Questions and Replies
29 February 2016 - NW12
Msimang, Prof CT to ask the Minister of Basic Education
(1) How many students have registered to write supplementary exams in each province; (2) are there any measures in place to assist these students in order to pass the specified exams; if not, why not; if so, what are those measures?
Reply:
1) The table below represents the number of full-time candidates who registered to write the 2015 supplementary examination:
Province |
Total Entered |
EASTERN CAPE |
22 696 |
FREE STATE |
4 168 |
GAUTENG |
12 518 |
KWAZULU-NATAL |
35 102 |
LIMPOPO |
17 465 |
MPUMALANGA |
7 097 |
NORTH WEST |
4 043 |
NORTHERN CAPE |
2 741 |
WESTERN CAPE |
7 785 |
NATIONAL |
113 615 |
Source: NSC Computerised Exam system as per 27/02/2016.
(2) Yes. The Department of Basic Education (DBE) launched the Second Chance Programme on 6 January 2016.
The programme will be implemented in three phases, of which phase I and II will be piloted in 2016:
- Phase I – Support to learners who qualified to write the Supplementary examinations in February/March 2016;
- Phase II – Support to progressed learners who opted to modularise and therefore did not attempt all 6 subjects in the 2015 October/November examinations, and who will write the May/June 2016 examinations; and
- Phase III - Support to candidates who did not meet all the requirements of the National Senior Certificate (NSC) and who will register to write the October/November examinations. This phase will be planned for in 2016, and implemented in 2017.
The pilot provides support as follows:
- Face to face classes in two districts per province and in two venues per district chosen by the provinces;
- The subjects offered for the pilot are Mathematics, Mathematical Literacy, Physical Science, Life Sciences, Accounting, Geography, Business Studies and Economics;
- Broadcast solutions – at venues where the Mindset content may be viewed via satellite on the HD Open View decoders;
- Internet – Vodacom Centres/ teacher centres – learners may access content via the Vodacom website or the Department of Basic Education (DBE) website where the telematics and Internet Broadcasting Programme (IBP) video lessons, amongst others, are available, at no cost to the learner;
- Any learner who is a Vodacom subscriber may access all material via the Vodacom website www.vodacom.co.za/e-school, at no cost to the learner;
- A Face book page – Second Chance Programme has been created for learners to request information or support. Subject specialists will provide answers; and
- All lists of available access points as indicated are available on the DBE website www.education.gov.za with the Second Chance Link.
29 February 2016 - NW10
Mncwabe, Mr SC to ask the Minister of Basic Education
Whether she intends to intervene in respect of the involvement of a certain teachers union (details furnished) in the selling of teacher posts in KwaZulu-Natal?
Reply:
The Chairperson of the Ministerial Task Team that probes the allegations of the selling of posts has provided the Minister with an interim report. The final report is envisaged to be made available at the end of February 2016, whereafter the Minister will implement the recommendations of the Ministerial Task Team.
29 February 2016 - NW182
Marais, Mr EJ to ask the Minister of Basic Education
How many (a) principals and (b) educators in each province resigned from their posts in (i) 2011, (ii) 2012, (iii) 2013, (iv) 2014 and (v) 2015?
Reply:
(a) (i) In 2011/12, (a) principals and (b) educators in each province resigned from their posts.
PROVINCE |
(a) |
(b) |
GRAND TOTAL |
||
PRINCIPAL |
DEPUTY PRINCIPAL |
HOD |
TEACHER |
||
EASTERN CAPE |
60 |
16 |
51 |
550 |
677 |
FREE STATE |
17 |
7 |
32 |
269 |
325 |
GAUTENG |
7 |
23 |
107 |
1 190 |
1 327 |
KWAZULU-NATAL |
47 |
26 |
156 |
1 034 |
1 263 |
LIMPOPO PROVINCE |
46 |
9 |
45 |
263 |
363 |
MPUMALANGA |
11 |
6 |
17 |
147 |
181 |
NORTH WEST |
18 |
6 |
20 |
150 |
194 |
NORTHERN CAPE |
6 |
3 |
7 |
105 |
121 |
WESTERN CAPE |
2 |
2 |
4 |
55 |
63 |
GRAND TOTAL |
214 |
98 |
439 |
3 763 |
4 514 |
Source: Persal
(ii) In 2012/13, (a) principals and (b) educators in each province resigned from their posts.
PROVINCE |
(a) |
(b) |
GRAND TOTAL |
||
PRINCIPAL |
DEPUTY PRINCIPAL |
HOD |
TEACHER |
||
EASTERN CAPE |
50 |
12 |
67 |
532 |
661 |
FREE STATE |
10 |
10 |
37 |
259 |
316 |
GAUTENG |
37 |
32 |
171 |
1 153 |
1 393 |
KWAZULU-NATAL |
93 |
39 |
217 |
1 274 |
1 623 |
LIMPOPO PROVINCE |
26 |
12 |
39 |
246 |
323 |
MPUMALANGA |
21 |
18 |
52 |
418 |
509 |
NORTH WEST |
20 |
8 |
22 |
177 |
227 |
NORTHERN CAPE |
5 |
2 |
12 |
106 |
125 |
WESTERN CAPE |
7 |
7 |
30 |
400 |
444 |
GRAND TOTAL |
269 |
140 |
647 |
4 565 |
5 621 |
Source: Persal
(iii) In 2013/14, (a) principals and (b) educators in each province resigned from their posts.
PROVINCE |
(a) |
(b) |
GRAND TOTAL |
||
DEPUTY PRINCIPAL |
HOD |
PRINCIPAL |
TEACHER |
||
EASTERN CAPE |
19 |
75 |
73 |
641 |
808 |
FREE STATE |
14 |
51 |
20 |
301 |
386 |
GAUTENG |
48 |
287 |
36 |
1 198 |
1 569 |
KWAZULU-NATAL |
45 |
240 |
105 |
1 086 |
1 476 |
LIMPOPO PROVINCE |
16 |
59 |
42 |
293 |
410 |
MPUMALANGA |
20 |
96 |
30 |
449 |
595 |
NORTH WEST |
17 |
47 |
22 |
214 |
300 |
NORTHERN CAPE |
6 |
13 |
10 |
85 |
114 |
WESTERN CAPE |
13 |
66 |
18 |
404 |
501 |
GRAND TOTAL |
198 |
934 |
356 |
4 671 |
6 159 |
Source: Persal
(iv) In 2014/15, (a) principals and (b) educators in each province resigned from their posts.
PROVINCE |
(a) |
(b) |
GRAND TOTAL |
||
PRINCIPAL |
HOD |
DEPUTY PRINCIPAL |
TEACHER |
||
EASTERN CAPE |
166 |
192 |
34 |
1068 |
1460 |
FREE STATE |
28 |
105 |
24 |
478 |
635 |
GAUTENG |
44 |
442 |
77 |
1 639 |
2 202 |
KWAZULU-NATAL |
96 |
227 |
46 |
936 |
1 305 |
LIMPOPO PROVINCE |
104 |
135 |
38 |
750 |
1 027 |
MPUMALANGA |
26 |
113 |
20 |
444 |
603 |
NORTH WEST |
49 |
135 |
43 |
685 |
912 |
NORTHERN CAPE |
33 |
44 |
9 |
160 |
246 |
WESTERN CAPE |
5 |
35 |
17 |
178 |
235 |
GRAND TOTAL |
545 |
1 428 |
308 |
6 338 |
8 619 |
Source: Persal
(v) In 2015/16, up to December 2015 (a) principals and (b) educators in each province resigned from their posts.
PROVINCE |
(a) |
(b) |
GRAND TOTAL |
||
PRINCIPAL |
HOD |
DEPUTY PRINCIPAL |
TEACHER |
||
EASTERN CAPE |
61 |
56 |
9 |
690 |
816 |
FREE STATE |
12 |
25 |
11 |
324 |
372 |
GAUTENG |
18 |
81 |
21 |
1 005 |
1 125 |
KWAZULU-NATAL |
44 |
71 |
15 |
854 |
984 |
LIMPOPO PROVINCE |
21 |
49 |
10 |
595 |
675 |
MPUMALANGA |
7 |
13 |
8 |
224 |
252 |
NORTH WEST |
5 |
21 |
7 |
249 |
282 |
NORTHERN CAPE |
2 |
15 |
5 |
124 |
146 |
WESTERN CAPE |
1 |
15 |
4 |
149 |
169 |
GRAND TOTAL |
171 |
346 |
90 |
4 214 |
4 821 |
Source: Persal
29 February 2016 - NW181
Davis, Mr GR to ask the Minister of Basic Education
How many teaching days were lost to strike action in (a) 2011, (b) 2012, (c) 2013, (d) 2014 and (e) 2015 in respect of each district in each province?
Reply:
No teaching days were lost due to strike action in (a) 2011; (b) 2012; (c) 2013; (d) 2014 and (e) 2015.
29 February 2016 - NW70
Bergman, Mr D to ask the Minister of Basic Education
(1)Whether the Miller Congregational School in the Graaff-Reinet district in the Eastern Cape has been closed; if so, (a) why, (b) when, (c) how many learners have been affected and (d) what alternative arrangement has been made to accommodate the learners who were attending the school; (2) whether the requirements for the closure of a school as described in the South African Schools Act, Act 84 of 1996, have been complied with in this regard; if not, why not; if so, what are the relevant details?
Reply:
1. Information received from the Eastern Cape Department of Education indicates that the Miller Congregational (Primary) School in the Graaff-Reinet district in the Eastern Cape was closed down.
(a) The reason for its closure was that it had 17 learners from Grade 1 to Grade 7 and had one educator. The only educator was appointed as a Head of Department at Willowmore Secondary School. The school was therefore unviable as it did not have the minimum enrolment figures of 135 learners required in terms of the Regulations Relating to Minimum Norms and Standards for Public School Infrastructure.
(b) The school was closed down at the end of the second term on 26 June 2015.
(c) 17 Learners were affected by this closure.
(d) The Learners were transferred to Willowmore Primary School and are being accommodated in a School Hostel.
2. The requirements in terms of the South African Schools Act, Act 84 of 1996 were complied with in the process of closing the school.
26 January 2016 - NW2722
Van Der Walt, Ms D to ask the Minister of Basic Education
(a) What is the total number of schools in each province that was identified in December 2016 to (i) have been built with inappropriate materials, (ii) lack sanitation facilities, (iii) have pit latrines, (iv) have no water supply and (v) have no electricity connection and (b) in each case, how many schools are due to have the specified deficiencies corrected by the end of the 2016-17 financial year?
Reply:
(a) i, ii, iii, iv& iv
Province |
Inappropriate |
Sanitation |
Pit only |
Water |
Electricity |
EC |
800 |
61 |
1 585 |
58 |
187 |
FS |
18 |
5 |
196 |
23 |
25 |
GP |
20 |
0 |
0 |
0 |
0 |
KZN |
0 |
0 |
1 379 |
0 |
343 |
LP |
0 |
0 |
932 |
0 |
0 |
MP |
16 |
0 |
392 |
0 |
13 |
NW |
5 |
0 |
130 |
0 |
3 |
NC |
29 |
0 |
10 |
0 |
0 |
WC |
129 |
0 |
0 |
0 |
0 |
Total |
1 017 |
66 |
4 625 |
81 |
571 |
(b) The water and sanitation backlogs will be completed in the current 2016/17 financial year and electricity backlogs, which are at different stages of implementation, will be completed in the 2017/18 financial year. Provinces are addressing pit toilets and it is estimated that these will be addressed by the 2018/19 financial year. Inappropriate structures that are part of Accelerated School Infrastructure Development Initiative (ASIDI) will be dealt with by the 2018/19 financial year and additional inappropriate structures that were identified, and are not currently funded, are being factored into the provincial infrastructure programmes. A determination is being made by provinces with the Department of Basic Education (DBE), on the timelines for addressing these.
18 December 2015 - NW3544
Mashabela, Ms N to ask the Minister of Basic Education
Why are learners in Nhombelani Village under Chief Mulamula in Malamulele West Circuit in Limpopo still attending classes under a tree?
Reply:
1. Information received from the Limpopo Department of Education is that the name of the School is Rhabela Secondary School in Malamulele West Circuit. The school was damaged by a storm in October 2010, and it was subjected to arson on 26 August 2015, The following damages were experienced:
a) 1x4 classroom blocks:
b) 1x2 classroom block; and
c) 1x1 Classroom.
2. The reason for learners attending classrooms under a tree is because of the damaged blocks of classrooms and, as a result, when learners break into streams, there is a shortage of classrooms for three subjects.
3. As part of the intervention, the Limpopo Department of Education, through the Independent Development Trust, has already advertised a tender for the replacement of the damaged classrooms which closed on 16 October 2015. It is anticipated that the damaged classrooms will be operational once again in January 2016.
18 December 2015 - NW4001
Majola, Mr TR to ask the Minister of Basic Education
Whether her department implemented the recommendation of the 2012 National Education Evaluation and Development Unit’s report dated 2 May 2013, which stated that principals must be held accountable for time use in the school; if not, why not; if so, what are the relevant details?
Reply:
Yes, the Department is implementing the recommendation progressively. The recommendation as contained in the 2012 National Education Evaluation and Development Unit (NEEDU) report focuses mainly on the role of the Circuit Manager (CM) and principal in time management practices; and Human Resource (HR) policies and procedures including leave management.
Principals are responsible for maintaining efficient time management practices in their schools. Circuit Managers are responsible for ensuring that principals do their jobs in this regard. Circuit Managers must work with principals in schools in which time is not optimally used for teaching and learning. Principals must be assisted to exert firm leadership and sound time keeping practices throughout the school. CMs and principals must be equipped with training in basic HR procedures. Each province needs a strong HR school strategy, including leave management, and a provincial level capacity to deal with problematic cases.
In line with the recommendation, the Department has strengthened the National Strategy for Learner Attainment (NSLA) to monitor and support teaching and learning in schools. One of the key pillars of the NSLA is strong leadership and management. The National Development Plan (NDP) outlines the importance of having sound management in the school to build a strong and coherent set of institutions for delivering quality education, namely “Skilled and dedicated principals to foster a vibrant but disciplined environment that is conducive to learning”. The objectives of the NSLA framework include:
- Enhanced accountability at all levels of the system;
- Greater focus on basic functionality of schools;
- Protecting time for teaching and learning;
- Improved support for teaching and learning; and
- Increased efforts on time on task.
a) Training has also been offered in provinces for school principals and circuit managers on curriculum management. A total of 1 224 Circuit Managers and 8 020 principals respectively, were trained from March to September 2015. Among others, the training sought to optimise and strengthen the implementation of the time on task in the delivery of curriculum through teaching and learning in schools.
b) The policy on the South African Standard for Principalship has been approved and should be published in a gazette beginning of 2016. The policy foregrounds some key areas for leadership and management in response to the recommendation in the report pertaining to principals, for example:
- Leading teaching and learning in the school – five main kinds of leadership;
- Managing quality of teaching and learning and securing accountability;
- Managing the school as an organisation; and
- Managing human resources (staff) in the school.
c) With regard to time management, Provincial Education Departments (PEDs) have their own uniquely tailored programmes to monitor schools according to their contexts. As part of monitoring, the Department of Basic Education (DBE) has developed an instrument to verify management documents such as school time tables, class timetables, personal teacher time tables, leave registers, time book/registers, et cetera. District officials (including Circuit Managers) regularly visit schools for monitoring and support purposes in this regard. At both the provincial and district levels the officials analyse the monitoring reports and develop action plans to support schools.
d) The accountability of school principals will be strengthened through the implementation of the Quality Management System (QMS) for school based educators. The QMS makes provision for principals to agree on and sign work plans with their immediate supervisor (i.e. Circuit Manager). The work plan will have clear deliverables that are time bound. Circuit Managers must work with principals in schools to ensure that time is optimally used for teaching and learning.
Although the QMS was agreed to by all parties to the Education Labour Relations Council (ELRC) in November 2014, the QMS will be implemented once all parties signs.
18 December 2015 - NW3734
Figg, Mr MJ to ask the Minister of Basic Education
(1)With reference to her reply to question 3440 on 1 October 2015, how many newly built schools were delivered in the Eastern Cape in the 2014-15 financial year; (2) (a) what is each specified school’s (i) name and (ii) location, (b) when was each specified school completed, (c) when did teaching commence at each specified school and (d) through which (i) programme or (ii) implementing agent was each specified school financed?
Reply:
- A total of 90 schools were completed and delivered in the Eastern Cape during the 2014/15 financial year, with 35 under the ASIDI Programme and 55 under the Provincial Equitable Share and Education Infrastructure Grant Programme. Information is still awaited from the Eastern Cape Department of Education to confirm the number of newly built schools from the 55 that were completed.b
- The response to Questions 2 (a) (i), 2 (a) (ii); 2(b), 2(d) (i) and 2(d) (ii) is provided on the attached spreadsheet.
The response to Question 2(c) is that the construction activities do not interrupt teaching activities. Teaching continues as the construction activities take place with access to construction sites being barred off from access by school children, thereby responding to Occupational Health and Safety requirements. Where the existing school structures need to be demolished and replaced with new ones, temporary structures are provided, thus further ensuring that teaching continues.
14 December 2015 - NW4098
Davis, Mr GR to ask the Minister of Basic Education
(1)What was the total budget for the National Education Evaluation and Development Unit (NEEDU) for the (a) 2012-13, (b) 2013-14, (c) 2014-15 and (d) 2015-16 financial years; (2) how much of the total budget for the NEEDU was spent on staff salaries (a) in the (i) 2012-13, (ii) 2013-14 and (iii) 2014-15 financial years and (b) since 1 April 2015; (3) (a) when will the NEEDU become the Office of Standards and Compliance for Basic Education and (b) what is the reason for the delay in this regard; (4) when will a new Chief Executive Officer of the NEEDU be appointed; (5) (a) when will the NEEDU report for the evaluation year of 2014 be released and (b) what is the reason for the delay in releasing the report?
Reply:
Question 1
The total budget for the National Education Evaluation and Development Unit (NEEDU) for the (a) 2012-13, (b) 2013-14, (c) 2014-15 and (d) 2015-16 financial years is indicated in the table below:
FINANCIAL YEAR |
TOTAL BUDGET |
2012-13 |
17 082 858 |
2013-14 |
21 100 197 |
2014-15 |
26 280 460 |
2015-16 |
15 205 357 |
Question 2(a)
The total budget for the NEEDU that was spent on staff salaries in the (i) 2012-13, (ii) 2013-14 and (iii) 2014-15 financial years is indicated in the table below:
FINANCIAL YEAR |
TOTAL BUDGET SPENT ON STAFF SALARIES |
2012-13 |
11 673 619 |
2013-14 |
14 159 257 |
2014-15 |
20 801 075 |
Question 2(b)
The total budget for the NEEDU that was spent on staff salaries since 1 April 2015 is indicated in the table below:
FINANCIAL YEAR |
TOTAL BUDGET SPENT ON STAFF SALARIES |
2015-16 |
10 763 014 |
Question 3
The establishment of an independent government component, such as the Office of Standards and Compliance for Basic Education (OSCBE), is a lengthy process and it involves the Department of Basic Education (DBE), the Department of Public Service and Administration (DPSA), the National Treasury and the Presidency. This has been the main cause for the delay in completing this process. The NEEDU will become the OSCBE when all the processes, as indicated below, have been completed:
Following the Minister’s correspondence with the Ministers of Finance and the Public Service and Administration, certain developments have transpired. These are as follows:
-
- Consultations with the National Treasury and the Department of Public Service and Administration (DPSA) to establish NEEDU as an independent government component, under the title of Office of Standards and Compliance for Basic Education (OSCBE);
- The formulation of the relevant documents with the support of DPSA and the preparation of business case with the support of the National Treasury;
- Preparation of the Regulations for the establishment of OSCBE for consideration and approval by the Minister;
- The approval of the Regulations for the establishment of OSCBE after close examination and scrutiny by the Chief State Law Advisor, who finally declared that “the draft Regulations are consistent with section 11 of the National Education Policy Act, 1996 (Act No. 27 of 1996)” in May 2015; and
- The approval of the Regulations for the establishment of OSCBE by the Minister in May 2015 after they were endorsed by the Chief State Law Advisor.
What remains to be done includes the following activities:
-
- Approving the Regulations for the establishment of the OSCBE by the Council of Education Ministers.
- Declaring the establishment of OSCBE through the promulgation of the Regulations (via the Government Notice) by the Minister.
- Submitting the updated business case and promulgated Regulations and Government Notice to the DPSA [by NEEDU].
- Arranging a meeting of the Interdepartmental Assessment Committee to make recommendations on the organisational form for the OSCBE—with DBE (NEEDU) participating as a member in the Committee and making a presentation to the members [by DPSA];
- Preparing a submission to inform the Minister for Public Service and Administration and the Minister of Finance of the Committee's recommendation and obtain the concurrence of the said Ministers for the establishment of the OSBE as a government component [by DPSA];
- Preparing (following concurrence from said Ministers) a Presidential Proclamation to list the OSCBE in schedule 3 of the Public Service Act, so as to establish the OSCBE as a government component [by DPSA].
Question 4
The Minister is currently considering the most suitable candidates to lead the NEEDU and will appoint the best candidate in due course.
Question 5
NEEDU will submit the draft report to the Department for comments by 30 November 2015. In 2014, NEEDU evaluated 183 schools (93 schools offering Grades 7-9 and 90 offering Grades 10-14), 25 districts and nine provinces. A total of 217 reports, one for every site visited, were prepared. These reports had to be collated into the national report. This entails extensive analysis of large volumes of both qualitative and quantitative data. The analysis of data took longer because, unlike in the previous evaluations, the 2014 systemic evaluations involved two phases (senior and Further Education and Training). Because NEEDU did not have the capacity to do complex statistical analysis of the quantitative data that was collected from schools, districts and provinces, a service provider was appointed to analyse the data. The procurement process in appointing the service provider also added to the delays in finalising the 2014 Report. In addition, two staff members, including the Chief Executive Officer, left and this meant that the remaining staff had to carry more workload.
A draft report has been prepared. The NEEDU is doing the final editing before it is submitted to the Department for comments. In terms of the NEEDU protocol, each site visited (including schools, districts, provinces and the national office) is given four to six weeks to comment on the NEEDU draft report before a report is finalised. This practice, which was followed before when the 2012 and 2013 NEEDU Reports were finalised, will also be followed with regard to the 2015 Report. It is only after NEEDU has carefully considered all comments made by the Department that the report is finalised and submitted to the Ministry.
Upon receipt of the NEEDU Report, in line with the provision of section 7(1)(g) of the Regulations for the Establishment of the Office of Standards and Compliance for Basic Education (OSCBE), currently known as NEEDU, “the Minister may publish the report.” This provision empowers the Minister to publish NEEDU reports at the Minister’s discretion.
14 December 2015 - NW4195
Ollis, Mr IM to ask the Minister of Basic Education
(1)(a) When last did school inspectors from (i) her department and/or (ii) the Gauteng Department of Education (aa) visit and (bb) inspect schools in Alexandra, Johannesburg since they were allegedly chased away from the specified schools by SA Democratic Teachers Union members, (b) which schools were inspected and (c) what reports were produced in each case; (2) whether she will provide Mr I M Ollis with the copies of the specified reports for (a) 2013, (b) 2014 and (c) 2015; if not, why not; if so, on what date will the reports be provided; (3) what steps will she take if school inspectors are again prevented from visiting schools in Alexandra?
Reply:
(1) (a) When last did school inspectors from (i) her department and/or (ii) the Gauteng Department of Education (aa) visit and (bb) inspect schools in Alexandra, Johannesburg since they were allegedly chased away from the specified schools by SA Democratic Teachers Union members, (b) which schools were inspected and (c) what reports were produced in each case;
[The response below is provided from a Whole School Evaluation perspective]
- (a) Neither the Department of Basic Education (DBE) nor the Gauteng Department of Education (GDE), have school inspectors that visit schools for the purpose of inspections. However, there are trained Supervisors who conduct Whole School Evaluation (WSE) to evaluate school effectiveness in terms of the national goals (WSE Policy, 2001) and operate from Provincial Education Departments (PEDs).
Furthermore, the DBE deploys trained School Improvement Support Co-ordinators who work with and through districts to support schools. School evaluations are also conducted under the auspices of the National Education Evaluation and Development Unit (NEEDU).
During the period in question, the GDE did not report of WSE supervisors being prevented from doing evaluations at schools.
(b) Realogile Secondary School, which is located in Alexandra, was evaluated by WSE supervisors from 7 to 10 September 2015.
(c) After each evaluation, an individual school report is generated identifying good practice, areas for development and recommendations for interventions. These reports are presented to the school, and the District Office for support purposes.
(2) Whether she will provide Mr I M Ollis with the copies of the specified reports for (a) 2013, (b) 2014 and (c) 2015; if not, why not; if so, on what date will the reports be provided;
(2) No reports will be provided. The WSE school reports are confidential and are not released into the public domain.
(3) What steps will she take if school inspectors are again prevented from visiting schools in Alexandra?
(3) Not applicable.
14 December 2015 - NW4099
Davis, Mr GR to ask the Minister of Basic Education
(1)How many grade 11 learners in 2014 were progressed to grade 12 in 2015 in each province; (2) of those progressed learners, how many have opted to complete their National Senior Certificate over a period of two years in each province; (3) will the students who have opted to complete their National Senior Certificate over two years be excluded from the calculation of the National Senior Certificate pass rate in 2015; if not, what is the position in this regard; if so, what are the relevant details; (4) have the content and specific requirements of the progression policy been finalised yet; if not, why not; if so, what are the relevant details?
Reply:
Question 1
The number of learners that were progressed from Grade 11 to Grade 12 in 2015 is presented in the table below. In September 2015, the Department of Basic education (DBE) responded to a similar question presented by the Honourable Lovemore, and the figures have decreased since September 2015. It was indicated in the September response that those were preliminary figures, which had to be verified. The figures presented below are the verified figures.
PROVINCE |
PROGRESSION NO |
Eastern Cape |
12 618 |
Free State |
8 172 |
Gauteng |
8 501 |
KwaZulu-Natal |
10 633 |
Limpopo |
14 390 |
Mpumalanga |
5 228 |
North West |
3 673 |
Northern Cape |
2 283 |
Western Cape |
4 813 |
National |
70 311 |
Data from National Senior Certificate (NSC) Main Frame Exam system as per 27 November 2015.
Question 2
The number of learners who have opted to complete their National Senior Certificate (NSC) examination over two years or more, will only be available after the writing of the examination and after the data has been captured on the system. This will provide the final number of learners who have in fact taken advantage of this opportunity.
Question 3
National and provincial pass rates are based on two aspects i.e. overall pass rates and subject pass rates. Given that these candidates would not have completed the full subject package as at the end of the 2015 NSC examination, they cannot be included in the determination of the overall pass rate, but will be included in the reporting of the subject pass rate. Therefore, these learners are not excluded from the reported data relating to the 2015 NSC examinations.
Question 4
The specific criteria for the implementation of the Progression Policy has been approved by the Council of Education Ministers. The Department of Basic Education (DBE) has commenced with the finalisation of policy regarding this matter and the first step in the process is the call for public comments on the criteria. This will be completed by the end January 2016, and thereafter, the comments will be incorporated into the proposal and gazetted as policy by the Minister.
07 December 2015 - NW4000
America, Mr D to ask the Minister of Basic Education
Did her department conduct an investigation into the regulations regarding sick leave to prevent abuse of the system, as recommended by the National Education Evaluation and Development Unit’s report dated 2 May 2013; if not, why not; if so, what was the outcome of the investigation?
Reply:
No. Leave regulations, and in particular sick leave, are a transversal conditions of service which are largely determined at central level for the whole public service. This applies to both normal sick leave which provides for 36 days in a three year cycle; and incapacity leave which provides for short-term and long-term incapacity in addition to the normal sick leave.
