Questions and Replies
06 October 2015 - NW3504
Boshoff, Ms SH to ask the Minister of Basic Education
(1)How many learners with disabilities and barriers to learning have been turned away from mainstream and/or full service schools and referred to special needs schools in respect of each province and district as at the latest specified date for which information is available; (2) (a) how many learners with disabilities and barriers to learning are currently on waiting lists to attend (i) mainstream schools and (ii) special needs schools in each province and district and (b) what is the maximum time period that the specified learners may be placed on a waiting list in respect of (i) mainstream schools and (ii) special needs schools; (3) how many officials at (a) district offices and (b) provincial education departments are suitably qualified to determine a learner’s disability in respect of each province and district; (4) how many learners with disabilities or barriers to learning (a) drop out of school and/or (b) do not complete their schooling successfully in respect of each province and district (5) how many learners with disabilities or barriers to learning at mainstream schools (a) completed their compulsory education and (b)(i) found employment and/or (ii) progressed to further education in respect of each province and district?
Reply:
1. The number of learners with disabilities and/or barriers to learning that have been turned away from mainstream and/or full service schools and referred to special needs schools in respect of each province and district is not readily available in the Department of Basic Education given that the Screening, Identification, Assessment and Support (SIAS) Policy has only been promulgated in December 2014 and its rollout plan to scale is starting from 2015 through to 2018.
2. (a) The number of learners with disabilities and barriers to learning who are currently on waiting lists:
(i) to attend mainstream schools per province and district is not readily available given that the SIAS Policy implementation has only just commenced in 2015; however, learners currently on waiting lists
(ii) to attend special schools per province is provided in the table below. The information is not available in disaggregations per district.
Province |
Number of Children/Learners on Waiting Lists: 2014 |
EC |
183 |
FS |
561 |
GT |
155 |
KZN |
1111 |
LP |
1027 |
MP |
725 |
NC |
1643 |
NW |
There are no learners on waiting lists. All learners placed in schools awaiting appropriate placement |
WC |
147 Most learners identified as needing special school placement are in ordinary/full-service schools receiving support while awaiting placement. |
National total: |
5552 |
(2) (b) There is no maximum time period specified for learners in respect of
(i) mainstream schools and
(ii) special needs schools to be on the waiting lists. Instead, the Admissions Policy advocates for urgent intervention by a Provincial Head of Department in setting up an assessment and alternative placement process to ensure that learners in this situation access education with immediate effect.
(3) The number of officials at:
(a) District offices; and
(b) Provincial Education Departments that are suitably qualified to determine a learner’s disability in respect of each province and district is not readily available in the DBE as the DBE makes referrals on disabilities to local health professionals and medical practitioners employed by the Department of Health.
4. (b) Percentage of 7- to 18-year old children with disabilities who are out of schools/educational institutions.
2002 |
2003 |
2004 |
2005 |
2006 |
2007 |
2008 |
2009 |
2010 |
2011 |
2012 |
2013 |
2014 |
|
EC |
32.4 |
45.0 |
40.0 |
25.0 |
33.8 |
30.8 |
44.1 |
22.8 |
13.1 |
13.9 |
19.8 |
18.0 |
17.5 |
FS |
14.5 |
34.4 |
37.7 |
12.9 |
20.4 |
21.6 |
25.6 |
11.0 |
8.5 |
6.6 |
5.7 |
9.3 |
11.5 |
GP |
25.0 |
17.6 |
11.8 |
9.5 |
13.5 |
20.5 |
13.6 |
14.7 |
10.7 |
8.0 |
15.0 |
3.8 |
7.6 |
KZ |
45.9 |
41.4 |
65.8 |
29.7 |
29.6 |
32.3 |
36.1 |
14.9 |
17.0 |
10.4 |
7.8 |
11.1 |
10.4 |
LP |
33.5 |
36.7 |
31.3 |
43.0 |
22.5 |
33.6 |
42.5 |
13.2 |
8.3 |
5.4 |
12.3 |
15.1 |
12.7 |
MP |
31.0 |
32.6 |
36.3 |
37.7 |
34.4 |
37.6 |
23.8 |
5.8 |
5.6 |
3.2 |
5.2 |
11.5 |
12.4 |
NW |
35.0 |
38.0 |
47.8 |
25.8 |
23.2 |
23.4 |
36.3 |
26.7 |
7.3 |
14.4 |
10.4 |
5.4 |
7.5 |
NC |
37.2 |
30.1 |
25.9 |
23.4 |
24.9 |
31.8 |
36.0 |
34.6 |
11.3 |
4.1 |
4.9 |
14.6 |
1.4 |
WC |
24.5 |
36.3 |
26.5 |
28.6 |
24.0 |
11.9 |
27.4 |
9.9 |
5.0 |
23.6 |
13.7 |
6.3 |
8.6 |
SA |
31.8 |
35.1 |
39.2 |
25.5 |
26.4 |
28.3 |
30.6 |
15.0 |
10.3 |
9.2 |
11.1 |
10.5 |
11.2 |
Source: General Household Survey (GHS), 2002-2014, DBE own calculation.
5. The number of learners with disabilities or barriers to learning at mainstream schools who:
(a) Percentage of 15- to 24-year olds with disabilities who completed grade 9 and above.
2002 |
2003 |
2004 |
2005 |
2006 |
2007 |
2008 |
2009 |
2010 |
2011 |
2012 |
2013 |
2014 |
|
EC |
21.4 |
8.7 |
19.5 |
24.6 |
35.6 |
35.6 |
22.8 |
20.2 |
60.4 |
48.1 |
25.9 |
52.1 |
21.6 |
FS |
32.0 |
31.3 |
13.1 |
46.3 |
41.8 |
44.8 |
41.0 |
54.0 |
49.9 |
53.2 |
58.1 |
55.6 |
66.7 |
GP |
48.8 |
47.2 |
47.1 |
54.0 |
43.3 |
40.7 |
68.2 |
52.9 |
58.8 |
58.8 |
76.1 |
84.6 |
73.2 |
KZ |
41.9 |
18.8 |
19.1 |
35.8 |
37.5 |
34.3 |
37.7 |
40.8 |
52.4 |
56.2 |
34.8 |
53.4 |
39.8 |
LP |
49.7 |
38.0 |
27.5 |
13.2 |
33.6 |
33.6 |
49.3 |
23.6 |
43.7 |
21.2 |
51.9 |
49.5 |
27.6 |
MP |
36.6 |
43.9 |
27.9 |
50.5 |
39.8 |
35.4 |
35.1 |
60.1 |
44.8 |
43.5 |
54.2 |
46.8 |
55.1 |
NW |
47.4 |
32.9 |
35.0 |
44.2 |
28.3 |
42.6 |
52.8 |
44.1 |
52.6 |
46.5 |
39.2 |
46.3 |
40.2 |
NC |
45.9 |
18.5 |
21.7 |
41.9 |
20.2 |
48.8 |
46.1 |
30.0 |
33.9 |
47.1 |
50.1 |
51.7 |
91.1 |
WC |
40.1 |
37.9 |
17.2 |
61.5 |
32.9 |
31.2 |
32.1 |
34.8 |
61.4 |
52.8 |
73.7 |
64.1 |
76.8 |
SA |
39.2 |
30.3 |
26.6 |
39.1 |
36.8 |
36.9 |
43.5 |
40.3 |
54.4 |
49.7 |
50.2 |
57.4 |
51.0 |
(a) Source: General Household Survey (GHS), 2002-2014, DBE own calculation.
b. (i) found employment should be available from the Department of Labour (DoL); as well as
(iii) progressed to further education in respect of each province and district should be available from the Department of Higher Education and Training (DHET).
END
02 October 2015 - NW3608
Lovemore, Ms AT to ask the Minister of Basic Education
(1)With reference to her reply to question 3042 on 8 September 2015, (a) what steps still have to be taken in order to finalise the 2014 National Education Evaluation and Development Unit (NEEDU) report and (b) when does she expect to receive the specified report; (2) will she release the specified report to the public; if not, why not; if so, when does she anticipate to do so; (3) will the Regulations for the Establishment of the Office of Standards and Compliance for Basic Education be gazetted for public comment; if not, why not; if so, when; (4) (a) why and (b) on what legal basis has she approved draft regulations which do not make the publication of NEEDU or other reports presented to her mandatory?
Reply:
Question 1(a)
- In 2014, NEEDU evaluated 183 schools: 93 schools offering Grades 7-9 and 90 offering Grades 10-12, 25 districts and nine provinces. A total of 217 reports, one for every site visited, were prepared. These reports had to be collated into a 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 (FET). 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 data. The procurement process in appointing the service provider also added to the delays in finalising the 2014 Report. A draft report has been prepared. NEEDU is doing the final editing before it is submitted to the Department for comments.
Question 1(b)
- NEEDU will submit the draft report to the Department for comments on 30 September 2015.
Question 2
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 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 her discretion.
Question 3
In 2012 the NEEDU Bill was gazetted for public comment. Comments from the public were received and changes were incorporated in the final draft. When, in 2013, the Department of Public Service and Administration advised NEEDU to abandon the Bill route in favour of establishing NEEDU as a “government component” called OSCBE, the NEEDU Bill was packaged into “Regulations for the establishment of OSCBE” without any changes. In other words, the Regulations for the establishment of OSCBE are not different from the final draft of the NEEDU Bill. In fact, the Regulations are nothing but euphemism for the already gazetted NEEDU Bill. Thus, the Regulations will not be gazetted for public comment for the second time.
Question 4
As with any legislation, the Regulations for the Establishment of OSCBE contain both peremptory and directory provisions. Giving the Minister the authority to use her discretion whether or not to make NEEDU reports public, as contemplated in Section 7(1)(g) in the Regulations for the Establishment of OSCBE, is one of the few directory provisions contained in the Regulations. Directory provisions are used in various pieces of legislation and policies and are not unique to the Regulations for the Establishment of OSCBE.
02 October 2015 - NW3498
Lovemore, Ms AT to ask the Minister of Basic Education
With reference to her reply to question 508 on 13 March 2015, (a) when does she intend to commence the administration of the Annual National Assessments (ANAs) to each teacher who teaches learners who participate in the ANAs, (b) when will she commence consultation aimed at achieving this goal, (c) why are the results of the testing of teachers anonymous and (d) why are the specified results not used as (i) a developmental tool for individual teachers or (ii) justification for disciplinary action should development not be successful?
Reply:
(a) The response to Question 508 remains unchanged, in that the testing of teachers on the ANA will be preceded by proper consultation with relevant role-players. Furthermore, the results will be used only for research purposes. National systemic evaluation is in the process of being reviewed through proper consultation and the formulation of a framework and policy in this regard.
(b) The consultation process has commenced with the relevant stakeholders. On 20 July 2015, a government gazette was published calling for written comment from stakeholders.
(c) There are no results, as no teacher has been tested on Annual National Assessment (ANA).
(d) (i) Not applicable.
(ii) Diagnostic assessments are not for punitive actions.
RESPONSE TO NATIONAL ASSEMBLY QUESTION 3498
Compiled by:
Mr H Mahomed
Director: CPTD
Date
Mr TE Rabotapi
Acting Chief Director: Education Human Resource Development
Date:
Mr TS Kojana
Deputy Director- General: Teacher and Professional Development
Date:
Mr HM Mweli
Director-General
Date:
QUESTION 3498 APPROVED/NOT APPROVED/AMENDED
Mr ME Surty, MP
Deputy Minister
Date:
Mrs AM Motshekga, MP
Minister
Date:
02 October 2015 - NW3039
Boshoff, Ms SH to ask the Minister of Basic Education
(a) Which districts in each province have converted ordinary schools to full service schools, (b) what are the names of the specified full service schools, (c) what category of disabilities are being catered for in each specified school, (d) how many educators with the necessary remedial expertise have been appointed, (e) what are the fields of expertise of the specified educators and (f) how many (i) psychologists, (ii) occupational therapists, (iii) class assistants, (iv) administrative staff, (v) janitors, (vi) general assistants, (vii) school sisters or nurses and (viii) class aids have been appointed, in respect of each province?
Reply:
The data for each of the questions asked is available on the specified annexure in brackets as follows:
(a) the districts in each province that have converted ordinary schools to full service schools (Annexure A);
(b) the names of full service schools (Annexure A);
(c) category of disability catered for in each full service school (Annexure B);
(d) the number of educators with the necessary remedial expertise that have been appointed is provided for only Gauteng and KwaZulu Natal Provinces (Annexure A). The Department is in the process of obtaining this information from the remaining Provincial Education Departments;
(e) the field of expertise of the educators is also only available for Gauteng and KwaZulu Natal Provinces and the remaining Provincial Education Departments have been requested to submit this information (Annexure A);
(f) The DBE is largely unable to provide different types of support staff to individual full service schools. This is evident from the following in respect of the number of:
(i) psychologists (Annexure A);
(ii) occupational therapists (Annexure A);
(iii) class assistants (Annexure A);
(iv) administrative staff (Annexure A);
(v) janitors (Annexure A);
(vi) general assistants (Annexure A);
(vii) school sisters or nurses (Annexure A); as well as
(viii) class aides (Annexure A).
