Memorandum of Understanding (MoU) signed in 2018 by the two Departments. The programme starts at a school level and proceeds up to the circuit, district, provincial and finally national level. The programme is comprised of the Autumn Games, Winter Games, Spring Games and Summer Games in the following prioritized codes: Athletics, Cricket, Chess, Gymnastics, Swimming, Softball, Tennis, Table tennis, Basketball, Football, Hockey, Netball, Rugby, Volleyball, Goal ball and Indigenous Games.
3. The Department established the Accelerated Schools Infrastructure Delivery Unit (ASIDI). The objective of ASIDI is to eradicate the Basic Safety Norms backlog in schools without water, sanitation and electricity and to replace those schools constructed from inappropriate material (mud, plankie, asbestos) to contribute towards levels of optimum learning and teaching. The Schools Infrastructure Backlog Grant (SIBG) funds the ASIDI portfolio. Sub-programme 1: Inappropriate Structures: Schools that were built from inappropriate material in their entirety are replaced with new schools that meet the department’s standards of basic functionality. This also includes the building of sport facilities depending on the available space in that particular area.

Reply:

There can be no comparison made between the National Senior Certificate examinations administered by the Independent Examinations Board (IEB), and that administered by the Department of Basic Education (DBE).  In 2022, the IEB administered the NSC exams to not more than 13 000 candidates; while the DBE administered the NSC exams to 920 634 full-time and part-time candidates.

The IEB examination is taken by independent schools that, in the main, cater for a select group of parents and learners, who are endowed with the best resources relating to teaching and learning; while the State system accommodates learners from the different South African socio-economic environments, ranging from deep rural to the township, to the urban schools.  Hence, the 80.1% pass rate attained by the public schooling system, needs to be applauded and celebrated; and not compared to the 98.42% attained the independent schools. 

Reply:

Due to budget constraints, the Sector is unable to employ social workers per school.  Provincial Education Departments (PEDs) employ a limited number of social workers, psychologists and school counsellors per District to respond to the social, emotional, and psychological barriers to learning, which may impact learner performance, achievement and retention.  In addition, the PEDs employ learner support agents (LSAs) in selected schools to facilitate access to services.  The Department provides capacity building on psychosocial support to the LSAs, in order to strengthen support to learners.