In the case of absence due to incapacity leave, a substitute teacher is temporarily appointed. As indicated in the National Education Evaluation and Development Unit’s report referred to, days taken as sick leave by teachers are within the regulations. The only possible form of abuse, which is not only limited to teachers, is when employees deliberately plan to exhaust all the allocated normal sick leave days. All Provincial Education Departments are aware of the practice and are continuously seeking to improve the management of leave at school level to ensure that teachers comply with the regulations including submission of all necessary documentation. Other factors such as job satisfaction and improved working conditions are critical in ensuring that employees do not abuse sick leave.
03 December 2015 - NW3661
Lovemore, Ms AT to ask the Minister of Basic Education
(1)What are the details of her rationale in deciding to postpone the 2014 Annual National Assessments; (2) what are the (a)(i) names, (ii) organisational and institutional affiliation and (iii) relevant expertise of the persons who will be part of the task team to decide on the way forward with respect to numeracy and literacy testing, (b) terms of reference of the task team and (c) time frames that will apply to the work of the task team; (3) will she prescribe any aspects of numeracy and literacy testing; if so, what are the relevant details; (4) will she propose the Western Cape model of annual systemic testing of numeracy and literacy during the talks; if not, why not?
Reply:
- The 2015 Annual National Assessments were postponed from the original date of 15-18 September 2015, following the cellphone message (sms) that South African Democratic Teacher’s Union (SADTU) sent to Ministry, which prompted Ministry to invite all Teacher Unions to a meeting. Teacher unions raised concerns around the design of the assessment, including the scope and frequency of testing. Incidentally, these were not new issues to the Department of Basic Education. Actually, the Department had already gone ahead to invite public comments on a policy that will regulate the conduct and administration of the assessments, including matters of how frequently the assessments should be conducted, how the Departments can best utilise the results to improve the quality of learning and teaching in the system, and other relevant matters. The rationale and agreement from engaging with teacher unions is to establish a common understanding on a national assessment model that will help the Department achieve the important objective of monitoring the levels and quality of educational outcomes in basic education.
2. (a)(i) Representatives of the teacher unions and officials of the DBE have had an initial meeting and discussed the terms of reference for the Task Team. There are no names submitted yet on who will be on the Task Team, (ii) There are no names yet (iii) There are no names yet, (b) the terms of reference of the task team include developing and recommending to the Department a model of national assessments that will generate useful information for monitoring the levels and quality of basic education at regular intervals, and (c) the Task Team needs to complete its proposals within 90 days.
3. The Minister will shall await the recommendations of the Task Team and then decide on an appropriate course of action; including the appointment of a technical task team.
4. The Minister will await the recommendations of the Task Team and then decide on an appropriate course of action; including the appointment of a technical task team.
03 December 2015 - NW4189
Van Der Walt, Ms D to ask the Minister of Basic Education
(1)Whether the office building that is being used by the Vaalwater Circuit of the Limpopo Department of Education has been leased; if so, (a) what is the monthly rental amount, (b) for how long has the building been leased and (c) how many offices are (i) leased and (ii) in use by officials; (2) whether the specified building that is being used by the Vaalwater Circuit of the Limpopo Department of Education has been bought by her department; if so, (a) on what date was the building bought and (b) for how much; (3) whether any of the offices in the building are being rented out by the Limpopo Department of Education; if not, what is the position in this regard; if so, in each case (a) how many offices are rented out, (b) to whom are they rented out and (c) what is the rental amount; (4) whether any of the offices are being rented out to a Member of Parliament; if not, what is the position in this regard; if so, (a) what are the relevant details in terms of the monthly rental amount and (b) who authorised the specified member to make use of the department’s furniture?NW5065E
Reply:
The response was provided by the Limpopo Department of Education
- Yes, it is true that the building used by the Vaalwater Circuit of the Limpopo Department of Education is leased; (a) the current monthly rental amount is R83 291.06; (b) the building has been leased since 05 November 2009 to date; (c) (i) with 11 offices; (ii) occupied by 10 officials.
- The building was not bought.
- No offices are rented out by the Limpopo Department of Education. All offices are occupied by circuit/Departmental officials only.
- No offices are rented out to a Member of Parliament. All offices are occupied by circuit/Departmental officials only.
03 December 2015 - NW3999
America, Mr D to ask the Minister of Basic Education
(1)How many learners were enrolled in (a) quintile 1, (b) quintile 2, (c) quintile 3, (d) quintile 4 and (e) quintile 5 public schools in each case in the (i) 2013, (ii) 2014 and (iii) 2015 academic years; (2) (a) how many learners were enrolled in independent schools in the (i) 2013, (ii) 2014 and (iii) 2015 academic years and (b) how many of the specified learners received a (i) 60% subsidy, (ii) 40% subsidy, (iii) 25% subsidy and (iv) 15% subsidy during the specified academic years?
Reply:
1 (a) (b) (c) (d) (e) (i) (ii) (iii) Enrolment of learners in public ordinary schools |
|||
Quintile |
2013 |
2014 |
2015 |
(a) Q1 |
2,986,455 |
3,154,456 |
3,194,248 |
(b) Q2 |
2,749,382 |
2,943,880 |
2,979,589 |
(c) Q3 |
3,056,279 |
3,094,272 |
3,220,862 |
(d) Q4 |
1,726,671 |
1,467,462 |
1,392,776 |
(e) Q5 |
1,389,597 |
1,408,286 |
1,424,855 |
Total: |
11,943,137 |
12,082,858 |
12,224,654 |
Source: EMIS |
|||
2 (a) (i) (ii) (iii) Enrolment of learners in independent schools |
|||
(i) 2013 |
513,804 |
||
(ii) 2014 |
538,421 |
||
(iii) 2015 |
566,194 |
||
Source: School Realities 2013-2015 |
(b) (i) (ii) (iii) (iv) No of learners enrolled in subsidized independent schools per subsidy category |
|||
% Subsidy |
(i) 2013 |
(ii) 2014 |
(iii) 2015 |
60% |
103,715 |
108,097 |
93,005 |
40% |
114,519 |
90,221 |
96,492 |
25% |
40,115 |
33,484 |
25,899 |
15% |
32,331 |
32,015 |
27,244 |
Source: Information provided by Provincial Education Departments |
03 December 2015 - NW3997
Lees, Mr RA to ask the Minister of Basic Education
(a) What total amount did her department spend on consultants in the (i) 2012-13, (ii) 2013-14 and (iii) 2014-15 financial years and (b) in each case, what (i) are the names of the consultants, (ii) work were they conducting for her department, (iii) was the duration of each contract and (iv) amount was paid to each consultant in each of the specified financial years?
Reply:
(a)(i) R876 990.80
(a)(ii) R2 451 487.11
(a)(iii)R2 813 059.88
(b)(i) MA Gustafsson, LP Kriel, Adv TD Rudman and KA Finlayson
(ii) work were they conducted for her department
- MA Gustafsson is assisting the Department with the implementation and maintenance of the Education Sector Plan.
- LP Kriel assisted with National Assessment and Public Examinations.
- Adv TD Rudman is responsible for legal assistance in the Limpopo and Eastern Cape Departments of Education.
- KA Finlayson provided technical support to the Accelerated School Infrastructure Delivery Initiative (ASIDI).
(iii) duration of each contract; and
- MA Gustafsson – appointed for one year during 2010 and his contract was renewed for each following year.
- LP Kriel – appointed for a period of one year during 2012 and his contract was renewed periodically for each following year.
- TD Rudman - appointed for a period of one year during 2013 and his contract was renewed for each following year.
- KA Finlayson - appointed for a period of one year during 2014 and his contract ended on 31 October 2015.
(iv) amount was paid to each consultant
- MA Gustafsson: 2012/13 - R623 040.00
2013/14 - R 729 696.00
2014/15 - R 778 112.00
- LP Kriel: 2012/13 - R 166 142.30
2013/14 - R 571 393.11
2014/15 - R 630 736.88
- TD Rudman: 2012/13 – R87 808.50
2013/14 - R1 150 398.00
2014/15 – R1 071 198.00
- KA Finlayson: 2014/15 – R333 013.00
03 December 2015 - NW3996
Lees, Mr RA to ask the Minister of Basic Education
(1)What are (a) the full names of (i) all staff members and (ii) special advisors employed in her office, (b) their job titles, (c) the details of their annual salaries and allowances and (d) their highest qualifications obtained; (2) what are (a) the full names of (i) all staff members and (ii) special advisors employed in the office of her Deputy Minister, (b) their job titles, (c) the details of their annual salaries and allowances and (d) their highest qualifications obtained? NW4864E
Reply:
Response:1(a)(i): |
1(a)(ii): |
1 (b): |
1(c): |
1(d): |
|
FULL NAME |
SPECIAL ADVISORS |
JOB TITLE |
SALARY PA |
ALLOWANCES PM |
HIGHEST QUALIFICATION |
Phophi Peggy Mphigalale |
NONE |
SECRETARY/RECEPTIONIST |
R 171 273.00 |
PNPA SECRETARY: 1240.00 |
BACHELOR OF SOCIAL SCIENCE |
Jeanette Ntombizodwa Skwatsha |
NONE |
SECRETARY/RECEPTIONIST MINISTERIAL TYPIST |
R 221 106.00 |
PNPA REG CLERK: R1240.00 |
GRADE 12 & CERTIFICATE IN INTRODUCTION TO ACCOUNTING |
Rakgopa Steve Mabua |
NONE |
PRIVATE SECRETARY/ APPOINTMENTS SECRETARY |
R727 149.00 (ALL INCLUSIVE PACKAGE) |
PNPA ROLE PLAYING: R5555.00 |
DIPLOMA OFFICE ADMINISTRATION, DIPLOMA SECRETARIAL SKILLS AND COMPUTER SOFTWARE |
Walter Mncube |
NONE |
MEDIA LIAISON OFFICER |
R864 177.00 (ALL INCLUSIVE PACKAGE) |
PNPA ROLE PLAYING: R5090.00 |
BACHELORS DEGREE IN TECHNOLOGY JOURNALISM, NATIONAL DIPLOMA JOURNALISM |
Troy Airon Martens |
NONE |
MINISTERIAL SPOKESPERSON |
R795090.00 (ALL INCLUSIVE PACKAGE) |
NONE |
NATIONAL DIPLOMA: JOURNALISM |
Randall Paul Zachari Van Den Heever |
NONE |
PARLIAMENTARY OFFICER |
R917 220.00 (ALL INCLUSIVE PACKAGE) |
PNPA ROLE PLAYING: R5090.01 |
BA EDUCATION, BACHELOR OF ADMINISTRATION, BACHELOR OF ADMINISTRATION HONOURS |
Sello Paulos Sehlabelo |
NONE |
CHIEF OF STAFF (CD) |
R1 04 2500.00 (ALL INCLUSIVE PACKAGE) |
PNPA ROLE PLAYING: R3980.00 |
BA BACCALAUREUS ARTIUM, UNIVERSITY EDUCATION DIPLOMA, |
Christopher Kgale Phahlamohlaka |
NONE |
SENIOR SECURITY OFFICER |
R 202 215.00 |
NONE |
GRADE 12 MATRIC |
Raymond Khala |
NONE |
ADMINISTRATIVE SECRETARY |
R864 177.00 (ALL INCLUSIVE PACKAGE) |
NONE |
HIGHER SECONDARY TEACHERS DIPLOMA, BA, BA HONOURS IN AFRICAN LITERATURE AND ENGLISH, MA IN ENGLISH & LINGUISTICS |
2(a)(i): |
2(a)(ii): |
2(b): |
2(c): |
2(d): |
|
SURNAME |
|
JOB TITLE |
SALARY PA |
ALLOWANCES |
HIGHEST QUALIFICATION |
CHRISTEL DE BEER |
NONE |
ACTING HEAD (DIRECTOR) |
R695 379.00 (ALL INCLUSIVE PACKAGE) (Acting Allowance R14 066.50 pm) |
PNPA ROLE PLAYING: R5090.00 |
BACHELOR OF ARTS: HUMAN AND SOCIAL STUDIES |
CARMEN CHARMAINE VAN WYK |
NONE |
MEDIA LIAISON OFFICER/PARLIAMENTARY OFFICE |
R695 379.00 (ALL INCLUSIVE PACKAGE) |
PNPA ROLE PLAYING: R5090.00 |
GRADE 12 MATRIC |
IPILENG PRUDENCE KGARI |
NONE |
ACTING PRIVATE SECRETARY/ APPOINTMENTS SECRETARY |
R 168 741.00 (Acting Allowance R16 076.50 pm) |
PNPA SECRETARY: 1240.00 |
GRADE 12 MATRIC CURRENTLY STUDYING TO ATTAIN NATIONAL DIPLOMA: PUBLIC RELATIONS MANAGEMENT |
NEO TUMELO MOLAI |
NONE |
ACTING CHIEF REGISTRY CLERK |
R 163 791.00 (Acting Allowance R2 707.25 pm) |
PNPA REG CLERK: R1240.00 |
GRADE 12 MATRIC CURRENTLY STUDYING TO ATTAIN NATIONAL DIPLOMA: INFORMATION TECHNOLOGY |
ONGOPOTSE MASOTE |
NONE |
AIDE OR DRIVER /MESSENGER |
R 132 399.00 |
PNPA REG CLERK: R1240.00 |
CAMBRIDGE INTERNATIONAL EXAMINATIONS GRADE 12 CURRENTLY STUDYING TO ATTAIN BACHELOR OF COMMERCE: MARKETING & MANAGEMENT |
03 December 2015 - NW3994
Davis, Mr GR to ask the Minister of Basic Education
(1)What amount did her department spend on hotel stays for her in the past three financial years, in each case indicating the (a)(i) name, (ii) location and (iii) star grading of the specified hotel, (b) cost of each stay, (c) duration of each stay and (d) purpose of the visit which necessitated the use of the specified hotel; (2) what amount did her department spend on hotel stays for the Deputy Minister in the past three financial years, in each case indicating the (a)(i) name, (ii) location and (iii) star grading of the specified hotel, (b) cost of each stay, (c) duration of each stay and (d) purpose of the visit which necessitated the use of the specified hotel?
Reply:
The Minister of Basic Education did spend as follows on hotel stays for her and her Deputy Minister:
(1) The Minister spent R594 999.54 on hotel stays in the past 3 financial years:
|
|
||||||
Date |
(a)(i) Name |
(ii) Location |
(iii) Star grading |
(b) Cost |
(c) Duration (nights) |
(d) Purpose |
|
2012/13 |
|||||||
14/03/2012 |
Fusion Boutique Hotel |
Polokwane |
5 |
R4918.99 |
1 |
Intervention |
|
24/04/2012 |
Premier Hotel ELICC |
East London |
4 |
R8988.98 |
3 |
Intervention |
|
05/07/02012 |
Garden Court Mthatha |
Mthatha |
3 |
R5280.89 |
2 |
Intervention |
|
15/07/2012 |
Protea Hotel Mafikeng |
Mafikeng |
4 |
R1392.99 |
1 |
Official meeting |
|
17/07/2012 |
Garden Court Mthatha |
Mthatha |
3 |
R2399.94 |
2 |
Intervention |
|
24/07/2012 |
Fusion Boutique Hotel |
Polokwane |
5 |
R3487.14 |
1 |
Intervention |
|
04/08/2012 |
Tsogo Sun Bloemfontein |
Bloemfontein |
4 |
R2887.99 |
1 |
Official meeting |
|
14/08/2012 |
Fusion Boutique Hotel |
Polokwane |
5 |
R8195.99 |
2 |
Intervention |
|
12/09/2012 |
Fusion Boutique Hotel |
Polokwane |
5 |
R4316.99 |
1 |
Intervention |
|
17/09/2011 Pd in 2012 |
Protea Hotel Mafikeng |
Mafikeng |
4 |
R3350.89 |
2 |
Official meeting |
|
20/09/2012 |
Hilton Durban |
Durban |
5 |
R3086.99 |
1 |
Official meeting |
|
26/09/2012 |
Premier Hotel ELICC |
East London |
4 |
R4915.99 |
2 |
Intervention |
|
01/10/2012 |
Garden Court Mthatha |
Mthatha |
3 |
R9169.99 |
3 |
Intervention |
|
25/11/2012 |
Irene Country Lodge (African pride) |
Centurion |
5 |
R13441.71 |
1 |
Meeting Stakeholders |
|
14/12/2012 |
Tsogo Sun Bloemfontein |
Bloemfontein |
4 |
R44175.36 |
7 |
Official meetings |
|
11/01/2013 |
Hilton Durban |
Durban |
5 |
R4997.99 |
1 |
Official meeting |
|
R125008.82 |
|||||||
2013/14 |
|||||||
19/03/2013 |
Garden Court East London |
East London |
3 |
R3777.03 |
1 |
Intervention |
|
26/03/2013 |
Riverdell B&B |
Hillcrest |
4 |
R1162.28 |
1 |
BRICS Conference |
|
29/03/2015 |
Fairview River Lodge |
Tzaneen |
4 |
R3057.28 |
2 |
SGB Meetings |
|
02/04/2013 |
Garden Court Mthatha |
Mthatha |
3 |
R7935.11 |
3 |
Stakeholder Meetings and School Visits |
|
12/04/2013 |
Premier Hotel ELICC |
East London |
4 |
R2192.28 |
1 |
Intervention |
|
15/04/2013 |
26 on Chamberlain Guest House |
Queenstown |
4 |
R1258.28 |
1 |
Attend intervention meetings |
|
20/05/2013 |
Fusion Boutique Hotel |
Polokwane |
5 |
R5636.28 |
1 |
Meeting with LDOE officials |
|
21/05/2013 |
Garden Court Mthatha |
Mthatha |
3 |
R2710.13 |
1 |
Opening of a school |
|
25/05/2013 |
Irene Country Lodge (African pride) |
Centurion |
5 |
R12340.56 |
2 |
Meeting stakeholders |
|
27/05/2013 |
Tsogo Sun Bloemfontein |
Bloemfontein |
4 |
R4333.63 |
1 |
Official meeting |
|
01/06/2013 |
Fusion Boutique Hotel |
Polokwane |
5 |
R4348.28 |
1 |
Intervention |
|
19/06/2013 |
Zimbali Lodge |
Umhlali |
- |
R14395.28 |
2 |
Official meeting |
|
06/07/2013 |
Oyster Box Hotel |
Umhlanga Rocks |
5 |
R6609.03 |
1 |
Official meeting |
|
16/07/2013 |
Garden Court Mthatha |
Mthatha |
3 |
R5357.98 |
2 |
Intervention |
|
24/07/2013 |
Fusion Boutique Hotel |
Polokwane |
5 |
R7162.28 |
1 |
Intervention |
|
26/07/2013 |
Irene Country Lodge (African pride) |
Centurion |
5 |
R6304.28 |
1 |
Official meeting |
|
08/08/2013 |
Protea Hotel Kruger Gate |
KNP |
4 |
R2041.05 |
1 |
Official meeting |
|
21/08/2013 |
Protea Hotel Clarens |
Clarens |
4 |
R2304.23 |
1 |
Opening of a School in QwaQwa |
|
12/09/2013 |
Hotel De Convencoes De Talatona |
Luanda |
5 |
R34880.00 |
2 |
Attending a Women’s Workshop |
|
24/09/2013 |
Garden Court Mthatha |
Mthatha |
3 |
R2811.08 |
1 |
Intervention |
|
26/09/2013 |
Premier Hotel ELICC |
East London |
4 |
R2332.28 |
1 |
Intervention meetings |
|
05/10/2013 |
Irene Country Lodge (African pride) |
Centurion |
5 |
R4887.28 |
1 |
Official meeting |
|
10/10/2013 |
Fusion Boutique Hotel |
Polokwane |
5 |
R7054.28 |
1 |
Intervention |
|
1/11/2013 |
Hyatt Paris Madeleine |
Paris |
5 |
R63693.98 |
7 |
Official visit to Paris via DIRCO |
|
23/11/2013 |
Premier Hotel ELICC |
East London |
4 |
R3677.28 |
2 |
Intervention |
|
29/11/2013 |
Irene Country Lodge (African pride) |
Centurion |
5 |
R8975.28 |
2 |
Attending meetings |
|
13/12/2013 |
Garden Court East London |
East London |
3 |
R14417.68 |
4 |
Intervention meetings |
|
30/12/2013 |
Royal Hotel Durban |
Durban |
4 |
R2476.99 |
1 |
Official meetings |
|
10/01/2014 |
The Cycad Lodge |
Nelspruit |
- |
R2042.28 |
1 |
Minister’s Mpumalanga deployment |
|
16/01/2014 |
Garden Court Mthatha |
Mthatha |
3 |
R2917.08 |
1 |
Intervention |
|
07/03/2014 |
Boschdal Guest House |
Rustenburg |
- |
R1717.28 |
1 |
Attending meetings |
|
10/03/2014 |
Imperani Guest House |
Ficksburg |
- |
R1407.28 |
2 |
Attending meetings in Bloemfontein |
|
15/03/2014 |
Protea Hotel Clarens |
Clarens |
4 |
R1805.68 |
1 |
Attending meetings |
|
R248021.00 |
|||||||
2014/15 |
|||||||
18/01/2014 |
The Royal Horseguards |
London |
5 |
R71895.99 |
5 |
Official visit to London via DIRCO |
|
01/04/2014 |
Garden Court Kimberley |
Kimberley |
3 |
R2996.08 |
1 |
Minister to attend meetings in Kuruman |
|
02/04/2014 |
Jubilee Guest House |
Upington |
- |
R1187.28 |
1 |
Minister to attend meetings in Kuruman |
|
07/04/2014 |
Hilton Durban |
Durban |
5 |
R14558.28 |
2 |
Attending meetings |
|
09/04/2014 |
Oyengweni Guest House |
Ladysmith |
- |
R4097.26 |
3 |
Attending meetings |
|
14/04/2014 |
Southern Sun Emnotweni Hotel |
Nelspruit |
4 |
R11840.48 |
2 |
Attending meetings in Nelspruit |
|
22/04/2014 |
Fusion Boutique Hotel |
Polokwane |
5 |
R19926.28 |
4 |
Ministerial duties |
|
28/04/2014 |
Radisson Blu Hotel |
Port Elizabeth |
5 |
R3265.18 |
1 |
Ministerial duties |
|
30/04/2014 |
Premier Hotel Cascades |
East London |
4 |
R20599.28 |
3 |
Ministerial duties |
|
30/05/2014 |
Irene Country Lodge (African pride) |
Centurion |
5 |
R7540.70 |
1 |
Ministerial responsibility |
|
20/06/2014 |
Irene Country Lodge (African pride) |
Centurion |
5 |
R7013.28 |
2 |
Minister attending meetings |
|
01/08/2014 |
Zimbali Lodge |
Umhlali |
- |
R7968.78 |
2 |
Minister to attend meetings |
|
03/08/2014 |
Irene Country Lodge (African pride) |
Centurion |
5 |
R4392.03 |
1 |
Official meeting |
|
30/08/2014 |
Southern Sun Hemmingways |
East London |
5 |
R9926.56 |
2 |
Ministerial duties |
|
25/09/2014 |
Fusion Boutique Hotel |
Polokwane |
5 |
R5157.28 |
1 |
Ministerial duty |
|
20/10/2014 |
Fusion Boutique Hotel |
Polokwane |
5 |
R4819.28 |
1 |
Intervention |
|
22/11/2014 |
Irene Country Lodge (African pride) |
Centurion |
5 |
R2936.42 |
1 |
Ministerial duties |
|
30/11/2014 |
Southern Sun Elangeni and Maharani |
Durban |
4 |
R5830.28 |
1 |
Ministerial duties |
|
06/12/2014 |
Pheasant Hill |
Doornkloof East |
- |
R887.28 |
1 |
Attending meetings |
|
11/12/2014 |
Birchwood Hotel |
Boksburg |
4 |
R4671.28 |
4 |
Ministerial duties |
|
02/01/2015 |
Protea Hotel Kimberley |
Kimberley |
4 |
R2559.88 |
1 |
Ministerial duties |
|
16/01/2015 |
Fusion Boutique Hotel |
Polokwane |
5 |
R6733.28 |
1 |
Intervention |
|
19/02/2015 |
Pheasant Hill |
Doornkloof East |
- |
R1167.28 |
1 |
Attending meetings |
|
R221969.72 |
|||||||
- The Deputy Minister spent R313 360.20 on hotel stays in the past 3 financial years:
DOT |
(a)(i) Name |
(ii) Location |
(iii) Star grading |
(b) Cost |
(c) Duration |
(d) Purpose |
|
2012/13 |
|||||||
10/01/2012 Pd in ’12fy |
Cremorne Estate |
Port St Johns |
- |
R864.99 |
1 |
School visits in Mthatha |
|
27/03/2012 Pd in ‘12fy |
Hemmingways Hotel |
East London |
4 |
R5063.94 |
1 |
ECD Conference |
|
24/04/2012 |
Premier Hotel ELICC |
East London |
4 |
R2206.99 |
1 |
Official duties |
|
08/05/2012 |
Tsogo sun Elangeni |
Durban |
4 |
R5426.99 |
1 |
Official duties |
|
26/05/2012 |
Garden Court Marine Parade |
Durban |
3 |
R2678.99 |
1 |
Official duties |
|
09/07/2012 |
Premier Hotel ELICC |
East London |
4 |
R4021.49 |
1 |
Official duties |
|
15/07/2012 |
Protea Hotel Nelspruit |
Nelspruit |
4 |
R1395.74 |
1 |
Official duties |
|
20/08/2012 |
Premier Hotel ELICC |
East London |
4 |
R1820.99 |
1 |
Official duties |
|
26/08/2012 |
Kob Inn Guest House |
East London |
- |
R856.99 |
1 |
Official duties |
|
26/09/2012 |
Premier Hotel ELICC |
East London |
4 |
R5331.99 |
2 |
Official duties |
|
19/11/2012 |
Premier Hotel ELICC |
East London |
4 |
R2224.69 |
1 |
Official duties |
|
02/12/2012 |
26 On Chamberlain Guest House |
Queenstown |
- |
R1841.99 |
2 |
Official duties |
|
14/12/2012 |
Senzeni Event Management |
Johannesburg |
- |
R44961.98 |
8 |
Official duties |
|
09/01/2013 |
Mont D’or Hotel & Conference centre |
Clarens |
3 |
R1818.99 |
1 |
Official duties |
|
11/01/2013 |
Southern Sun Elangeni |
Durban |
4 |
R4331.69 |
2 |
Official duties |
|
16/01/2013 |
Margate Hotel |
Margate |
3 |
R1331.99 |
1 |
School visits |
|
02/02/2013 |
Tsogo Sun North Beach |
Durban |
4 |
R4869.99 |
1 |
Official duties |
|
R91050.42 |
|||||||
2013/14 |
|||||||
12/03/2013 |
NH Barbizon Palace |
Amsterdam |
5 |
R12450.00 |
3 |
Attending the 3rd International Summit on the teaching profession |
|
18/04/2013 |
Walmont At Graceland |
Secunda |
- |
R2192.28 |
1 |
Official duties |
|
25/04/2013 |
Protea Hotel Montrose |
Harrismith |
3 |
R1804.28 |
1 |
Official duties to Phuthaditjhaba |
|
19/06/2013 |
Zimbali Lodge |
Umhlali |
- |
R15021.86 |
2 |
CEM meeting |
|
21/07/2013 |
Garden Court Mthatha |
Mthatha |
3 |
R2893.13 |
1 |
Ceremonial handover of Ndlovayiphathwa Primary School |
|
22/08/2013 |
Garden Court Mthatha |
Mthatha |
3 |
R11475.08 |
1 |
Opening of Mqokolweni Primary School |
|
19/09/2013 |
Southern Sun Elangeni |
Durban |
4 |
R5906.23 |
1 |
Attending Sastri College Alumni Colloquium Dinner |
|
20/09/2013 |
Radisson Blu Hotel |
Maputo |
5 |
R8687.32 |
4 |
Official visit to Maputo via DIRCO |
|
04/10/2013 |
Hilton Durban |
Durban |
5 |
R6297.28 |
1 |
Attending ELRC Teachers Day celebration |
|
1/11/2013 |
Hyatt Paris Madeleine |
Paris |
5 |
R63693.98 |
7 |
Official visit to Paris via DIRCO |
|
11/10/2013 |
Garden Court Mthatha |
Mthatha |
3 |
R3040.08 |
1 |
Handing over of ASIDI school |
|
21/11/2013 |
Garden Court Mthatha |
Mthatha |
3 |
R3017.08 |
1 |
ASIDI school opening |
|
12/12/2013 |
Garden Court East London |
East London |
3 |
R7994.08 |
4 |
Attending the funeral of Late Former President Nelson Mandela |
|
29/01/2014 |
Premier Hotel ELICC |
East London |
4 |
R1972.28 |
1 |
Visit to the ECDOE |
|
30/01/2014 |
Cosy Posy Guest House |
Lusikisiki |
3 |
R1329.24 |
1 |
Visit to the ECDOE |
|
R147774.20 |
|||||||
2014/15 |
|||||||
06/03/2014 |
Birchwood Hotel |
Boksburg |
4 |
R1882.88 |
1 |
Attending the National Teaching Awards and Addressing the Discipline |
|
08/03/2014 |
Out of Africa Carnavon |
Northern Cape |
- |
R1412.28 |
1 |
Addressing the launch of the Women’s Legacy services publication and participating in the door-to-door campaign |
|
22/03/2014 |
Annie’s House |
Cradock |
- |
R737.28 |
1 |
Door-to-door campaign |
|
23/03/2014 |
Raddisson Blu Hotel |
Port Elizabeth |
4 |
R3036.93 |
1 |
Door-to-door campaign |
|
24/04/2014 |
Arcadia Guest House |
Kroonstad |
- |
R887.28 |
1 |
Attending Kagiso Shanduka Trust Project Launch |
|
24/06/2014 |
Hotel Nikko Tokyo |
Tokyo |
5 |
R29775.44 |
4 |
Official visit to Tokyo via DIRCO |
|
16/07/2014 |
Southern Sun Elangeni |
Durban |
4 |
R2406.38 |
1 |
Addressing the South African Schools Choral Eisteddfod |
|
17/07/2014 |
Garden Court Mthatha |
Mthatha |
3 |
R3695.03 |
1 |
Handover of ASIDI school |
|
24/08/2014 |
Ruby Stone Boutique Hotel |
Polokwane |
4 |
R1837.28 |
1 |
Attending Limpopo Education Dialogue |
|
23/09/2014 |
Premier Hotel ELICC |
East London |
4 |
R6108.78 |
2 |
Official duties |
|
24/09/2014 |
Protea Hotel Waterfront Richards Bay |
Richards Bay |
3 |
R13125.58 |
2 |
National Advocacy Programme |
|
02/12/2014 |
Garden Court East London |
East London |
3 |
R4148.03 |
1 |
Addressing the DBE World AIDS Day event and visit the ECDOE |
|
09/12/2014 |
Southern Sun Elangeni |
Durban |
4 |
R2481.38 |
1 |
Attending and addressing the SANZAF event |
|
14/01/2015 |
Garden Court Polokwane |
Polokwane |
3 |
R3001.03 |
1 |
School visit to Limpopo |
|
R74535.58 |
|||||||
03 December 2015 - NW3992
Grootboom, Mr GA to ask the Minister of Basic Education
Whether her department complied with the regulations in respect of the provision of sanitation to the Vuma Combined School in eMalahleni, Mpumalanga, as stipulated in Annexure G in the Regulations Relating to Minimum Uniform Norms and Standards for Public School Infrastructure contained in the SA Schools Act, Act 84 of 1996; if not, (a) why not and (b) when will her department comply in this regard; if so, (i) what are the conditions of (aa) girls’ (aaa) toilets and (bbb) basins, (bb) boys’ (aaa) urinals and (bbb) basins and (cc) unisex disabled (aaa) toilets and (bbb) basins at the specified school and (ii) will her department ensure that the specified facilities are in a suitable condition to be used by the learners?