ANNEXURE A
Statistics as required in questions (a), (b), (d), (e) and (f)
Sources:
- Enrolment statistics have been captured from EMIS data as obtained from the 2014 and 2015 Annual School Survey;
- Information on specialized competencies has been obtained from Provincial Education Departments; and
- Personnel provisioning statistics have been obtained from PERSAL
Province |
District |
Names of Full Service Schools |
(d) Number of Educators with remedial expertise Appointed |
(e) Field of expertise of the specified educators |
(f)(i) Number of Psychologists |
(f)(ii) Number of Occupational therapists |
(f)(iii) Number of class assistant |
(f)(iv) Number of Administrative Staff |
(f)(v) Number of Janitors |
(f)(vi) Number of General Assistants |
(f)(vii) Number of sisters/nurses |
(f)(viii) Number of Class Aids |
EC |
Butterworth |
Lengeni Js School |
Not available |
Not available |
0 |
0 |
0 |
01 |
0 |
0 |
0 |
0 |
Cofimvaba |
Kuyasa Js School |
0 |
0 |
0 |
01 |
0 |
0 |
0 |
0 |
|||
Cradock |
Cradock P School |
0 |
0 |
0 |
01 |
0 |
03 |
0 |
0 |
|||
Dutywa |
Mamfeneni P School |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
|||
East London |
Ebhotwe JP School |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
|||
Fort Beaufort |
Alice P School |
0 |
0 |
0 |
01 |
0 |
01 |
0 |
0 |
|||
Graaff-Reinet |
Aberdeen P Public School |
0 |
0 |
0 |
01 |
0 |
05 |
0 |
0 |
|||
Lady Frere |
Mzamomhle-Jojo Js School |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
|||
Libode |
Ntsimbini Js School |
0 |
0 |
0 |
01 |
0 |
0 |
0 |
0 |
|||
Lusikisiki |
Kwaqonda Sp School |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
|||
Lusikisiki |
Zanokhanyo Sp School |
0 |
0 |
0 |
0 |
0 |
01 |
0 |
0 |
|||
Mbizana |
Lugwijini Js School |
0 |
0 |
0 |
0 |
0 |
01 |
0 |
0 |
|||
Mt Frere |
Mt Ayliff Hospital School |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
|||
Ngcobo |
Boleni Js School |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
|||
Port Elizabeth |
Elundini P School |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
|||
Queenstown |
Nonesi Public School |
0 |
0 |
0 |
01 |
0 |
0 |
0 |
0 |
|||
Sterkspruit |
Esilindini Js School |
0 |
0 |
0 |
01 |
0 |
0 |
0 |
0 |
|||
FS |
Fezile Dabi |
Theha Setjhaba P/S |
Not available |
Not available |
0 |
0 |
0 |
02 |
0 |
04 |
0 |
0 |
Lejweleputswa |
Bultfontein C/S |
0 |
0 |
0 |
01 |
0 |
04 |
0 |
0 |
|||
Lejweleputswa |
Dieketseng P/S |
0 |
0 |
0 |
03 |
0 |
02 |
0 |
0 |
|||
Lejweleputswa |
Dr Mg Mngoma |
0 |
0 |
0 |
03 |
0 |
02 |
0 |
0 |
|||
Lejweleputswa |
Hlaboloha P/S |
0 |
0 |
0 |
02 |
0 |
02 |
0 |
0 |
|||
Lejweleputswa |
Kegomoditswe P/S |
0 |
0 |
0 |
03 |
0 |
02 |
0 |
0 |
|||
Lejweleputswa |
Malebaleba P/S |
0 |
0 |
0 |
02 |
0 |
02 |
0 |
0 |
|||
Lejweleputswa |
Mojaho P/S |
0 |
0 |
0 |
01 |
0 |
01 |
0 |
0 |
|||
Lejweleputswa |
Winburg C/S |
0 |
0 |
0 |
02 |
0 |
12 |
0 |
0 |
|||
Motheo |
Brebner P/S |
0 |
0 |
0 |
02 |
0 |
10 |
0 |
0 |
|||
Motheo |
Fauna P/S |
0 |
0 |
0 |
02 |
0 |
03 |
0 |
0 |
|||
Motheo |
Jim Fouché S/S |
0 |
0 |
0 |
02 |
0 |
08 |
0 |
0 |
|||
Motheo |
Katiso P/S |
0 |
0 |
0 |
01 |
0 |
02 |
0 |
0 |
|||
Motheo |
Kgato P/S |
0 |
0 |
0 |
02 |
0 |
03 |
0 |
0 |
|||
Motheo |
Maboloka P/S |
0 |
0 |
0 |
02 |
0 |
02 |
0 |
0 |
|||
Motheo |
Mangaung P/S |
0 |
0 |
0 |
02 |
0 |
02 |
0 |
0 |
|||
Motheo |
Polokehong P/S |
0 |
0 |
0 |
02 |
0 |
04 |
0 |
0 |
|||
Motheo |
Sentraal P/S |
0 |
0 |
0 |
01 |
0 |
08 |
0 |
0 |
|||
Motheo |
Setjhaba-Se-Maketse C/S |
0 |
0 |
0 |
03 |
0 |
04 |
0 |
0 |
|||
Motheo |
Unicom P/S |
0 |
0 |
0 |
01 |
0 |
02 |
0 |
0 |
|||
Motheo |
Universitas P/S |
0 |
0 |
0 |
02 |
0 |
03 |
0 |
0 |
|||
Thabo Mofutsanyana |
Ekwaluseni Catholic Ii/S (Independent) |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
|||
Thabo Mofutsanyana |
Graanveld P/S |
0 |
0 |
0 |
01 |
0 |
01 |
0 |
0 |
|||
Thabo Mofutsanyana |
Hlohlolwane P/S |
0 |
0 |
0 |
01 |
0 |
03 |
0 |
0 |
|||
Thabo Mofutsanyana |
Lerapo P/S |
0 |
0 |
0 |
01 |
0 |
02 |
0 |
0 |
|||
Thabo Mofutsanyana |
Lesaoana I/S |
0 |
0 |
0 |
01 |
0 |
02 |
0 |
0 |
|||
Thabo Mofutsanyana |
Letlotlo P/S |
0 |
0 |
0 |
02 |
0 |
04 |
0 |
0 |
|||
Thabo Mofutsanyana |
Motshepuwa P/S |
0 |
0 |
0 |
02 |
0 |
02 |
0 |
0 |
|||
Thabo Mofutsanyana |
Paul Roux I/S |
0 |
0 |
0 |
01 |
0 |
05 |
0 |
0 |
|||
Thabo Mofutsanyana |
Pulamadiboho P/S |
0 |
0 |
0 |
01 |
0 |
01 |
0 |
0 |
|||
Thabo Mofutsanyana |
Qwabi P/S |
0 |
0 |
0 |
03 |
0 |
05 |
0 |
0 |
|||
Thabo Mofutsanyana |
Reitz C/S |
0 |
0 |
0 |
01 |
0 |
12 |
0 |
0 |
|||
Thabo Mofutsanyana |
Senekal P/S |
0 |
0 |
0 |
01 |
0 |
02 |
0 |
0 |
|||
Xhariep |
Jacobsdal P/S |
0 |
0 |
0 |
0 |
0 |
06 |
0 |
0 |
|||
Xhariep |
Jagersfontein I/S |
0 |
0 |
0 |
0 |
0 |
10 |
0 |
0 |
|||
Xhariep |
Koffiefontein C/S |
0 |
0 |
0 |
01 |
0 |
09 |
0 |
0 |
|||
Xhariep |
Luckhoff P/S |
0 |
0 |
0 |
01 |
0 |
05 |
0 |
0 |
|||
Xhariep |
Mofulatshepe P/S |
0 |
0 |
0 |
01 |
0 |
03 |
0 |
0 |
|||
Xhariep |
Zama P/S |
0 |
0 |
0 |
02 |
0 |
02 |
0 |
0 |
|||
Xhariep |
Zastron P/S |
0 |
0 |
0 |
02 |
0 |
04 |
0 |
0 |
|||
GT |
Ekurhuleni North |
Laerskool Kempton Park |
05 |
Remedial support |
01 |
01 |
01 |
03 |
0 |
03 |
0 |
0 |
Ekurhuleni South |
Edenpark Primary School |
04 |
Remedial support |
0 |
0 |
0 |
03 |
0 |
4 |
0 |
0 |
|
Ntuthuko Primary school |
07 |
Remedial support |
0 |
0 |
0 |
04 |
0 |
4 |
0 |
0 |
||
Gauteng East |
Michael Zulu Primary |
05 |
Remedial support |
0 |
0 |
0 |
03 |
0 |
0 |
0 |
0 |
|
Sedibeng East |
Laerskool Japie Greyling |
06 |
Remedial support |
0 |
0 |
0 |
0 |
0 |
3 |
0 |
0 |
|
Ratanda Primary School |
04 |
Remedial suppose |
0 |
0 |
0 |
0 |
0 |
04 |
0 |
0 |
||
Sedibeng West |
Mogogodi Primary school |
03 |
Remedial support |
0 |
0 |
0 |
0 |
0 |
02 |
0 |
0 |
|
Johannesburg Central |
Lakeview Primary |
04 |
Remedial support |
0 |
0 |
1 |
0 |
0 |
03 |
0 |
0 |
|
Johannesburg East |
M.C Weiler Primary |
03 |
Remedial support |
0 |
0 |
0 |
0 |
0 |
04 |
0 |
0 |
|
Johannesburg North |
Diepsloot Combined School |
06 |
Remedial support |
0 |
0 |
1 |
0 |
0 |
04 |
0 |
0 |
|
Johannesburg South |
Orange Farm Primary |
05 |
Remedial support |
0 |
0 |
0 |
0 |
0 |
03 |
0 |
0 |
|
Johannesburg West |
Discovery Primary |
04 |
Remedial support |
0 |
1 |
0 |
0 |
0 |
04 |
0 |
0 |
|
Gauteng West |
Tsakani Primary |
04 |
Remedial support |
0 |
0 |
0 |
0 |
0 |
03 |
0 |
0 |
|
Tshwane North |
Baxoxele Primary |
06 |
Remedial support |
0 |
0 |
0 |
0 |
0 |
04 |
0 |
0 |
|
Tshwane South |
Walter Sisulu Primary |
05 |
Remedial support |
0 |
0 |
0 |
0 |
0 |
03 |
0 |
0 |
|
Nellmapius Primary |
04 |
Remedial support |
0 |
0 |
0 |
0 |
0 |
03 |
0 |
0 |
||
Bachana Mokwena Primary |
03 |
Remedial support |
0 |
0 |
0 |
0 |
0 |
04 |
0 |
0 |
||
Tshwane West |
Laerskool Booysens |
04 |
Remedial support |
0 |
0 |
0 |
0 |
0 |
03 |
0 |
0 |
|
Gauteng North |
Baweze Primary |
05 |
Remedial support |
0 |
0 |
0 |
0 |
0 |
03 |
0 |
0 |
|
KZN |
Amajuba |
Hope H |
01 |
Remedial support |
0 |
0 |
0 |
01 |
0 |
04 |
0 |
0 |
Amajuba |
Khaselihle Jp |
00 |
n/a |
0 |
0 |
02 |
01 |
0 |
01 |
0 |
01 |
|
Amajuba |
Nokukhanya P |
00 |
n/a |
0 |
0 |
01 |
01 |
00 |
02 |
0 |
01 |
|
Amajuba |
Phendukani H |
00 |
n/a |
0 |
0 |
0 |
01 |
02 |
01 |
0 |
0 |
|
Uthungulu |
Gabangenkosi P |
00 |
n/a |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
|
Uthungulu |
Gingindlovu C |
0 |
n/a |
0 |
0 |
0 |
01 |
0 |
01 |
0 |
02 |
|
Uthungulu |
Kwambonambi P |
01 |
Remedial Specialist |
0 |
0 |
0 |
02 |
0 |
01 |
0 |
2 |
|
Uthungulu |
Mzingwenya P |
0 |
n/a |
0 |
0 |
0 |
02 |
0 |
02 |
0 |
0 |
|
Uthungulu |
Silambo P |
0 |
n/a |
0 |
0 |
0 |
01 |
01 |
01 |
0 |
0 |
|
Uthungulu |
Sinaye P |
0 |
n/a |
0 |
0 |
0 |
02 |
0 |
03 |
0 |
0 |
|
Uthungulu |
Vumanhlamvu Cp |
01 |
Remedial Specialist |
0 |
0 |
0 |
02 |
00 |
05 |
00 |
18 |
|
Ilembe |
Dr Bw Vilakazi Jp |
0 |
n/a |
0 |
0 |
0 |
01 |
01 |
01 |
0 |
01 |
|
Ilembe |
Gasela P |
0 |
n/a |
0 |
0 |
0 |
0` |
01 |
0 |
0 |
01 |
|
Ilembe |
Imbewenhle P |
0 |
n/a |
0 |
0 |
01 |
01 |
0 |
01 |
0 |
0 |
|
Ilembe |
Mlamulankunzi P |
0 |
n/a |
0 |
0 |
01 |
01 |
0 |
01 |
0 |
0 |
|
Ilembe |
Nokubusa P |
0 |
n/a |
0 |
0 |
0 |
01 |
01 |
01 |
0 |
0 |
|
Ilembe |
Noodsberg P |
0 |
n/a |
0 |
0 |
0 |
0 |
01 |
01 |
0 |
0 |
|
Ilembe |
Nyamazane P |
0 |
n/a |
0 |
0 |
0 |
01 |
01 |
01 |
0 |
0 |
|
Umkhanyakude |
Macabuzela P |
0 |
n/a |
0 |
0 |
02 |
01 |
01 |
0 |
0 |
0 |
|
Umkhanyakude |
Madonela P |
0 |
n/a |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
|
Umkhanyakude |
Mpontshini Jp |
0 |
n/a |
0 |
0 |
0 |
01 |
01 |
0 |
0 |
0 |
|
Umkhanyakude |
Mzila Sp |
0 |
n/a |
0 |
0 |
0 |
01 |
01 |
0 |
0 |
0 |
|
Umkhanyakude |
Nkomo P |
0 |
n/a |
0 |
0 |
02 |
01 |
01 |
01 |
0 |
01 |
|
Umkhanyakude |
Nonjinjikazi P |
0 |
n/a |
0 |
0 |
0 |
01 |
01 |
0 |
0 |
0 |
|
Umkhanyakude |
Somfula S |
0 |
n/a |
0 |
0 |
0 |
02 |
01 |
01 |
0 |
0 |
|
Umkhanyakude |
St Philip's P |
0 |
n/a |
0 |
0 |
0 |
01 |
02 |
02 |
0 |
0 |
|
Umkhanyakude |
Thengani P |
0 |
n/a |
0 |
0 |
0 |
02 |
01 |
01 |
0 |
0 |
|
Othukela |
Inyamazwe P |
0 |
n/a |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
|
Othukela |
Madlala P |
0 |
n/a |
0 |
0 |
02 |
01 |
01 |
01 |
0 |
0 |
|
Othukela |
Muntuza P |
0 |
n/a |
0 |
0 |
0 |
01 |
0 |
01 |
0 |
0 |
|
Othukela |
Sifisokuhle C |
0 |
n/a |
0 |
0 |
02 |
01 |
01 |
01 |
0 |
0 |
|
Pinetown |
Esiqhingini P |
0 |
n/a |
0 |
0 |
02 |
01 |
0 |
0 |
0 |
0 |
|
Pinetown |
Georgedale P |
0 |
n/a |
0 |
0 |
02 |
01 |
02 |
01 |
0 |
02 |
|
Pinetown |
Inkazimulo Primary |
0 |
n/a |
0 |
0 |
01 |
01 |
0 |