Reply:
(a), (b) (i), (aa), (bb), (cc) According to the Mpumalanga Department of Education, the school has a total of forty two (42) toilets seats, serving seven hundred and seven (707) learners. On the basis of that, the sanitation infrastructure at Vuma Combined School does comply with the Regulations Relating to Minimum Uniform Norms and Standards for Public School Infrastructure as contained in the SA Schools Act, Act 84 of 1996. However, it should be noted that, out of the 42 toilet seats provided, twenty two (22) toilets and washbasins are broken and damaged due to theft and vandalism, experienced by the school. Further, plumbing pipes connected to basins and taps are constantly being stolen and vandalised. Twenty (20) toilet seats are in good condition and facilities for disabled learners have been provided.
(b), (ii). The implementation targets are clearly outlined in the National Minimum Uniform Norms and Standard to address all the infrastructure challenges. The Mpumalanga Department of Education has also developed its own implementation plans towards meeting the requirements of the Norms and Standards and their implementation is monitored by the Department on a regular basis. To this effect, the Mpumalanga Department of Education has allocated an amount of R241 million in the current financial year to address basic services and a total of one hundred and seventy eight (178) schools will benefit. An amount of R659 million has been allocated in the 2016/17 financial year to finally address all basic services backlog in the Province.
03 December 2015 - NW3991
Grootboom, Mr GA to ask the Minister of Basic Education
(1)Whether her department complied with the regulations for the provision of sanitation to the Mmagobana Combined School in eMalahleni, Mpumalanga, as stipulated in Annexure G in the Regulations Relating to Minimum Uniform Norms and Standards for Public School Infrastructure contained in the South African Schools Act, Act 84 of 1996; if not, (a) why not and (b) when will her department comply in this regard; if so, (i) what are the conditions of the (aa) girls’ (aaa) toilets and (bbb) basins, (bb) boys’ (aaa) urinals and (bbb) basins and (cc) unisex disabled (aaa) toilets and (bbb) basins at the specified school; (2) whether her department will ensure that the specified facilities are in a suitable condition to be used by the learners; if not, why not; if so, what are the relevant details?
Reply:
- (b), (i), (aa), (bb), (cc), According to the Mpumalanga Department of Education (DoE), the school has a total of 29 toilets seats serving 656 Learners. However, there are no basins, urinals and unisex disabled toilets and the condition of the toilets is not of good standard, though still usable. On the basis of that, the sanitation infrastructure at Mmagobana Combined School partially complies with the Regulations Relating to Minimum Uniform Norms and Standards for Public School Infrastructure, as contained in the SA Schools Act, Act 84 of 1996. To address the situation at this school, the Mpumalanga DoE has engaged private companies for assistance in this regard. Eskom has agreed to assist the school through its Community School Improvement (CSI) Project and plans are at an advanced stage to revamp the sanitation facilities and replace the old sanitation system.
- The implementation targets are clearly outlined in the National Minimum Uniform Norms and Standards to address all the infrastructure challenges. The Mpumalanga DoE has also developed its own implementation plans towards meeting the requirements of the National Minimum Uniform Norms and Standards and their implementation is monitored by the Department on a regular basis. To this effect, the Mpumalanga Department of Education has allocated an amount of R241 million in the current financial year to address basic services and a total of 178 schools will benefit. An amount of R659 million has been allocated in the 2016/17 financial year to finally address all basic services backlog in the Province.
01 December 2015 - NW3745
Lovemore, Ms AT to ask the Minister of Basic Education
(1)What are the names of the secondary schools that currently offer (a) electrical technology, and/or (b) civil technology and/or (c) mechanical technology in each (i) province and (ii) district; (2) what are the relevant details of the technical curriculum subjects to be introduced in Grade 10 in 2016; (3) whether each of the technical schools at which the specified curriculum will be introduced has (a) appropriately trained teachers and (b) appropriate equipment to allow the introduction of the new curriculum; if not, what measures are being taken by her department to rectify the problem; (4) will all learners who follow a technical curriculum have a choice between technical mathematics and pure mathematics; if not, why not; (5) whether she is considering the use of aptitude tests in schools to determine the academic or technical skills of learners; if not, why not; if so, what are the relevant details?
Reply:
(1) (a)(b)(c)(i)(ii)
Names of the secondary schools that currently offer (a) Electrical Technology, and/or (b) Civil Technology and/or (c) Mechanical Technology in each (i) province and (ii) district;
Province: Eastern Cape
Schools Offering Technical Subjects per District Annual Survey 2015
Name of school |
Civil Technology |
Electrical Technology |
Mechanical Technology |
District |
|
Blythswood High School |
X |
Butterworth |
|||
Blythswood High School |
X |
Butterworth |
|||
Blythswood High School |
X |
Butterworth |
|||
Nolita Comprehensive Tech High School |
X |
Butterworth |
|||
Nolita Comprehensive Tech High School |
X |
Butterworth |
|||
Nolita Comprehensive Tech High School |
X |
X |
Butterworth |
||
Vuli Valley Senior Secondary School |
X |
Butterworth |
|||
Vuli Valley Senior Secondary School |
X |
Butterworth |
|||
Vuli Valley Senior Secondary School |
X |
Butterworth |
|||
Tsomo Senior Secondary School |
X |
X |
Cofimvaba |
||
Tsomo Senior Secondary School |
X |
X |
Cofimvaba |
||
Tsomo Senior Secondary School |
X |
X |
X |
Cofimvaba |
|
Isikhoba Nombewu Tech Senior Secondary School |
X |
X |
Cofimvaba |
||
Isikhoba Nombewu Tech Senior Secondary School |
X |
X |
X |
Cofimvaba |
|
Isikhoba Nombewu Tech Senior Secondary School |
X |
X |
X |
Cofimvaba |
|
Matthew Goniwe Comprehensive Secondary School |
X |
X |
Cradock |
||
Matthew Goniwe Comprehensive Secondary School |
X |
X |
Cradock |
||
Matthew Goniwe Comprehensive Secondary School |
X |
Cradock |
|||
Bashee Compreshensive High School |
X |
Dutywa |
|||
Bashee Compreshensive High School |
X |
Dutywa |
|||
Bashee Compreshensive High School |
X |
Dutywa |
|||
Enoch Mamba Senior Secondary & Tech Inst |
X |
X |
Dutywa |
||
Enoch Mamba Senior Secondary & Tech Inst |
X |
X |
Dutywa |
||
Enoch Mamba Senior Secondary & Tech Inst |
X |
X |
Dutywa |
||
Nomaka Mbeki Tech Senior Secondary School |
X |
X |
Dutywa |
||
Nomaka Mbeki Tech Senior Secondary School |
X |
X |
Dutywa |
||
Nomaka Mbeki Tech Senior Secondary School |
X |
X |
Dutywa |
||
Dumalisile Comprehensive High |
X |
X |
Dutywa |
||
Dumalisile Comprehensive High |
X |
X |
Dutywa |
||
Dumalisile Comprehensive High |
X |
X |
Dutywa |
||
Elliotdale Tech Senior Secondary School |
X |
X |
X |
Dutywa |
|
Elliotdale Tech Senior Secondary School |
X |
X |
X |
Dutywa |
|
Elliotdale Tech Senior Secondary School |
X |
X |
X |
Dutywa |
|
Alphendale Senior Secondary School |
X |
X |
East London |
||
Alphendale Senior Secondary School |
X |
X |
East London |
||
Alphendale Senior Secondary School |
X |
X |
East London |
||
Buchule Tech High School |
X |
X |
X |
East London |
|
Buchule Tech High School |
X |
X |
X |
East London |
|
Buchule Tech High School |
X |
X |
X |
East London |
|
David Mama Senior Secondary School |
X |
X |
East London |
||
David Mama Senior Secondary School |
X |
X |
X |
East London |
|
Kusile Comprehensive School |
X |
X |
East London |
||
Kusile Comprehensive School |
X |
X |
East London |
||
Kusile Comprehensive School |
X |
X |
East London |
||
Port Rex Tech High School |
X |
X |
X |
East London |
|
Port Rex Tech High School |
X |
X |
X |
East London |
|
Port Rex Tech High School |
X |
X |
X |
East London |
|
Ulwazi Secondary School |
X |
X |
X |
East London |
|
Ulwazi Secondary School |
X |
X |
X |
East London |
|
Wongalethu High School |
X |
East London |
|||
Wongalethu High School |
X |
X |
East London |
||
Vulindlela Technical Centre |
X |
X |
X |
East London |
|
Vulindlela Technical Centre |
X |
X |
X |
East London |
|
Vulindlela Technical Centre |
X |
X |
X |
East London |
|
Wings Aviation Academy |
X |
Fort Beaufort |
|||
Wings Aviation Academy |
X |
Fort Beaufort |
|||
Adelaide Gymnasium |
X |
X |
X |
Fort Beaufort |
|
Adelaide Gymnasium |
X |
X |
X |
Fort Beaufort |
|
Adelaide Gymnasium |
X |
X |
X |
Fort Beaufort |
|
Nzululwazi Senior Secondary School |
X |
X |
Fort Beaufort |
||
Nzululwazi Senior Secondary School |
X |
X |
Fort Beaufort |
||
Richard Varha Senior Secondary School |
X |
X |
King Williams Town |
||
Richard Varha Senior Secondary School |
X |
X |
King Williams Town |
||
Richard Varha Senior Secondary School |
X |
X |
King Williams Town |
||
Phumlani Senior Secondary School |
X |
X |
X |
Lady Frere |
|
Phumlani Senior Secondary School |
X |
X |
X |
Lady Frere |
|
Phumlani Senior Secondary School |
X |
X |
X |
Lady Frere |
|
Gobinamba Tech And Comm Senior Secondary School |
X |
Libode |
|||
Gobinamba Tech And Comm Senior Secondary School |
X |
Libode |
|||
Majali Technical Senior Secondary School |
X |
Libode |
|||
Mhlanganisweni Comm & Tech Senior Secondary School |
X |
Libode |
|||
Mhlanganisweni Comm & Tech Senior Secondary School |
X |
Libode |
|||
Mhlanganisweni Comm & Tech Senior Secondary School |
X |
Libode |
|||
Smuts Ndamase Senior Secondary School |
X |
Libode |
|||
Smuts Ndamase Senior Secondary School |
X |
Libode |
|||
Smuts Ndamase Senior Secondary School |
X |
Libode |
|||
Vakele Technical Senior Secondary School |
X |
X |
X |
Libode |
|
Vakele Technical Senior Secondary School |
X |
X |
X |
Libode |
|
Vakele Technical Senior Secondary School |
X |
X |
X |
Libode |
|
Dalibunga Comp High School |
X |
Libode |
|||
Dalibunga Comp High School |
X |
Libode |
|||
Dalibunga Comp High School |
X |
Libode |
|||
Dimanda Senior Secondary School |
X |
Libode |
|||
Dimanda Senior Secondary School |
X |
Libode |
|||
Flagstaff Comp Ss School |
X |
X |
X |
Lusikisiki |
|
Flagstaff Comp Ss School |
X |
X |
X |
Lusikisiki |
|
Flagstaff Comp Ss School |
X |
X |
X |
Lusikisiki |
|
Hillbrow Senior Secondary School |
X |
X |
Lusikisiki |
||
Hillbrow Senior Secondary School |
X |
X |
Lusikisiki |
||
Hillbrow Senior Secondary School |
X |
X |
Lusikisiki |
||
Mqikela Senior Secondary School |
X |
X |
X |
Lusikisiki |
|
Mqikela Senior Secondary School |
X |
X |
X |
Lusikisiki |
|
Mqikela Senior Secondary School |
X |
X |
X |
Lusikisiki |
|
Moshesh Senior Secondary School |
X |
X |
X |
Maluti |
|
Moshesh Senior Secondary School |
X |
X |
X |
Maluti |
|
Moshesh Senior Secondary School |
X |
X |
X |
Maluti |
|
Mount Hargreaves Senior Secondary School |
X |
X |
Maluti |
||
Phumelele Comp Tech Senior Secondary School |
X |
X |
Maluti |
||
Phumelele Comp Tech Senior Secondary School |
X |
X |
Maluti |
||
Phumelele Comp Tech Senior Secondary School |
X |
X |
Maluti |
||
Oliver Tambo Tech High School |
X |
X |
Mbizana |
||
Oliver Tambo Tech High School |
X |
X |
Mbizana |
||
Oliver Tambo Tech High School |
X |
X |
Mbizana |
||
Thembalesizwe Comp Tech Senior Secondary School |
X |
Mbizana |
|||
Thembalesizwe Comp Tech Senior Secondary School |
X |
Mbizana |
|||
Thembalesizwe Comp Tech Senior Secondary School |
X |
Mbizana |
|||
Vulindlela Comprehensive Technical High School |
X |
X |
X |
Mbizana |
|
Vulindlela Comprehensive Technical High School |
X |
X |
X |
Mbizana |
|
Vulindlela Comprehensive Technical High School |
X |
X |
X |
Mbizana |
|
Winnie Mandela Comp Tech Senior Secondary School |
X |
X |
Mbizana |
||
Winnie Mandela Comp Tech Senior Secondary School |
X |
X |
Mbizana |
||
Winnie Mandela Comp Tech Senior Secondary School |
X |
Mbizana |
|||
Cangci Comprehensive Technical High |
X |
X |
X |
Mbizana |
|
Cangci Comprehensive Technical High |
X |
X |
X |
Mbizana |
|
Cangci Comprehensive Technical High |
X |
X |
X |
Mbizana |
|
Jamangile Senior Secondary School |
X |
Mt Fletcher |
|||
Jamangile Senior Secondary School |
X |
Mt Fletcher |
|||
Jamangile Senior Secondary School |
X |
Mt Fletcher |
|||
Sidinane Senior Secondary School |
X |
X |
X |
Mt Fletcher |
|
Sidinane Senior Secondary School |
X |
X |
X |
Mt Fletcher |
|
Sidinane Senior Secondary School |
X |
X |
X |
Mt Fletcher |
|
Tsitsana Comprehensive Senior Secondary School |
X |
X |
Mt Fletcher |
||
Tsitsana Comprehensive Senior Secondary School |
X |
X |
Mt Fletcher |
||
Tsitsana Comprehensive Senior Secondary School |
X |
X |
Mt Fletcher |
||
Bonxa High School |
X |
Mt Frere |
|||
Bonxa High School |
X |
Mt Frere |
|||
Bonxa High School |
X |
Mt Frere |
|||
Mt Ayliff Senior Secondary School |
X |
X |
Mt Frere |
||
Mt Ayliff Senior Secondary School |
X |
X |
X |
Mt Frere |
|
Mt Ayliff Senior Secondary School |
X |
X |
X |
Mt Frere |
|
St Marks Junior Secondary School |
X |
X |
Mt Frere |
||
St Marks Junior Secondary School |
X |
X |
Mt Frere |
||
St Marks Junior Secondary School |
X |
X |
Mt Frere |
||
Mfazwe Comp Tech High School |
X |
Mt Frere |
|||
Mfazwe Comp Tech High School |
X |
Mt Frere |
|||
Mfazwe Comp Tech High School |
X |
Mt Frere |
|||
Chief N Z Mtirara Senior Secondary School |
X |
Mthata |
|||
Mandela School Of Science And Technology |
X |
Mthata |
|||
Wilo Comprehensive Senior Secondary School |
X |
Mthata |
|||
Xolilizwe Sangoni Senior Secondary School |
X |
X |
Mthata |
||
Xolilizwe Sangoni Senior Secondary School |
X |
X |
Mthata |
||
Xolilizwe Sangoni Senior Secondary School |
X |
X |
Mthata |
||
Jumba Senior Secondary School |
X |
Mthata |
|||
Jumba Senior Secondary School |
X |
Mthata |
|||
Jumba Senior Secondary School |
X |
Mthata |
|||
Jonguhlanga Junior Secondary School |
X |
X |
X |
Mthata |
|
Jonguhlanga Junior Secondary School |
X |
X |
X |
Mthata |
|
Jonguhlanga Junior Secondary School |
X |
X |
X |
Mthata |
|
Umtata Technical High School |
X |
X |
X |
Mthata |
|
Umtata Technical High School |
X |
X |
X |
Mthata |
|
Umtata Technical High School |
X |
X |
X |
Mthata |
|
Ikwezi Technical Skill Centre |
X |
X |
X |
Mthata |
|
Ikwezi Technical Skill Centre |
X |
X |
X |
Mthata |
|
Ikwezi Technical Skill Centre |
X |
X |
X |
Mthata |
|
Nosimo Technical High School |
X |
X |
Ngcobo |
||
Nosimo Technical High School |
X |
X |
Ngcobo |
||
Nosimo Technical High School |
X |
X |
Ngcobo |
||
Bethelsdorp Comprehensive School |
X |
Port Elizabeth |
|||
Bethelsdorp Comprehensive School |
X |
Port Elizabeth |
|||
Bethelsdorp Comprehensive School |
X |
Port Elizabeth |
|||
Gelvandale Senior Secondary School |
X |
X |
Port Elizabeth |
||
Gelvandale Senior Secondary School |
X |
X |
Port Elizabeth |
||
Gelvandale Senior Secondary School |
X |
X |
Port Elizabeth |
||
Ithembelihle Comprehensive School |
X |
X |
X |
Port Elizabeth |
|
Ithembelihle Comprehensive School |
X |
X |
X |
Port Elizabeth |
|
Ithembelihle Comprehensive School |
X |
X |
X |
Port Elizabeth |
|
Khwezi Lomso Comprehensive School |
X |
X |
Port Elizabeth |
||
Khwezi Lomso Comprehensive School |
X |
X |
X |
Port Elizabeth |
|
Khwezi Lomso Comprehensive School |
X |
X |
X |
Port Elizabeth |
|
Newton Tech High School |
X |
X |
X |
Port Elizabeth |
|
Newton Tech High School |
X |
X |
X |
Port Elizabeth |
|
Newton Tech High School |
X |
X |
X |
Port Elizabeth |
|
Otto Du Plessis Senior Secondary School |
X |
X |
Port Elizabeth |
||
Otto Du Plessis Senior Secondary School |
X |
X |
Port Elizabeth |
||
Otto Du Plessis Senior Secondary School |
X |
X |
Port Elizabeth |
||
Kwakomani Secondary School |
X |
X |
X |
Queenstown |
|
Kwakomani Secondary School |
X |
X |
X |
Queenstown |
|
Kwakomani Secondary School |
X |
X |
X |
Queenstown |
|
Bele-Zingcuka Tech Senior Secondary School |
X |
X |
X |
Qumbu |
|
Bele-Zingcuka Tech Senior Secondary School |
X |
X |
X |
Qumbu |
|
Bele-Zingcuka Tech Senior Secondary School |
X |
X |
X |
Qumbu |
|
Qumbu Tech Secondary School |
X |
X |
X |
Qumbu |
|
Qumbu Tech Secondary School |
X |
X |
X |
Qumbu |
|
Qumbu Tech Secondary School |
X |
X |
X |
Qumbu |
|
Dweba Senior Secondary School |
X |
Qumbu |
|||
Dweba Senior Secondary School |
X |
Qumbu |
|||
Dweba Senior Secondary School |
X |
Qumbu |
|||
Sterkspruit Senior Secondary School |
X |
X |
Sterkspruit |
||
Sterkspruit Senior Secondary School |
X |
X |
Sterkspruit |
||
Sterkspruit Senior Secondary School |
X |
X |
Sterkspruit |
||
Mccarthy Comprehensive School |
X |
X |
Uitenhage |
||
Mccarthy Comprehensive School |
X |
X |
Uitenhage |
||
Mccarthy Comprehensive School |
X |
X |
Uitenhage |
||
V M Kwinana Senior Secondary School |
X |
X |
Uitenhage |
||
V M Kwinana Senior Secondary School |
X |
X |
Uitenhage |
||
V M Kwinana Senior Secondary School |
X |
Uitenhage |
|||
Daniel Pienaar Tech High School |
X |
X |
X |
Uitenhage |
|
Daniel Pienaar Tech High School |
X |
X |
X |
Uitenhage |
|
Daniel Pienaar Tech High School |
X |
X |
X |
Uitenhage |
|
Hoërskool Paul Sauer |
X |
Uitenhage |
|||
Hoërskool Paul Sauer |
X |
Uitenhage |
|||
Hoërskool Paul Sauer |
X |
Uitenhage |
Province: Limpopo
Schools Offering Technical Subjects per District Annual Survey 2015
Name of school |
Technical Subject/s offered by the school |
||||
Civil Technology |
Electrical Technology |
Mechanical Technology |
District |
||
Mogale wa Bagale Technical High |
x |
x |
x |
Sekhukhune |
|
Ngwaabe Comprehensive |
x |
x |
x |
Sekhukhune |
|
OR Tambo Comprehensive |
x |
x |
x |
Sekhukhune |
|
St. Joseph Comprehensive |
x |
x |
x |
Sekhukhune |
|
Mashupje secondary |
x |
x |
Sekhukhune |
||
Kgahlanong secondary |
x |
Sekhukhune |
|||
Tjetje Technical High |
x |
x |
Sekhukhune |
||
George Tladi Technical High |
x |
x |
x |
Capricorn |
|
SJ van der Merwe Technical High |
x |
x |
x |
Capricorn |
|
Tom Naude Technical High |
x |
x |
x |
Capricorn |
|
Kabela Secondary |
x |
x |
x |
Capricorn |
|
Pax College |
x |
x |
Capricorn |
||
Mokomene High |
x |
Capricorn |
|||
Thohoyandou Technical High |
x |
x |
x |
Vhembe |
|
Gumani Technical High |
x |
x |
x |
Vhembe |
|
Miriyavhavha Technical High |
x |
x |
x |
Vhembe |
|
Matavhela secondary |
x |
x |
x |
Vhembe |
|
Mandela Barlow world |
x |
Mopani |
|||
Hudson Ntsanwisi secondary |
x |
x |
Mopani |
||
Frans Du toit High |
x |
x |
Mopani |
||
Merensky High |
x |
Mopani |
|||
Hoёrskool Frikkie Meyer |
x |
x |
Waterberg |
||
Mohlakamotala Secondary |
x |
x |
Waterberg |
||
Makhutjisha Secondary |
x |
Waterberg |
|||
Seshigo High |
x |
x |
x |
Capricorn |
|
Mabalane Seleka Technical High |
x |
x |
x |
Waterberg |
|
Ellisras High School |
x |
x |
x |
Waterberg |
|
Tshebela High School |
x |
Capricorn |
|||
Matladi Project High |
x |
Capricorn |
|||
Kgagatlou secondary school |
x |
x |
Capricorn |
||
Ngwanamohube Secondary |
x |
x |
Capricorn |
||
Florapark Comphensive |
x |
x |
Capricorn |
||
Hoërskool Ben Viljoen |
x |
Sekhukhune |
|||
Mmutlane Secondary |
x |
Sekhukhune |
|||
Serokolo Secondary |
x |
Sekhukhune |
|||
Bopedi Bapedi Secondary |
x |
Sekhukhune |
|||
Ntwampe Secondary |
x |
x |
Sekhukhune |
||
Leolo High |
x |
Sekhukhune |
|||
Mphalaleni Secondary |
x |
x |
Vhembe |
||
Marude Secondary |
x |
Vhembe |
|||
Louis Trichardt Secondary |
x |
x |
Vhembe |
||
Hoërskool Eric Louw |
x |
Vhembe |
|||
Ratshisase Secondary |
x |
Vhembe |
|||
Seritarita Secondary |
x |
Waterberg |
|||
Hoërskool Hans Strijdom |
x |
x |
x |
Waterberg |
|
Phaladingoe Technical High |
x |
x |
Waterberg |
||
Thekganang Technical |
x |
Waterberg |
|||
Kheodi Secondary |
x |
Mopani |
|||
Derek Kobe Secondary |
x |
x |
Capricorn |
||
Waterberg High |
x |
Waterberg |
|||
Hoёrskool Warmbad |
x |
Waterberg |
|||
Giyani High |
x |
x |
Mopani |
||
Lwenzhe Technical High |
x |
x |
x |
Vhembe |
|
Sehlaku High |
x |
x |
Sekhukhune |
||
Hoёrskool Nylstroom |
x |
x |
Waterberg |
||
Capricorn High |
x |
Capricorn |
|||
Tshweni High School |
x |
Mopani |
|||
Vele Secondary |
x |
Vhembe |
Province: Northern Cape
Schools Offering Technical Subjects per District Annual Survey 2015
|
Name Of School |
Technical Subject Offered By School |
|||
|
Civil Technology |
Electrical Technology |
Mechanical Technology |
District |
|
Baitiredi |
X |
X |
X |
John Taole Gaetsewe |
|
Duineveld |
X |
X |
X |
Z F Mgcawu |
|
Emang Mmogo |
X |
X |
France Baard |
||
Floors High |
X |
X |
X |
France Baard |
|
Katu |
X |
X |
X |
John Taole Gaetsewe |
|
Kimberley Technical High |
X |
X |
X |
France Baard |
|
Kp Toto |
X |
X |
X |
John Taole Gaetsewe |
|
Namakwaland |
X |
X |
Namaqua |
||
Saul Damon |
X |
X |
Z F Mgcawu |
||
Veritas |
X |
X |
Pixley Ka Seme |
||
Elizabeth Conradie |
X |
France Baard |
|||
Homevale |
X |
France Baard |
|||
Hartswater |
X |
X |
France Baard |
Province: Western Cape
Schools Offering Technical Subjects Per District Annual Survey 2015
No. |
Name Of School |
Technical Subject Offered By The School |
District |
||
|
|
Civil Technology |
Electrical Technology |
Mechanical Technology |
|
1 |
Bellville Ths |
X |
X |
X |
District North |
2 |
Delft Ths |
X |
X |
X |
District South |
3 |
Drostdy Ths |
X |
X |
X |
District Winelands |
4 |
Esselen Park Ss |
X |
X |
X |
District Winelands |
5 |
Groenberg Ss |
X |
X |
X |
District Overberg |
6 |
Intshukumo High |
X |
X |
X |
District East |
7 |
Joe Slovo Ss |
X |
X |
X |
District East |
8 |
Kasselsvlei Ss |
X |
X |
X |
District North |
9 |
Kuilsriver Ths |
X |
X |
X |
District North |
10 |
Labori Hs |
X |
X |
X |
District North |
11 |
Langenhoven Gymnasium |
X |
X |
X |
Eden Karroo |
12 |
Môrester Ss |
X |
X |
X |
Eden Karroo |
13 |
Northpine Ths |
X |
X |
X |
District East |
14 |
Oude Molen Ths |
X |
X |
X |
District Central |
15 |
Oval North Ss |
X |
X |
X |
District South |
16 |
P.W. Botha College |
X |
X |
X |
Eden Karroo |
17 |
Princeton Ss |
X |
X |
X |
District South |
18 |
Proteus Ths |
X |
X |
X |
District North |
19 |
Sizimesele Ss |
X |
X |
X |
District East |
20 |
Spes Bona Ss |
X |
X |
X |
District Central |
21 |
St Andrews Ss |
X |
X |
X |
District North |
22 |
Weston Ss |
X |
X |
X |
District West Coast |
Province: Gauteng
Schools Offering Technical Subjects per District Annual Survey 2015
|
School Name |
Civil Technology |
Electrical Technology |
Mechanical Technology |
District |
1 |
Chippa Tabane Chs |
X |
X |
X |
Gauteng North |
2 |
Ekangala Ss |
X |
X |
Gauteng North |
|
3 |
Erasmus Hs |
X |
X |
X |
Gauteng North |
4 |
Cullinan Combined School |
X |
Gauteng North |
||
5 |
Bastion Hs |
X |
X |
X |
Gauteng North |
6 |
Carltonville Hs |
X |
Gauteng West |
||
7 |
Fochville Hs |
X |
X |
Gauteng West |
|
9 |
Jan Viljoen Hs |
X |
X |
X |
Gauteng West |
10 |
Madiba Chs |
X |
X |
Gauteng West |
|
11 |
Monument Hs |
X |
Gauteng West |
||
12 |
N Diederichs Ths |
X |
X |
X |
Gauteng West |
13 |
Noordheuwel Hs |
X |
Gauteng West |
||
14 |
Thuto-Kitso Ss |
X |
X |
Gauteng West |
|
15 |
Thuto-Lefa Ss |
X |
X |
Gauteng West |
|
16 |
Wedela Ths |
X |
Gauteng West |
||
18 |
Gerrit Maritz Hs |
X |
X |
Tshwane West |
|
19 |
Hendrik Verwoerd Hs |
X |
Tshwane North |
||
20 |
Hoërskool Hercules |
X |
Tshwane North |
||
21 |
John Vorster Ths |
X |
X |
X |
Tshwane North |
22 |
Montana Hs |
X |
X |
Tshwane North |
|
23 |
Oos-Moot |
X |
Tshwane North |
||
24 |
Hoërskool Overkruin |
X |
Tshwane North |
||
25 |
Wonderboom Hs |
X |
Tshwane North |
||
26 |
Afrikaans Hoërskool Vir Seuns |
X |
Tshwane South |
||
27 |
Bokgoni Ths |
X |
X |
Tshwane South |
|
28 |
Centurion Hs |
X |
Tshwane South |
||
29 |
Die Wilgers Hs |
X |
Tshwane South |
||
30 |
Edward Phutudi Ss |
X |
X |
X |
Tshwane South |
31 |
F.H Odendaal Hs |
X |
Tshwane South |
||
32 |
Garsfontein Hs |
X |
Tshwane South |
||
33 |
Kgomotso Ss |
X |
X |
X |
Tshwane North |
34 |
Menlopark H/S |
X |
Tshwane South |
||
35 |
Modiri Ths |
X |
Tshwane South |
||
36 |
Phateng Ss |
X |
X |
X |
Tshwane South |
37 |
Pretoria Boys' High School |
X |
Tshwane South |
||
38 |
Pretoria Ths |
X |
X |
X |
Tshwane South |
39 |
Prosperitus Ss |
X |
X |
Tshwane South |
|
40 |
Silverton Hs |
X |
Tshwane South |
||
41 |
Sutherland Hs |
X |
Tshwane South |
||
42 |
Uitsig Hs |
X |
Tshwane South |
||
43 |
Voortrekkerhoogte Hs |
X |
Tshwane South |
||
44 |
Waterkloof Hs |
X |
X |
Tshwane South |
|
45 |
Zwartkop Hs |
X |
X |
X |
Tshwane South |
46 |
Die Anker (Brakpan Ths) |
X |
X |
X |
Gauteng East |
47 |
Dr Harry Gwala Ss |
Gauteng East |
|||
48 |
Esibonelwesihle Secondary |
X |
Gauteng East |
||
49 |
Hoërskool Huge |
X |
Gauteng East |
||
50 |
John Vorster Hs |
X |
X |
Gauteng East |
|
51 |
Laban Mohlabi Chs |
X |
X |
Gauteng East |
|
52 |
Mamelong Ss |
X |
X |
Gauteng East |
|
53 |
Olympia Park School |
X |
Gauteng East |
||
54 |
Protea |
X |
X |
Gauteng East |
|
55 |
Springs Boys Hs |
X |
Gauteng East |
||
56 |
Springs Ths |
X |
X |
X |
Gauteng East |
57 |
Stoffberg Hs |
X |
Gauteng East |
||
58 |
Willowmoore High School |
X |
X |
Ekurhuleni North |
|
59 |
Benoni High School |
X |
Ekurhuleni North |
||
60 |
Dinnoto Ths |
X |
X |
X |
Ekurhuleni North |
61 |
Hans Moore Hs |
X |
X |
X |
Ekurhuleni North |
62 |
Hulwazi Secondary |
X |
Ekurhuleni North |
||
63 |
Jeugland |
X |
X |
Ekurhuleni North |
|
64 |
Kempton Park Hs |
X |
Ekurhuleni North |
||
65 |
Liverpool Secondary School |
X |
Ekurhuleni North |
||
66 |
Masisebenze Chs |
X |
X |
Ekurhuleni North |
|
67 |
Primrose Hs |
X |
X |
X |
Ekurhuleni North |
68 |
Rhodesfield Technical High School |
X |
X |
X |
Ekurhuleni North |
69 |
Thuto-Ke Maatla Chs |
X |
X |
Ekurhuleni North |
|
70 |
Destinata |
X |
Sedibeng East |
||
71 |
Dr Malan Hs |
Sedibeng East |
|||
72 |
General Smuts Hs |
X |
X |
Sedibeng East |
|
73 |
Overvaal |
X |
X |
Sedibeng East |
|
74 |
Phoenix Hs |
X |
Sedibeng East |
||
75 |
Thuto-Lore Chs |
X |
X |
Sedibeng East |
|
76 |
Vereeniging Gymnasium |
X |
X |
X |
Sedibeng East |
77 |
Volkskool Heidelberg |
X |
Sedibeng East |
||
78 |
Carel De Wet Ths |
X |
X |
X |
Sedibeng West |
79 |
Hoërskool Driehoek |
X |
Sedibeng West |
||
80 |
Sizanani Thusanang Chs |
X |
X |
Sedibeng West |
|
81 |
Thuto-Tiro Chs |
X |
X |
X |
Sedibeng West |
82 |
Hoërskool Transvalia |
X |
Sedibeng West |
||
84 |
Hoërskool Vanderbijlpark |
X |
Sedibeng West |
||
85 |
Highlands north Boys High School |
X |
Johannesburg East |
||
86 |
Jeppe High School For Boys |
X |
Johannesburg East |
||
87 |
Kwabhekilanga Secondary School |
Johannesburg East |
|||
88 |
Malvern Hs |
X |
X |
Johannesburg East |
|
89 |
Umqhele Chs |
X |
X |
X |
Johannesburg East |
90 |
Bona Hs |
Johannesburg North |
|||
91 |
Delta Park Lsen School |
X |
Johannesburg East |
||
92 |
Ferndale High School |
X |
Johannesburg North |
||
93 |
Greenside Hs |
X |
Johannesburg North |
||
94 |
Itirele-Zenzele Chs |
Johannesburg North |
|||
95 |
Langlaagte Ths |
X |
X |
Johannesburg North |
|
96 |
Linden |
X |
Johannesburg North |
||
97 |
Musi Comprehensive High School |
X |
Johannesburg North |
||
98 |
Progress Chs |
X |
X |
Johannesburg North |
|
99 |
Rand Park High School |
X |
Johannesburg North |
||
100 |
Westbury Secondary School |
X |
Johannesburg North |
||
101 |
Moses Maren Mission Technical Secondary School |
X |
X |
Johannesburg South |
|
102 |
Ennerdale Ss |
X |
X |
Johannesburg South |
|
103 |
John Orr Ths |
X |
X |
X |
Johannesburg South |
104 |
Allen Glen Hs |
X |
X |
Johannesburg West |
|
105 |
Anchor Chs |
x |
x |
Johannesburg North |
|
106 |
Die Burger Hs |
X |
Johannesburg West |
||
107 |
Florida Hs |
X |
X |
Johannesburg West |
|
108 |
Jabulani Ths |
X |
X |
X |
Johannesburg central |
109 |
Kelokitso Chs |
X |
X |
X |
Johannesburg West |
110 |
Lantern Hs |
X |
Johannesburg West |
||
111 |
Mokgome Ss |
X |
Johannesburg West |
||
112 |
Princess Hs |
X |
Johannesburg West |
||
113 |
Roodepoort |
X |
Johannesburg West |
||
114 |
Sizwile School For The Deaf |
X |
Johannesburg West |
||
115 |
Die Fakkel |
X |
X |
Johannesburg central |
|
117 |
Missouri Sec.School |
X |
X |
Johannesburg central |
|
118 |
Mondeor High School |
X |
Johannesburg central |
||
119 |
Tetelo Ss |
X |
X |
X |
Johannesburg central |
120 |
Altmont Technical High School |
X |
Johannesburg centra |
||
121 |
Akasia H/S |
X |
Tshwane West |
||
122 |
Langenhoven Hs |
X |
Tshwane West |
||
123 |
Mh Baloyi Ss |
X |
X |
X |
Tshwane West |
124 |
Nick Mpshe Ss |
X |
X |
Tshwane West |
|
125 |
Pretoria- Noord |
X |
Tshwane West |
||
126 |
Pretoria Tuine Ths |
X |
X |
X |
Tshwane West |
127 |
Soshanguve Technical Ss |
X |
X |
X |
Tshwane South |
128 |
Bracken Hs |
X |
X |
Ekurhuleni South |
|
129 |
Dinamika |
X |
Ekurhuleni South |
||
130 |
Dr Eg Jansen |
X |
Ekurhuleni South |
||
131 |
Elspark Hs |
X |
X |
X |
Ekurhuleni South |
132 |
Fumana Ss |
X |
X |
Ekurhuleni South |
|
133 |
Germiston Hs |
X |
Ekurhuleni South |
||
134 |
Alberton Hs (Afr) |
X |
Sedibeng East |
||
135 |
Katlehong Ths |
X |
X |
X |
Ekurhuleni South |
136 |
Landulwazi Chs |
X |
Ekurhuleni South |
||
137 |
Marais Viljoen Hs |
X |
X |
X |
Ekurhuleni South |
138 |
Oosterlig |
X |
Ekurhuleni South |
||
139 |
Sunward Park Hs |
X |
Ekurhuleni South |
||
140 |
Vosloorus Chs |
X |
X |
Ekurhuleni South |
Province: North West
Schools Offering Technical Subjects Per District Annual Survey 2015
North West Technical High School List |
||||
Name of school |
Civil Technology |
Electrical Technology |
Mechanical Technology |
|
Bojanala District |
||||
Hartbeespoort |
X |
- |
X |
|
Bersig |
X |
- |
||
Hebron |
X |
X |
X |
|
Mmankala |
X |
X |
X |
|
Brits High School |
X |
X |
X |
|
Wagpos |
X |
X |
X |
|
Pres. Mangope |
X |
X |
X |
|
Tlhabane |
X |
X |
X |
|
Rustenburg Ths |
X |
X |
X |
|
Dr Kenneth Kaunda District |
||||
Schoonspruit |
X |
X |
X |
|
Cocekani |
X |
X |
X |
|
Klerksdorp Ths |
X |
X |
X |
|
Vaal Reefs |
X |
X |
X |
|
Orkney |
X |
- |
X |
|
Botoka |
X |
X |
X |
|
Potchefstroom Ths |
X |
X |
X |
|
Volkskool |
X |
X |
X |
|
Wolmaransstad |
X |
X |
X |
|
Bloemhof Hs |
X |
|||
Scheizerenek Hs |
X |
|||
Dr Segomotsi Mompati District |
||||
Mankuroana |
X |
X |
X |
|
Pule Leeuw |
X |
X |
X |
|
Vryburg |
X |
X |
X |
|
Colinda High |
X |
|||
Tong |
X |
X |
X |
|
Ngaka Modiri Molema District |
||||
Boitseanape |
X |
X |
X |
|
Fm Ramaboa |
X |
X |
X |
|
Coligny High |
X |
|||
Koster High |
X |
|||
Lichtenburg |
X |
X |
X |
|
Moedwil |
X |
X |
X |
|
Onkgopotso Tiro |
X |
X |
X |
|
Ramotshere |
X |
X |
X |
|
Ikageleng |
X |
X |
||
Sewagodimo |
X |
X |
||
Swartruggens Com |
X |
|||
Zeerust Hs |
X |
X |
Province: Free State
Schools Offering Technical Subjects per District Annual Survey 2015
Name of school |
District |
Civil Technology |
Electrical Technology |
Mechanical Technology |
|
Academia Ss |
Lejweleputswa |
X |
|||
Afrikaans Krd |
Fezile Dabi |
X |
|||
Barnard Molokoane |
Fezile Dabi |
X |
X |
X |
|
Bethlehem Comp. |
Thabo Mofutsanyana |
X |
X |
X |
|
Bloemfontein High |
Motheo |
X |
|||
Bothaville Comb. |
Lejweleputswa |
X |
|||
Commtech |
Motheo |
X |
X |
X |
|
Dr R Cingo |
Fezile Dabi |
X |
X |
X |
|
Dr Viljoen Ss |
Motheo |
X |
X |
||
Fichardpark S.S |
Motheo |
X |
X |
X |
|
Ficksburg Comp. |
Thabo Mofutsanyana |
X |
X |
X |
|
Harrismith High |
Thabo Mofutsanyana |
X |
X |
||
Heatherdale |
Motheo |
X |
X |
X |
|
Heilbron Comb. |
Fezile Dabi |
X |
|||
Hennenman |
Lejweleputswa |
X |
|||
Hentie Cilliers |
Lejweleputswa |
X |
|||
Hodisa |
Motheo |
X |
X |
X |
|
Hoopstad Comb. |
Lejweleputswa |
X |
|||
Hts Louis Botha |
Motheo |
X |
X |
X |
|
Hts Sasolburg |
Fezile Dabi |
X |
X |
X |
|
Hts Welkom |
Lejweleputswa |
X |
X |
||
Iketsetseng |
Fezile Dabi |
X |
X |
X |
|
Landboudal Agri |
Xhariep |
X |
|||
Jim Fouche Ss |
Motheo |
X |
|||
Kagisho |
Motheo |
X |
X |
X |
|
Koffiefontein |
Xhariep |
X |
X |
||
Kroonstad Comp. |
Fezile Dabi |
X |
X |
X |
|
Ladybrand |
Motheo |
X |
|||
Lenakeng |
Lejweleputswa |
X |
X |
||
Lenyora La Thuto |
Motheo |
X |
X |
X |
|
Lerato U Thando |
Thabo Mofutsanyana |
X |
X |
X |
|
Leseding |
Lejweleputswa |
X |
X |
||
Makabelane |
Thabo Mofutsanyana |
X |
X |
X |
|
Martie Du Plessies |
Motheo |
X |
|||
Morena Mokopela |
Thabo Mofutsanyana |
X |
|||
Navalsig |
Motheo |
X |
|||
Olien Ss |
Xhariep |
X |
|||
Oziel Selele |
Lejweleputswa |
X |
X |
||
Panorama |
Xhariep |
X |
|||
Parys |
Fezile Dabi |
X |
|||
Paul Erasmus |
Thabo Mofutsanyana |
X |
|||
Reitz |
Thabo Mofutsanyana |
X |
|||
Retief Ss (Kestel) |
Thabo Mofutsanyana |
X |
|||
Riebeeckstad Ss |
Lejweleputswa |
X |
|||
Salomon Senekal |
Fezile Dabi |
X |
|||
Sand Du Plessis |
Motheo |
X |
|||
Sentraal |
Motheo |
X |
|||
Staatspres. Swart |
Lejweleputswa |
X |
|||
Thakameso |
Fezle Dabi |
X |
X |
X |
|
Tikwana |
Lejweleputswa |
X |
X |
||
Vaalpark |
Fezile Dabi |
X |
|||
Villiers |
Fezile Dabi |
||||
Voortrekker |
Thabo Mofutsanyana |
X |
X |
||
Vrede |
Thabo Mofutsanyana |
X |
|||
Welkom Gimnasium |
Lejweleputswa |
||||
Welkom High |
Lejweleputswa |
X |
|||
Wessel Maree |
Lejweleputswa |
X |
|||
Wilgeriver Ss (Frankfort) |
Fezile Dabi |
X |
|||
Witteberg |
Thabo Mofutsanyana |
X |
|||
Zastron |
Xhariep |
X |
Province: Mpumalanga
Schools Offering Technical Subjects per District
Name of School |
Civil Technology |
Electrical Technology |
Mechanical Technology |
District |
|
Acek Academy PRIVATE |
|
|
|
Ehlanzeni |
|
Alpheus D Nkosi Secondary School |
X |
Gert Sibande |
|||
Bonginsimbi Comprehensive School |
X |
X |
X |
Nkangala |
|
Botleng Secondary School |
Nkangala |
||||
Dd Mabuza Comprehensive School |
X |
X |
X |
Ehlanzeni |
|
Elukhanyisweni Secondary School |
X |
X |
Nkangala |
||
Eric Nxumalo High School |
X |
X |
Bothlabela |
||
Gekombineerde Skool Balfour |
X |
X |
Gert Sibande |
||
Gekombineerde Skool Hendrina |
Nkangala |
||||
Hazyview Comprehensive School |
X |
X |
X |
Ehlanzeni |
|
Highveld Park High School |
Gert Sibande |
||||
Highveld Secondary School |
X |
X |
X |
Gert Sibande |
|
Hoedspruit Independent College |
Bothlabela |
||||
Hoërskool Barberton |
Ehlanzeni |
||||
Hoërskool Bergvlam |
X |
X |
X |
Ehlanzeni |
|
Hoërskool Delmas |
X |
Nkangala |
|||
Hoërskool Ermelo |
X |
Gert Sibande |
|||
Hoërskool Evander |
Gert Sibande |
||||
Hoërskool Generaal Hertzog |
Nkangala |
||||
Hoërskool Hoogenhout |
X |
Gert Sibande |
|||
Hoërskool Kanonkop |
X |
X |
Nkangala |
||
Hoërskool Kriel |
X |
Nkangala |
|||
Hoërskool Lydenburg |
X |
X |
Bothlabela |
||
Hoërskool Middelburg |
Nkangala |
||||
Hoërskool Nelspruit |
X |
Ehlanzeni |
|||
Hoërskool Oosterland |
X |
X |
X |
Gert Sibande |
|
Hoërskool Piet Retief |
X |
X |
Gert Sibande |
||
Hoërskool Rob Ferreira |
X |
X |
X |
Ehlanzeni |
|
Hoërskool Secunda |
X |
X |
Gert Sibande |
||
Hoërskool Sybrand Van Niekerk |
X |
Bothlabela |
|||
Hts Middelburg |
X |
X |
X |
Nkangala |
|
Hts Witbank |
X |
X |
X |
Nkangala |
|
Ithafa Secondary School |
X |
X |
Gert Sibande |
||
Komatipoort Akademie |
Ehlanzeni |
||||
Kusasalethu Secondary School |
X |
X |
X |
Gert Sibande |
|
Lekete High School |
X |
X |
X |
Bothlabela |
|
Ligbron Academy Of Technology |
X |
X |
X |
Gert Sibande |
|
Mabande Comprehensive High School |
X |
X |
X |
Nkangala |
|
Makuke Secondary School |
X |
X |
Bothlabela |
||
Maqhawuzela Combined School |
X |
Gert Sibande |
|||
Masizakhe Secondary School |
X |
Gert Sibande |
|||
Middelburg Combined |
X |
Nkangala |
|||
Morgenzon Landbou Akademie |
X |
X |
Gert Sibande |
||
Mphalali Secondary School |
X |
Nkangala |
|||
Mphanama Secondary School |
X |
X |
X |
Nkangala |
|
Ramoshidi Secondary School |
X |
X |
X |
Nkangala |
|
Samora Machel |
X |
Ehlanzeni |
|||
Sinethemba Secondary School |
X |
X |
Gert Sibande |
||
Zinikeleni Secondary School |
X |
X |
X |
Gert Sibande |
|
Makause |
X |
Nkangala |
Province: Kwa-Zulu Natal
Schools Offering Technical Subjects per District
Name Of School |
Civil Technology |
Electrical Technology |
Mechanical Technology |
District |
|
Nomathiya S |
X |
X |
X |
Umkhanyakude |
|
Igugu Lesizwe |
X |
Umkhanyakude |
|||
Justice Nxumalo Ss |
X |
X |
Umkhanyakude |
||
Moses Zikhali Ss |
X |
Umkhanyakude |
|||
Phumanyova Hs |
X |
Zululand |
|||
Khondlo Ss |
X |
Zululand |
|||
Isiphosethu Ss |
X |
Umkhanyakude |
|||
Babmbanani Hs |
X |
Zululand |
|||
Dundee Hs |
X |
Umzinyathi |
|||
Richards Bay Ss |
X |
Uthungulu |
|||
Empangeni Hs |
Uthungulu |
||||
Richardsbaai Hs |
X |
X |
Uthungulu |
||
Lubhoko Comprehensive H |
X |
Umkhanyakude |
|||
Ezibukweni S |
X |
Umkhanyakude |
|||
Injula Combined |
X |
Umkhanyakude |
|||
Sinethezekile Combined |
X |
Umkhanyakude |
|||
Gudu S |
X |
Zululand |
|||
Ngali S |
X |
Zululand |
|||
Vryheid Comprehensive S |
X |
X |
X |
Zululand |
|
Mahlabathini H |
X |
Zululand |
|||
Bambanani Hs |
X |
Zululand |
|||
Ekudubekeni Ss |
X |
Zululand |
|||
Masibumbane H |
X |
Zululand |
|||
Ndlovana H |
X |
Zululand |
|||
Falaza H |
X |
X |
Zululand |
||
Masibhekane H |
X |
Zululand |
|||
Mathangetshitshi H |
X |
Zululand |
|||
Langa Js |
X |
Zululand |
|||
Gqokinsimbi Js |
X |
X |
X |
Uthungulu |
|
Phangifa Com-Tech |
X |
X |
Uthungulu |
||
Majiya S |
X |
X |
X |
Uthungulu |
|
Muntonokudla S |
X |
Uthungulu |
|||
Qhakaza S |
X |
Uthungulu |
|||
Tisand Technical H |
X |
X |
X |
Uthungulu |
|
Zenzeleni Mashamase S |
X |
Uthungulu |
|||
Velangaye H |
X |
X |
Uthungulu |
||
Emkhayideni Technical H |
X |
X |
Uthungulu |
||
Khombindlela H |
X |
Uthungulu |
|||
mthiyaqhwa Ss |
X |
Uthungulu |
|||
Lizwi S |
X |
Uthungulu |
|||
Bizimali Hs |
X |
Uthungulu |
|||
Ntongande H |
X |
Uthungulu |
|||
Tholokuhle S |
X |
Uthungulu |
|||
Tabhane S |
X |
X |
Uthukela |
||
Ubulinga S |
X |
Uthukela |
|||
Enkomokazini THS |
X |
Uthukela |
|||
Drakensberg Comprehensive H |
X |
X |
Uthukela |
||
Enkomokazini Technical H |
X |
X |
Uthukela |
||
Klipriver Hs |
X |
Uthukela |
|||
Ladysmith Ss |
X |
Uthukela |
|||
Sarel Cilliers S |
X |
X |
Umzinyathi |
||
Sihayo H |
X |
X |
Umzinyathi |
||
Buhlebuyeza S |
X |
Umzinyathi |
|||
Indonsa S |
X |
Amajuba |
|||
Ferrum H |
X |
X |
Amajuba |
||
Edendale Technical H |
X |
X |
X |
Umgungundlovu |
|
Linpark H |
X |
X |
X |
Umgungundlovu |
|
Voortrekker H |
X |
Umgungundlovu |
|||
Sukuma Comprehensive |
X |
X |
Umgungundlovu |
||
Emzamweni H |
X |
Umgungundlovu |
|||
Matatane Ss |
X |
Umgungundlovu |
|||
ML Sultan PMB Ss |
X |
X |
Umgungundlovu |
||
Isibani Academy |
X |
Umgungundlovu |
|||
Tridel Study and Education Centre |
X |
X |
Umgungundlovu |
||
Mthuli Ss |
X |
Umgungundlovu |
|||
Ikusaselihle Ss |
X |
Umgungundlovu |
|||
Zibukezulu Tech |
X |
Umgungundlovu |
|||
Inkosi U-Mdibaniso Comprehensive H |
X |
X |
Ugu |
||
Kwafica H |
X |
Ugu |
|||
Ingwemabala Comp Hs |
X |
Ugu |
|||
Suid - Natal |
X |
Ugu |
|||
Meadowlands S |
X |
X |
Umlazi |
||
Chesterville S |
X |
X |
Umlazi |
||
Fairvale S |
X |
X |
X |
Umlazi |
|
George Campbell Technical H |
X |
X |
X |
Umlazi |
|
Grosvenor Boys` H |
X |
Umlazi |
|||
Kwamakhutha Comprehensive H |
X |
X |
Umlazi |
||
Durban Academy Hs |
X |
Umlazi |
|||
Sibusisiwe Comprehensive Technical H |
X |
X |
Umlazi |
||
Risecliff Ss |
X |
Umlazi |
|||
Southlands Ss |
X |
Umlazi |
|||
Burnwood Ss |
X |
Umlazi |
|||
Werda Ss |
X |
Umlazi |
|||
Sea Cow Lake Ss |
X |
Umlazi |
|||
Newhaven Ss |
X |
Umlazi |
|||
Marklands Ss |
X |
Umlazi |
|||
Esizibeni sivananda Comp Hs |
X |
X |
Umlazi |
||
Merebank Ss |
X |
Umlazi |
|||
Centenary Ss |
X |
Umlazi |
|||
Rossburg Hs |
X |
Umlazi |
|||
Meadowlands THS |
X |
Umlazi |
|||
Siyabonga S |
X |
Umlazi |
|||
Clairwood S |
X |
X |
X |
Umlazi |
|
Ogwini Comprehensive |
X |
X |
X |
Umlazi |
|
Zwelibanzi Ss |
X |
X |
Umlazi |
||
Umlazi Comtech |
X |
X |
X |
Umlazi |
|
Isipingo Ss |
X |
Umlazi |
|||
Lugobe Ss |
X |
Umlazi |
|||
Kwamakhutha Comp Hs |
X |
Umlazi |
|||
Strelitzia Ss |
X |
Umlazi |
|||
Kuswag Ss |
X |
Umlazi |
|||
New West Ss |
X |
Umlazi |
|||
Arena Parks Ss |
X |
Umlazi |
|||
Zwelethu Ss |
X |
Umlazi |
|||
Makhumbuza Hs |
X |
Umlazi |
|||
Mziwamandla Hs |
X |
Umlazi |
|||
Crossmoor Ss |
X |
Umlazi |
|||
Ganges Ss |
X |
Umlazi |
|||
Siyabonga Ss |
X |
Umlazi |
|||
Asoka Ss |
X |
Umlazi |
|||
Chartsworth Ss |
X |
Umlazi |
|||
Wyebank S |
X |
X |
X |
Pinetown |
|
Nilgiri Ss |
X |
Pinetown |
|||
Kwantebeni Comp |
X |
Pinetown |
|||
Amandlethu Ss |
X |
Pinetown |
|||
Mvaba Hs |
X |
Pinetown |
|||
Newlands East Ss |
X |
Pinetown |
|||
Avoca Ss |
X |
Pinetown |
|||
Brookdale Ss |
X |
Pinetown |
|||
Foresthaven Ss |
X |
Pinetown |
|||
Havenparks Ss |
X |
Pinetown |
|||
Northmeads Ss |
X |
Pinetown |
|||
Palmview Ss |
X |
Pinetown |
|||
Mountview Ss |
X |
Pinetown |
|||
Westham Ss |
X |
Pinetown |
|||
Intsikelelo Ss |
X |
X |
Pinetown |
||
Phoenix Ss |
X |
Pinetown |
|||
Rydalparks Ss |
X |
Pinetown |
|||
Sastri parks |
X |
Pinetown |
|||
Solvista Ss |
X |
Pinetown |
|||
Tongaat Ss |
X |
Pinetown |
|||
Trenance Manors |
X |
Pinetown |
|||
Trenace Parks Ss |
X |
Pinetown |
|||
Nqabakazulu H |
X |
X |
X |
Pinetown |
|
Makahapha combined |
X |
Pinetown |
|||
Ndgengetho Hs |
X |
Umlazi |
|||
Phoenix Technical S |
X |
Pinetown |
|||
Sivananda Technical H |
X |
X |
Pinetown |
||
Inanda Newtown Comprehensive |
X |
X |
X |
Pinetown |
|
Pinetown Boys High |
X |
Pinetown |
|||
Sithengile Ss |
X |
Pinetown |
|||
Phoenix THS |
X |
X |
Pinetown |
||
Sithabile Ss |
X |
Pinetown |
|||
Belverton Ss |
X |
Pinetown |
|||
Glenhaven Ss |
X |
X |
Pinetown |
||
Isinyabusi H |
X |
Ilembe |
|||
Glenhills Ss |
X |
Ilembe |
|||
Stanger Ml Sultan S |
X |
X |
X |
Ilembe |
|
Stanger Ss |
X |
Ilembe |
|||
Chief Ngonyama S |
X |
X |
X |
Ilembe |
|
Lihlithemba S |
X |
X |
X |
Ilembe |
|
Nombika S |
X |
Ilembe |
|||
Isinyabusi Hs |
X |
Ilembe |
|||
Tshelenkosi Ss |
X |
Ilembe |
|||
Nombika Ss |
X |
Ilembe |
|||
Tugela Ss |
X |
Ilembe |
|||
Ixopo Hs |
X |
Sisonke |
|||
Dinyeka Hs |
X |
Sisonke |
|||
Singisi Comp H |
X |
Sisonke |
|||
Dingeka Hs |
X |
Sisonke |
|||
Sesiyabonga Hs |
X |
Amajuba |
|||
Dedangifunde Hs |
X |
Amajuba |
2. Details of subject offering by learners taking Electrical Technology
Choice 1 |
Choice 2 |
Mathematics |
Technical Mathematics |
Physical Science |
Technical Science |
Electrical Technology |
Electrical Technology |
Engineering Graphics & Design Engineering Graphics & Design |
Engineering Graphics & Design Engineering Graphics & Design |
Engineering Graphics & Design Engineering Graphics & Design is compulsory for Choice 1 or Choice 2.