0 |
0 |
0 |
|
Pinetown |
Sondelani Sp |
0 |
n/a |
0 |
0 |
02 |
01 |
0 |
01 |
0 |
0 |
|
Pinetown |
Ukukhanyakokusa P |
0 |
n/a |
0 |
0 |
01 |
01 |
01 |
01 |
0 |
0 |
|
Ugu |
Deyi P |
0 |
n/a |
0 |
0 |
02 |
01 |
01 |
01 |
0 |
0 |
|
Ugu |
Gobhela P |
0 |
n/a |
0 |
0 |
04 |
01 |
0 |
01 |
0 |
0 |
|
Ugu |
Himmelberg Int |
0 |
n/a |
0 |
0 |
02 |
01 |
01 |
01 |
0 |
0 |
|
Ugu |
Ithongasi Public P |
0 |
n/a |
0 |
0 |
0 |
01 |
02 |
01 |
0 |
0 |
|
Ugu |
Mbeleni |
0 |
n/a |
0 |
0 |
01 |
01 |
01 |
01 |
0 |
0 |
|
Ugu |
Mdumezulu |
0 |
n/a |
0 |
0 |
0 |
01 |
01 |
01 |
0 |
0 |
|
Ugu |
Marshmout |
0 |
n/a |
0 |
0 |
0 |
01 |
0 |
01 |
0 |
0 |
|
Ugu |
Mceleni |
0 |
n/a |
0 |
0 |
0 |
0 |
01 |
01 |
0 |
0 |
|
Ugu |
Magogo |
0 |
n/a |
0 |
0 |
0 |
01 |
0 |
01 |
0 |
0 |
|
Sisonke |
Enhlanhleni Combined |
0 |
n/a |
0 |
0 |
0 |
01 |
0 |
0 |
0 |
0 |
|
Sisonke |
Enkelabantwana P |
0 |
n/a |
0 |
0 |
02 |
01 |
0 |
01 |
0 |
02 |
|
Sisonke |
Impunga S |
0 |
n/a |
0 |
0 |
0 |
01 |
01 |
01 |
0 |
0 |
|
Sisonke |
Lusiba P |
0 |
n/a |
0 |
0 |
0 |
01 |
0 |
01 |
0 |
0 |
|
Sisonke |
Nombewu Js School |
0 |
n/a |
0 |
0 |
0 |
01 |
0 |
0 |
0 |
0 |
|
Sisonke |
Ntlabeni Js School |
0 |
n/a |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
|
Sisonke |
Xoloxolo Sp |
0 |
n/a |
0 |
0 |
01 |
01 |
0 |
01 |
0 |
01 |
|
Umgungundlovu |
Esigodini P |
0 |
n/a |
0 |
0 |
02 |
01 |
01 |
01 |
0 |
0 |
|
Umgungundlovu |
Mbuthisweni P |
0 |
n/a |
0 |
0 |
01 |
01 |
0 |
01 |
0 |
0 |
|
Umgungundlovu |
Nkabini P |
0 |
n/a |
0 |
0 |
0 |
01 |
02 |
01 |
0 |
0 |
|
Umgungundlovu |
Qhamukile P |
0 |
n/a |
0 |
0 |
0 |
01 |
01 |
01 |
0 |
0 |
|
Umlazi |
Amagcino P |
0 |
n/a |
0 |
0 |
0 |
01 |
02 |
01 |
0 |
0 |
|
Umlazi |
Isikhumbuzo P |
0 |
n/a |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
|
Umlazi |
Saphumelela Jp |
0 |
n/a |
0 |
0 |
02 |
01 |
0 |
01 |
0 |
0 |
|
Umzinyathi |
Cassino P |
01 |
Remedial Specialist |
0 |
0 |
02 |
01 |
0 |
01 |
0 |
0 |
|
Umzinyathi |
Ethangeni C |
0 |
n/a |
0 |
0 |
02 |
01 |
0 |
1 |
0 |
0 |
|
Umzinyathi |
Greytown S |
0 |
n/a |
0 |
0 |
0 |
01 |
0 |
01 |
0 |
0 |
|
Umzinyathi |
Mampunga P |
0 |
n/a |
0 |
0 |
0 |
01 |
01 |
0 |
0 |
0 |
|
Umzinyathi |
Mgazi S |
0 |
n/a |
0 |
0 |
02 |
01 |
01 |
01 |
0 |
0 |
|
Umzinyathi |
Sampofu P |
0 |
n/a |
0 |
0 |
0 |
01 |
01 |
01 |
0 |
0 |
|
Umzinyathi |
Sibumba P |
0 |
n/a |
0 |
0 |
0 |
01 |
01 |
0 |
0 |
0 |
|
Umzinyathi |
Tholinhlanhla P |
0 |
n/a |
0 |
0 |
0 |
01 |
01 |
01 |
0 |
0 |
|
Uthungulu |
Dover C |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
|
Zululand |
Thakazela |
0 |
n/a |
0 |
0 |
0 |
01 |
01 |
0 |
0 |
0 |
|
Zululand |
Ekuthokozeni P |
0 |
n/a |
0 |
0 |
0 |
01 |
01 |
01 |
0 |
0 |
|
Zululand |
H Mantshinga P |
0 |
n/a |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
|
Zululand |
Kwamame P |
0 |
n/a |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
|
Zululand |
Layukona Lp |
0 |
n/a |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
|
Vryheid |
Sakhumuzi P |
0 |
0 |
0 |
0 |
02 |
0 |
01 |
0 |
0 |
0 |
|
Vryheid |
Velankosi P |
0 |
0 |
0 |
0 |
01 |
01 |
0 |
01 |
0 |
0 |
|
Zululand |
Prince Layukona |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
|
LP |
Capricorn |
Eureka Primary |
Not available |
Not available |
0 |
0 |
00 |
00 |
00 |
00 |
00 |
00 |
Capricorn |
Harry Oppenheimer Secondary |
0 |
0 |
0 |
02 |
0 |
10 |
0 |
0 |
|||
Capricorn |
Mahlodumela Lower Primary |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
|||
Capricorn |
St. Brendan's Catholic Secondary |
0 |
0 |
0 |
01 |
0 |
0 |
0 |
0 |
|||
Greater Sekhukhune |
Sibisi Primary School |
0 |
0 |
0 |
01 |
0 |
03 |
0 |
0 |
|||
Greater Sekhukhune |
Laerskool Roossenekal |
0 |
0 |
0 |
00 |
0 |
03 |
0 |
0 |
|||
Greater Sekhukhune |
Mokgalabje Primary |
0 |
0 |
0 |
00 |
0 |
00 |
0 |
0 |
|||
Greater Sekhukhune |
Phaphamani Primary |
0 |
0 |
0 |
01 |
0 |
0 |
0 |
0 |
|||
Mopani |
Mariveni Primary |
0 |
0 |
0 |
00 |
0 |
00 |
0 |
0 |
|||
Mopani |
Marumofase Primary |
0 |
0 |
0 |
00 |
0 |
00 |
0 |
0 |
|||
Mopani |
Nwaxindzhele Primary |
0 |
0 |
0 |
00 |
01 |
0 |
0 |
0 |
|||
Vhembe |
Mutende Primary |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
|||
Vhembe |
Shilume Primary |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
|||
Vhembe |
Tshisahulu Primary |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
|||
Waterberg |
Albert Lithuli Primary |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
|||
Waterberg |
Mmamakwa Primary |
0 |
0 |
01 |
01 |
0 |
0 |
0 |
0 |
|||
Waterberg |
Warmbaths Primary |
0 |
0 |
01 |
0 |
0 |
0 |
0 |
0 |
|||
MP |
Bohlabela |
Alexandria Primary School |
Not available |
Not available |
0 |
0 |
02 |
01 |
0 |
0 |
0 |
0 |
Bohlabela |
Aplos Chiloane Primary School |
0 |
0 |
02 |
01 |
0 |
0 |
0 |
0 |
|||
Bohlabela |
Diphaswa Primary School |
0 |
0 |
0 |
01 |
0 |
0 |
0 |
0 |
|||
Bohlabela |
Emfuleni Primary School |
0 |
0 |
02 |
01 |
0 |
0 |
0 |
0 |
|||
Bohlabela |
Floraphophe Primary School |
0 |
0 |
01 |
01 |
0 |
0 |
0 |
0 |
|||
Bohlabela |
Gavazana Primary School |
0 |
0 |
02 |
01 |
0 |
0 |
0 |
0 |
|||
Bohlabela |
Glory Hill Primary School |
0 |
0 |
02 |
01 |
0 |
0 |
0 |
0 |
|||
Bohlabela |
Green Valley Lower & Higher Pri |
0 |
0 |
02 |
02 |
0 |
0 |
0 |
0 |
|||
Bohlabela |
Hommuzeya Primary School |
0 |
0 |
02 |
01 |
0 |
0 |
0 |
0 |
|||
Bohlabela |
Khayelihle Primary School |
0 |
0 |
02 |
02 |
0 |
0 |
0 |
0 |
|||
Bohlabela |
Khokhovela Higher Primary |
0 |
0 |
02 |
02 |
0 |
0 |
0 |
0 |
|||
Bohlabela |
Kwetse Lower And Higher Primary |
0 |
0 |
02 |
01 |
0 |
0 |
0 |
0 |
|||
Bohlabela |
Lapishe Lower And Higher Primary |
0 |
0 |
01 |
01 |
0 |
0 |
0 |
0 |
|||
Bohlabela |
Lekanang Primary School |
0 |
0 |
01 |
01 |
0 |
0 |
0 |
0 |
|||
Bohlabela |
Letsamaile Chiloane Primary |
0 |
0 |
02 |
01 |
0 |
0 |
0 |
0 |
|||
Bohlabela |
Londhindha Primary School |
0 |
0 |
02 |
01 |
0 |
0 |
0 |
0 |
|||
Bohlabela |
Madile Primary School |
0 |
0 |
02 |
02 |
0 |
0 |
0 |
0 |
|||
Bohlabela |
Magudu Primary |
0 |
0 |
02 |
01 |
0 |
0 |
0 |
0 |
|||
Bohlabela |
Marambane Primary School |
0 |
0 |
02 |
01 |
0 |
0 |
0 |
0 |
|||
Bohlabela |
Marifaan |
0 |
0 |
02 |
01 |
0 |
0 |
0 |
0 |
|||
Bohlabela |
Mathule Primary School |
0 |
0 |
02 |
02 |
0 |
0 |
0 |
0 |
|||
Bohlabela |
Matibidi Primary School |
0 |
0 |
01 |
0 |
0 |
0 |
0 |
||||
Bohlabela |
Matsavane Primary Schol |
0 |
0 |
02 |
01 |
0 |
0 |
0 |
0 |
|||
Bohlabela |
Mhlava Khosa |
0 |
0 |
01 |
01 |
0 |
0 |
0 |
0 |
|||
Bohlabela |
Mpikaniso Primary |
0 |
0 |
03 |
01 |
0 |
0 |
0 |
0 |
|||
Bohlabela |
Mtembeni Primary School |
0 |
0 |
02 |
01 |
0 |
0 |
0 |
0 |
|||
Bohlabela |
Narishe Primary School |
0 |
0 |
02 |
01 |
0 |
0 |
0 |
0 |
|||
Bohlabela |
Ndabeni H Primary |
0 |
0 |
02 |
01 |
0 |
0 |
0 |
0 |
|||
Bohlabela |
Nembe Mhlaba Primary |
0 |
0 |
01 |
01 |
0 |
0 |
0 |
0 |
|||
Bohlabela |
Nkonthasi Primary School |
0 |
0 |
02 |
01 |
0 |
0 |
0 |
0 |
|||
Bohlabela |
Relane Primary |
0 |
0 |
02 |
01 |
0 |
0 |
0 |
0 |
|||
Bohlabela |
S H Nyalungu Primary School |
0 |
0 |
02 |
02 |
0 |
0 |
0 |
0 |
|||
Bohlabela |
Soniye Primary |
0 |
0 |
02 |
01 |
0 |
0 |
0 |
0 |
|||
Bohlabela |
Thulani Primary School |
0 |
0 |
03 |
01 |
0 |
0 |
0 |
0 |
|||
Bushbuckridge |
M.O. Mashego Primary |
0 |
0 |
02 |
02 |
0 |
0 |
0 |
0 |
|||
Bushbuckridge |
Morei Primary |
0 |
0 |
02 |
02 |
0 |
0 |
0 |
0 |
|||
Bushbuckridge |
Samson Sibuyi Primary School |
0 |
0 |
01 |
01 |
0 |
0 |
0 |
0 |
|||
Ehlanzeni |
Benjamin Primary |
0 |
0 |
02 |
02 |
0 |
0 |
0 |
0 |
|||
Ehlanzeni |
Bongokuhle Primary School |
0 |
0 |
03 |
02 |
0 |
0 |
0 |
0 |
|||
Ehlanzeni |
Chief Makunyula Primary School |
0 |
0 |
03 |
02 |
0 |
0 |
0 |
0 |
|||
Ehlanzeni |
Driekoppies Combined School |
0 |
0 |
04 |
01 |
0 |
0 |
0 |
0 |
|||
Ehlanzeni |
Ekucathuzeni Primary |
0 |
0 |
03 |
02 |
0 |
0 |
0 |
0 |
|||
Ehlanzeni |
Enzani Primary School |
0 |
0 |
02 |
01 |
0 |
0 |
0 |
0 |
|||
Ehlanzeni |
Gutjwa Primary School |
0 |
0 |
01 |
01 |
0 |
0 |
0 |
0 |
|||
Ehlanzeni |
Inkambeni Primary School |
0 |
0 |
02 |
01 |
0 |
0 |
0 |
0 |
|||
Ehlanzeni |
John Mdluli Primary |
0 |
0 |
03 |
02 |
0 |
0 |
0 |
0 |
|||
Ehlanzeni |
Lekazi Primary School |
0 |
0 |
01 |
01 |
0 |
0 |
0 |
0 |
|||
Ehlanzeni |
Maqamela Primary School |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
|||
Ehlanzeni |
Matsafeni |
0 |
0 |
03 |
02 |
0 |
0 |
0 |
0 |
|||
Ehlanzeni |
Moduping Combined School |
0 |
0 |
01 |
01 |
0 |
0 |
0 |
0 |
|||
Ehlanzeni |
Mshengu Inclusive School |
0 |
0 |
02 |
01 |
0 |
0 |
0 |
0 |
|||
Ehlanzeni |
Msogwaba Primary School |
0 |
0 |
04 |
02 |
0 |
0 |
0 |
0 |
|||
Ehlanzeni |
Phambanisa Primary |
0 |
0 |
04 |
02 |
0 |
0 |
0 |
0 |
|||
Ehlanzeni |
Sikhutsele Primary School |
0 |
0 |
03 |
03 |
0 |
0 |
0 |
0 |
|||
Ehlanzeni |
Tekwane Primary School |
0 |
0 |
01 |
02 |
0 |
0 |
0 |
0 |
|||
Ehlanzeni |
Tenteleni Primary |
0 |
0 |
04 |
03 |
0 |
0 |
0 |
0 |
|||
Ehlanzeni |
Thula Primary School |
0 |
0 |
02 |
02 |
0 |
0 |
0 |
0 |
|||
Ehlanzeni |
Tsembaletfu Primary School |
0 |
0 |
03 |
02 |
0 |
0 |
0 |
0 |
|||
Ehlanzeni |
Victory Park Primary School |
0 |
0 |
02 |
02 |
0 |
0 |
0 |
0 |
|||
Ehlanzeni Region |
BUKHOSIBETFU PRIMARY SCHOOL |
0 |
0 |
03 |
01 |
0 |
0 |
0 |
0 |
|||
Gert Sibande |
Amersfoort Primary School |
0 |
0 |
02 |
02 |
0 |
0 |
0 |
0 |
|||
Gert Sibande |
Bhekimfundo Primary School |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
|||
Gert Sibande |
Buyani Primary School |
0 |
0 |
04 |
02 |
0 |
0 |
0 |
0 |
|||
Gert Sibande |
Carolina Combined School |
0 |
0 |
01 |
02 |
0 |
0 |
0 |
0 |
|||
Gert Sibande |
Davel Primary School |
0 |
0 |
02 |
02 |
0 |
0 |
0 |
0 |
|||
Gert Sibande |
Earlybird Primary School |
0 |
0 |
01 |
01 |
0 |
0 |
0 |
0 |
|||
Gert Sibande |
Father Charles Primary School |
0 |
0 |
02 |
02 |
0 |
0 |
0 |
0 |
|||
Gert Sibande |
Ithole Primary School |
0 |
0 |
04 |
01 |
0 |
0 |
0 |
0 |
|||
Gert Sibande |
Laerskool Standerton |
0 |
0 |
02 |
02 |
0 |
0 |
0 |
0 |
|||
Gert Sibande |
Lifalethu Primary School |
0 |
0 |
01 |
01 |
0 |
0 |
0 |
0 |
|||
Gert Sibande |
Lindilanga Primary School |
0 |
0 |
03 |
02 |
0 |
0 |
0 |
0 |
|||
Gert Sibande |
Lothair Primary School |
0 |
0 |
02 |
02 |
0 |
0 |
0 |
0 |
|||
Gert Sibande |
Madzanga Primary School |
0 |
0 |
02 |
01 |
0 |
0 |
0 |
0 |
|||
Gert Sibande |
Makhosonke Primary School |
0 |
0 |
01 |
02 |
0 |
0 |
0 |
0 |
|||
Gert Sibande |
Nqobile Primary School |
0 |
0 |
04 |
03 |
0 |
0 |
0 |
0 |
|||
Gert Sibande |
Petrus Maziya Primary School |
0 |
0 |
04 |
03 |
0 |
0 |
0 |
0 |
|||
Gert Sibande |
Phembindlela Primary School |
0 |
0 |
02 |
02 |
0 |
0 |
0 |
0 |
|||
Gert Sibande |
Phumula Primary School |
0 |
0 |
02 |
01 |
0 |
0 |
0 |
0 |
|||
Gert Sibande |
Phumulani Primary School |
0 |
0 |
02 |
01 |
0 |
0 |
0 |
0 |
|||
Gert Sibande |
Qhubekani Primary |
0 |
0 |
03 |
02 |
0 |
0 |
0 |
0 |
|||
Gert Sibande |
Retsebile Primary School |
0 |
0 |
01 |
01 |
0 |
0 |
0 |
0 |
|||
Gert Sibande |
Siphumelele Combined School |
0 |
0 |
02 |
01 |
0 |
0 |
0 |
0 |
|||
Gert Sibande |
Siyacathula Lower Primary School |
0 |
0 |
02 |
02 |
0 |
0 |
0 |
0 |
|||
Gert Sibande |
Siyeta Primary School |
0 |
0 |
02 |
02 |
0 |
0 |
0 |
0 |
|||
Gert Sibande |
Sizakhele Primary School |
0 |
0 |
01 |
0 |
0 |
0 |
0 |
||||
Gert Sibande |
Tegwan's Nest Combined School |
0 |
0 |
01 |
01 |
0 |
0 |
0 |
0 |
|||
Gert Sibande |
Thandanani Primary School |
0 |
0 |
02 |
02 |
0 |
0 |
0 |
0 |
|||
Gert Sibande |
Tsatsimfundvo Primary School |
0 |
0 |
01 |
01 |
0 |
0 |
0 |
0 |
|||
Gert Sibande |
Tshepeha Secondary School |
0 |
0 |
04 |
01 |
0 |
0 |
0 |
0 |
|||
Gert Sibande |
Umsebe Primary School |
0 |
0 |
04 |
01 |
0 |
0 |
0 |
0 |
|||
Gert Sibande |
Vukuzenzele Combined School |
0 |
0 |
02 |
01 |
0 |
0 |
0 |
0 |
|||
Gert Sibande |
Wakerstroom Primary School |
0 |
0 |
04 |
02 |
0 |
0 |
0 |
0 |
|||
Gert Sibande |
Wesselton Primary School |
0 |
0 |
04 |
01 |
0 |
0 |
0 |
0 |
|||
Nkangala |
Sukumani Primary School |
0 |
0 |
02 |
02 |
0 |
0 |
0 |
0 |
|||
Nkangala |
Bazani |
0 |
0 |
02 |
01 |
0 |
0 |
0 |
0 |
|||
Nkangala |
Bongiduvha Combined School |
0 |
0 |
02 |
01 |
0 |
0 |
0 |
0 |
|||
Nkangala |
Buthelelani J.P School |
0 |
0 |
01 |
0 |
0 |
0 |
0 |
||||
Nkangala |
Ebhudlweni Primary School |
0 |
0 |
02 |
02 |
0 |
0 |
0 |
0 |
|||
Nkangala |
Emfundweni Primary School |
0 |
0 |
02 |
02 |
0 |
0 |
0 |
0 |
|||
Nkangala |
Ezwenilethu Primary School |
0 |
0 |
01 |
01 |
0 |
0 |
0 |
0 |
|||
Nkangala |
Hendrina Primary School |
0 |
0 |
03 |
01 |
0 |
0 |
0 |
0 |
|||
Nkangala |
Jabulani Primary School |
0 |
0 |
02 |
01 |
0 |
0 |
0 |
0 |
|||
Nkangala |
Jeremia Mdaka Primary School |
0 |
0 |
05 |
02 |
0 |
0 |
0 |
0 |
|||
Nkangala |
Katjibane Primary School |
0 |
0 |
01 |
0 |
0 |
0 |
0 |
||||
Nkangala |
Kgantsho Primary School |
0 |
0 |
05 |
03 |
0 |
0 |
0 |
0 |
|||
Nkangala |
Kwakwari Primary School |
0 |
0 |
04 |
01 |
0 |
0 |
0 |
0 |
|||
Nkangala |
Langalibalele Primary School |
0 |
0 |
01 |
01 |
0 |
0 |
0 |
0 |
|||
Nkangala |
Lefiso Primary School |
0 |
0 |
01 |
01 |
0 |
0 |
0 |
0 |
|||
Nkangala |
Madlayedwa Secondary School |
0 |
0 |
01 |
01 |
0 |
0 |
0 |
0 |
|||
Nkangala |
Magaduzela Primary School |
0 |
0 |
02 |
01 |
0 |
0 |
0 |
0 |
|||
Nkangala |
Maloka Primary School |
0 |
0 |
01 |
01 |
0 |
0 |
0 |
0 |
|||
Nkangala |
Malontone Primary School |
0 |
0 |
0 |
02 |
0 |
0 |
0 |
0 |
|||
Nkangala |
Mandlakababa Primary School |
0 |
0 |
01 |
01 |
0 |
0 |
0 |
0 |
|||
Nkangala |
Mareleng Primary School |
0 |
0 |
01 |
02 |
0 |
0 |
0 |
0 |
|||
Nkangala |
Mathethe Primary |
0 |
0 |
01 |
01 |
0 |
0 |
0 |
0 |
|||
Nkangala |
Mnyamana Primary School |
0 |
0 |
01 |
01 |
0 |
0 |
0 |
0 |
|||
Nkangala |
Mthombeni Primary School |
0 |
0 |
04 |
02 |
0 |
0 |
0 |
0 |
|||
Nkangala |
Phakama Combined School |
0 |
0 |
01 |
01 |
0 |
0 |
0 |
0 |
|||
Nkangala |
Phakgamang Primary School |
0 |
0 |
02 |
02 |
0 |
0 |
0 |
0 |
|||
Nkangala |
Ramabifi Primary School |
0 |
0 |
01 |
00 |
0 |
0 |
0 |
0 |
|||
Nkangala |
Retang Primary School |
0 |
0 |
03 |
02 |
0 |
0 |
0 |
0 |
|||
Nkangala |
Sibis Primary School |
0 |
0 |
01 |
00 |
0 |
0 |
0 |
0 |
|||
Nkangala |
Sijabule Primary School |
0 |
0 |
02 |
01 |
0 |
0 |
0 |
0 |
|||
Nkangala |
Sinetjhudu Primary School |
0 |
0 |
01 |
01 |
0 |
0 |
0 |
0 |
|||
Nkangala |
Siyabuswa Primary School |
0 |
0 |
01 |
01 |
0 |
0 |
0 |
0 |
|||
Nkangala |
Sizani Primary School |
0 |
0 |
01 |
02 |
0 |
0 |
0 |
0 |
|||
Nkangala |
Sizuzile Primary School |
0 |
0 |
04 |
01 |
0 |
0 |
0 |
0 |
|||
Nkangala |
Somarobogo Primary |
0 |
0 |
02 |
01 |
0 |
0 |
0 |
0 |
|||
Nkangala |
Thekiso Primary School |
0 |
0 |
01 |
01 |
0 |
0 |
0 |
0 |
|||
Nkangala |
Thembalihle Primary School |
0 |
0 |
01 |
01 |
0 |
0 |
0 |
0 |
|||
Nkangala |
Thembeka Primary School |
0 |
0 |
01 |
01 |
0 |
0 |
0 |
0 |
|||
Nkangala |
Tlhame Primary School |
0 |
0 |
01 |
01 |
0 |
0 |
0 |
0 |
|||
Nkangala |
Zikhuphule Primary School |
0 |
0 |
06 |
02 |
0 |
0 |
0 |
0 |
|||
NC |
Frances Baard |
Sol Plaatje Primary School |
1 |
Remedial Support |
0 |
0 |
0 |
2 |
0 |
4 |
0 |
0 |
Gaoshupe Makodi Primary School |
0 |
0 |
0 |
0 |
05 |
02 |
1 |
0 |
1 |
0 |
||
John Taolo Gaetsewa |
Deben Primêre Skool |
0 |
0 |
0 |
0 |
0 |
01 |
0 |
16 |
0 |
0 |
|
Isagontle Primary |
0 |
0 |
0 |
0 |
0 |
01 |
0 |
01 |
0 |
0 |
||
Pixley Ka Seme |
Alpha Primêre Skool |
8 |
Remedial Support |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
|
Lowryville Primary School |
2 |
Remedial Support |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
||
NW |
Greater Delareyville |
George Madoda Primary |
Not available |
Not available |
0 |
0 |
0 |
01 |
0 |
0 |
0 |
0 |
Greater Delareyville |
Madibogo - Batlhaping Primary School |
0 |
0 |
0 |
01 |
0 |
0 |
0 |
0 |
|||
Greater Delareyville |
Manamolela Primary School |
0 |
0 |
0 |
03 |
0 |
0 |
0 |
0 |
|||
Greater Delareyville |
Thutlwane Primary School |
0 |
0 |
0 |
01 |
01 |
||||||
Greater Taung |
Kgosikeehe Primary School |
0 |
0 |
0 |
01 |
0 |
0 |
0 |
0 |
|||
Greater Taung |
Lekwene Primary School |
0 |
0 |
0 |
01 |
0 |
0 |
0 |
0 |
|||
Greater Taung |
Manthe Primary School |
0 |
0 |
0 |
00 |
0 |
0 |
0 |
0 |
|||
Greater Taung |
Tshabelang Primary School |
0 |
0 |
0 |
01 |
0 |
0 |
0 |
0 |
|||
Kagisano Molopo |
Kamogelo |
0 |
0 |
0 |
01 |
0 |
0 |
0 |
0 |
|||
Kagisano Molopo |
Kegakilwe Primary |
0 |
0 |
0 |
01 |
0 |
0 |
0 |
0 |
|||
Kagisano Molopo |
Lokgeng Public Primary School |
0 |
0 |
0 |
01 |
0 |
0 |
0 |
0 |
|||
Kagisano Molopo |
Maiketso Primary |
0 |
0 |
0 |
01 |
0 |
0 |
0 |
0 |
|||
Kagisano Molopo |
Mochware |
0 |
0 |
01 |
01 |
0 |
0 |
0 |
0 |
|||
Kagisano Molopo |
Seichokelo Primary School |
0 |
0 |
0 |
01 |
0 |
0 |
0 |
0 |
|||
Kgetleng River |
Kgalagatsane |
0 |
0 |
01 |
01 |
0 |
0 |
0 |
0 |
|||
Kgetleng River |
Koster Primary |
0 |
0 |
0 |
01 |
0 |
0 |
0 |
0 |
|||
Kgetleng River |
Moitshoki Mofenyi |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
||||
Kgetleng River |
Poifo |
0 |
0 |
01 |
01 |
0 |
0 |
0 |
0 |
|||
Kgetleng River |
Tapos Primary School |
0 |
0 |
01 |
01 |
0 |
0 |
0 |
0 |
|||
Letlhabile |
Kgabalatsane Primary School |
0 |
0 |
0 |
01 |
0 |
0 |
0 |
0 |
|||
Letlhabile |
Komane Primary School |
0 |
0 |
0 |
01 |
0 |
0 |
0 |
0 |
|||
Letlhabile |
Lesedi Le Legolo Prim |
0 |
0 |
0 |
01 |
0 |
0 |
0 |
0 |
|||
Letlhabile |
Tsewe Primary School |
0 |
0 |
01 |
01 |
0 |
0 |
0 |
0 |
|||
Lichtenburg |
Hoërskool Coligny |
0 |
0 |
16 |
02 |
0 |
0 |
0 |
0 |
|||
Lichtenburg |
Legae -Thuto Public School |
0 |
0 |
01 |
01 |
0 |
0 |
0 |
0 |
|||
Lichtenburg |
Lichtenburg Primary School |
0 |
0 |
0 |
0 |
0 |
01 |
0 |
0 |
|||
Lichtenburg |
Matlaba Primary School |
0 |
0 |
0 |
01 |
0 |
0 |
0 |
0 |
|||
Lichtenburg |
Phatsima Public School |
0 |
0 |
0 |
01 |
01 |
||||||
Madibeng |
Hoërskool Wagpos |
0 |
0 |
0 |
04 |
18 |
||||||
Madibeng |
Laerskool Sonop |
0 |
0 |
0 |
01 |
01 |
||||||
Madibeng |
Laerskool Voorwaarts Primary School |
0 |
0 |
0 |
01 |
|||||||
Mafikeng |
Bodiri Primary School |
0 |
0 |
0 |
01 |
|||||||
Mafikeng |
Danville Primary |
0 |
0 |
0 |
01 |
0 |
0 |
0 |
0 |
|||
Mafikeng |
Mogosane Primary |
0 |
0 |
0 |
01 |
0 |
0 |
0 |
0 |
|||
Mafikeng |
Phera Primary School |
0 |
0 |
0 |
01 |
0 |
0 |
0 |
0 |
|||
Mafikeng |
Sol Plaatjie Secondary School |
0 |
0 |
0 |
01 |
0 |
01 |
0 |
0 |
|||
Maquassi Hills |
Bophepa Public |
0 |
0 |
0 |
01 |
0 |
01 |
0 |
0 |
|||
Maquassi Hills |
Gontse |
0 |
0 |
0 |
01 |
0 |
01 |
0 |
0 |
|||
Maquassi Hills |
Laerskool Ottosdal |
0 |
0 |
0 |
01 |
0 |
0 |
0 |
0 |
|||
Maquassi Hills |
Thusang |
0 |
0 |
0 |
01 |
0 |
0 |
0 |
0 |
|||
Maquassi Hills |
Tumisang Public School |
0 |
0 |
0 |
0 |
01 |
0 |
0 |
||||
Matlosana |
Abontle |
0 |
0 |
0 |
01 |
0 |
01 |
0 |
0 |
|||
Matlosana |
Alabama |
0 |
0 |
0 |
01 |
0 |
01 |
0 |
0 |
|||
Matlosana |
Bakang Primary |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
||||
Matlosana |
Boitumelo |
0 |
0 |
0 |
01 |
0 |
0 |
0 |
0 |
|||
Matlosana |
Klerksdorp Primary School |
0 |
0 |
0 |
01 |
0 |
01 |
0 |
0 |
|||
Matlosana |
Laerskool Unie |
0 |
0 |
0 |
01 |
0 |
0 |
0 |
0 |
|||
Matlosana |
P A Theron |
0 |
0 |
0 |
01 |