Additionally, a learner may opt to take an eighth and ninth subject with these above packages. Subjects that could be considered by learners as additional subjects that have a strong linkage with Electrical Technology are:
- Information Technology
- Computer Applications Technology
Details of subject offering by learners taking Mechanical Technology
Choice 1 |
Choice 2 |
Mathematics |
Technical Mathematics |
Physical Science |
Technical Science |
Mechanical Technology |
Mechanical Technology |
Engineering Graphics & Design Engineering Graphics & Design |
Engineering Graphics & Design Engineering Graphics & Design |
Engineering Graphics & Design Engineering Graphics & Design is compulsory for Choice 1 or Choice 2.
Additionally, a learner may opt to take an eighth and ninth subject with these above packages. Subjects that could be considered by learners as additional subjects that have a strong linkage with Mechanical Technology are:
- Information Technology
- Computer Applications Technology
Details of subject offering by learners taking Civil Technology
Choice 1 |
Choice 2 |
Mathematics |
Technical Mathematics |
Physical Science |
Technical Science |
Civil Technology |
Civil Technology |
Engineering Graphics & Design Engineering Graphics & Design |
Engineering Graphics & Design Engineering Graphics & Design |
Engineering Graphics & Design Engineering Graphics & Design is compulsory for Choice 1 or Choice 2.
Additionally, a learner may opt to take an eighth and ninth subject with these above packages. Subjects that could be considered by learners as additional subjects that have a strong linkage with Civil Technology are:
- Information Technology
- Computer Applications Technology
(3)(a) The Department of Basic Education (DBE) in conjunction with provinces has retrained one thousand and sixty (1660) teachers which were in the system and these teachers are skilled in the required specialisation areas. The teachers have been trained at Skills training centres in all the technology subjects, as follows;
Civil Technology, specialisation,
- Construction
- Woodworking
- Civil services
Electrical Technology specialising on,
- Power Systems
- Digital electronics
- Electronics
and Mechanical Technology specialising on,
- Automotive
- Fitting and Machining
- Welding
The Department of Basic Education (DBE) in conjunction with provinces has also retrained one thousand and thirty (1030) teachers in Technical Mathematics and Technical Sciences.
(b) The schools that will be introducing the new curriculum have been within the recapitalisation programme and therefore been recapitalised with the required resources and teaching spaces. The schools that were not recapitalised are fully equipped and have functional workshops.
(4) Yes, learners will have a choice of offering a combination Technical Sciences and Technical Mathematics.
(5) Yes, the aptitude testing is being considered within the limits of legislation. The reason for this consideration is to determine the learner’s strengths, weaknesses and ability which would provide guidance for schools and educators in advising learners to choose the correct subjects. It will also determine learner’s career paths and could in turn have an impact on the grade 12 pass and failure rate. It would also have an impact on the quality of passes.
Schools could make use of the Educational Operational Services physiologist at district offices and physiologist at schools for learners with special needs.
01 December 2015 - NW3821
Van Der Walt, Ms D to ask the Minister of Basic Education
(1)With reference to her department’s Early Grade Reading Study project in 150 project schools and 80 control schools in North West, (a) how many (i) schools have been supplied with lesson plans and (ii) grade readers have been trained in the teaching and reading of Setswana, (b) what progress has been made in respect of (i) on-site support programmes to teachers from reading coaches, accompanied by scripted lesson plans and graded reading materials and (ii) packages designed to improve parental involvement in monitoring learning to read; (2) when will the specified programme be rolled out to other provinces?
Reply:
There are three separate interventions, each occurring in a group of 50 schools. Group 1 receives centralized teacher training (2 times 2-day workshops per year), lesson plans and graded readers. All 50 schools received the lesson plans and graded readers. Teacher attendance at the February training session was 60% and it was 84% in July. Group 2 receives the same package of lesson plans and graded readers but instead of centralized training, this group receives on-site coaching and afternoon cluster training sessions held by the coach together with teachers from a small number of nearby schools. All 50 schools have been given the lesson plans and graded readers and have received coaching visits to the school. Teacher attendance rates at the cluster sessions were 100% in Term 2, 82% in Term 3 and 93% in Term 4. The third group of 50 schools receives the parent involvement intervention. In these schools Community Reading Coaches (CRCs) have been recruited and trained to run weekly afternoon sessions open to all grade 1 parents. A total of 30 sessions is scheduled for each year covering a total of 10 topics per year. Each topic has 3 sessions where the topic is the same but the activities of the session differ. Thus a parent can attend roughly 1 in 3 sessions and still be exposed to all topics, while parents who attend more regularly can still enjoy fresh activities. Parent attendance has been a challenge in these schools with attendance rates dropping from 35% for the orientation sessions and Topic 1 to 18% for Topic 4. Creative ways to encourage greater attendance in 2016 will need to be considered.
(2) when will the specified programme be rolled out to the other provinces?NW4566E
After the impact evaluation of the Early Grade Reading Study interventions conclusions will be drawn about the cost-effectiveness of each intervention. The Research Team will then make specific recommendations based on the findings. The final evaluation will be concluded by mid-2017. If one (or perhaps two) of the interventions are found to be cost-effective ways to improve the acquisition of home language reading the DBE will then investigate ways to expand the most cost-effective programme or elements of it in 2018 and/or beyond. This will depend on resource availability, including at provincial education departments who will have to take primary responsibility for implementation.
30 November 2015 - NW3606
Van Der Walt, Ms D to ask the Minister of Basic Education
With reference to her department’s Early Grade Reading Assessment (EGRA) project for Grades 1 to 3 in at least 100 schools in each province, amounting to a total of 1 000 schools, presented in all 11 official languages, (a) which schools in each province have (i) been identified to benefit from the EGRA project and (ii) received their EGRA toolkits to date, (b) which teachers attended the training workshops in each province, (c) what grades are the specified teachers teaching, (d) what (i) dates and (ii) times of day did the specified training workshops take place in each province and (e) were teachers awarded any form of accreditation after completion of the specified workshops in each province?
Reply:
a. (i) The EGRA schools per province have been uploaded onto the Department of Basic Education website http://www.education.gov.za/tabid/914/Default.aspx
a. (ii) The project schools received their EGRA toolkits during the teacher training workshops as indicated by the provinces. Table 1 indicates the dates when the EGRA workshops were held where the toolkits were delivered by district officials to the project schools in each district.
TABLE 1: WORKSHOP DATES WHERE EGRA TOOLKITS WERE DELIVERED |
||
Province |
District |
Date of delivery of EGRA Toolkits |
Western Cape |
Overberg |
14 April 2015 |
West Coast |
20 April 2015 |
|
North |
14 April 2015 |
|
East |
14 April 2015 |
|
Karoo |
14 April 2015 |
|
Cape Winelands |
14 April 2015 |
|
Central |
14 April 2015 |
|
South |
14 April 2015 |
|
KwaZulu-Natal |
Amajuba |
20-29 May 2015 |
Zululand |
16-22 April 2015 |
|
Eastern Cape |
Cradock |
20-28 April 2015 |
Lusikisiki |
29 April 2015 (43 schools); 8 May 2015 (12 schools) |
|
Mount Fletcher |
11 May 2015 |
|
Sterkspruit |
28 April 2015 (Circuit 1); 4 May 2015( Circuit 2&3) |
|
Maluti |
29 April, 5 May 2015 |
|
Northern Cape |
Francis Baard |
19-28 May 2015 |
John Taole |
26-28 May 2015 |
|
Pixley |
26 May -2 June 2015 |
|
Namaqua |
11 May 2015 |
|
ZFMgcawu |
26-28 May 2015 |
|
Mpumalanga |
Gert Sibande |
29 April 2015 |
Bohlabela |
5-8 May 2015; 18-19 May 2015 |
|
Nkangala |
5-8 May 2015 |
|
Enhlanzeni |
21-23 July 2015 |
|
North West |
Dr Kenneth Kaunda: Tlokwe |
21 April 2015 |
Dr Kenneth Kaunda: Matlosana |
21 April 2015 |
|
Ngaka Modiri Molema: Disobotla |
30 April 2015 |
|
Ngaka Modiri Molema: Kgetleng River |
30 April 2015 |
|
Ngaka Modiri Molema: Mafikeng |
30 April 2015 |
|
Gauteng |
Gauteng East |
2-18 June 2015 |
Gauteng North |
5-7 May 2015 |
|
Gauteng West |
26-27 May 2015 |
|
Johannesburg North |
18-19 May 2015 |
|
Johannesburg East |
19-21 May 2015 |
|
Johannesburg West |
21 May2015 |
|
Johannesburg South |
2&4 June 2015 |
|
Johannesburg Central |
4-5 May 2015 |
|
Sedibeng West |
25-26 May 2015 |
|
Sedibeng East |
26 May 2015 |
|
Tshwane North |
14-18 May 2015 |
|
Tshwane South |
27 May 2015 |
|
Tshwane West |
20 April& 8 May 2015 |
|
Ekurhuleni North |
4-8 May 2015 |
|
Ekurhuleni South |
1-2 June 2015 |
|
Limpopo |
Mopani |
10-11 June 2015 |
Capricorn |
17-18 June 2015; 22-23 July 2015 |
|
Free State |
Xhariep |
12-17 August 2015 |
Motheo |
23-24 April 2015 |
|
Lejweleputswa |
22-30 July 2015 |
|
Thabo Mofutsanyana |
12 to 17 August 2015 |
|
Fezile Dabe |
5 May 2015 |
b. & c. The list of teachers for Grade 1 to 3 who attended the training workshops were drawn from the provincial EGRA workshop registers and is uploaded on the DBE website: http://www.education.gov.za/tabid/914/Default.aspx
d. i & (ii) The dates when the EGRA provincial workshops were held and the times of the day are indicated in Table 2.
TABLE 2: PROVINCIAL TEACHER TRAINING DATES AND WORKSHOP TRAINING TIMES |
|||
Province |
District |
Training dates |
Workshop Training Times |
Western Cape |
Overberg |
23 to 26 April 2015 |
14:00 to16:00 = 2 hours |
West Coast |
23 to 26 March 2015 |
14:30 to17:30 = 3 hours |
|
North |
18 April 2015 |
Saturday, 8:00 to 12:00 =5 hours |
|
East |
23 March 2015 |
13:00 to17:00 =4 hours |
|
Karoo |
23 to 26 March 2015 |
14:30 to 17:00= 2,5 hours |
|
Cape Winelands |
17 to 25 March 2015 |
14:30 to 17:00= 2,5 hours |
|
Central |
29 April 2015 |
14:00 to 17:30= 3,5 hours |
|
South |
24 April 2015 |
13:00 to17:00= 4 hours |
|
KwaZulu-Natal |
Amajuba |
20 to 29 April 2015 |
9:00-14:00 = 12 hours (6 hours per day x2 days) |
Zululand |
16 to 22 April 2015 |
8:30-16:00 = 16 hours (8 hours per day x2 days) |
|
Eastern Cape |
Cradock |
20 April to 28 April 2015 |
8:00 to 17:00 (2days per circuit) |
Lusikisiki |
27-28 May 2015 |
12:00-15:00= 3hours |
|
Mount Fletcher |
18 May 2015 |
8:30 to 15:00 =6,5 hours |
|
Sterkspruit |
28 April to 4 May 2015 |
9:00-15:00 = 12 hours (6 hours per day x2 days) |
|
Maluti |
17 April to 5 May 2015 |
9:00-15:00 = 12 hours (6 hours per day x2 days |
|
Northern Cape |
Francis Baard |
25 to 28 May 2015 |
13:00 -16:00=3 hours |
John Taole |
26 May 2015 |
13:00 -16:00=3 hours |
|
Pixley |
27 May- 2 June 2015 |
13:00 -16:00=3 hours |
|
Namaqua |
28 May 2015 |
13:00 -17:00=4 hours |
|
ZFMgcawu |
26 to 28 May 2015 |
13:00 -16:00=3 hours |
|
Mpumalanga |
Gert Sibande |
29 April 2014 |
8:00 -16:00 1full day |
Bohlabela |
5-7 May 2015, 18-19 May 2015 |
13:30 -16:30=3 hours |
|
Nkangala |
4-8 May 2015 |
12:30 -15:30=3 hours |
|
Enhlanzeni |
21-23 July 2015 |
13:30 -16:30=3 hours |
|
North West |
Dr Kenneth Kaunda: Tlokwe |
21 to 30 April 2015 |
13:00-16:00= 3hours |
Dr Kenneth Kaunda: Matlosana |
23 to 30 April 2015 |
13:00-16:00= 3hours |
|
Ngaka Modiri Molema: Disobotla |
20 to 22 April 2015 |
12:00-15:00= 3hours |
|
Ngaka Modiri Molema: Kgetleng River |
28 to 30 April 2015 |
12:00-15:00= 3hours |
|
Ngaka Modiri Molema: Mafikeng |
4 May 2015 |
12:00-15:00= 3hours |
|
Gauteng |
Gauteng East |
2-18 June 2015 |
14:00-16:00=2 hours |
Gauteng North |
5-7 May 2015 |
14:00-16:00=2 hours |
|
Gauteng West |
26-27 May 2015 |
14:00-16:00=2 hours |
|
Johannesburg North |
2 June 2015 |
14:00-16:00=2 hours |
|
Johannesburg East |
19-21 May 2015 |
14:00-16:00=2 hours |
|
Johannesburg West |
21-26 May; 2 June 2015 |
14:00-16:00=2 hours |
|
Johannesburg South |
2-4 June 2015 |
14:00-16:00=2 hours |
|
Johannesburg Central |
4-5 May 2015 |
14:00-16:00=2 hours |
|
Sedibeng West |
25-26 May 2015 |
14:00-16:00=2 hours |
|
Sedibeng East |
26 May 2015 |
14:00-16:00=2 hours |
|
Tshwane North |
14-18 May 2015 |
14:00-16:00=2 hours |
|
Tshwane South |
27 May 2015 |
14:00-16:00=2 hours |
|
Tshwane West |
15- 21 May 2015 |
13:00-16:00= 3 hours |
|
Ekurhuleni North |
18-19 May 2015 |
14:00-16:00=2 hours |
|
Ekurhuleni South |
1-2 June 2015 |
14:00-16:00=2 hours |
|
Limpopo |
Mopani |
10-11 June 2015 |
12:00-16:00=4 hours |
Capricorn |
17 to 18 June 2015; 22-23 July 2015 |
12:00-16:00=4 hours |
|
Free State |
Xhariep |
12 to 17 August 2015 |
12:00 -16:00=4 hours |
Motheo |
22 to 30 July 2015 |
12:00 -16:00=4 hours |
|
Lejweleputswa |
22 to 30 July 2015 |
12:00 -16:00=4 hours |
|
Thabo Mofutsanyana |
12 to 17 August 2015 |
12:00 -16:00=4 hours |
|
Fezile Dabe |
12 to 17 August 2015 |
14:00 -17:00= 3 hours |
e. No. The teachers were not awarded accreditation for the EGRA workshops attended.
18 November 2015 - NW3886
Davis, Mr GR to ask the Minister of Basic Education
Whether, with reference to her department's annual report for the 2014-15 financial year, her department has ascertained why each of the 1 321 young and qualified educators under the age of 30 have left the system; if not, why not; if so, what are the reasons, in descending order of prevalence, for young educators leaving the system?
Reply:
Whether, with reference to her department's annual report for the 2014-15 financial year, her department has ascertained why each of the 1 321 young and qualified educators under the age of 30 have left the system; if not, why not; if so, what are the reasons, in descending order of prevalence, for young educators leaving the system?
The indicator in question reports on all educators who were terminated on the system regardless of the category of termination. The main categories for this particular indicator are contract expiry (903), resignation (385), and death (22). Nine (9) educators were discharged due to misconduct. The reasons for termination related to resignation, that is, the 385 cases indicated above, are captured on PERSAL. The main reasons in order of prevalence are:
- resigning of position to take up another position either within the sector or in government;
- taking up another position outside the sector for better remuneration or simply changing of occupation; and
- issues about working conditions including personal grievances and nature of work.
18 November 2015 - NW3739
Boshoff, Ms SH to ask the Minister of Basic Education
(1)With reference to her reply to question 3250 on 15 September 2015, by which date are provincial education departments scheduled to submit their training plans in respect of the Screening, Identification, Assessment and Support (SIAS) policy; (2) what (a) funding, (b) human resources, particularly therapists and psychologists and (c) other support will her department provide (i) provincial education departments and (ii) schools to support the implementation of the SIAS policy?
Reply:
(1) Provincial Education Departments (PEDs) were expected to submit their training and implementation plans in respect of the Screening, Identification, Assessment and Support (SIAS) policy by 30 August 2015.
(2) (a)(i) The Department of Basic Education (DBE) does not provide direct funding to PEDs to support the implementation of the SIAS policy and (ii) PEDs are expected to provide a budget to support schools in the implementation of the policy.
(b)(i) The provision of human resources is a provincial competence and therefore the DBE does not provide human resources to PEDs to support the implementation of the policy. PEDs are expected to use their existing resources to implement SIAS, including the use of existing therapist and psychologist posts. (ii) Similarly, PEDs are expected to provide support to schools, including training of teachers, within their existing resources.
(c) The Department will provide support (i) to PEDs and (ii) to schools by developing norms and standards for the implementation of the policy, supplying training materials and programmes, as well as implementation guidelines.
18 November 2015 - NW3822
Davis, Mr GR to ask the Minister of Basic Education
(1)What amount was (a) the chairperson of the SA Council for Educators, (b) the deputy chairperson and (c) every other member of the specified Council paid in respect of services rendered in the execution of the affairs of the council in terms of (i) traveling (ii) subsistence and (iii) other allowances for the (aa) 2012-13, (bb) 2013-14 and (cc) 2014-15 financial years; (2) what amount was the chairperson of the council paid in additional remuneration as provided for in section 18(b) of the SA Council for Educators Act, Act 31 of 2000, for the (a) 2012-13, (b) 2013-14 and (c) 2014-15 financial years?
Reply:
(1)(a-c)
Position |
Expense |
2012/13 |
2013/14 |
2014/15 |
Chairperson |
Travelling |
0 |
0 |
0 |
Subsistence |
2 060.00 |
103.00 |
927.00 |
|
Other allowances |
0 |
0 |
0 |
|
Deputy Chairperson |
Travelling |
0 |
0 |
0 |
Subsistence |
618.00 |
721.00 |
618 |
Position |
Expense |
2012/13 |
2013/14 |
2014/15 |
STAFFCO Chairperson |
Travelling |
0 |
0 |
0 |
Subsistence |
2 163.00 |
1 751.00 |
1 854.00 |
|
Other allowances |
0 |
0 |
0 |
|
FINCO Chairperson |
Travelling |
0 |
0 |
0 |
Subsistence |
515.00 |
515.00 |
309.00 |
|
Other allowances |
0 |
0 |
0 |
|
PRODCO Chairperson |
Travelling |
0 |
0 |
0 |
Subsistence |
1 236.00 |
- |
- |
|
Other allowances |
0 |
0 |
0 |
|
AUDCO Chairperson |
Travelling |
0 |
0 |
0 |
Subsistence |
||||
Other allowances |
0 |
0 |
0 |
|
ADVOCCO Chairperson |
Travelling |
0 |
0 |
0 |
Subsistence |
927.00 |
515.00 |
1 442.00 |
|
Other allowances |
0 |
0 |
0 |
|
ETHCOM Chairperson |
Travelling |
0 |
0 |
0 |
Subsistence |
- |
- |
618.00 |
|
Other allowances |
0 |
0 |
0 |
|
REGCO Chairperson |
Travelling |
0 |
0 |
0 |
Subsistence |
- |
927.00 |
1 133.00 |
|
Other allowances |
0 |
0 |
0 |
|
Other non-executive council members |
B MCOYANA 1 133.00 BM DU TOIT 103.00 CJ NEL 1 133.00 DE MABATHA 206.00 ES THEMBA 309.00 FNJ FOURIE 824.00 G BENGELL 412.00 G BOWLES 721.00 G CLARK 824.00 G HARRISON 721.00 J EASTES 206.00 JA BREED 515.00 JHE JEFTHA 927.00 L FEZEKA 103.00 |
B MCOYANA 1 133.00 BRAHM FLEISH 103.00 CJ NEL 1 133.00 ES THEMBA 309.00 FNJ FOURIE 824.00 G BENGELL 412.00 G BOWLES 721.00 G CLARK 824.00 H HARRISON 515.00 HJ DEACON 206.00 G HARRISON 721.00 J EASTES 206.00 J RUSTIN 206.00 JA BREED 515.00 JHE JEFTHA 927.00 JW BESYER 412.00 LG CELE 206.00 LH SWANEPOEL 206.00 ME MASEKO 309.00 MJ KUTUMELA 412.00 ML MAPHILA 515.00 MMC MAFUNDA 103.00 MS MOLOI 618.00 N LUKWE 206.00 NA MOSIA 412.00 NV MAGI 309.00 PR MOROATSSHEHLA 721.00 SM MAYONGO 927.00 TK GEZA 206.00 TTJ LEDIMO 412.00 W HLAISE 1 751.00 |
BRAHM FLEISH 309.00 CJ NEL 412.00 ES THEMBA 103.00 FNJ FOURIE 309.00 G BENGELL 515.00 G BOWLES 1133.00 G CLARK 515.00 I BEKEER 103.00 HJ DEACON 103.00 HN MAKHANGA 103.00 G HARRISON 618.00 J EASTES 412.00 J RUSTIN 412.00 JA BREED 309.00 JW BESYER 309.00 L MOTSHWANE 206.00 LG CELE 309.00 LH SWANEPOEL 618.00 ME MASEKO 309.00 M BOMVANA 103.00 M SCHOEMAN 103.00 ML MAPHILA 515.00 MMC MAFUNDA 206.00 MS MOLOI 306.00 NA MOSIA 515.00 PN CALUZA 309.00 PR MOROATSSHEHLA 618.00 RM DU TOIT 206.00 SM MAYONGO 712.00 TK GEZA 515.00 TTJ LEDIMO 515.00 W HLAISE 1 854.00 |
(2)(a-c)
Chairperson’s additional remuneration:
2012/13 |
2013/14 |
2014/15 |
|
Additional Remuneration |
0 |
0 |
0 |
No additional remuneration was made to the Chairperson.
18 November 2015 - NW3823
Davis, Mr GR to ask the Minister of Basic Education
(1)(a) What amount has each provincial education department allocated for information and communication technology (ICT) in education in the 2014-15 financial year and (b) in which budget vote was each amount allocated; (2) What interventions exist in each province to train teachers in the use and integration of ICT in the classroom?
Reply:
(1)(a)(b) The budget allocation for information and communication technology (ICT) in education in the 2014-15 financial year in each provincial education department is reflected in Table 1 below.