0 |
0 |
0 |
0 |
|||
Matlosana |
Reahola |
0 |
0 |
0 |
01 |
0 |
0 |
0 |
0 |
|||
Matlosana |
Selang Thuto Public |
0 |
0 |
0 |
02 |
0 |
0 |
0 |
0 |
|||
Matlosana |
Western Reefs Primary School |
0 |
0 |
0 |
01 |
0 |
01 |
0 |
0 |
|||
Moretele |
Marapo A Thutlwa Primary School |
0 |
0 |
0 |
01 |
0 |
0 |
0 |
0 |
|||
Moretele |
Ramoshie Primary School |
0 |
0 |
0 |
01 |
0 |
0 |
0 |
0 |
|||
Moretele |
Resebone Primary School |
0 |
0 |
0 |
01 |
0 |
0 |
0 |
0 |
|||
Moretele |
Thipe |
0 |
0 |
0 |
01 |
0 |
01 |
0 |
0 |
|||
Moses Kotane East |
Melotong Primary School |
0 |
0 |
0 |
01 |
0 |
0 |
0 |
0 |
|||
Moses Kotane East |
Mochudi Middle School |
0 |
0 |
0 |
01 |
0 |
0 |
0 |
0 |
|||
Moses Kotane East |
Mphuphuthe School |
0 |
0 |
0 |
01 |
0 |
0 |
0 |
0 |
|||
Moses Kotane East |
Ramokoka Primary |
0 |
0 |
0 |
01 |
0 |
0 |
0 |
0 |
|||
Moses Kotane East |
Ratheo Primary School |
0 |
0 |
0 |
01 |
0 |
0 |
0 |
0 |
|||
Moses Kotane West |
Kgolane Primary School |
0 |
0 |
0 |
01 |
0 |
01 |
0 |
0 |
|||
Moses Kotane West |
Leema Primary School |
0 |
0 |
0 |
01 |
0 |
0 |
0 |
0 |
|||
Moses Kotane West |
Lekgatle Primary School |
0 |
0 |
0 |
01 |
0 |
0 |
0 |
0 |
|||
Moses Kotane West |
Makweleng Primary School |
0 |
0 |
0 |
01 |
0 |
0 |
0 |
0 |
|||
Potchefstroom |
Berts Bricks |
0 |
0 |
0 |
01 |
0 |
01 |
0 |
0 |
|||
Potchefstroom |
Letshelemane |
0 |
0 |
0 |
01 |
0 |
02 |
0 |
0 |
|||
Potchefstroom |
Nanogang |
0 |
0 |
0 |
0 |
0 |
0 |
|||||
Potchefstroom |
President Pretorius Laerskool |
0 |
0 |
0 |
01 |
0 |
0 |
0 |
||||
Rekopantswe |
Ga-Israel Primary School |
0 |
0 |
0 |
0 |
01 |
0 |
0 |
||||
Rekopantswe |
Gontse Monnapula |
0 |
0 |
0 |
01 |
0 |
0 |
0 |
||||
Rekopantswe |
Stadt Primary |
0 |
0 |
0 |
01 |
0 |
04 |
0 |
0 |
|||
Rekopantswe |
Thuto-Metsi |
0 |
0 |
0 |
01 |
0 |
0 |
0 |
||||
Rekopantswe |
Tshidilamolomo Primary |
0 |
0 |
0 |
01 |
0 |
0 |
0 |
||||
Rustenburg |
Bethanie Primary School |
0 |
0 |
0 |
01 |
0 |
0 |
0 |
||||
Rustenburg |
Hoërskool Grenswag |
0 |
0 |
0 |
0 |
0 |
0 |
|||||
Rustenburg |
Laerskool Proteapark |
0 |
0 |
0 |
01 |
0 |
04 |
0 |
0 |
|||
Rustenburg |
Lekwakwa Primary School |
0 |
0 |
0 |
01 |
0 |
01 |
0 |
0 |
|||
Rustenburg |
Marikana Primary |
0 |
0 |
0 |
01 |
0 |
0 |
0 |
0 |
|||
Rustenburg |
Nkukise |
0 |
0 |
0 |
01 |
0 |
0 |
0 |
0 |
|||
Rustenburg |
Reuben Monareng |
0 |
0 |
0 |
01 |
0 |
0 |
0 |
0 |
|||
Taledi |
Floradene |
0 |
0 |
0 |
01 |
0 |
02 |
0 |
0 |
|||
Taledi |
Mamusa Primary School |
0 |
0 |
0 |
02 |
0 |
02 |
0 |
0 |
|||
Taledi |
Molemoeng |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
|||
Taledi |
Motlhamare |
0 |
0 |
0 |
01 |
0 |
0 |
0 |
0 |
|||
Taledi |
Retlaadira Primary School |
0 |
0 |
0 |
01 |
0 |
0 |
0 |
0 |
|||
Zeerust |
Bosugakobo Primary School |
0 |
0 |
0 |
01 |
0 |
0 |
0 |
0 |
|||
Zeerust |
Lefoko Primary School |
0 |
0 |
0 |
01 |
0 |
0 |
0 |
0 |
|||
Zeerust |
Lencoe Primary School |
0 |
0 |
0 |
02 |
0 |
0 |
0 |
0 |
|||
Zeerust |
Majabe Primary School |
0 |
0 |
0 |
01 |
0 |
01 |
0 |
0 |
|||
Zeerust |
Marekwa Primary School |
0 |
0 |
0 |
01 |
0 |
0 |
0 |
0 |
|||
Zeerust |
Ntsweletsoku Primary School |
0 |
0 |
0 |
01 |
0 |
01 |
0 |
0 |
|||
WC |
Cape Winelands |
Alfred Stamper Pub. Prim. |
Not available |
Not available |
0 |
0 |
0 |
03 |
0 |
03 |
0 |
0 |
Cape Winelands |
Ashbury Prim. |
0 |
0 |
0 |
03 |
0 |
03 |
0 |
0 |
|||
Cape Winelands |
Bonnievale Prim. |
0 |
0 |
0 |
04 |
0 |
04 |
0 |
0 |
|||
Cape Winelands |
Breërivier Hs |
0 |
0 |
0 |
03 |
0 |
03 |
0 |
0 |
|||
Cape Winelands |
De Villiers Laer. |
0 |
0 |
0 |
01 |
0 |
03 |
0 |
0 |
|||
Cape Winelands |
F.J. Conradie Prim |
0 |
0 |
0 |
02 |
0 |
04 |
0 |
0 |
|||
Cape Winelands |
Gimnasium Prim. |
0 |
0 |
0 |
01 |
0 |
02 |
0 |
0 |
|||
Cape Winelands |
H. Venter Prim. |
0 |
0 |
0 |
02 |
0 |
03 |
0 |
0 |
|||
Cape Winelands |
Klapmuts Prim. |
0 |
0 |
0 |
02 |
0 |
03 |
0 |
0 |
|||
Cape Winelands |
Magnolia Prim. |
0 |
0 |
0 |
02 |
0 |
03 |
0 |
0 |
|||
Cape Winelands |
Mbekweni Prim. |
0 |
0 |
0 |
02 |
0 |
04 |
0 |
0 |
|||
Cape Winelands |
Mooi-Uitsig Prim. |
0 |
0 |
0 |
01 |
0 |
03 |
0 |
0 |
|||
Cape Winelands |
Nduli Primary |
0 |
0 |
0 |
02 |
0 |
03 |
0 |
0 |
|||
Cape Winelands |
New Orleans Prim. |
0 |
0 |
0 |
02 |
0 |
03 |
0 |
0 |
|||
Cape Winelands |
Newton Prim. |
0 |
0 |
0 |
03 |
0 |
03 |
0 |
0 |
|||
Cape Winelands |
P.J.B. Cona Prim. |
0 |
0 |
0 |
03 |
0 |
03 |
0 |
0 |
|||
Cape Winelands |
Rietenbosch Prim. |
0 |
0 |
0 |
01 |
0 |
03 |
0 |
0 |
|||
Cape Winelands |
Saron Prim. |
0 |
0 |
0 |
02 |
0 |
03 |
0 |
0 |
|||
Cape Winelands |
St. Mark's Prim. (Worc) |
0 |
0 |
0 |
01 |
0 |
03 |
0 |
0 |
|||
Cape Winelands |
Steenvliet Prim. |
0 |
0 |
0 |
01 |
0 |
03 |
0 |
0 |
|||
Cape Winelands |
Victoriapark Prim. |
0 |
0 |
0 |
02 |
0 |
04 |
0 |
0 |
|||
Cape Winelands |
W.F. Loots Prim. |
0 |
0 |
0 |
01 |
0 |
03 |
0 |
0 |
|||
Cape Winelands |
Weber Gedenk Ngk Prim. |
0 |
0 |
0 |
02 |
0 |
03 |
0 |
0 |
|||
Cape Winelands |
Wellington Prim. |
0 |
0 |
0 |
03 |
0 |
03 |
0 |
0 |
|||
Cape Winelands |
Worcester-Noord Prim. |
0 |
0 |
0 |
01 |
0 |
03 |
0 |
0 |
|||
Eden And Central Karoo |
A.H. Barnard Prim. |
0 |
0 |
0 |
02 |
0 |
03 |
0 |
0 |
|||
Eden And Central Karoo |
Acacia Prim. |
0 |
0 |
0 |
01 |
0 |
03 |
0 |
0 |
|||
Eden And Central Karoo |
Bertie Barnard Ls. |
0 |
0 |
0 |
01 |
0 |
02 |
0 |
0 |
|||
Eden And Central Karoo |
Conville Prim. |
0 |
0 |
0 |
03 |
0 |
04 |
0 |
0 |
|||
Eden And Central Karoo |
De Villiers Prim. |
0 |
0 |
0 |
04 |
0 |
03 |
0 |
0 |
|||
Eden And Central Karoo |
De Waalville Prim. |
0 |
0 |
0 |
03 |
0 |
03 |
0 |
0 |
|||
Eden And Central Karoo |
Dysselsdorp Prim. |
0 |
0 |
0 |
02 |
0 |
03 |
0 |
0 |
|||
Eden And Central Karoo |
Erika Prim. |
0 |
0 |
0 |
03 |
0 |
03 |
0 |
0 |
|||
Eden And Central Karoo |
Excelsior Vgk Prim. |
0 |
0 |
0 |
01 |
0 |
03 |
0 |
0 |
|||
Eden And Central Karoo |
Formosa Prim. |
0 |
0 |
0 |
02 |
0 |
04 |
0 |
0 |
|||
Eden And Central Karoo |
Fraaisig Prim. |
0 |
0 |
0 |
01 |
0 |
03 |
0 |
0 |
|||
Eden And Central Karoo |
Garden Route Prim. |
0 |
0 |
0 |
02 |
0 |
03 |
0 |
0 |
|||
Eden And Central Karoo |
Haarlem Sek. |
0 |
0 |
0 |
02 |
0 |
03 |
0 |
0 |
|||
Eden And Central Karoo |
Hartenbos Ls. |
0 |
0 |
0 |
01 |
0 |
03 |
0 |
0 |
|||
Eden And Central Karoo |
Isalathiso Prim. |
0 |
0 |
0 |
02 |
0 |
03 |
0 |
0 |
|||
Eden And Central Karoo |
John D Crawford Prim. |
0 |
0 |
0 |
01 |
0 |
03 |
0 |
0 |
|||
Eden And Central Karoo |
Karatara Ls. |
0 |
0 |
0 |
00 |
0 |
00 |
0 |
0 |
|||
Eden And Central Karoo |
Laingsburg Hs. |
0 |
0 |
0 |
01 |
0 |
09 |
0 |
0 |
|||
Eden And Central Karoo |
M M Mateza Prim. |
0 |
0 |
0 |
02 |
0 |
04 |
0 |
0 |
|||
Eden And Central Karoo |
New Dawn Park Prim. |
0 |
0 |
0 |
0 |
0 |
0 |
|||||
Eden And Central Karoo |
Park Ls. Mosselbaai |
0 |
0 |
0 |
02 |
0 |
03 |
0 |
0 |
|||
Eden And Central Karoo |
Prins Albert Prim. |
0 |
0 |
0 |
04 |
0 |
03 |
0 |
0 |
|||
Eden And Central Karoo |
Protea Laer. |
0 |
0 |
0 |
01 |
0 |
03 |
0 |
0 |
|||
Eden And Central Karoo |
St. Konrad Rk Prim. |
0 |
0 |
0 |
02 |
0 |
03 |
0 |
0 |
|||
Eden And Central Karoo |
Thembelitsha Prim. |
0 |
0 |
0 |
02 |
0 |
03 |
0 |
0 |
|||
Eden And Central Karoo |
Van Der Hoven Ls. |
0 |
0 |
0 |
00 |
0 |
0 |
0 |
0 |
|||
Eden And Central Karoo |
Volschenk Ls. |
0 |
0 |
0 |
01 |
0 |
03 |
0 |
0 |
|||
Metro Central |
Bonga Lower Prim. |
0 |
0 |
0 |
01 |
0 |
03 |
0 |
0 |
|||
Metro Central |
Bridgeville Prim. |
0 |
0 |
0 |
01 |
0 |
05 |
0 |
0 |
|||
Metro Central |
Central Park Prim. |
0 |
0 |
0 |
01 |
0 |
02 |
0 |
0 |
|||
Metro Central |
Claremont Prim. |
0 |
0 |
0 |
01 |
0 |
02 |
0 |
0 |
|||
Metro Central |
I. D. Mkize Sen Sec |
0 |
0 |
0 |
02 |
0 |
04 |
0 |
0 |
|||
Metro Central |
Morgenson Prim. |
0 |
0 |
0 |
01 |
0 |
03 |
0 |
0 |
|||
Metro Central |
Ned Doman Hs. |
0 |
0 |
0 |
01 |
0 |
03 |
0 |
0 |
|||
Metro Central |
Pinelands North Prim. |
0 |
0 |
0 |
01 |
0 |
03 |
0 |
0 |
|||
Metro Central |
Silverstream Prim. |
0 |
0 |
0 |
02 |
0 |
03 |
0 |
0 |
|||
Metro Central |
Sonderend Prim. |
0 |
0 |
0 |
01 |
0 |
03 |
0 |
0 |
|||
Metro Central |
St. Agnes's Prim. |
0 |
0 |
0 |
01 |
0 |
02 |
0 |
0 |
|||
Metro Central |
Tygerhof Prim. |
0 |
0 |
0 |
01 |
0 |
03 |
0 |
0 |
|||
Metro East |
Aristea Prim. |
0 |
0 |
0 |
02 |
0 |
03 |
0 |
0 |
|||
Metro East |
Bellpark Prim. |
0 |
0 |
0 |
02 |
0 |
03 |
0 |
0 |
|||
Metro East |
Brackenfell Prim. |
0 |
0 |
0 |
02 |
0 |
04 |
0 |
0 |
|||
Metro East |
Cavalleria Prim |
0 |
0 |
0 |
02 |
0 |
04 |
0 |
0 |
|||
Metro East |
Danie Ackermann Prim. |
0 |
0 |
0 |
02 |
0 |
03 |
0 |
0 |
|||
Metro East |
Helderkruin Prim. |
0 |
0 |
0 |
03 |
0 |
04 |
0 |
0 |
|||
Metro East |
Hlula Street Prim (Khayelitsha) |
0 |
0 |
0 |
02 |
0 |
05 |
0 |
0 |
|||
Metro East |
Kukhanyile Publ. Prim. |
0 |
0 |
0 |
02 |
0 |
02 |
0 |
0 |
|||
Metro East |
Macassar Prim. |
0 |
0 |
0 |
03 |
0 |
04 |
0 |
0 |
|||
Metro East |
Palm Park Prim |
0 |
0 |
0 |
02 |
0 |
04 |
0 |
0 |
|||
Metro East |
R.R. Franks Prim. |
0 |
0 |
0 |
02 |
0 |
03 |
0 |
0 |
|||
Metro East |
Sarepta Prim. |
0 |
0 |
0 |
02 |
0 |
03 |
0 |
0 |
|||
Metro East |
Scottsville Prim. |
0 |
0 |
0 |
01 |
0 |
03 |
0 |
0 |
|||
Metro East |
Sir Lowry's Pass Prim. |
0 |
0 |
0 |
02 |
0 |
03 |
0 |
0 |
|||
Metro East |
Sivuyiseni Publ. Prim. |
0 |
0 |
0 |
02 |
0 |
05 |
0 |
0 |
|||
Metro East |
Soyisile Prim. |
0 |
0 |
0 |
02 |
0 |
04 |
0 |
0 |
|||
Metro East |
St. Paul's Prim. |
0 |
0 |
0 |
01 |
0 |
01 |
0 |
0 |
|||
Metro North |
Alpha Prim. |
0 |
0 |
0 |
02 |
0 |
03 |
0 |
0 |
|||
Metro North |
Balvenie Prim. |
0 |
0 |
0 |
01 |
0 |
03 |
0 |
0 |
|||
Metro North |
Bosmansdam Hs. |
0 |
0 |
0 |
02 |
0 |
03 |
0 |
0 |
|||
Metro North |
Bosmansdam Prim. |
0 |
0 |
0 |
02 |
0 |
03 |
0 |
0 |
|||
Metro North |
De Waveren Prim. |
0 |
0 |
0 |
01 |
0 |
03 |
0 |
0 |
|||
Metro North |
Dr. Van Der Ross Prim. |
0 |
0 |
0 |
02 |
0 |
03 |
0 |
0 |
|||
Metro North |
Du Noon Prim |
0 |
0 |
0 |
02 |
0 |
04 |
0 |
0 |
|||
Metro North |
Durbanville Prim. |
0 |
0 |
0 |
02 |
0 |
03 |
0 |
0 |
|||
Metro North |
Gardenia Prim. |
0 |
0 |
0 |
02 |
0 |
03 |
0 |
0 |
|||
Metro North |
Goeie Hoop Prim. |
0 |
0 |
0 |
02 |
0 |
03 |
0 |
0 |
|||
Metro North |
Hermeslaan Prim. |
0 |
0 |
0 |
01 |
0 |
03 |
0 |
0 |
|||
Metro North |
Imvumelwano Prim. |
0 |
0 |
0 |
02 |
0 |
03 |
0 |
0 |
|||
Metro North |
Kairos Prim. |
0 |
0 |
0 |
02 |
0 |
03 |
0 |
0 |
|||
Metro North |
Northway Prim. |
0 |
0 |
0 |
03 |
0 |
03 |
0 |
0 |
|||
Metro North |
Parkview Prim. |
0 |
0 |
0 |
01 |
0 |
03 |
0 |
0 |
|||
Metro North |
Parow Voorb. |
0 |
0 |
0 |
01 |
0 |
02 |
0 |
0 |
|||
Metro North |
Parow-Noord Prim. |
0 |
0 |
0 |
01 |
0 |
03 |
0 |
0 |
|||
Metro North |
Rainbow Prim. |
0 |
0 |
0 |
02 |
0 |
03 |
0 |
0 |
|||
Metro North |
Ruyterwacht Voorb. |
0 |
0 |
0 |
01 |
0 |
03 |
0 |
0 |
|||
Metro North |
Simonsberg Prim. |
0 |
0 |
0 |
02 |
0 |
04 |
0 |
0 |
|||
Metro North |
Vergenoegd Prim. |
0 |
0 |
0 |
02 |
0 |
04 |
0 |
0 |
|||
Metro South |
A.Z. Berman Prim. |
0 |
0 |
0 |
02 |
0 |
04 |
0 |
0 |
|||
Metro South |
Capricorn Prim |
0 |
0 |
0 |
01 |
0 |
02 |
0 |
0 |
|||
Metro South |
Cascade Prim. |
0 |
0 |
0 |
02 |
0 |
03 |
0 |
0 |
|||
Metro South |
Fairview Prim. |
0 |
0 |
0 |
02 |
0 |
03 |
0 |
0 |
|||
Metro South |
John Graham Prim. |
0 |
0 |
0 |
01 |
0 |
04 |
0 |
0 |
|||
Metro South |
Liwa Prim. |
0 |
0 |
0 |
01 |
0 |
03 |
0 |
0 |
|||
Metro South |
Pelican Park High School |
0 |
0 |
0 |
0 |
03 |
0 |
0 |
||||
Metro South |
Pelican Park Primary |
0 |
0 |
0 |
01 |
0 |
03 |
0 |
0 |
|||
Metro South |
Sun Valley Prim. |
0 |
0 |
0 |
02 |
0 |
03 |
0 |
0 |
|||
Metro South |
Zwaanswyk Acadamy/Akademie |
0 |
0 |
0 |
01 |
0 |
03 |
0 |
0 |
|||
Overberg |
B.F. Oosthuizen Prim. |
0 |
0 |
0 |
01 |
0 |
02 |
0 |
0 |
|||
Overberg |
Bontebok Prim. |
0 |
0 |
0 |
02 |
0 |
04 |
0 |
0 |
|||
Overberg |
De Heide Prim. |
0 |
0 |
0 |
02 |
0 |
04 |
0 |
0 |
|||
Overberg |
Elandsrivier Ngk Prim. |
0 |
0 |
0 |
01 |
0 |
02 |
0 |
0 |
|||
Overberg |
Gansbaai Academia |
0 |
0 |
0 |
01 |
0 |
03 |
0 |
0 |
|||
Overberg |
Gansbaai Prim. |
0 |
0 |
0 |
01 |
0 |
03 |
0 |
0 |
|||
Overberg |
Hawston Prim. |
0 |
0 |
0 |
02 |
0 |
04 |
0 |
0 |
|||
Overberg |
Kathleen Murray Prim. |
0 |
0 |
0 |
02 |
0 |
03 |
0 |
0 |
|||
Overberg |
Kosie De Wet Prim. |
0 |
0 |
0 |
02 |
0 |
04 |
0 |
0 |
|||
Overberg |
L.R. Schmidt Mor Prim. |
0 |
0 |
0 |
01 |
0 |
04 |
0 |
0 |
|||
Overberg |
Lukhanyo Prim. |
0 |
0 |
0 |
02 |
0 |
03 |
0 |
0 |
|||
Overberg |
Pineview Prim. |
0 |
0 |
0 |
02 |
0 |
03 |
0 |
0 |
|||
Overberg |
Riviersonderend Prim. |
0 |
0 |
0 |
02 |
0 |
03 |
0 |
0 |
|||
Overberg |
Suurbraak Prim. |
0 |
0 |
0 |
01 |
0 |
03 |
0 |
0 |
|||
Overberg |
Swartberg Prim. |
0 |
0 |
0 |
02 |
0 |
03 |
0 |
0 |
|||
West Coast |
Citrusdal Prim. |
0 |
0 |
0 |
02 |
0 |
03 |
0 |
0 |
|||
West Coast |
Dirkie Uys Ls. |
0 |
0 |
0 |
01 |
0 |
12 |
0 |
0 |
|||
West Coast |
Elizabethfontein Mor Prim. |
0 |
0 |
0 |
01 |
0 |
08 |
0 |
0 |
|||
West Coast |
Hopefield Prim. |
0 |
0 |
0 |
01 |
0 |
03 |
0 |
0 |
|||
West Coast |
Jurie Hayes Prim. |
0 |
0 |
0 |
01 |
0 |
03 |
0 |
0 |
|||
West Coast |
Laurie Hugo Prim. |
0 |
0 |
0 |
02 |
0 |
04 |
0 |
0 |
|||
West Coast |
Liebenberg Prim. |
0 |
0 |
0 |
02 |
0 |
07 |
0 |
0 |
|||
West Coast |
Olifantsvallei Prim |
0 |
0 |
0 |
01 |
0 |
12 |
0 |
0 |
|||
West Coast |
P.W. De Bruin Prim. |
0 |
0 |
0 |
01 |
0 |
03 |
0 |
0 |
|||
West Coast |
Sederberg Prim. |
0 |
0 |
0 |
01 |
0 |
03 |
0 |
0 |
|||
West Coast |
St. Andrew's Prim. |
0 |
0 |
0 |
02 |
0 |
03 |
0 |
0 |
|||
West Coast |
Steynville Prim. |
0 |
0 |
0 |
02 |
0 |
04 |
0 |
0 |
|||
West Coast |
Steynville Sek. |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
|||
West Coast |
Swartland Ls. |
0 |
0 |
0 |
02 |
0 |
11 |
0 |
0 |
|||
West Coast |
Uitkyk Prim. |
0 |
0 |
0 |
01 |
0 |
03 |
0 |
0 |
|||
West Coast |
Vergenoeg Rk Prim. |
0 |
0 |
0 |
01 |
0 |
03 |
0 |
0 |
|||
West Coast |
Vredendal-Noord Prim. |
0 |
0 |
0 |
02 |
0 |
03 |
0 |
0 |
|||
West Coast |
Willemsvallei Prim. |
0 |
0 |
0 |
02 |
0 |
03 |
0 |
0 |
Annexure B
The table below provides enrolment figures in Full-Service Schools in 2014 by category of disability
(Source: Annual School Survey for Ordinary Public Schools, 2014)
Province |
Institution_Name |
Attention Deficit Disorder |
Autistic Spectrum Disorder |
Behavioural Disorder |
Blind |
Cerebral Palsied |
Deaf |
Deaf/Blind Disabled |
Epilepsy |
Hard of Hearing |
Mild to Moderate Intellectual Disability |
Multiple Disabled |
Partially Sighted/Low Vision |
Physically Disabled |
Psychiatric disorder |
Severe to Profound Intellectual Disability |
Specific Learning Disabled |
EC |
ELUNDINI PRIMARY SCHOOL |
1 |
1 |
62 |
1 |
3 |
4 |
||||||||||
EC |
EBHOTWE JUNIOR PRIMARY SCHOOL |
11 |
4 |
5 |
3 |
8 |
4 |
66 |
8 |
10 |
56 |
||||||
EC |
LENGENI JUNIOR SECONDARY SCHOOL |
1 |
1 |
1 |
|||||||||||||
EC |
BOLENI JUNIOR SECONDARY SCHOOL |
1 |
2 |
1 |
9 |
||||||||||||
EC |
NTSIMBINI JUNIOR SECONDARY SCHOOL |
2 |
16 |
7 |
1 |
4 |
|||||||||||
EC |
KwaQONDA SENIOR PRIMARY SCHOOL |
2 |
10 |
1 |
2 |
2 |
2 |
49 |
|||||||||
EC |
LUGWIJINI JUNIOR SECONDARY SCHOOL |
1 |
1 |
5 |
|||||||||||||
EC |
ZANOKHANYO SENIOR PRIMARY SCHOOL |
1 |
|||||||||||||||
EC |
CRADOCK PRIMARY SCHOOL |
17 |
1 |
1 |
2 |
56 |
7 |
12 |
20 |
||||||||
EC |
NONESI PUBLIC SCHOOL |
1 |
|||||||||||||||
FS |
MOTSHEPUWA P/S |
2 |
1 |
22 |
1 |
||||||||||||
FS |
KGATO P/S |
109 |
|||||||||||||||
FS |
JIM FOUCHé S/S |
14 |
1 |
12 |
1 |
2 |
148 |
4 |
1 |
2 |
13 |
||||||
FS |
FAUNA P/S |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
15 |
0 |
0 |
0 |
1 |
186 |
|
FS |
UNIVERSITAS P/S |
1 |
1 |
1 |
106 |
||||||||||||
FS |
POLOKEHONG P/S |
1 |
|||||||||||||||
FS |
SENTRAAL P/S |
237 |
1 |
||||||||||||||
FS |
KEGOMODITSWE P/S |
3 |
8 |
3 |
2 |
2 |
|||||||||||
FS |
HLABOLOHA P/S |
2 |
2 |
1 |
1 |
4 |
1 |
6 |
11 |
||||||||
FS |
BULTFONTEIN C/S |
1 |
1 |
1 |
1 |
17 |
|||||||||||
FS |
HLOHLOLWANE P/S |
1 |
11 |
1 |
2 |
||||||||||||
FS |
KATISO P/S |
3 |
29 |
1 |
1 |
2 |
10 |
1 |
3 |
33 |
|||||||
FS |
UNICOM P/S |
43 |
1 |
5 |
80 |
||||||||||||
FS |
LUCKHOFF P/S |
1 |
23 |
||||||||||||||
FS |
PULAMADIBOHO P/S |
1 |
1 |
2 |
1 |
2 |
|||||||||||
FS |
JACOBSDAL P/S |
2 |
1 |
1 |
15 |
70 |
|||||||||||
FS |
JAGERSFONTEIN I/S |
2 |
1 |
1 |
53 |
2 |
80 |
28 |
|||||||||
FS |
KOFFIEFONTEIN C/S |
1 |
25 |
||||||||||||||
FS |
LERAPO P/S |
2 |
5 |
21 |
1 |
1 |
1 |
1 |
19 |
||||||||
FS |
MALEBALEBA P/S |
1 |
1 |
4 |
8 |
3 |
2 |
1 |
1 |
||||||||
FS |
REITZ C/S |
6 |
4 |
1 |
1 |
38 |
|||||||||||
FS |
THEHA SETJHABA P/S |
18 |
1 |
5 |
4 |
7 |
10 |
16 |
2 |
1 |
78 |
||||||
FS |
SENEKAL P/S |
3 |
1 |
1 |
81 |
||||||||||||
FS |
MOFULATSHEPE P/S |
57 |
35 |
||||||||||||||
FS |
DIEKETSENG P/S |
1 |
1 |
65 |
1 |
||||||||||||
FS |
DR MG MNGOMA |
3 |
10 |
3 |
4 |
||||||||||||
FS |
WINBURG C/S |
1 |
|||||||||||||||
FS |
LESAOANA I/S |
35 |
10 |
10 |
6 |
1 |
2 |
5 |
13 |
19 |
8 |
1 |
11 |
||||
FS |
QWABI P/S |
1 |
1 |
15 |
1 |
||||||||||||
FS |
LETLOTLO P/S |
2 |
2 |
1 |
1 |
4 |
19 |
2 |
6 |
9 |
11 |
||||||
FS |
ZASTRON P/S |
1 |
7 |
1 |
1 |
1 |
77 |
||||||||||
GT |
BACHANA MOKWENA PRIMARY SCHOOL |
3 |
2 |
4 |
8 |
5 |
|||||||||||
KZ |
BHAQA P. SCHOOL |
1 |
1 |
||||||||||||||
KZ |
CASSINO PRIMARY SCHOOL |
1 |
|||||||||||||||
KZ |
ENKELABANTWANA FULL SERVICE SCHOOL |
1 |
3 |
1 |
9 |
||||||||||||
KZ |
GASELA PRIMARY SCHOOL |
3 |
3 |
3 |
7 |
||||||||||||
KZ |
GINGINDLOVU PRIMARY SCHOOL |
1 |
|||||||||||||||
KZ |
IMBEWENHLE PRIMARY SCHOOL |
1 |
|||||||||||||||
KZ |
KHASELIHLE FULL SERVICE SCHOOL |
1 |
|||||||||||||||
KZ |
KWAMAME FULL - SERVICE SCHOOL |
1 |
1 |
||||||||||||||
KZ |
MAMPUNGA PRIMARY |
6 |
|||||||||||||||
KZ |
MBELENI PRIMARY SCHOOL |
1 |
6 |
4 |
1 |
7 |
108 |
||||||||||
KZ |
MGAZI SECONDARY SCHOOL |
1 |
3 |
||||||||||||||
KZ |
MZINGWENYA INTERMEDIATE PRIMARY SCHOOL |
1 |
|||||||||||||||
KZ |
NKABINI PRIMARY SCHOOL |
1 |
|||||||||||||||
KZ |
NOKUKHANYA PRIMARY SCHOOL |
1 |
42 |
1 |
57 |
13 |
1 |
1 |
|||||||||
KZ |
NTININI PRIMARY SCHOOL |
1 |
5 |
2 |
|||||||||||||
KZ |
SAPHUMELELA F.S. SCHOOL |
2 |
|||||||||||||||
KZ |
SILAMBO FULL SERVICE SCHOOL |
22 |
15 |
18 |
26 |
4 |
1 |
62 |
|||||||||
KZ |
MPONTSHINI FULL SERVICE PRIMARY SCHOOL |
1 |
2 |
9 |
12 |
6 |
27 |
||||||||||
KZ |
ESIQHINGINI FULL SERVICE SCHOOL |
2 |
1 |
2 |
|||||||||||||
LP |
HARRY OPPENHEIMER AGRIC HIGH SCHOOL |
5 |
|||||||||||||||
LP |
MMAMAKWA FULL SERVICE SCHOOL |
7 |
6 |
1 |
3 |
1 |
1 |
15 |
3 |
7 |
20 |
3 |
9 |
||||
LP |
MARIVENI FULL SERVICE SCHOOL |
1 |
1 |
4 |
46 |
1 |
|||||||||||
LP |
ST. BRENDAN'S CATHOLIC SECONDARY |
3 |
|||||||||||||||
LP |
MAHLODUMELA LOWER PRIMARY SCHOOL |
14 |
11 |
1 |
1 |
||||||||||||
LP |
EUREKA PRIMARY SCHOOL |
1 |
|||||||||||||||
LP |
MOKGALABE PRIMARY SCHOOL |
3 |
9 |
||||||||||||||
LP |
MARUMOFASE PRIMARY SCHOOL |
33 |
7 |
16 |
|||||||||||||
LP |
TSHISAHULU PRIMARY SCHOOL |
1 |
2 |
9 |
2 |
3 |
8 |
2 |
|||||||||
LP |
SIBISI PRIMARY SCHOOL |
7 |
11 |
1 |
1 |
32 |
|||||||||||
MP |
CHIEF MAKUNYULA PRIMARY SCHOOL |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
|||||||||
MP |
FATHER CHARLES PRIMARY SCHOOL |