Table 1: Provincial Education Departments: ICT Budget and Expenditure for 2014/15
Province |
2014/15 Approved Budget |
R"000 |
|
Eastern Cape |
No budget was allocated for ICT due to budget constrain. |
Free State |
No budget was allocated for ICT due to budget constrain. |
Gauteng |
115 059 |
KwaZulu Natal |
No budget was allocated for ICT due to budget constrain. |
Limpopo |
45 396 |
Mpumalanga |
47 186 |
Northern Cape |
No budget was allocated for ICT due to budget constrain. |
North West |
9 365 |
Western Cape |
77 631 |
Totals |
294 637 |
(2) Each provincial department identify ICT training requirement and allocates available provincial budgets to address the training requirements. The Department of Basic Education in collaboration with Intel South Africa further assist provinces by providing ICT training for provincial and district officials based on their provincial requirements.
18 November 2015 - NW3824
Davis, Mr GR to ask the Minister of Basic Education
Has her department set norms and standards for the testing of National Senior Certificate markers; if not, (a) why not and (b) how then is it possible to accurately compare results of different provinces; if so, (i) on what date were the specified norms and standards determined and (ii) whether she will provide a copy of the specified norms and standards?
Reply:
(a) Markers are currently appointed based on stringent criteria relating to teaching experience and qualification in the subject. In order to be appointed, a marker must have a recognised three year post school qualification, which must include the subject to be marked at second or third year level. The marker must have teaching experience at the Grade 12 level in the subject concerned and must be proficient in the language of teaching and learning. These criteria, together with a report on the performance of the marker as a teacher in the classroom, and his/her performance in previous marking sessions, are strictly applied, thus ensuring that the most suitable educators are appointed.
The Department of Basic Education (DBE) audits the selected list of markers across all Provincial Education Departments (PEDs) to ensure that PEDs comply with these criteria.
The writing of the competency test by markers, if applied, is only an enhancement to the current protocols and criteria for the appointment of markers, and not an essential pre-requisite that, if omitted, has the potential of compromising the marking process. The competency test would have been used to verify the above criteria and was never intended to be the sole criterion for the appointment of markers. Therefore, in the absence of the competency test, which would have merely confirmed the knowledge levels of the markers, there would be no compromise to the marking quality.
(b) The DBE ensures that marking standards are maintained across all PEDs through the following quality control measures :
- Prior to the marking, a national standardisation meeting is convened at the DBE, which sees the assembly of the chief markers and internal moderators for each subject from each of the provinces. At this meeting, the marking guidelines are discussed extensively and a common understanding of its application is established. This is followed by training of the chief markers and internal moderators, who will take responsibility for the marking in the province.
- The introduction of the Tolerance Range which ensures that during the moderation process the mark awarded by the moderator and the marker should not vary beyond an agreed range. This ensures that marking standards are strictly controlled to ensure that marking quality is rigidly applied.
- Markers are also authorised based on an initial sample of scripts that are provided to the marker for marking. These are moderated and only after the marker shows that he/she is capable of complying to the tolerance range, will he/she be allowed to mark.
- Intensive moderation of marking. Marking at the marking centre is organised based on five tiers of quality control and quality assurance. Scripts are marked by the marker and then moderated by the senior marker, who is in turn overseen by the Deputy Chief Marker and the final quality control is the responsibility of the chief marker. In addition to these four levels of quality management, an internal moderator serves as the final judge of marking standards for that subject at that centre. The DBE and Umalusi will appoint independent external moderators to ensure that external quality checks on the marking process.
No additional norms and standards have been set:
- The norms and standards currently utilised for the appointment of markers is the criteria specified in the Personnel Administrative Measures.
- No copies of specified norms and standards will be provided.
It should be noted that the credibility and integrity of the marking process is not at stake or in jeopardy, due to the deferment of the competency test for prospective markers. The procedures and criteria listed above are more than adequate to ensure that the quality of marking is of the highest standard. The DBE will pursue in its endeavours to ensure that the concerns of the social partners are addressed with regard to the competency test, so that this useful tool can be introduced to enhance the marking process.
18 November 2015 - NW3826
Lovemore, Ms AT to ask the Minister of Basic Education
(1)With reference to her reply to question 3497 on 1 October 2015, what is the (a) number and (b) percentage of (i) Grade 10, (ii) Grade 11 and (iii) Grade 12 learners studying mathematics in each secondary school in the Graaff-Reinet district; (2) (a) why there is a discrepancy between her reply to question 2550 on 31 July 2015, which indicates that 13,5% of learners in Grade 12 in the Graaff-Reinet education district are registered to study mathematics and her reply to question 3497 on 1 October 2015, which indicates that 66,7% of Grade 12 learners in the same district are registered to study mathematics and (b) which of the two replies is correct? NW4571E
Reply:
1. (a)(b)(i)(ii)(iii) Please refer to the table below:
Table 1: Number and percentage of learners enrolled for Mathematics in Graaff-Reinet district, in 2015; see the link below:
www.pmg.org.za/files/RNW3826-151118.doc
Source: LURITS, 2015 Second Quarter upload
- (a)(b) There is no discrepancy because the response indicated that 15,3% of learners are enrolled at Grade 12. The 66,7% was indicated as the number of schools offering Mathematics, not the number of learners. Please see below the table that was inserted as part of the response:
Table 2 indicates the number of schools that declared offering Mathematics the in relevant Grades:
Grade |
Total Number of schools |
Number of schools with Mathematics learners |
% to total number of schools |
Grade 10 |
15 |
12 |
80.0 |
Grade 11 |
15 |
11 |
73.3 |
Grade 12 |
15 |
10 |
66.7 |
Source: Source: LURITS, 2015 Second Quarter upload
02 November 2015 - NW3034
James, Ms LV to ask the Minister of Basic Education
(1)How many contracts were awarded by her department to the Independent Development Trust in each province during the (a) 2012-13, (b) 2013-14 and (c) 2014-15 financial years; (2) what was the (a) scope and (b) rand value of each specified contract; (3) whether each contract was completed on time; if not, (a) what were the reasons for this, (b) were there any subsequent penalties for late completion and (c) how many projects are still incomplete?
Reply:
(1)
(a) Independent Development Trust was awarded ASIDI contracts as follows:
(i) In the financial year 2012-13, two (2) contracts of eradication of inappropriate school structures were awarded to IDT and two (2) contracts of provision of basic services were awarded to the IDT.
(ii) In the financial year 2013-14, one (1) contract of eradication of inappropriate school structures was awarded and one (1) contract of provision of basic services was awarded to the IDT.
(iii) From 1 April 2014 to date, no contracts were awarded to the IDT.
DBE Intervention under EIG – Water and Sanitation in Limpopo
(i) In the financial year 2012-13, 1 contract for provision of water and sanitation in Limpopo was awarded to the IDT,
(ii) In the financial year 2013-14, 1 contract for provision of water and sanitation in Limpopo was awarded to the IDT.
(iii) In the 2014/15 Financial Year, 0 contracts were awarded to the IDT (DBE Intervention)
(2)
(a)(b)Contract Values of contracts awarded to IDT per financial year (ASIDI)
Contracts |
Contract value per financial Year |
|
2012-13 |
2013-14 |
|
Eradication of 12 inappropriate schools Eastern Cape |
R317,454m |
|
Provision of basic services in Eastern Cape - Batch 1 |
R239,094m |
|
Provision of basic services in KwaZulu-Natal |
R101,254m |
|
Eradication of 10 inappropriate schools (FS) |
R504,476m |
|
Eradication of 36 inappropriate schools in Eastern Cape |
*R617,143m |
|
Provision of basic services in Eastern Cape - Batch 2 |
*R299,175m |
*pre-tender estimate
(a)(b)Contract Values of contracts awarded to IDT per financial year (DBE EIG Intervention)
Contracts |
Contract value per financial Year |
|
2012-13 (Inc. VAT excl management fees) |
2013-14 (Inc. VAT excl management fees) |
|
Provision of water and sanitation in Limpopo |
R51, 314m |
|
Provision of water and sanitation in Limpopo |
R357, 185, m |
*pre-tender estimate
(3) (a)
ASIDI
The 2012-13 eradication of inappropriate schools in the Eastern Cape were completed by due date, and the 2012-13 provision of basic services in the Eastern Cape contracts were not completed by the due date.
The basic services projects were not completed by due date due to contractor incompetency, delays experienced with submission of ground water tests and geotechnical tests reports from laboratories and poor contract management.
The 2012-13 Free State contracts were not completed by the due date. So far, one new school has been completed.
The projects were not completed by due date due to contractor incompetency and poor contract management.
The IDT will not be able to complete the Eastern Cape contracts awarded in 2013-14 by due date.
The projects are already behind schedule.
(b) As per the contracts entered into between the DBE and IDT, various sanctions can be imposed where there is non-performance. In the case of the Free State contract, IDT was issued with notices of non-performance and subsequently the scope of work awarded to the IDT in the Free State was reduced by 4 schools out of the 10 allocated to them. The IDT has also been issued with notices of default on the 2013-14 Eastern Cape contracts.
(c) The table below indicates projects still to be completed
Contracts |
Projects Allocated |
Approved Scope Change |
Projects Completed |
|
Eradication of 12 inappropriate schools Eastern Cape |
12 |
10 |
||
Provision of basic services in Eastern Cape - Batch 1 |
213 |
25 Water & 52 Sanitation |
||
Provision of basic services in KwaZulu-Natal |
89 |
100 |
66 Water & 25 Sanitation |
|
Eradication of 10 inappropriate schools (FS) |
10 |
1 |
||
Eradication of 36 inappropriate schools in Eastern Cape |
36 |
0 |
||
Provision of basic services in Eastern Cape - Batch 2 |
155 |
0 |
DBE Intervention
The 2012-13 schools were provided with services by due date.
The 2013-14 the implementation of the second phase is in progress.
02 November 2015 - NW3831
Boshoff, Ms SH to ask the Minister of Basic Education
(1)Whether (a) her department and/or (b) provincial departments maintain a database of sick leave records of educators at schools for children with special educational needs; if not, (i) why not and (ii) what is the current method to track sick leave of educators at schools in each case; if so, in each province, (aa) how many sick leave days are taken on average annually, (bb) what are the top five reasons for taking sick leave and (cc) what is the average period of sick leave in each case; (2) whether the total number of sick leave days taken by educators at schools for children with special educational needs is hampering education at such schools in each specified province; if so, (a) why and (b) what steps are being taken to reduce this negative effect?
Reply:
1. Whether (a) her department and/or (b) provincial departments maintain a database of sick leave records of educators at schools for children with special educational needs; if not, (i) why not and (ii) what is the current method to track sick leave of educators at schools in each case; if so, in each province, (aa) how many sick leave days are taken on average annually, (bb) what are the top five reasons for taking sick leave and (cc) what is the average period of sick leave in each case;
1. (a), (b) and (i)
Yes, the Department of Basic Education (DBE) relies on the PERSAL system to monitor leave in general, including sick leave. The data on PERSAL is usually not up to date given the time lag between the receipt of forms at schools and such form being captured on PERSAL at district level.
(ii) Information on sick and all other forms of leave is recorded on PERSAL as part of human resource administration system. At operational level, other teacher time and attendance systems such as SASAMS and other provincial teacher systems used in the Western Cape and Northern Cape are also used to collect information on teacher attendance.
(aa) Provincial Education Departments (PEDs) have been requested to provide up to date information from their monitoring systems, it will be provided as soon as it is received.
(bb) Information requested from PEDs.
(cc) Information requested from PEDs.
2. Whether the total number of sick leave days taken by educators at schools for children with special educational needs is hampering education at such schools in each specified province; if so, (a) why and (b) what steps are being taken to reduce this negative effect?
(2) (a) PEDs have been requested to provide their assessment of the impact, based on the data, and respond accordingly.
02 November 2015 - NW3825
Boshoff, Ms SH to ask the Minister of Basic Education
(1)Has she done any assessment of possible changes in poverty levels at schools since the introduction of the quintile system; if not, why not; if so, (a) what are the relevant details of the specified assessments and (b) what were the results thereof; (2) does she intend to review the quintile system in view of the hardship that the system is causing to many schools that are serving very poor learners; if not, why not; if so, (a) when and (b) how?
Reply:
(1) (a) The quintile system was introduced through the publication of the National Norms and Standards for School Funding in 1998. Paragraph 107 of the National Norms and Standards for School Funding (NNSSF) determines that Provincial Education Departments (PEDs) must annually, subject to the availability of new data which is sufficiently reliable, consider reviewing the poverty scores of schools and/or the poverty ranking of a school and make the necessary adjustments to effect equity. In addition to these annual assessments by PEDs, the Department of Basic Education continuously monitors the implementation of the funding policy and its impact on schools through surveys as well as periodic reviews of the funding system. Findings from the 2003 report on the Review of the Financing, Resourcing and Costs of Education in Public Schools and the 2009 survey report on School Funding and Management in South Africa were instrumental in informing policy reform.
(b) Assessment of poverty levels in schools at both provincial and national levels had the following results, amongst others: No fee schools were introduced in 2007 (quintiles 1 and 2) and were expanded to include school in quintile 3 from 2010; The number of learners accommodated in no fee schools increased by more than 70% from approximately 5.2 million learners in 2007 to about 9.2 learners in 2015; between 2010 and 2015 more than 1 000 schools nationally were reclassified into quintiles 1-3 from quintiles 4 and 5; allocations to no fee schools were equalized at the level of quintile 1 as from 2010; some Provincial Education Departments are also providing allocations above the national targets to certain schools in quintiles 4 and 5.
(2) (a) The Department is currently in the process of reviewing the use of the quintile system as it relates to the school allocation.
(b) The following have been proposed to happen in order to de-link a school’s allocation from its quintile ranking and distinguish between only two broad categories of schools i.e. no fee schools and fee paying schools on which to determine the structure and level of the school allocation:
(i) Progressively equalise the school allocation for all existing no fee schools (Q 1-3);
(ii) The voluntary reclassification of certain Quintile 4 and 5 schools as no fee schools; and
(iii) The introduction of an alternative, fee-based, funding system for determining the level of the school allocation to fee paying schools.
(Equalization of the school allocation to no fee schools, as per 2(b) (i) above, has already been implemented. In terms of 2(b) (ii) above, up to now, no additional funding could be secured. Some provinces are, however, to a limited degree and from their existing budgets, offering choices to selected schools in quintiles 4 and 5 to be voluntarily declared as no fee schools. The voluntary reclassification of Quintile 4 and 5 schools as no fee schools will, however, in the absence of securing additional funding, be difficult to implement nationally. The introduction of an alternative, fee-based, funding model for determining the level of school allocation to fee paying schools (as per 2(b) (iii) above) will also require an injection of additional funding, as well as amendments to the current funding policy. Full implementation of the proposals emanating from the review is dependent on securing of adequate funding.
02 November 2015 - NW3770
Msimang, Prof CT to ask the Minister of Basic Education
Whether she has any plans in place for the eradication of pit toilets in all government schools, especially those in the (a) rural areas and (b) informal settlements; if not; why not, if so; what are the relevant details?
Reply:
Yes, the Department of Basic Education has plans for the eradication of pit toilets in all government schools. In terms of the Regulations Relating to Minimum Uniform Norms and Standards for Public School Infrastructure, all schools should be provided with acceptable basic services. Acceptable basic services include: waterborne sanitation, small-bore sewer reticulation; septic or conservancy tanks; Ventilated improved pit latrines and composting toilets; Municipal water supply; boreholes; rainwater harvesting (purified); and different forms of power supply. The scope and application of the regulations applies to all schools, including those in rural areas and informal settlements.
02 November 2015 - NW3769
Msimang, Prof CT to ask the Minister of Basic Education
Whether her department has any plans of placing anti-drug centres in all high schools to address the issue of learners coming to school under the influence of alcohol and drugs; if not, what is the position in this regard; if so, what are the relevant details?
Reply:
No, the establishment of anti-drug centres at all high schools has never been considered. Learners coming to schools under the influence of alcohol or drugs will be dealt with in terms of schools’ Codes of Conduct for Learners. The Code of Conduct for Learners spells out the rules regarding learner behaviour at school and describes the disciplinary system to be implemented by the School Management concerning transgressions by learners.
02 November 2015 - NW3746
Lovemore, Ms AT to ask the Minister of Basic Education
Whether she or her department is compelled by law to develop education management processes and interventions, such as the Annual National Assessments, in consultation with representatives of teachers unions; if not, why does she (a) consult with the teacher unions in this respect and (b) not also consult with (i) professional bodies within the education sector, such as the SA Principals' Association and/or (ii) other suitably qualified persons; if so, which law?
Reply:
In terms of section 5 read with section 6 of the National Education Policy Act, 27 of 1996 the Minister or her Department is compelled by law to develop education management processes and interventions, such as the Annual National Assessments, after consultation with representatives of teachers unions operating in the Education Labour Relations Council (ELRC), principals’ organisations, students organisations, School Governing Body Associations, etc.
02 November 2015 - NW3741
Boshoff, Ms SH to ask the Minister of Basic Education
(1)(a) What was the (a) targeted and (b) actual number of trainees who attended courses in (i) inclusive education and (ii) special needs education in each (aa) province and (bb) district in the 2014-15 financial year; (2) what is the total number of educators from (a) full service schools and (b) special needs schools who attended teacher wellness programmes in each (i) province and (ii) district in the 2014-15 financial year; (3) how many days (a) sick leave and (b) incapacity leave were taken by educators at (i) full service schools and (ii) special needs schools in each (aa) province and (bb) district in the 2014-15 financial year; (4) what is the total number of (a) resignations, (b) termination of employment other than by resignation or retirement and (c) retirements that occurred among educators at (i) full service schools and (ii) special needs schools in each (aa) province and (bb) district in the 2014-15 academic year?
Reply:
- The information on the number of teachers and officials that were trained in courses in respectively inclusive education and special needs education during the 2014 – 15 financial year is as follows:
Province |
Districts |
Training in Inclusive Education |
Training in Special Needs Education |
||
Target |
Actual |
Target |
Actual |
||
EC |
All 24 |
640 |
614 |
280 |
260 |
FS |
All 5 |
1060 |
1940 |
205 |
209 |
Fezile Dabi |
No target provided |
16 |
No target provided |
16 |
|
Lejweleputswa |
No target provided |
14 |
No target provided |
14 |
|
Motheo |
No target provided |
124 |
No target provided |
124 |
|
Thabo Mofutsanyana |
No target provided |
55 |
No target provided |
55 |
|
Xhariep |
No target provided |
0 |
No target provided |
0 |
|
GT |
All 15 |
1000 |
1120 |
885 |
1057 |
Ekhuruleni North |
No breakdown provided |
No breakdown provided |
75 |
96 |
|
Ekhuruleni South |
No breakdown provided |
No breakdown provided |
50 |
70 |
|
Gauteng East |
No breakdown provided |
No breakdown provided |
65 |
80 |
|
Gauteng North |
No breakdown provided |
No breakdown provided |
35 |
24 |
|
Gauteng West |
No breakdown provided |
No breakdown provided |
65 |
70 |
|
Johannesburg Central |
No breakdown provided |
No breakdown provided |
60 |
95 |
|
Johannesburg East |
No breakdown provided |
No breakdown provided |
70 |
88 |
|
Johannesburg North |
No breakdown provided |
No breakdown provided |
65 |
87 |
|
Johannesburg South |
No breakdown provided |
No breakdown provided |
45 |
60 |
|
Johannesburg West |
No breakdown provided |
No breakdown provided |
60 |
67 |
|
Sedibeng East |
No breakdown provided |
No breakdown provided |
50 |
61 |
|
Sedibeng West |
No breakdown provided |
No breakdown provided |
40 |
40 |
|
Tshwane North |
No breakdown provided |
No breakdown provided |
55 |
55 |
|
Tshwane South |
No breakdown provided |
No breakdown provided |
85 |
89 |
|
Tshwane West |
No breakdown provided |
No breakdown provided |
65 |
75 |
|
KZN |
12 Districts |
997 |
847 |
603 |
512 |
LP |
5 Districts |
1000 |
1080 |
150 |
130 |
MP |
4 Districts |
500 |
1337 |
126 |
142 |
NC |
6 Districts |
No target provided |
2000 |
2000 |
1248 |
ZF Mngcawu |
No target provided |
No breakdown provided |
500 |
244 |
|
Pixley-Ka-Seme |
No target provided |
No breakdown provided |
200 |
87 |
|
Namaqua |
No target provided |
No breakdown provided |
500 |
337 |
|
John Taolo Gaetsewe |
No target provided |
No breakdown provided |
200 |
150 |
|
Frances Baard |
No target provided |
No breakdown provided |
600 |
430 |
|
NW |
All districts |
No target provided |
1235 |
No information |
104 |
WC |
All districts |
1217 |
1130 |
319 |
363 |
Total: |
6414 |
11303 |
6872 |
4025 |
Source: Information obtained from Provincial Education Departments in 2015
(2) What is the total number of educators from (a) full service schools and (b) special needs schools who attended teacher wellness programmes in each (i) province and (ii) district in the 2014-15 financial year;
(2) (a), (b) (i),(ii) The Department does not routinely collect information on teacher wellness. The information will be requested from the Provincial Education Departments and will be submitted as soon as it received.
(3) How many days (a) sick leave and (b) incapacity leave were taken by educators at (i) full service schools and (ii) special needs schools in each (aa) province and (bb) district in the 2014-15 financial year;
(3) (a), (b) (i), (ii) The Department does not routinely collect information on leave taken by educators at school level. The information will be requested from the Provincial Education Departments and will be submitted as soon as it received
(4) What is the total number of (a) resignations, (b) termination of employment other than by resignation or retirement and (c) retirements that occurred among educators at (i) full service schools and (ii) special needs schools in each (aa) province and (bb) district in the 2014-15 academic year?