1 |
2 |
4 |
1 |
||||||||||||
MP |
GUTJWA PRIMARY SCHOOL |
0 |
|||||||||||||||
MP |
LAERSKOOL STANDERTON |
7 |
1 |
1 |
8 |
26 |
2 |
2 |
|||||||||
MP |
LINDILANGA PRIMARY SCHOOL |
2 |
6 |
||||||||||||||
MP |
MARIFAAN PRIMARY SCHOOL |
1 |
|||||||||||||||
MP |
MNYAMANA PRIMARY SCHOOL |
1 |
2 |
||||||||||||||
MP |
NQOBILE PRIMARY SCHOOL |
1 |
|||||||||||||||
MP |
PHEMBINDLELA PRIMARY SCHOOL |
1 |
1 |
3 |
2 |
2 |
1 |
7 |
|||||||||
MP |
PHUMULA PRIMARY SCHOOL |
2 |
|||||||||||||||
MP |
RETANG PRIMARY SCHOOL |
2 |
1 |
||||||||||||||
MP |
SIYACATHULA PRIMARY SCHOOL |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
|
MP |
TSATSIMFUNDVO PRIMARY SCHOOL |
2 |
2 |
7 |
4 |
1 |
3 |
1 |
1 |
4 |
2 |
19 |
|||||
MP |
TSEMBALETFU PRIMARY SCHOOL |
2 |
1 |
6 |
8 |
70 |
|||||||||||
MP |
MTEMBENI PRIMARY SCHOOL |
1 |
2 |
||||||||||||||
MP |
EMFULENI PRIMARY SCHOOL |
1 |
|||||||||||||||
MP |
DIPHASWA PRIMARY SCHOOL |
1 |
2 |
1 |
|||||||||||||
MP |
NARISHE PRIMARY SCHOOL |
1 |
12 |
3 |
4 |
17 |
2 |
1 |
2 |
||||||||
NC |
SOL PLAATJIE PRIMARY SCHOOL |
1 |
|||||||||||||||
NC |
ALPHA PRIMÊRE SKOOL |
3 |
|||||||||||||||
NW |
BERT`S BRICKS PRIMARY |
1 |
1 |
23 |
|||||||||||||
NW |
BOITUMELO INTERMEDIATE |
4 |
5 |
1 |
5 |
1 |
|||||||||||
NW |
HIGH SCHOOL COLIGNY |
1 |
|||||||||||||||
NW |
FLORADENE PRIMARY SCHOOL |
17 |
1 |
||||||||||||||
NW |
GA-ISRAEL PRIMARY SCHOOL |
1 |
1 |
||||||||||||||
NW |
HOERSKOOL GRENSWAG |
1 |
7 |
||||||||||||||
NW |
KLERKSDORP PRIMARY SCHOOL |
1 |
2 |
0 |
11 |
||||||||||||
NW |
LAERSKOOL P.A. THERON |
1 |
12 |
1 |
|||||||||||||
NW |
LAERSKOOL PROTEAPARK |
120 |
8 |
42 |
0 |
4 |
2 |
2 |
16 |
12 |
8 |
6 |
4 |
34 |
24 |
||
NW |
LEFOKO PRIMARY SCHOOL |
3 |
1 |
1 |
1 |
1 |
|||||||||||
NW |
LEGAE-THUTO PRIMARY SCHOOL |
11 |
1 |
2 |
6 |
1 |
|||||||||||
NW |
LEKWAKWA PRIMARY |
1 |
|||||||||||||||
NW |
LENCOE PRIMARY |
6 |
9 |
1 |
|||||||||||||
NW |
LAERSKOOL PRESIDENT PRETORIUS |
28 |
52 |
||||||||||||||
NW |
MAJABE PRIMARY SCHOOL |
10 |
1 |
||||||||||||||
NW |
MAKWELENG PRIMARY SCHOOL |
11 |
1 |
2 |
2 |
33 |
5 |
3 |
|||||||||
NW |
MAREKWA PRIMARY SCHOOL |
1 |
2 |
||||||||||||||
NW |
MOLEMOENG PRIMARY SCHOOL |
1 |
|||||||||||||||
NW |
MPHUPHUTHE PRIMARY |
0 |
|||||||||||||||
NW |
PHATSIMA PRIMARY SCHOOL |
1 |
2 |
2 |
1 |
2 |
7 |
4 |
|||||||||
NW |
REAHOLA PRIMARY |
15 |
1 |
1 |
1 |
1 |
13 |
1 |
7 |
||||||||
NW |
LAERSKOOL UNIE |
19 |
|||||||||||||||
NW |
WESTERN REEFS PRIMARY |
1 |
|||||||||||||||
NW |
GONTSE PUBLIC PRIMARY SCHOOL |
1 |
3 |
1 |
|||||||||||||
NW |
ALABAMA COMBINED SCHOOL |
1 |
|||||||||||||||
WC |
PAROW VOORB. |
2 |
4 |
1 |
45 |
1 |
4 |
||||||||||
WC |
RUYTERWACHT VOORB. |
1 |
6 |
6 |
|||||||||||||
WC |
ARISTEA PRIM. |
7 |
2 |
4 |
2 |
||||||||||||
WC |
BELLPARK PRIM. |
6 |
6 |
1 |
12 |
||||||||||||
WC |
DURBANVILLE PRIM. |
1 |
|||||||||||||||
WC |
PAROW-NOORD PRIM. |
1 |
1 |
1 |
31 |
3 |
1 |
||||||||||
WC |
SIMONSBERG PRIM. |
1 |
1 |
||||||||||||||
WC |
DE WAVEREN PRIM. |
4 |
10 |
2 |
1 |
||||||||||||
WC |
GOEIE HOOP PRIM. |
11 |
2 |
||||||||||||||
WC |
ALPHA PRIM. |
1 |
14 |
1 |
12 |
3 |
|||||||||||
WC |
GARDENIA PRIM. |
1 |
5 |
1 |
4 |
||||||||||||
WC |
DR. VAN DER ROSS PRIM. |
7 |
2 |
6 |
|||||||||||||
WC |
PINELANDS NORTH PRIM. |
11 |
1 |
1 |
11 |
46 |
|||||||||||
WC |
BOSMANSDAM HS. |
3 |
1 |
2 |
1 |
9 |
|||||||||||
WC |
BALVENIE PRIM. |
1 |
1 |
13 |
1 |
||||||||||||
WC |
CENTRAL PARK PRIM. |
4 |
6 |
5 |
|||||||||||||
WC |
ST. AGNES'S PRIM. |
1 |
12 |
||||||||||||||
WC |
TYGERHOF PRIM. |
12 |
|||||||||||||||
WC |
SUN VALLEY PRIM. |
1 |
|||||||||||||||
WC |
PELICAN PARK HIGH SCHOOL |
2 |
2 |
1 |
8 |
||||||||||||
WC |
CLAREMONT PRIM. |
14 |
1 |
||||||||||||||
WC |
JOHN GRAHAM PRIM. |
13 |
|||||||||||||||
WC |
ZWAANSWYK ACADEMY/AKADEMIE |
9 |
5 |
||||||||||||||
WC |
FAIRVIEW PRIM. |
14 |
8 |
||||||||||||||
WC |
MORGENSON PRIM. |
1 |
|||||||||||||||
WC |
BRIDGEVILLE PRIM. |
1 |
|||||||||||||||
WC |
SONDEREND PRIM. |
11 |
6 |
||||||||||||||
WC |
NED DOMAN HS. |
1 |
1 |
3 |
11 |
||||||||||||
WC |
LUDWE NGAMLANA PRIMARY SCHOOL |
9 |
1 |
11 |
|||||||||||||
WC |
KUKHANYILE PUBL. PRIM. |
2 |
|||||||||||||||
WC |
SOYISILE PRIM. |
6 |
1 |
3 |
|||||||||||||
WC |
SIVUYISENI PUBL. PRIM. |
4 |
21 |
||||||||||||||
WC |
BONGA LOWER PRIM. |
1 |
2 |
4 |
|||||||||||||
WC |
I. D. MKIZE SEN SEC |
3 |
4 |
1 |
|||||||||||||
WC |
LIWA PRIM. |
8 |
|||||||||||||||
WC |
CASCADE PRIM. |
13 |
2 |
||||||||||||||
WC |
A.Z. BERMAN PRIM. |
1 |
|||||||||||||||
WC |
BRACKENFELL PRIM. |
3 |
9 |
1 |
|||||||||||||
WC |
SAREPTA PRIM. |
1 |
9 |
1 |
2 |
||||||||||||
WC |
R.R. FRANKS PRIM. |
10 |
1 |
6 |
|||||||||||||
WC |
SCOTTSVILLE PRIM. |
8 |
1 |
2 |
|||||||||||||
WC |
VERGENOEGD PRIM. |
2 |
3 |
17 |
|||||||||||||
WC |
PALM PARK PRIM |
12 |
|||||||||||||||
WC |
KAIROS PRIM. |
7 |
2 |
2 |
|||||||||||||
WC |
RAINBOW PRIM. |
14 |
1 |
||||||||||||||
WC |
MBEKWENI PRIM. |
1 |
2 |
12 |
1 |
1 |
2 |
3 |
|||||||||
WC |
GIMNASIUM PRIM. |
5 |
5 |
||||||||||||||
WC |
MAGNOLIA PRIM. |
11 |
3 |
||||||||||||||
WC |
NEW ORLEANS PRIM. |
1 |
|||||||||||||||
WC |
RIETENBOSCH PRIM. |
1 |
9 |
1 |
2 |
||||||||||||
WC |
ST. PAUL'S PRIM. |
9 |
6 |
||||||||||||||
WC |
WEBER GEDENK NGK PRIM. |
4 |
1 |
6 |
|||||||||||||
WC |
DANIE ACKERMANN PRIM. |
10 |
1 |
||||||||||||||
WC |
MACASSAR PRIM. |
1 |
8 |
3 |
2 |
||||||||||||
WC |
NEWTON PRIM. |
9 |
2 |
1 |
2 |
||||||||||||
WC |
WELLINGTON PRIM. |
3 |
|||||||||||||||
WC |
DE HEIDE PRIM. |
9 |
2 |
3 |
|||||||||||||
WC |
KATHLEEN MURRAY PRIM. |
6 |
9 |
||||||||||||||
WC |
SWARTBERG PRIM. |
2 |
2 |
1 |
1 |
11 |
|||||||||||
WC |
PINEVIEW PRIM. |
1 |
|||||||||||||||
WC |
KOSIE DE WET PRIM. |
7 |
10 |
||||||||||||||
WC |
L.R. SCHMIDT MOR PRIM. |
2 |
13 |
||||||||||||||
WC |
GANSBAAI ACADEMIA |
2 |
2 |
4 |
|||||||||||||
WC |
LUKHANYO PRIM. |
2 |
1 |
1 |
8 |
||||||||||||
WC |
HAWSTON PRIM. |
1 |
|||||||||||||||
WC |
GANSBAAI PRIM. |
15 |
|||||||||||||||
WC |
DE WAALVILLE PRIM. |
6 |
1 |
1 |
9 |
2 |
|||||||||||
WC |
B.F. OOSTHUIZEN PRIM. |
19 |
1 |
||||||||||||||
WC |
BONTEBOK PRIM. |
3 |
11 |
||||||||||||||
WC |
BONNIEVALE PRIM. |
14 |
1 |
3 |
2 |
3 |
|||||||||||
WC |
NEW DAWN PARK PRIM. |
9 |
6 |
||||||||||||||
WC |
M M MATEZA PRIM. |
1 |
1 |
27 |
|||||||||||||
WC |
CONVILLE PRIM. |
9 |
1 |
4 |
|||||||||||||
WC |
THEMBELITSHA PRIM. |
7 |
2 |
1 |
|||||||||||||
WC |
KARATARA LS. |
2 |
|||||||||||||||
WC |
FRAAISIG PRIM. |
1 |
17 |
5 |
1 |
||||||||||||
WC |
FORMOSA PRIM. |
6 |
1 |
6 |
2 |
||||||||||||
WC |
ISALATHISO PRIM. |
17 |
|||||||||||||||
WC |
HARTENBOS LS. |
6 |
4 |
||||||||||||||
WC |
PARK LS. MOSSELBAAI |
10 |
1 |
1 |
12 |
||||||||||||
WC |
ERIKA PRIM. |
6 |
8 |
2 |
|||||||||||||
WC |
GARDEN ROUTE PRIM. |
1 |
4 |
12 |
1 |
||||||||||||
WC |
BERTIE BARNARD LS. |
7 |
6 |
||||||||||||||
WC |
VOLSCHENK LS. |
1 |
11 |
1 |
1 |
||||||||||||
WC |
EXCELSIOR VGK PRIM. |
2 |
1 |
11 |
|||||||||||||
WC |
PROTEA LAER. |
3 |
8 |
6 |
|||||||||||||
WC |
DE VILLIERS PRIM. |
1 |
1 |
||||||||||||||
WC |
DYSSELSDORP PRIM. |
1 |
1 |
6 |
7 |
||||||||||||
WC |
ST. KONRAD RK PRIM. |
13 |
1 |
||||||||||||||
WC |
HAARLEM SEK. |
16 |
14 |
||||||||||||||
WC |
NDULI PRIM. |
2 |
2 |
3 |
1 |
1 |
1 |
5 |
|||||||||
WC |
ST. MARK'S PRIM. (WORC) |
10 |
2 |
||||||||||||||
WC |
MOOI-UITSIG PRIM. |
2 |
6 |
4 |
4 |
||||||||||||
WC |
H. VENTER PRIM. |
6 |
6 |
2 |
|||||||||||||
WC |
ASHBURY PRIM. |
1 |
1 |
10 |
15 |
||||||||||||
WC |
DE VILLIERS LAER. |
1 |
15 |
3 |
18 |
14 |
|||||||||||
WC |
SARON PRIM. |
6 |
6 |
1 |
2 |
1 |
|||||||||||
WC |
W.F. LOOTS PRIM. |
6 |
15 |
||||||||||||||
WC |
ALFRED STAMPER PUB. PRIM. |
1 |
2 |
||||||||||||||
WC |
P.J.B. CONA PRIM. |
1 |
2 |
1 |
2 |
4 |
|||||||||||
WC |
WORCESTER-NOORD PRIM. |
21 |
2 |
||||||||||||||
WC |
STEENVLIET PRIM. |
10 |
2 |
3 |
|||||||||||||
WC |
F.J. CONRADIE PRIM. |
2 |
12 |
||||||||||||||
WC |
VICTORIAPARK PRIM. |
7 |
1 |
||||||||||||||
WC |
BREëRIVIER HS. |
2 |
3 |
||||||||||||||
WC |
HOPEFIELD PRIM. |
9 |
4 |
2 |
|||||||||||||
WC |
DIRKIE UYS LS. |
2 |
1 |
3 |
5 |
3 |
|||||||||||
WC |
SWARTLAND LS. |
4 |
2 |
10 |
11 |
||||||||||||
WC |
HERMESLAAN PRIM. |
12 |
2 |
||||||||||||||
WC |
LIEBENBERG PRIM. |
1 |
1 |
||||||||||||||
WC |
STEYNVILLE PRIM. |
1 |
4 |
2 |
5 |
1 |
|||||||||||
WC |
WILLEMSVALLEI PRIM. |
7 |
30 |
||||||||||||||
WC |
ST. ANDREW'S PRIM. |
9 |
1 |
10 |
1 |
2 |
|||||||||||
WC |
OLIFANTSVALLEI PRIM |
1 |
|||||||||||||||
WC |
CITRUSDAL PRIM. |
1 |
13 |
||||||||||||||
WC |
P.W. DE BRUIN PRIM. |
1 |
13 |
4 |
|||||||||||||
WC |
SEDERBERG PRIM. |
4 |
9 |
||||||||||||||
WC |
ELIZABETHFONTEIN MOR PRIM. |
3 |
1 |
9 |
|||||||||||||
WC |
VERGENOEG RK PRIM. |
3 |
1 |
1 |
11 |
1 |
|||||||||||
WC |
VREDENDAL-NOORD PRIM. |
4 |
23 |
10 |
11 |
||||||||||||
WC |
JOHN D CRAWFORD PRIM. |
1 |
9 |
1 |
|||||||||||||
WC |
A.H. BARNARD PRIM. |
7 |
5 |
1 |
|||||||||||||
WC |
LAINGSBURG HS. |
1 |
|||||||||||||||
WC |
ACACIA PRIM. |
1 |
1 |
3 |
1 |
9 |
|||||||||||
WC |
PRINS ALBERT PRIM. |
2 |
2 |
6 |
3 |
01 October 2015 - NW3499
Van Dalen, Mr P to ask the Minister of Basic Education
(1)With reference to the so-called 1+4 Intervention Model for Grades 8 and 9 Mathematics in each province and each district, what are the details of the scores obtained in the pre-training and post-training testing of the knowledge content of (a) teachers and (b) subject advisors; (2) whether her department takes any action in the event that a teacher or subject advisor does not obtain 80% in any post-training test; if not, why not; if so, what are the relevant details?