(i)Full service schools
(aa) PROVINCE |
(bb) DISTRICT/CIRCUIT |
(a)(i) RESIGNATION |
(b)(i) OTHER |
(c)(i) RETIREMENT |
TOTAL |
EASTERN CAPE |
BIZANA DISTRICT OFFICE |
1 |
0 |
1 |
2 |
EASTERN CAPE |
BUTTERWORTH |
1 |
0 |
1 |
|
EASTERN CAPE |
CRADOCK |
6 |
2 |
8 |
16 |
EASTERN CAPE |
EAST LONDON |
0 |
1 |
1 |
|
EASTERN CAPE |
FORT BEAUFORT |
|
0 |
1 |
1 |
EASTERN CAPE |
GRAAFF REINET |
2 |
0 |
2 |
|
EASTERN CAPE |
LADY FRERE |
5 |
0 |
|
5 |
EASTERN CAPE |
LIBODE |
0 |
1 |
1 |
|
EASTERN CAPE |
LUSIKISIKI |
|
0 |
3 |
3 |
EASTERN CAPE |
MOUNT FRERE |
1 |
0 |
1 |
|
EASTERN CAPE |
NGCOBO |
|
1 |
|
1 |
EASTERN CAPE |
PORT ELIZABETH |
0 |
3 |
3 |
|
EASTERN CAPE |
QUEENSTOWN |
2 |
0 |
3 |
5 |
EASTERN CAPE |
STERKSPRUIT |
0 |
2 |
2 |
|
SUB-TOTAL |
18 |
3 |
23 |
44 |
|
FREE STATE |
FREE STATE: EDUCATION |
30 |
6 |
36 |
72 |
SUB-TOTAL |
30 |
6 |
36 |
72 |
|
GAUTENG |
EN: EKURHULENI NORTH INSTITUTION |
0 |
1 |
1 |
|
GAUTENG |
ES: EKURHULENI SOUTH INSTITUTION |
3 |
0 |
1 |
4 |
GAUTENG |
GW: GAUTENG WEST INSTITUTIONS |
1 |
0 |
1 |
|
GAUTENG |
JC: JOHANNESBURG CENTRAL INSTITUTIONS |
2 |
0 |
|
2 |
GAUTENG |
JE: JOHANNESBURG EAST INSTITUTIONS |
2 |
0 |
2 |
|
GAUTENG |
JN: JOHANNESBURG NORTH INSTITUTIONS |
3 |
0 |
|
3 |
GAUTENG |
JW: JOHANNESBURG WEST INSTITUTIONS |
2 |
0 |
1 |
3 |
GAUTENG |
TN: TSHWANE NORTH INSTITUTIONS |
2 |
0 |
|
2 |
GAUTENG |
TS: TSHWANE SOUTH INSTITUTIONS |
4 |
0 |
1 |
5 |
GAUTENG |
TW: TSHWANE WEST INSTITUTIONS |
2 |
0 |
1 |
3 |
SUB-TOTAL |
21 |
0 |
5 |
26 |
|
KWAZULU/NATAL |
PINETOWN DISTRICT : CLUSTER B |
1 |
0 |
1 |
2 |
KWAZULU/NATAL |
UMGUNGUNDLOVU DISTRICT : CLUSTER B |
|
1 |
|
1 |
KWAZULU/NATAL |
UMLAZI DISTRICT : CLUSTER B |
1 |
0 |
1 |
2 |
SUB-TOTAL |
2 |
1 |
2 |
5 |
|
LIMPOPO |
DZINDI CIRCUIT OFFICE |
2 |
0 |
|
2 |
LIMPOPO |
HLOGOTLOU CIRCUIT OFFICE |
1 |
0 |
2 |
3 |
LIMPOPO |
LEBOWAKGOMO CIRCUIT OFFICE |
1 |
0 |
|
1 |
LIMPOPO |
MALAMULELE EAST CIRCUIT OFFICE |
1 |
0 |
1 |
2 |
LIMPOPO |
MOGOSHI CIRCUIT OFFICE |
|
1 |
|
1 |
LIMPOPO |
MOUTSE EAST CIRCUIT OFFICE |
1 |
0 |
1 |
|
LIMPOPO |
NGWAABE CIRCUIT OFFICE |
1 |
0 |
|
1 |
LIMPOPO |
NKOWANKOWA CIRCUIT OFFICE |
1 |
2 |
3 |
|
LIMPOPO |
THABINA CIRCUIT OFFICE |
|
0 |
1 |
1 |
LIMPOPO |
WARMBATHS CIRCUIT OFFICE |
4 |
0 |
4 |
|
SUB-TOTAL |
11 |
2 |
6 |
19 |
|
MPUMALANGA |
MDE BOHLABELA INSTITUTIONS |
22 |
4 |
17 |
43 |
MPUMALANGA |
MDE GERT SIBANDE INSTITUTIONS |
2 |
2 |
1 |
5 |
MPUMALANGA |
MDE NKANGALA INSTITUTIONS |
49 |
4 |
13 |
66 |
NORTHERN CAPE |
FRANCIS BAARD |
0 |
2 |
2 |
|
NORTHERN CAPE |
JOHN TAOLE GAETSEWE |
2 |
1 |
1 |
4 |
SUB-TOTAL |
91 |
14 |
43 |
148 |
|
NORTHERN CAPE |
PIXLEY KA SEME |
1 |
0 |
2 |
3 |
SUB-TOTAL |
1 |
0 |
2 |
3 |
|
WESTERN CAPE |
CAPE WINELANDS EDUCATION DISTRICT |
18 |
3 |
28 |
49 |
WESTERN CAPE |
EDEN & CENTRAL KAROO EDUCATION DISTRICT |
17 |
7 |
21 |
45 |
WESTERN CAPE |
METRO CENTRAL EDUCATION DISTRICT |
9 |
3 |
4 |
16 |
WESTERN CAPE |
METRO EAST EDUCATION DISTRICT |
12 |
1 |
6 |
19 |
WESTERN CAPE |
METRO NORTH EDUCATION DISTRICT |
9 |
4 |
5 |
18 |
WESTERN CAPE |
METRO SOUTH EDUCATION DISTRICT |
3 |
1 |
3 |
7 |
WESTERN CAPE |
OVERBERG EDUCATION DISTRICT |
12 |
3 |
8 |
23 |
WESTERN CAPE |
WEST COAST EDUCATION DISTRICT |
8 |
6 |
9 |
23 |
SUB-TOTAL |
88 |
28 |
84 |
200 |
|
Grand Total |
|
246 |
51 |
192 |
489 |
(ii) special needs schools
(aa) PROVINCE |
(bb) DISTRICT/CIRCUIT |
(a)(ii) RESIGNATION |
(b)(ii) OTHER |
(c)(ii) RETIREMENT |
TOTAL |
EASTERN CAPE |
BIZANA DISTRICT OFFICE |
1 |
0 |
|
1 |
EASTERN CAPE |
EAST LONDON |
3 |
0 |
2 |
5 |
EASTERN CAPE |
KING WILLIAM'S TOWN |
1 |
0 |
3 |
4 |
EASTERN CAPE |
MTHATHA |
4 |
2 |
8 |
14 |
EASTERN CAPE |
PORT ELIZABETH |
7 |
1 |
7 |
15 |
EASTERN CAPE |
QUEENSTOWN |
1 |
0 |
|
1 |
EASTERN CAPE |
QUMBU |
1 |
0 |
|
1 |
EASTERN CAPE |
UITENHAGE |
3 |
0 |
1 |
4 |
SUB-TOTAL |
21 |
3 |
21 |
45 |
|
FREE STATE |
FREE STATE: EDUCATION |
12 |
6 |
12 |
30 |
SUB-TOTAL |
12 |
6 |
12 |
30 |
|
GAUTENG |
D3 TSWANE NORTH |
|
0 |
1 |
1 |
GAUTENG |
GN: GAUTENG NORTH INSTITUTIONS |
|
1 |
|
1 |
GAUTENG |
GW: GAUTENG WEST INSTITUTIONS |
4 |
1 |
6 |
11 |
GAUTENG |
JE: JOHANNESBURG EAST INSTITUTIONS |
12 |
1 |
2 |
15 |
GAUTENG |
JN: JOHANNESBURG NORTH INSTITUTIONS |
13 |
2 |
1 |
16 |
GAUTENG |
JS: JOHANNESBURG SOUTH INSTITUTIONS |
1 |
2 |
3 |
6 |
GAUTENG |
JW: JOHANNESBURG WEST INSTITUTIONS |
7 |
0 |
7 |
14 |
GAUTENG |
SE: SEDIBENG EAST INSTITUTIONS |
2 |
0 |
3 |
5 |
GAUTENG |
SW: SEDIBENG WEST INSTITUTIONS |
1 |
0 |
1 |
2 |
GAUTENG |
TN: TSHWANE NORTH INSTITUTIONS |
5 |
0 |
6 |
11 |
GAUTENG |
TS: TSHWANE SOUTH INSTITUTIONS |
11 |
1 |
10 |
22 |
SUB-TOTAL |
56 |
8 |
40 |
104 |
|
KWAZULU-NATAL |
AMAJUBA DISTRICT: CLUSTER A |
5 |
0 |
2 |
7 |
KWAZULU-NATAL |
PINETOWN DISTRICT: CLUSTER A |
7 |
0 |
|
7 |
KWAZULU-NATAL |
PINETOWN DISTRICT: CLUSTER B |
2 |
0 |
1 |
3 |
KWAZULU-NATAL |
UGU DISTRICT: CLUSTER A |
1 |
0 |
1 |
2 |
KWAZULU-NATAL |
UGU DISTRICT: CLUSTER B |
|
1 |
1 |
2 |
KWAZULU-NATAL |
UMGUNGUNDLOVU DISTRICT CLUSTER A |
1 |
1 |
1 |
3 |
KWAZULU-NATAL |
UMGUNGUNDLOVU DISTRICT: CLUSTER B |
2 |
0 |
4 |
6 |
KWAZULU-NATAL |
UMLAZI DISTRICT: CLUSTER A |
2 |
0 |
2 |
4 |
KWAZULU-NATAL |
UMLAZI DISTRICT: CLUSTER B |
8 |
1 |
3 |
12 |
KWAZULU-NATAL |
UMZINYATHI DISTRICT: CLUSTER A |
|
0 |
1 |
1 |
KWAZULU-NATAL |
UTHUKELA DISTRICT: CLUSTER A |
|
1 |
1 |
2 |
KWAZULU-NATAL |
UTHUNGULU DISTRICT: CLUSTER A |
1 |
0 |
2 |
3 |
KWAZULU-NATAL |
UTHUNGULU DISTRICT: CLUSTER B |
3 |
0 |
|
3 |
KWAZULU-NATAL |
ZULULAND DISTRICT: CLUSTER A |
3 |
0 |
|
3 |
KWAZULU-NATAL |
ZULULAND DISTRICT: CLUSTER C |
|
0 |
1 |
1 |
SUB-TOTAL |
35 |
4 |
20 |
59 |
|
LIMPOPO |
BOCHUM WEST CIRCUIT OFFICE |
3 |
0 |
2 |
5 |
LIMPOPO |
DIMANO CIRCUIT OFFICE |
|
1 |
|
1 |
LIMPOPO |
DZINDI CIRCUIT OFFICE |
4 |
1 |
2 |
7 |
LIMPOPO |
HLOGOTLOU CIRCUIT OFFICE |
|
0 |
1 |
1 |
LIMPOPO |
KGAKOTLOU CIRCUIT OFFICE |
|
0 |
2 |
2 |
LIMPOPO |
LEBOWAKGOMO CIRCUIT OFFICE |
|
1 |
2 |
3 |
LIMPOPO |
MARABA CIRCUIT OFFICE |
|
0 |
1 |
1 |
LIMPOPO |
MAUNE CIRCUIT OFFICE |
1 |
0 |
|
1 |
LIMPOPO |
MMASHADI CIRCUIT OFFICE |
|
0 |
1 |
1 |
LIMPOPO |
MOGODUMO CIRCUIT OFFICE |
|
0 |
1 |
1 |
LIMPOPO |
MOKOPANE CIRCUIT OFFICE |
|
0 |
1 |
1 |
LIMPOPO |
MOTETEMA CIRCUIT OFFICE |
1 |
0 |
|
1 |
LIMPOPO |
MVUDI CIRCUIT OFFICE |
1 |
1 |
1 |
3 |
LIMPOPO |
NKOWANKOWA CIRCUIT OFFICE |
1 |
0 |
2 |
3 |
LIMPOPO |
PIETERSBURG CIRCUIT OFFICE |
1 |
0 |
4 |
5 |
LIMPOPO |
WARMBATHS CIRCUIT OFFICE |
|
1 |
|
1 |
SUB-TOTAL |
12 |
5 |
20 |
37 |
|
MPUMALANGA |
MDE BOHLABELA INSTITUTIONS |
4 |
0 |
2 |
6 |
MPUMALANGA |
MDE NKANGALA INSTITUTIONS |
1 |
1 |
3 |
5 |
MPUMALANGA |
MDE NKANGALA OFFICES |
1 |
0 |
|
1 |
SUB-TOTAL |
|
6 |
1 |
5 |
12 |
NORTH WEST |
GREATER DELAREYVILLE AREA OFFICE (DR RSM) |
|
1 |
1 |
2 |
NORTH WEST |
GREATER TAUNG AREA OFFICE (DR RSM) |
|
1 |
1 |
2 |
NORTH WEST |
KGETLENG RIVER AREA OFFICE (NGAKA MODIRI MOLEMA) |
2 |
0 |
|
2 |
NORTH WEST |
LICHTENBURG AREA OFFICE (NGAKA MODIRI MOLEMA) |
1 |
0 |
|
1 |
NORTH WEST |
MADIBENG AREA OFFICE (BOJANALA) |
2 |
0 |
|
2 |
NORTH WEST |
MAQUASSI HILLS AREA OFFICE (DR KK) |
|
0 |
2 |
2 |
NORTH WEST |
MORETELE AREA OFFICE (BOJ) |
|
0 |
1 |
1 |
NORTH WEST |
MOSES KOTANE EAST AREA OFFICE (BOJ) |
4 |
0 |
|
4 |
NORTH WEST |
POTCHEFSTROOM AREA OFFICE (DR KK) |
|
0 |
2 |
2 |
NORTH WEST |
REKOPANTSWE AREA OFFICE (NGAKA MODIRI MOLEMA) |
|
0 |
1 |
1 |
NORTH WEST |
RUSTENBURG AREA OFFICE (BOJANALA) |
1 |
0 |
1 |
2 |
NORTH WEST |
ZEERUST AREA OFFICE (NGAKA MODIRI MOLEMA) |
|
0 |
1 |
1 |
SUB-TOTAL |
10 |
2 |
10 |
22 |
|
NORTHERN CAPE |
FRANCIS BAARD |
5 |
0 |
6 |
11 |
SUB-TOTAL |
|
5 |
0 |
6 |
11 |
WESTERN CAPE |
CAPE WINELANDS EDUCATION DISTRICT |
2 |
0 |
5 |
0 |
WESTERN CAPE |
EDEN & CENTRAL KAROO EDUCATION DISTRICT |
2 |
1 |
5 |
8 |
WESTERN CAPE |
METRO CENTRAL EDUCATION DISTRICT |
17 |
1 |
14 |
32 |
WESTERN CAPE |
METRO EAST EDUCATION DISTRICT |
6 |
0 |
9 |
15 |
WESTERN CAPE |
METRO NORTH EDUCATION DISTRICT |
2 |
2 |
6 |
10 |
WESTERN CAPE |
METRO SOUTH EDUCATION DISTRICT |
2 |
1 |
2 |
5 |
WESTERN CAPE |
OVERBERG EDUCATION DISTRICT |
|
0 |
1 |
1 |
WESTERN CAPE |
WEST COAST EDUCATION DISTRICT |
|
0 |
4 |
4 |
SUB-TOTAL |
31 |
5 |
46 |
75 |
|
GRAND TOTAL |
|
188 |
34 |
180 |
395 |
Source: 2014/15
02 November 2015 - NW3740
Boshoff, Ms SH to ask the Minister of Basic Education
(1)How many educators in (a) mainstream schools, (b) special needs schools and (c) full service schools have been (i) issued with persal numbers and (ii) appointment letters in respect of each province and district; (2) (a) how many of the specified educators have not been paid by their respective provincial education departments, (b) for how long have the specified educators been waiting to be paid and (c) what are the amounts owed to the specified educators in respect of each province and district; (3) (a) how many educators will be entitled to annual increases on a back pay basis and (b) what amount will educators be entitled to (i) on average and (ii) in total in respect of each province and district?
Reply:
- How many educators in (a) mainstream schools, (b) special needs schools and (c) full service schools have been (i) issued with persal numbers and (ii) appointment letters in respect of each province and district;
- (a), (b), (c) (i), (ii) The Department does not routinely collect this operational information. The information has been requested from Provincial Education Departments and will be provided upon receipt.
2. (a) How many of the specified educators have not been paid by their respective provincial education departments, (b) for how long have the specified educators been waiting to be paid and (c) what are the amounts owed to the specified educators in respect of each province and district;
(2) (a), (b), (c) The Department does not routinely collect this operational information. The information has been requested from Provincial Education Departments and will be provided upon receipt.
(3) (a) How many educators will be entitled to annual increases on a back pay basis and (b) what amount will educators be entitled to (i) on average and (ii) in total in respect of each province and district?
(3) (a), (b) (i), (ii) The Department does not routinely collect this operational information. The information has been requested from Provincial Education Departments and will be provided upon receipt.
02 November 2015 - NW3636
Van Der Walt, Ms D to ask the Minister of Basic Education
Have all significant risks related to her department’s infrastructure programme been internally audited; if not, why not; if so, what are the relevant outcomes?
Reply:
A: The risks have been identified and included in the Strategic Risk Register and forwarded to the Internal Audit Branch to incorporate them into the Departmental Risk Register.
Risk Management activities are carried out continuously where new risks are identified, assessed and ranked according to impact-severity and, conversely, where certain risks are demoted following implementation of mitigatory measures. The Infrastructure Branch has regular meetings where aspects such as risk management are discussed.
Furthermore, the Internal Audit has included the audit of the infrastructure programme in their Audit Coverage Plan to be performed by the Auditor General South Africa.
28 October 2015 - NW3517
Van Der Walt, Ms D to ask the Minister of Basic Education
(1)Since her reply to question 1972 on 9 July 2015, has her department gathered any statistics with regard to female learners that are allegedly absent from school for up to 55 days in respect of each year due to lack of (a) sanitary towels and (b) proper sanitation facilities in schools, including bathrooms sanitary bins; if not, when will her department conduct an audit in this regard; if so, what are the relevant details; (2) What measures is her department willing to put in place immediately in affected schools to ensure that (a) sanitary bins and (b) other resources are available at such schools to keep female learners in school?
Reply:
(1) Since her reply to question 1972 on 9 July 2015, has her department gathered any statistics with regard to female learners that are allegedly absent from school for up to 55 days in respect of each year due to lack of (a) sanitary towels
RESPONSE
1(a) The Department does not have information indicating that female learners do not attend school as a result of poor and/or no ablution facilities. The Third Youth Risk Behaviour Survey, 2011 interviewed Grade 8-11 learners on, amongst others how easy or difficult it was for them to access sanitary towels when they needed them. Nationally, the majority of the female learners reported that it was easy to access sanitary towels when they needed them, with no significant variation by grade. Details are provided in the table below:
Grade |
Number of respondents |
% of high school learners who have access to sanitary towels (pads) when they need them |
Grade 8 |
1 387 |
70.1% |
Grade 9 |
1 427 |
75.1% |
Grade 10 |
1 498 |
73.5% |
Grade 11 |
1 344 |
73.1% |
There is very limited research in this area. A significant research study in this regard was conducted in Nepal. These could also not provide substantial evidence in this regard. The Nepal research was undertaken in a two-pronged approach (control group and focus group) with the other group provided with sanitary ware. After some time, both groups were interviewed to assess improvement in attendance of learners who were provided with sanitary ware. The findings indicated that learners who were provided with sanitary ware reported no improvement in school attendance, despite the access to sanitary ware. This suggests that menstruation (lack of and unaffordability of sanitary ware) has no impact on school attendance.
Furthermore, the Department, through the analysis of 2014 General Household Survey (GHS) data from Statistics South Africa has found that there is no difference between boys and girls absenteeism rate at school (Table 1). On the reasons for being absent at school, the data did not include lack sanitary wares as a reason for absenteeism amongst female learners. But almost 15 per cent of female learners indicated that they were absent from school due to illness or injury compared to 11 per cent of male learners. The detailed reasons for learner absenteeism are provided in the table below disaggregated by gender (Table 2);
Table 1: Percentage of learners by number of days absent
No. of days |
2014 |
|
Male |
Female |
|
1 day |
2.8 |
2.6 |
2 days |
1.3 |
1.2 |
3 days |
0.6 |
0.5 |
4 days |
0.3 |
0.3 |
5 days |
1.6 |
1.5 |
Not Absent |
93.4 |
94.0 |
Total |
100.0 |
100.0 |
Source: General Household Survey, 2014, DBE own calculations
Table 2: Reasons given for learners who were absent for 5 days
Main reasons for being absent at school |
2014 |
|
Male |
Female |
|
Illness/injury |
11.0 |
14.5 |
Did not want to go to school |
8.7 |
8.5 |
Need to take care of someone else at home |
0.0 |
0.0 |
Employed/working outside home |
0.0 |
0.0 |
Doing household chores |
0.0 |
0.0 |
The weather was bad |
4.0 |
6.5 |
No money for transport |
3.4 |
0.6 |
Lack of transport/problems with transport |
0.0 |
1.5 |
Writing exams |
73.0 |
68.4 |
Does not feel safe at school |
0.0 |
0.0 |
Total |
100.0 |
100.0 |
Source: General Household Survey, 2014, DBE own calculations
1(b) Proper sanitation facilities in schools, including bathrooms sanitary bins; if not, when will her department conduct an audit in this regard; if so, what are the relevant details;
Response:
1(b) The Department does not have information indicating that female learners do not attend school as a result of poor and/or no ablution facilities. Instead of carrying out a survey whose outcomes would assess the impact of the absence of these facilities on absenteeism, the Department rather conducted condition assessments on the schools to asses those that do not have sanitation facilities and has put in place plans to provide these facilities as part of the ASIDI Programme and where these are available but insufficient or require upgrading, the Provincial Departments of Education have provided for those under the Education Infrastructure Grant and their Equitable Share.
2. What measures is her department willing to put in place immediately in affected schools to ensure that (a) sanitary bins and (b) other resources are available at such schools to keep female learners in school?
Response:
2(a) Schools are encouraged to ensure that sanitary towels bins and / or burners are made available in all female toilets and districts/circuits and health units in provinces are responsible for monitoring that.
2(b) As mandated by the Regulations Relating to Minimum Uniform Norms and Standards for Public School Infrastructure (Gazette 37081 of 2013) the Provincial Education Departments have submitted implementation plans to provide adequate infrastructure, this includes the provision of basic services (sanitation, water and electricity) and other educational spaces, part of the purpose of providing sanitation facilities at schools is to create a conducive learning and teaching environment that would reduce learner absenteeism at schools. In cases where these facilities do not exist at all, they are provided for under the ASIDI Programme.
28 October 2015 - NW3643
Msimang, Prof CT to ask the Minister of Basic Education
Whether she has any plans in place to replace the two teachers who were suspended in February 2015 for allegedly sexually assaulting students in Phusela High School in Tzaneen; if not, why not; if so, what are the relevant details?
Reply:
The Minister has no jurisdiction to replace the two teachers who were suspended in February 2015 for allegedly sexually assaulting students in Phusela High School in Tzaneen.
Subject to the provisions of Section 6 of the Employment of Educators Act, 76 of 1998, the appointment of any person, or the promotion or transfer of any educator in the service of a provincial Department of Education shall be made by the Head of Department. It is therefore, the responsibility of the Head of the Limpopo Education Department to deal with the matter.
20 October 2015 - NW3036
Terblanche, Ms JF to ask the Minister of Basic Education
With reference to her reply to question 2130 on 29 July 2015, (a) which companies were awarded tenders for the National Teachers Award ceremony for 2014-15, (b) what is the detailed breakdown of expenditure, (c) what items in the gift bags were sponsored, (d) what is the value of the sponsored gifts in the bags, (e) what is the amount spent by her department on the gifts in the bags and (f) what plans are in place to ensure that the original approved budget is adhered to?
Reply:
a) The organisation of the 15th Annual National Teaching Awards (NTA) Ceremony was awarded to Travel with Flair who is the Professional Conference Organiser for the Department of Basic Education. Travel with Flair was appointed by the Department through a tender process.
b) The breakdown of the expenditure is as follows:
- Venue and Catering = R1, 663 003. 95
- Event Production and Advocacy = R15 764 783.01
- Accommodation = R330 451.82
- Flights = R2 155 679.52
- Ground Transport and Shuttle = R311 103.85
c) There were no items sponsored for the gift bags.
d) Due to the fact that there were no items for the gift bags this question is not applicable.
e) R609,900.00 (incl. VAT)
f) The Department, under the newly appointed Director-General, will ensure that an adequate budget will be allocated for this important national activity that focuses on the outstanding work of teachers in each province and, if there is a need for any additional funding, this will be done within the financial prescripts.
COMPILER: MRS C HAAK
ACTING DIRECTOR: COMMUNICATION AND RESEARCH
DATE:
EXT: X 3772
MR E MHLANGA
CHIEF DIRECTOR: MEDIA LIAISON AND NATIONAL AND PROVINCIAL COMMUNICATION
DATE:
MS N MOLALEKOA
CHIEF FINANCIAL OFFICER
DATE:
MR A SCHOEMAN
DEPUTY DIRECTOR-GENERAL: FINANCE AND ADMINISTRATION
DATE
MS VC CARELSE
DEPUTY DIRECTOR-GENERAL: OFFICE OF THE DIRECTOR-GENERAL
DATE:
MR HM MWELI
DIRECTOR-GENERAL
DATE:
QUESTION NO. 3036 APPROVED/NOT APPROVED/AMENDED
MR ME SURTY, MP
DEPUTY MINISTER
DATE:
MRS AM MOTSHEKGA, MP
MINISTER
DATE:
19 October 2015 - NW3539
Mashabela, Ms N to ask the Minister of Basic Education
Does her department have any collaboration or partnership with the Department of Science and Technology to ensure that underprivileged rural schools have access to the necessary facilities to study science?
Reply:
The Department of Basic Education has a bilateral agreement with the Department of Science and Technology to increase learner participation and success rates in Science and Technology in all rural schools. Currently, the Department of Basic Education, in partnership with the Youth into Science Directorate of the Department of Science and Technology, has finalised building plans for the construction of a Science and Teacher Resource Centre in Cofimvaba, Eastern Cape. This forms part of the Technology for Rural Schools Education Project. The project is at an advanced stage, and aims to provide access to learners from rural and disadvantaged backgrounds to state of the art science and technology facilities.
19 October 2015 - NW3689
Carter, Ms D to ask the Minister of Basic Education
Whether her department will consider standardising all examination papers throughout all government schools in order to promote an equitable environment for all learners; if not, why not; if so, what are the relevant details?
Reply:
Standardising all tests across all Government schools is an ideal; however, there are practical realities that dictate the extent to which this can be done. The Department of Basic Education’s (DBE) initiative to set national tests (ANA) for Grades 1-9 is a step in this direction, so that models of good assessment are placed in every class, but this is only limited to Literacy (Language) and Numeracy (Mathematics). The DBE is also piloting the setting of common examinations in Mathematics and Physical Science in Grades 10 and 11. The costs and logistics of doing the same for all subjects could be prohibitive. Subject advisors and other curriculum specialists play a critical role in building the capacity of teachers in high quality assessment. In addition, the Curriculum Assessment Policy Statements (CAPS) document provides clear guidelines for assessment in each of the grades and this assists teachers in this regard.
19 October 2015 - NW3660
Lovemore, Ms AT to ask the Minister of Basic Education
Can educators who resign from the employ of any provincial education department be re-employed at a later stage; if not, why not; if so, under what conditions in each specified province are these educators re-employed?
Reply:
Yes, educators who resign from the employ of any provincial education department can be re-employed at a later stage in each province under the same conditions of employment stipulated in section 4 of the Employment of Educators Act, 1998 which states:
“Salaries and other conditions of service of educators
4. (1) Notwithstanding anything to the contrary contained in any law but subject to the provisions of this section, the Labour Relations Act or any collective agreement concluded by the Education Labour Relations Council, the Minister shall determine the salaries and other conditions of service of educators.
(2) Different salaries and conditions of service may be so determined in respect of different ranks and grades of educators, educators appointed at or outside educational institutions or educators appointed in different sectors of education.
(3) A determination of the Minister under this section involving expenditure from the National Revenue Fund may only be made with the concurrence of the Minister of Finance.”
19 October 2015 - NW3659
Lovemore, Ms AT to ask the Minister of Basic Education
How many non-teaching personnel in each category of non-teaching personnel are employed in each district in each province by each (a) provincial education department and (b) school governing body?
Reply:
(a) The number of non-teaching personnel in each category of non-teaching personnel employed in each district in each province by each provincial education department is as follows:
Source PERSAL: August 2015
Province, District |
ADMINISTRATIVE LINE FUNCTION & SUPPORT PERSONNEL |
AGRICULTURAL RELATED AND SUPPORT PERSONNEL |
ARCHITECT |
ARTISAN AND SUPPORT PERSONNEL |
CHILD AND YOUTH CARE SUPERVISOR |
COMMUNICATION + INFORMATION RELATED PERSONNEL |
ECONOMIC ADVISORY AND SUPPORT PERSONNEL |
EDUCATION SPECIALIST |
Education Therapists |
ENGINEERING RELATED AND SUPPORT PERSONNEL |
GISC PRODUCTION |
HEALTH ASSOCIATED SCIENCES AND SUPPORT PERSONNEL |
HUMAN RESOURCE AND SUPPORT PERSONNEL |
INFORMATION TECHNOLOGY AND RELATED PERSONNEL |
LEGAL AND SUPPORT PERSONNEL |
MANAGEMENT AND GENERAL SUPPORT |
MANAGEMENT AND GENERAL SUPPORT PERSONNEL |
MEC |
NATURAL SCIENCES RELATED & SUPPORT PERSONNEL |
QUANTITY SURVEY |
REGULATORY AND SUPPORT PERSONNEL |
SAFETY AND RELATED PERSONNEL |
SOCIAL SERVICES AND SUPPORT PERSONNEL |
TOWN AND REGIONAL PLANNER |
Grand Total |
EASTERN CAPE |
2307 |
51 |
2 |
102 |
35 |
1 |
0 |
1394 |
29 |
0 |
1 |
716 |
0 |
21 |
1 |
1 |
10953 |
1 |
0 |
3 |
0 |
0 |
2 |
1 |
15621 |
BIZANA DISTRICT OFFICE |
67 |
1 |
0 |
2 |
0 |
0 |
0 |
54 |
0 |
0 |
0 |
98 |
0 |
1 |
0 |
0 |
400 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
623 |
BUTTERWORTH |
103 |
0 |
0 |
1 |
0 |
0 |
0 |
64 |
0 |
0 |
0 |
1 |
0 |
1 |
0 |
0 |
529 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
699 |
COFIMVABA |
86 |
3 |
0 |
0 |
1 |
0 |
0 |
49 |
4 |
0 |
0 |
2 |
0 |
1 |
0 |
0 |
366 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
512 |
CRADOCK |
53 |
8 |
0 |
16 |
0 |
0 |
0 |
35 |
0 |
0 |
0 |
21 |
0 |
0 |
0 |
0 |
218 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
351 |
DUTYWA EDUCATION |
55 |
6 |
0 |
3 |
0 |
0 |
0 |
61 |
0 |
0 |
0 |
0 |
0 |
1 |
0 |
0 |
473 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
599 |
EAST LONDON |
154 |
0 |
0 |
1 |
0 |
0 |
0 |
51 |
3 |
0 |
0 |
64 |
0 |
1 |
0 |
0 |
658 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
932 |
FORT BEAUFORT |
103 |
2 |
0 |
1 |
0 |
0 |
0 |
47 |
4 |
0 |
0 |
13 |
0 |
0 |
0 |
0 |
432 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
602 |
GRAAFF REINET |
30 |
0 |
0 |
1 |
0 |
0 |
0 |
38 |
0 |
0 |
0 |
49 |
0 |
1 |
0 |
0 |
269 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
388 |
GRAHAMSTOWN |
63 |
1 |
0 |
1 |
0 |
0 |
0 |
46 |
1 |
0 |
0 |
14 |
0 |
0 |
0 |
0 |
242 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
368 |
HEAD OFFICE |
220 |
0 |
2 |
1 |
0 |
0 |
0 |
151 |
0 |
0 |
1 |
0 |
0 |
4 |
1 |
0 |
640 |
1 |
0 |
3 |
0 |
0 |
0 |
1 |
1025 |
KING WILLIAM'S TOWN |
145 |
1 |
0 |
3 |
11 |
0 |
0 |
62 |
3 |
0 |
0 |
53 |
0 |
2 |
0 |
0 |
934 |
0 |
0 |
0 |
0 |
0 |
1 |
0 |
1215 |
LADY FRERE |
41 |
5 |
0 |
1 |
0 |
0 |
0 |
41 |
0 |
0 |
0 |
9 |
0 |
1 |
0 |
0 |
296 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
394 |
LIBODE |
151 |
0 |
0 |
2 |
0 |
0 |
0 |
77 |
0 |
0 |
0 |
4 |
0 |
1 |
0 |
0 |
606 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
841 |
LUSIKISIKI |
70 |
0 |
0 |
2 |
0 |
0 |
0 |
65 |
0 |
0 |
0 |
16 |
0 |
1 |
0 |
0 |
391 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
545 |
MALUTI |
59 |
0 |
0 |
1 |
0 |
0 |
0 |
52 |
4 |
0 |
0 |
19 |
0 |
0 |
0 |
1 |
379 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
515 |
MOUNT FLETCHER |
43 |
0 |
0 |
0 |
0 |
0 |
0 |
49 |
0 |
0 |
0 |
5 |
0 |
1 |
0 |
0 |
288 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
386 |
MOUNT FRERE |
74 |
1 |
0 |
4 |
0 |
0 |
0 |
47 |
0 |
0 |
0 |
25 |
0 |
1 |
0 |
0 |
568 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
720 |
MTHATHA |
162 |
0 |
0 |
19 |
1 |
0 |
0 |
71 |
1 |
0 |
0 |
131 |
0 |
1 |
0 |
0 |
653 |
0 |
0 |
0 |
0 |
0 |
1 |
0 |
1040 |
NGCOBO |
59 |
7 |
0 |
2 |
0 |
0 |
0 |
50 |
4 |
0 |
0 |
27 |
0 |
0 |
0 |
0 |
389 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
538 |
PORT ELIZABETH |
130 |
5 |
0 |
4 |
0 |
1 |
0 |
78 |
4 |
0 |
0 |
84 |
0 |
1 |
0 |
0 |
730 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
1037 |
QUEENSTOWN |
115 |
4 |
0 |
1 |
18 |
0 |
0 |
45 |
0 |
0 |
0 |
11 |
0 |
1 |
0 |
0 |
401 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
596 |
QUMBU |
69 |
0 |
0 |
1 |
0 |
0 |
0 |
56 |
0 |
0 |
0 |
22 |
0 |
1 |
0 |
0 |
400 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
549 |
STERKSPRUIT |
98 |
1 |
0 |
1 |
0 |
0 |
0 |
48 |
0 |
0 |
0 |
17 |
0 |
0 |
0 |
0 |
322 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
487 |
UITENHAGE |
157 |
6 |
0 |
34 |
4 |
0 |
0 |
57 |
1 |
0 |
0 |
31 |
0 |
0 |
0 |
0 |
369 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
659 |
FREE STATE |
1533 |
155 |
0 |
37 |
0 |
0 |
0 |
58 |
11 |
0 |
0 |
1247 |
0 |
0 |
0 |
0 |
1894 |
0 |
0 |
0 |
0 |
0 |
19 |
0 |
4954 |
FEZILE DABI |
249 |
28 |
0 |
1 |
0 |
0 |
0 |
5 |
1 |
0 |
0 |
174 |
0 |
0 |
0 |
0 |
277 |
0 |
0 |
0 |
0 |
0 |
2 |
0 |
737 |
LEJWELEPUTSWA |
343 |
12 |
0 |
0 |
0 |
0 |
0 |
4 |
1 |
0 |
0 |
170 |
0 |
0 |
0 |
0 |
383 |
0 |
0 |
0 |
0 |
0 |
4 |
0 |
917 |
MOTHEO |
425 |
83 |
0 |
4 |
0 |
0 |
0 |
47 |
9 |
0 |
0 |
482 |
0 |
0 |
0 |
0 |
602 |
0 |
0 |
0 |
0 |
0 |
11 |
0 |
1663 |
THABO MOFUTSANYANA |
429 |
18 |
0 |
32 |
0 |
0 |
0 |
2 |
0 |
0 |
0 |
267 |
0 |
0 |
0 |
0 |
533 |
0 |
0 |
0 |
0 |
0 |
2 |
0 |
1283 |
XHARIEP |
87 |
14 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
154 |
0 |
0 |
0 |
0 |
99 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
354 |
GAUTENG |
21192 |
373 |
3 |
27 |
12 |
40 |
0 |
2041 |
115 |
3 |
0 |
474 |
19 |
2 |
7 |
18 |
1876 |
1 |
0 |
2 |
1 |
0 |
31 |
0 |
26237 |
EKURHULENI NORTH |
1718 |
11 |
0 |
0 |
0 |
1 |
0 |
133 |
11 |
0 |
0 |
34 |
0 |
0 |
0 |
0 |
90 |
0 |
0 |
0 |
0 |
0 |
2 |
0 |
2000 |
EKURHULENI SOUTH |
2190 |
9 |
0 |
0 |
0 |
0 |
0 |
114 |
6 |
0 |
0 |
25 |
3 |
0 |
0 |
3 |
92 |
0 |
0 |
0 |
0 |
0 |
1 |
0 |
2443 |
EKURHULENI WEST |
1 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
1 |
GAUTENG EAST |
1672 |
24 |
0 |
0 |
0 |
1 |
0 |
150 |
18 |
0 |
0 |
44 |
0 |
0 |
0 |
0 |
115 |
0 |
0 |
0 |
0 |
0 |
5 |
0 |
2029 |
GAUTENG NORTH |
363 |
1 |
0 |
0 |
0 |
1 |
0 |
75 |
2 |
0 |
0 |
2 |
0 |
0 |
0 |
0 |
32 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
476 |
GAUTENG WEST |
1881 |
30 |
0 |
1 |
7 |
3 |
0 |
115 |
7 |
0 |
0 |
35 |
0 |
0 |
0 |
2 |
115 |
0 |
0 |
0 |
0 |
0 |
4 |
0 |
2200 |
HEAD OFFICE |
776 |
2 |
3 |
26 |
0 |
10 |
0 |
270 |
2 |
3 |
0 |
1 |
10 |
2 |
7 |
1 |
496 |
1 |
0 |
2 |
0 |
0 |
5 |
0 |
1617 |
JOHANNESBURG CENTRAL |
1465 |
70 |
0 |
0 |
0 |
9 |
0 |
138 |
5 |
0 |
0 |
32 |
0 |
0 |
0 |
0 |
114 |
0 |
0 |
0 |
0 |
0 |
6 |
0 |
1839 |
JOHANNESBURG EAST |
1332 |
15 |
0 |
0 |
0 |
1 |
0 |
114 |
7 |
0 |
0 |
13 |
0 |
0 |
0 |
3 |
62 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
1547 |
JOHANNESBURG NORTH |
1155 |
56 |
0 |
0 |
5 |
3 |
0 |
119 |
7 |
0 |
0 |
37 |
0 |
0 |
0 |
1 |
90 |
0 |
0 |
0 |
0 |
0 |
1 |
0 |
1474 |
JOHANNESBURG SOUTH |
963 |
4 |
0 |
0 |
0 |
5 |
0 |
112 |
6 |
0 |
0 |
17 |
0 |
0 |
0 |
0 |
99 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
1206 |
JOHANNESBURG WEST |
1155 |
35 |
0 |
0 |
0 |
1 |
0 |
119 |
9 |
0 |
0 |
11 |
0 |
0 |
0 |
0 |
75 |
0 |
0 |
0 |
0 |
0 |
4 |
0 |
1409 |
SEDIBENG EAST |
659 |
12 |
0 |
0 |
0 |
0 |
0 |
98 |
6 |
0 |
0 |
47 |
0 |
0 |
0 |
0 |
65 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
887 |
SEDIBENG WEST |
1076 |
53 |
0 |
0 |
0 |
1 |
0 |
90 |
1 |
0 |
0 |
2 |
3 |
0 |
0 |
2 |
66 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
1294 |
TSHWANE NORTH |
1932 |
11 |
0 |
0 |
0 |
1 |
0 |
115 |
8 |
0 |
0 |
39 |
2 |
0 |
0 |
1 |
118 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
2227 |
TSHWANE SOUTH |
1642 |
27 |
0 |
0 |
0 |
1 |
0 |
150 |
11 |
0 |
0 |
73 |
1 |
0 |
0 |
0 |
126 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
2031 |
TSHWANE WEST |
1212 |
13 |
0 |
0 |
0 |
2 |
0 |
129 |
9 |
0 |
0 |
62 |
0 |
0 |
0 |
5 |
121 |
0 |
0 |
0 |
1 |
0 |
3 |
0 |
1557 |
KWAZULU/NATAL |
4566 |
383 |
0 |
85 |
0 |
130 |
0 |
1442 |
93 |
26 |
1 |
1585 |
3 |
53 |
7 |
0 |
9251 |
1 |
0 |
0 |
0 |
0 |
13 |
0 |
17639 |
AMAJUBA |
221 |
19 |
0 |
8 |
0 |
7 |
0 |
93 |
6 |
1 |
0 |
118 |
0 |
2 |
0 |
0 |
457 |
0 |
0 |
0 |
0 |
0 |
3 |
0 |
935 |
EMPANGENI |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
1 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
1 |
ETHEKWINI |
1 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
1 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
2 |
HEAD OFFICE |
191 |
0 |
0 |
14 |
0 |
20 |
0 |
97 |
1 |
1 |
1 |
1 |
0 |
10 |
7 |
0 |
516 |
1 |
0 |
0 |
0 |
0 |
0 |
0 |
860 |
ILEMBE |
291 |
16 |
0 |
3 |
0 |
10 |
0 |
92 |
7 |
3 |
0 |
67 |
0 |
5 |
0 |
0 |
627 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
1121 |
KOKSTAD |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
1 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
1 |
PINETOWN |
470 |
48 |
0 |
10 |
0 |
22 |
0 |
137 |
9 |
3 |
0 |
230 |
0 |
5 |
0 |
0 |
696 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
1630 |
SISONKE |
161 |
9 |
0 |
3 |
0 |
3 |
0 |
104 |
8 |
1 |
0 |
103 |
0 |
5 |
0 |
0 |
510 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
907 |
UGU |
358 |
12 |
0 |
6 |
0 |
5 |
0 |
86 |
2 |
1 |
0 |
167 |
0 |
5 |
0 |
0 |
722 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
1364 |
UMGUNGUNDLOVU |
403 |
56 |
0 |
7 |
0 |
10 |
0 |
122 |
2 |
2 |
0 |
184 |
0 |
3 |
0 |
0 |
834 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
1623 |
UMKHANYAKUDE |
384 |
9 |
0 |
2 |
0 |
0 |
0 |
106 |
12 |
1 |
0 |
53 |
1 |
3 |
0 |
0 |
699 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
1270 |
UMLAZI |
503 |
59 |
0 |
10 |
0 |
33 |
0 |
178 |
7 |
3 |
0 |
185 |
0 |
3 |
0 |
0 |
994 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
1975 |
UMLAZI |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
1 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
1 |
UMZINYATHI |
322 |
16 |
0 |
3 |
0 |
5 |
0 |
96 |
10 |
3 |
0 |
122 |
0 |
2 |
0 |
0 |
641 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
1220 |
UTHUKELA |
336 |
16 |
0 |
1 |
0 |
5 |
0 |
104 |
3 |
2 |
0 |
84 |
0 |
4 |
0 |
0 |
747 |
0 |
0 |
0 |
0 |
0 |
10 |
0 |
1312 |
UTHUNGULU |
440 |
51 |
0 |
12 |
0 |
5 |
0 |
105 |
14 |
2 |
0 |
167 |
0 |
2 |
0 |
0 |
778 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
1576 |
ZULULAND |
485 |
72 |
0 |
6 |
0 |
5 |
0 |
122 |
12 |
3 |
0 |
104 |
2 |
4 |
0 |
0 |
1026 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
1841 |
LIMPOPO PROVINCE |
1626 |
20 |
2 |
14 |
0 |
0 |
0 |
776 |
67 |
1 |
1 |
273 |
452 |
2 |
2 |
0 |
4675 |
1 |
0 |
0 |
0 |
0 |
0 |
2 |
7914 |
CAPRICORN |
1 |
0 |
0 |
0 |
0 |
0 |
0 |
27 |
0 |
0 |
0 |
0 |
62 |
2 |
0 |
0 |
424 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
516 |
HEAD OFFICE |
5 |
0 |
2 |
2 |
0 |
0 |
0 |
92 |
0 |
1 |
1 |
0 |
84 |
0 |
2 |
0 |
416 |
1 |
0 |
0 |
0 |
0 |
0 |
2 |
608 |
LEBOWAKGOMO |
45 |
0 |
0 |
0 |
0 |
0 |
0 |
30 |
2 |
0 |
0 |
29 |
10 |
0 |
0 |
0 |
132 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
248 |
MOGALAKWENA |
60 |
0 |
0 |
0 |
0 |
0 |
0 |
45 |
2 |
0 |
0 |
3 |
7 |
0 |
0 |
0 |
112 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
229 |
MOPANI |
173 |
8 |
0 |
5 |
0 |
0 |
0 |
99 |
3 |
0 |
0 |
27 |
70 |
0 |
0 |
0 |
835 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
1220 |
POLOKWANE |
266 |
2 |
0 |
1 |
0 |
0 |
0 |
97 |
3 |
0 |
0 |
124 |
28 |
0 |
0 |
0 |
351 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
872 |
RIBA CROSS |
46 |
0 |
0 |
0 |
0 |
0 |
0 |
28 |
4 |
0 |
0 |
0 |
5 |
0 |
0 |
0 |
129 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
212 |
SEKHUKHUNE |
377 |
3 |
0 |
3 |
0 |
0 |
0 |
102 |
17 |
0 |
0 |
18 |
71 |
0 |
0 |
0 |
619 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
1210 |
TSHIPISE-SAGOLE |
49 |
0 |
0 |
0 |
0 |
0 |
0 |
17 |
7 |
0 |
0 |
0 |
2 |
0 |
0 |
0 |
88 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
163 |
TZANEEN |
111 |
3 |
0 |
2 |
0 |
0 |
0 |
46 |
5 |
0 |
0 |
44 |
10 |
0 |
0 |
0 |
194 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
415 |
VHEMBE |
295 |
3 |
0 |
0 |
0 |
0 |
0 |
146 |
18 |
0 |
0 |
11 |
63 |
0 |
0 |
0 |
799 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
1335 |
WATERBERG |
198 |
1 |
0 |
1 |
0 |
0 |
0 |
47 |
6 |
0 |
0 |
17 |
40 |
0 |
0 |
0 |
576 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
886 |
MPUMALANGA |
2401 |
82 |
2 |
23 |
12 |
11 |
0 |
793 |
16 |
1 |
0 |
269 |
0 |
26 |
3 |
0 |
4465 |
1 |
1 |
4 |
0 |
0 |
2073 |
0 |
10183 |
BOHLABELA |
519 |
8 |
0 |
3 |
0 |
0 |
0 |
148 |
3 |
0 |
0 |
49 |
0 |
2 |
0 |
0 |
901 |
0 |
0 |
0 |
0 |
0 |
504 |
0 |
2137 |
EHLANZENI |
570 |
5 |
0 |
5 |
0 |
0 |
0 |
160 |
2 |
0 |
0 |
37 |
0 |
6 |
0 |
0 |
1065 |
0 |
0 |
0 |
0 |
0 |
520 |
0 |
2370 |
GERT SIBANDE |
552 |
36 |
0 |
4 |
12 |
0 |
0 |
164 |
4 |
0 |
0 |
109 |
0 |
6 |
0 |
0 |
990 |
0 |
0 |
0 |
0 |
0 |
521 |
0 |
2398 |
HEAD OFFICE |
69 |
1 |
2 |
8 |
0 |
11 |
0 |
142 |
1 |
1 |
0 |
3 |
0 |
9 |
3 |
0 |
420 |
1 |
0 |
4 |
0 |
0 |
0 |
0 |
675 |
NKANGALA |
691 |
32 |
0 |
3 |
0 |
0 |
0 |
179 |
6 |
0 |
0 |
71 |
0 |
3 |
0 |
0 |
1089 |
0 |
1 |
0 |
0 |
0 |
528 |
0 |
2603 |
NORTH WEST |
2942 |
51 |
1 |
25 |
0 |
15 |
44 |
882 |
23 |
2 |
0 |
333 |
85 |
19 |
1 |
0 |
898 |
1 |
0 |
2 |
0 |
3 |
1 |
0 |
5328 |
BOJANALA |
754 |
4 |
0 |
3 |
0 |
1 |
9 |
248 |
9 |
0 |
0 |
22 |
12 |
1 |
0 |
0 |
179 |
0 |
0 |
0 |
0 |
1 |
0 |
0 |
1243 |
DR KENNETH KAUNDA |
454 |
12 |
0 |
2 |
0 |
0 |
5 |
133 |
7 |
0 |
0 |
213 |
9 |
2 |
0 |
0 |
225 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
1062 |
DR RUTH S. MOMPATI |
501 |
7 |
0 |
3 |
0 |
0 |
7 |
144 |
4 |
0 |
0 |
43 |
9 |
1 |
0 |
0 |
105 |
0 |
0 |
0 |
0 |
1 |
0 |
0 |
825 |
HEAD OFFICE |
493 |
0 |
1 |
15 |
0 |
13 |
15 |
126 |
0 |
2 |
0 |
3 |
47 |
14 |
1 |
0 |
146 |
1 |
0 |
2 |
0 |
1 |
1 |
0 |
881 |
NGAKA MODIRI MOLEMA |
740 |
28 |
0 |
2 |
0 |
1 |
8 |
231 |
3 |
0 |
0 |
52 |
8 |
1 |
0 |
0 |
243 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
1317 |
NORTHERN CAPE |
771 |
11 |
0 |
10 |
0 |
4 |
0 |
430 |
45 |
0 |
0 |
176 |
1 |
2 |
4 |
0 |
1859 |
1 |
0 |
0 |
0 |
0 |
0 |
0 |
3314 |
FRANCIS BAARD |
151 |
7 |
0 |
0 |
0 |
0 |
0 |
72 |
18 |
0 |
0 |
52 |
0 |
0 |
0 |
0 |
478 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
778 |
HEAD OFFICE: KIMBERLEY |
151 |
0 |
0 |
10 |
0 |
4 |
0 |
144 |
9 |
0 |
0 |
2 |
1 |
2 |
3 |
0 |
291 |
1 |
0 |
0 |
0 |
0 |
0 |
0 |
618 |
JOHN TAOLE GAETSEWE |
177 |
0 |
0 |
0 |
0 |
0 |
0 |
60 |
0 |
0 |
0 |
12 |
0 |
0 |
1 |
0 |
259 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
509 |
NAMAQUA |
74 |
1 |
0 |
0 |
0 |
0 |
0 |
47 |
8 |
0 |
0 |
26 |
0 |
0 |
0 |
0 |
269 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
425 |
PIXLEY KA SEME |
104 |
1 |
0 |
0 |
0 |
0 |
0 |
54 |
2 |
0 |
0 |
36 |
0 |
0 |
0 |
0 |
289 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
486 |
SIYANDA |
114 |
2 |
0 |
0 |
0 |
0 |
0 |
53 |
8 |
0 |
0 |
48 |
0 |
0 |
0 |
0 |
273 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
498 |
WESTERN CAPE |
2508 |
3972 |
7 |
16 |
0 |
26 |
0 |
804 |
127 |
0 |
0 |
1386 |
262 |
3 |
1 |
2 |
715 |
1 |
0 |
0 |
0 |
0 |
55 |
1 |
9886 |
CAPE WINELANDS EDUCATION DISTRICT |
355 |
641 |
0 |
4 |
0 |
0 |
0 |
102 |
19 |
0 |
0 |
321 |
1 |
0 |
0 |
0 |
54 |
0 |
0 |
0 |
0 |
0 |
12 |
0 |
1509 |
EDEN & CENTRAL KAROO EDUCATION DISTRICT |
293 |
490 |
0 |
2 |
0 |
0 |
0 |
81 |
12 |
0 |
0 |
330 |
2 |
0 |
0 |
0 |
46 |
0 |
0 |
0 |
0 |
0 |
7 |
0 |
1263 |
METRO CENTRAL EDUCATION DISTRICT |
302 |
626 |
0 |
0 |
0 |
0 |
0 |
134 |
24 |
0 |
0 |
140 |
1 |
0 |
0 |
0 |
59 |
0 |
0 |
0 |
0 |
0 |
7 |
0 |
1293 |
METRO EAST EDUCATION DISTRICT |
319 |
513 |
0 |
0 |
0 |
1 |
0 |
103 |
22 |
0 |
0 |
126 |
0 |
0 |
0 |
0 |
46 |
0 |
0 |
0 |
0 |
0 |
5 |
0 |
1135 |
METRO NORTH EDUCATION DISTRICT |
363 |
635 |
0 |
0 |
0 |
0 |
0 |
89 |
14 |
0 |
0 |
58 |
2 |
0 |
1 |
0 |
43 |
0 |
0 |
0 |
0 |
0 |
5 |
0 |
1210 |
METRO SOUTH EDUCATION DISTRICT |
323 |
585 |
0 |
0 |
0 |
0 |
0 |
90 |
13 |
0 |
0 |
69 |
2 |
0 |
0 |
0 |
70 |
0 |
0 |
0 |
0 |
0 |
9 |
0 |
1161 |
OVERBERG EDUCATION DISTRICT |
81 |
168 |
0 |
0 |
0 |
0 |
0 |
51 |
5 |
0 |
0 |
47 |
0 |
0 |
0 |
0 |
46 |
0 |
0 |
0 |
0 |
0 |
3 |
0 |
401 |
WEST COAST EDUCATION DISTRICT |
127 |
298 |
0 |
3 |
0 |
0 |
0 |
61 |
8 |
0 |
0 |
292 |
1 |
0 |
0 |
0 |
54 |
0 |
0 |
0 |
0 |
0 |
6 |
0 |
850 |
WESTERN CAPE EDUCATION DEPARTMENT:HEAD OFFICE |
345 |
16 |
7 |
7 |
0 |
25 |
0 |
93 |
10 |
0 |
0 |
3 |
253 |
3 |
0 |
2 |
297 |
1 |
0 |
0 |
0 |
0 |
1 |
1 |
1064 |
Grand Total |
39846 |
5098 |
17 |
339 |
59 |
227 |
44 |
8620 |
526 |
33 |
3 |
6459 |
822 |
128 |
26 |
21 |
36586 |
8 |
1 |
11 |
1 |
3 |
2194 |
4 |
101076 |
(b) Information as to how many non-teaching staff are appointed by School Governing Bodies at schools is not readily available.
19 October 2015 - NW3645
Msimang, Prof CT to ask the Minister of Basic Education
(1)How many (a) South African teachers are being trained to teach Mandarin in our schools and (b) Chinese teachers will be brought into the country to teach the specified language; (2) are the specified Chinese teachers that will be brought into the country going to assist in teaching other subjects like Maths and Science?
Reply:
(1) (a)As at 30 September 2015, there are no South African teachers being trained to teach Mandarin in South African schools.
(b)There are eight (8) Chinese Language Teachers in South Africa already. There are plans by the Chinese Embassy to bring four (4) teachers in October 2015 and an additional three (3) in January 2016. The total number of teachers is expected to be fifteen (15) by the end of January 2016.
(2) No. The Chinese teachers are not expected to assist in teaching other subjects.
19 October 2015 - NW3507
Mackenzie, Mr C to ask the Minister of Basic Education
(a) How many schools in each district in Mpumalanga are paying municipalities for the use of flush toilets, (b) what amount does each specified school pay for each flush toilet and (c) how many schools in Mpumalanga do not have access to adequate flush toilets?
Reply:
District |
Number of Schools |
Bohlabela |
8 |
Ehlanzeni District |
61 |
Nkangala |
11 |
Gert Sibande |
The province, through the district is in the process of verifying the number of schools paying Municipalities for use of flushing toilets. This information will be provided when available |
District |
Amount being paid by each school per flush toilet |
Bohlabela |
Schools are paying on average an amount of R116.58 per month per toilet |
Ehlanzeni District |
The District is unable to quantify the amount paid per flush toilet as schools are billed differently depending on the Municipality and different Financial Reporting Standards adopted by each school. |
Nkangala |
The District is unable to quantify the amount paid per flush toilet as schools are billed differently depending on the Municipality and different Financial Reporting Standards adopted by each school. |
Gert Sibande |
The District is unable to quantify the amount paid per flush toilet as schools are billed differently depending on the Municipality and different Financial Reporting Standards adopted by each school. |
**The difficulty in soliciting the required financial management information points at different Financial Reporting Standards adopted by each school. In future, and as part of continuous improvement, there might be a need to provide guidelines to Districts and schools that would enable this type of information to be extracted with fair ease.
District |
Number of Schools without access to adequate flush toilets |
Bohlabela |
226 |
Ehlanzeni District |
286 |
Nkangala |
40 |
Gert Sibande |
334 |
**However it should be noted that In terms of the Regulations Relating to Minimum Uniform Norms and Standards for Public School Infrastructure all schools should be provided with acceptable basic services. Acceptable basic services include: waterborne sanitation, small-bore sewer reticulation, septic or conservancy tanks, Ventilated improved pit latrines and composting toilets, Municipal water supply, boreholes, rainwater harvesting (purified) and different forms of power supply. Therefore, the choice of appropriate sanitation technology, which includes any of those indicated above, may only be based on an assessment conducted, which will include the availability and reliability of services in the particular locality.
06 October 2015 - NW3610
Lovemore, Ms AT to ask the Minister of Basic Education
(a) How and (b) on what legal basis has Umalusi (i) monitored the performance of, (ii) accredited and (iii) exercised control over provincial education departments since the repeal of section 22 of the General and Further Education and Training Quality Assurance Act, Act 58 of 2001 in 2008?
Reply:
Umalusi’s response to question:
(a) How and (b) on what legal basis has Umalusi:
(i) monitored the performance of provincial education departments since the repeal of section 22 of the General and Further Education and Training Quality Assurance Act, 2001 (Act No. 58 of 2001, as amended in 2008)?
Umalusi’s response:
In terms of section 27 (i) of the National Qualifications Framework Act, 2008 (Act No. 67 of 2008), Umalusi, as the Quality Council, is required to develop and implement policy for quality assurance. In this regard Umalusi, for example, commenced in 2009 with the process of conducting systemic evaluation for the General Education and Training Certificate, and the National Certificate (Vocational), by monitoring the Department of Higher Education and Training and the provincial education departments. Umalusi further plans to conduct systemic evaluation for the National Senior Certificate in due course.
Umalusi monitors the conduct, administration and management of examinations of all the qualifications on its sub-framework across the provincial education departments.
(ii) Accredited provincial education departments since the repeal of section 22 of the General and Further Education and Training Quality Assurance Act, 2001 (Act No. 58 of 2001, as amended in 2008).
Umalusi’s response:
Umalusi has never accredited any national or provincial education department, as the national and provincial education departments are deemed accredited.
(iii) exercised control over provincial education departments since the repeal of section 22 of the General and Further Education and Training Quality Assurance Act, 2001 (Act No. 58 of 2001, as amended in 2008).
Umalusi’s response:
The National Qualifications Framework mandates Umalusi to:-
- develop a sub-framework of qualifications;
- recommend the qualifications to the South African Qualifications Authority for registration;
- develop and implement policies for the quality assurance of those qualifications; and
- advise the Minister on the enactment of the qualifications.
On this basis, and the fact that the Department offers and assesses the qualifications registered on Umalusi’s sub-framework, Umalusi monitors their enactment and assessment, reports their performance to the Minister, and recommends steps to rectify any deficiencies.
END
06 October 2015 - NW3506
Boshoff, Ms SH to ask the Minister of Basic Education
(1)(a) How many full service schools have adapted their scholar transport vehicles to accommodate the needs of (i) disabled learners, particularly (aa) wheelchair-bound learners and (bb) visually-impaired learners in respect of each province and district and (b) what is the total number of vehicles that have been adapted for the specified purpose in each province; (2) how many (a) full service schools have boarding facilities to accommodate learners with disabilities and (b) learners are currently placed on a waiting list due to lack of accommodation in respect of each province and district; (3) how many full service schools with boarding accommodation do not have sufficient support staff to provide for the needs of learners with disabilities in respect of each province and district?
Reply:
(1) (a) Full service schools do not as yet have their specific transport to transport learners and therefore there are:
(i) no vehicles that can accommodate disabled learners, particularly
(aa) learners who are wheelchair users
(bb) learners with visual impairment in respect of each province and district.
(b) There are no vehicles that have been adapted for the specified purpose in each province.
(2) There are (a) 36 full service schools with boarding facilities, of which it is not certain how many are able to accommodate learners with disabilities and (b) DBE is not aware of learners who are currently placed on waiting lists due to accommodation in respect of each province and district.
(3) The information on full service schools with boarding facilities that are without sufficient support staff is not readily available. DBE will make future plans to collect the data.
END