Reply:
- (a) The pre/post-test scores differ according to the topics handled per week
in different clusters across the provinces. There is generally improved teacher performance after the topics are discussed during the cluster sessions.
(b) The pre/post-tests are mainly targeting teachers and not subject advisors.
(2) Teachers achieving less than 80% will be identified and support will be provided during the implementation during the week. Heads of Department in schools and Subject Advisors in districts are expected to assist these teachers through Classroom Support Visits to deepen their content knowledge to be provided that week.NW4161E
01 October 2015 - NW3064
Mhlongo, Mr TW to ask the Minister of Basic Education
(a) How does (i) her department and (ii) entities reporting to her define red tape and (b) what (i) specific interventions and/or (ii) systems have been implemented to (aa) identify and (bb) reduce red tape in (aaa) her department and (bbb) the entities reporting to her? (a) How does the Minister define Red Tape and (b) what (i) specific interventions and/or (ii) systems have been implemented to (aa) identify and (bb) reduce Red Tape in your (aaa) Department and (bbb) the entities reporting to you? NW3605E
Reply:
The Department of Basic Education:
a) Red tape is not defined in any legislation but our understanding of Red tape is that is refers to rules, procedures and measures of a legislative of administrative nature that prevent or retard good administration, governance and service delivery.
b) The Department’s systems are fairly streamlined and there are no legislative or administrative measures that prevent or retard service delivery.
(bbb) Public Entities reporting to the Minister.
South African Council for Educators (SACE):
(a) "Red Tape", in the view of SACE, entails following rules, procedures and protocols appropriate to entities. It may, in some cases, be a time consuming process. Unless the rules are changed officially, processes cannot be speeded up. Therefore, a motivation is required for rule change consideration.
(b) (i)(aa) The Council has sub-committees which meet regularly (at least six times per annum) and make recommendations to the Executive Committee who takes decisions on behalf of the Council. The Executive decision is implemented unless revoked by Council.
(b)(ii)(bb) The Council has delegated the operational powers to the Chief Executive Officer (CEO) who has delegated approval powers to the Chief Operations Officer and Chief Financial Officer to ensure immediate processing without delay. This allows Council to process all operational matters including procurements, filling of posts and payments immediately, when the need arises.
Umalusi:
(a) Failing a definition of “red tape”, Umalusi is not in a position to respond to the parliamentary question in a definitive way.
(b)(ii)(bb) As a quality assuror, Umalusi has its own policies and systems, and where it is found that policies or systems renders work cumbersome, then those policies and systems are reconsidered for amendment to ease the flow of work.
01 October 2015 - NW3440
Figg, Mr MJ to ask the Minister of Basic Education
How many schools were delivered in the Eastern Cape in the 2014-15 financial year?
Reply:
101 Schools were delivered in the 2014-15 financial year in the Eastern Cape. 46 Schools were delivered through the ASIDI Programme (Annexure A), and 55 (Annexure B) schools were delivered through the provincially driven programme. The delivered schools include new and replacement schools, refurbishments and additions.
01 October 2015 - NW3416
Msimang, Prof CT to ask the Minister of Basic Education
(a) What is the capacity of schools in rural areas to accommodate children who are (i) slow learners and (ii) mentally challenged and (b) does her department have any programmes in place to provide support to the specified learners in rural areas; if not, why not; if so, what are the relevant details?
Reply:
(a) The capacity of schools to accommodate children who are (i) slow learners and (ii) mentally challenged is progressively developed across the spectrum of schools in the system without considering geographical location. However, there are 169 special schools for learners with intellectual disability in the country, to which learners in rural areas also have access, in the country.
(b) The Department of Basic Education is progressively implementing the following programmes to support learners who are experiencing barriers to learning of whatever form in schools:
- Implementation of the Screening, Identification, Assessment and Support (SIAS) Policy to scale starting from 2015 through to 2018;
- Progressive Institutionalisation of Curriculum Differentiation; and
- The implementation of the Multi-grade Toolkit which started with the training of subject advisors in February 2015 and is being rolled out by Provincial Education Departments (PEDs) going forward.
01 October 2015 - NW3497
Lovemore, Ms AT to ask the Minister of Basic Education
(1)With reference to her reply to question 2550 on 31 July 2015, for each secondary school in the Graaff-Reinet education district, (a)(i) how many and (ii) what percentage of (aa) Grade 10, (bb) Grade 11 and (cc) Grade 12 learners are enrolled to study mathematics, (b) what are the reasons for the low uptake of mathematics in the specified district, (c) what action has been and/or will be taken to ensure that the specified district, in particular, improves the uptake of mathematics in its secondary schools and (d)(i) has and (ii) will the specified action include ensuring that each further education and training phase mathematics class is taught by a suitably qualified teacher; (2) with reference to her reply to question 310 on 13 March 2015, have the 174 mathematics teacher posts that were vacant at the time of her reply been filled; if not, (a) why not, (b) what progress has been made toward filling the specified posts and (c) when will the specified vacant posts be filled?
Reply:
(1) (a)(i) (ii) (aa) (bb) (cc) There are 1,696 Grade 10 learners taking Mathematics in Graaff-Reinet district, 1, 177 in Grade 11 and 896 learners in Grade 12 respectively. In terms of percentages, there are 80% learners in Grade 10, 73,3% in Grade 11 and 66,7% in Grade 12 respectively.
(b) The most common reasons for the schools not offering Mathematics in the specified district are:
- The unavailability of suitably qualified teachers;
- A perception by learners that Mathematical Literacy is an easier option than Mathematics;
- The perception by learners that Mathematics and Mathematical Literacy are the same;
- The inadequacy of career counselling and guidance Senior Phase;
- The move by principals to have more learners in Mathematical Literacy in order to improve the pass rate; and
- Schools in remote areas have greater difficulty than urban and peri-urban schools in terms of attracting appropriately qualified Mathematics teachers.
(c) The Department of Basic Education (DBE) has taken the following actions to ensure that the specified district, in particular, improves the uptake of Mathematics in its secondary schools:
- Circular S13 of 2014 was approved by the Council of Education Ministers (CEM), wherein it directed that schools not previously offering Mathematics were to reintroduce this subject to a Grade 10 level class in 2015, and sequentially to Grade 11 and 12 in 2016 and 2017 respectively;
- In late 2014, the DBE developed a plan, and began implementing it through the Reintroduction of Mathematics Project in 2015. The focus is on those schools that had stopped offering Mathematics;
- In Service Training has been provided to Grade 10 teachers from affected schools, covering topics that have been identified as being poorly taught, or not taught at all, because of teachers’ inadequate Mathematics content knowledge; and
- Additional (Learner Teacher Support Material) LTSM and physical resources such as textbooks, geometry sets and scientific calculators have been, and are being delivered to the identified schools needing such support.
(d) (i) Yes.
(ii) Yes. Posts will be profiled and advertised according to the established procedures.
(2) (a) The Eastern Cape Provincial Education Department has been working with the Provincial Treasury to secure additional funding to fill identified critical posts, hence the delay in the filling of posts.
(b) A total of 551 Deputy Principal and Heads of Department; and 308 Post Level 1 posts were advertised in an Open Bulletin in June and August 2015, respectively; and
(c) The Eastern Cape Provincial Education Department indicated that it is expected that the all the advertised posts will be filled on 01 November 2015.
01 October 2015 - NW3607
Boshoff, Ms SH to ask the Minister of Basic Education
What actions have been taken to ensure that infrastructure projects are implemented speedily to ensure that available funds are used on time?
Reply:
The Department of Basic Education (DBE) constantly monitors progress on the implementation of its infrastructure projects and the associated expenditure.
For projects implemented under the Accelerated Schools Infrastructure Delivery Initiative (ASIDI) Programme, the DBE Project Managers, together with the Programme Support Unit (PSU) that consists of professionals from the built environment, review performance on a monthly basis through the National Steering Committee Meetings. The PSU, via its Provincial Co-ordinators, undertakes project site visits to assess progress, to view problems and gather information. Where needed, they facilitate meetings between project partners to provide advice where possible, share experiences/good practices and provide specialist advice about contract and construction management issues.
For schools implemented by Provincial Education Departments (PEDs) utilising the Education Infrastructure Grant (EIG) Funds and their Provincial Equitable Share, the DBE receives progress reports from each PED on a monthly basis and reviews them during the Infrastructure Heads of Education Department Committee (HEDCOM) Sub-com Meetings and provides guidance and assistance to PEDs on technical and project management matters so as to ensure timeous completion of their school infrastructure projects and to improve the expenditure of their allocated budget.
01 October 2015 - NW3505
Boshoff, Ms SH to ask the Minister of Basic Education
(1)(a) How many and (b) what percentage of mainstream schools that have been classified as full service schools enrolled (i) learners with disabilities and/or barriers to learning and (ii) learners with autism in respect of each province and district as at the latest specified date for which information is available; (2) (a) how many and (b) what percentage of full service schools have employed nursing sisters to attend to the needs of learners with disabilities and/or barriers to learning in respect of each province and district; (3) (a) how many and (b) what percentage of educators employed at full service schools are adequately trained to teach both learners with disabilities and/or barriers to learning and learners without disabilities and/or barriers to learning in respect of each province and district; (4) how many full service schools are equipped with (a) ramps, (b) proper ablution facilities, (c) desks adapted to the needs of learners in wheelchairs and (d) assistive devices for the blind and deaf in respect of each province and district?
Reply:
1. (a) The number of full service schools that:
(i) have enrolled learners with disabilities and /or barriers to learning, as well as,
(ii) learners with autism, per province, per district is available in the annexure.
(b) The percentage of full service schools that:
(i) have enrolled learners with disabilities and /or barriers to learning as well as,
(ii) learners with autism, per province, per district is available in the annexure.
2. None of the Full Service Schools employ nursing sisters.
3. The (a) number of educators trained at full service schools and (b) the percentage of educators employed at full service schools who are adequately trained to teach both learners with disabilities and/or barriers to learning and learners without disabilities and/or barriers to learning in respect of each province is indicated in the table below:
Province |
Number of educators at full service schools |
a) Number of Educators trained |
b) Percentage |
Eastern Cape |
279 |
100 |
36 |
Free State |
1195 |
300 |
25 |
Gauteng |
2027 |
592 |
29 |
KwaZulu-Natal |
1610 |
646 |
40 |
Limpopo |
355 |
75 |
21 |
Mpumalanga |
2879 |
752 |
26 |
Northern Cape |
303 |
200 |
66 |
North West |
1760 |
420 |
24 |
Western Cape |
2851 |
200 |
7 |
4. The number of full service schools that have been equipped with (a) ramps, (b) proper ablution facilities for the Blind and the Deaf in respect of each province and district is represented in the table below:
Province |
Number of Full Service Schools |
Eastern Cape |
4 |
Free State |
2 |
Gauteng |
7 |
KwaZulu-Natal |
50 |
Limpopo |
11 |
Mpumalanga |
1 |
Northern Cape |
1 |
North West |
112 |
Western Cape |
14 |
Grand Total |
202 |
c) The number of full sevice schools that are equipped with desks adapted to the needs of learners in wheelchairs in respect of each province and district is not readily available.
d) The number of full sevice schools that are equipped with assistive devices for the Blind and the Deaf in respect of each province and district is not readily available.
01 October 2015 - NW3500
Mackenzie, Mr C to ask the Minister of Basic Education
(1)What (a) number and (b) percentage of learners writing each subject in 2014 (i) applied for a remark of their Grade 12 National Senior Certificate examinations and (ii) had their marks (aa) adjusted upward, (bb) adjusted downward and (cc) remain unchanged; (2) what is the cost of securing a remark of an examination paper; (3) is there any mechanism in place to allow indigent candidates to have the fee for remarking waived; if not, why not; if so, what are the relevant details?
Reply:
1)
Subject |
Total Re-mark |
% Re-mark |
Adjusted Upward |
% Upward |
Adjusted Downward |
% Downward |
Remain Unchanged |
% Unchanged |
Accounting |
2901 |
2.31 |
1561 |
53.81 |
698 |
24.06 |
642 |
22.13 |
Afrikaans First Additional Language |
3608 |
4.39 |
1973 |
54.68 |
827 |
22.92 |
808 |
22.39 |
Afrikaans Home Language |
2574 |
5.27 |
1731 |
67.25 |
355 |
13.79 |
488 |
18.96 |
Afrikaans Second Additional Language |
41 |
0.22 |
34 |
82.93 |
5 |
12.20 |
2 |
4.88 |
Agricultural Management Practices |
18 |
1.11 |
6 |
33.33 |
7 |
38.89 |
5 |
27.78 |
Agricultural Sciences |
254 |
0.33 |
178 |
70.08 |
42 |
16.54 |
34 |
13.39 |
Agricultural Technology |
15 |
2.13 |
5 |
33.33 |
2 |
13.33 |
8 |
53.33 |
Arabic Second Additional Language |
24 |
8.86 |
9 |
37.50 |
11 |
45.83 |
4 |
16.67 |
Business Studies |
3448 |
1.67 |
2158 |
62.59 |
788 |
22.85 |
502 |
14.56 |
Civil Technology |
137 |
1.49 |
74 |
54.01 |
33 |
24.09 |
30 |
21.90 |
Computer Applications Technology |
864 |
2.18 |
598 |
69.21 |
124 |
14.35 |
142 |
16.44 |
Consumer Studies |
576 |
1.51 |
256 |
44.44 |
155 |
26.91 |
165 |
28.65 |
Dance Studies |
18 |
3.31 |
9 |
50.00 |
1 |
5.56 |
8 |
44.44 |
Design |
56 |
2.62 |
42 |
75.00 |
1 |
1.79 |
13 |
23.21 |
Dramatic Arts |
181 |
2.20 |
98 |
54.14 |
12 |
6.63 |
71 |
39.23 |
Economics |
1494 |
1.09 |
916 |
61.31 |
390 |
26.10 |
188 |
12.58 |
Electrical Technology |
79 |
1.48 |
26 |
32.91 |
5 |
6.33 |
48 |
60.76 |
Engineering Graphics and Design |
974 |
3.67 |
398 |
40.86 |
184 |
18.89 |
392 |
40.25 |
English First Additional Language |
3559 |
0.82 |
2344 |
65.86 |
984 |
27.65 |
231 |
6.49 |
English Home Language |
5522 |
5.25 |
4355 |
78.87 |
674 |
12.21 |
493 |
8.93 |
French Second Additional Language |
37 |
7.26 |
4 |
10.81 |
5 |
13.51 |
28 |
75.68 |
Geography |
3144 |
1.34 |
2063 |
65.62 |
624 |
19.85 |
457 |
14.54 |
German Second Additional Language |
47 |
8.68 |
10 |
21.28 |
22 |
46.81 |
15 |
31.91 |
Hebrew Second Additional Language |
4 |
14.29 |
|
0.00 |
|
0.00 |
4 |
100.00 |
History |
1844 |
1.6 |
1313 |
71.20 |
321 |
17.41 |
210 |
11.39 |
Hospitality Studies |
144 |
1.71 |
77 |
53.47 |
19 |
13.19 |
48 |
33.33 |
Information Technology |
470 |
10.19 |
257 |
54.68 |
86 |
18.30 |
127 |
27.02 |
IsiXhosa First Additional Language |
16 |
0.78 |
11 |
68.75 |
|
0.00 |
5 |
31.25 |
IsiXhosa Home Language |
46 |
0.06 |
19 |
41.30 |
20 |
43.48 |
7 |
15.22 |
IsiXhosa Second Additional Language |
11 |
13.10 |
4 |
36.36 |
3 |
27.27 |
4 |
36.36 |
IsiZulu First Additional Language |
109 |
0.72 |
64 |
58.72 |
16 |
14.68 |
29 |
26.61 |
IsiZulu Home Language |
216 |
0.16 |
123 |
56.94 |
65 |
30.09 |
28 |
12.96 |
Latin Second Additional Language |
1 |
100.00 |
|
0.00 |
|
0.00 |
1 |
100.00 |
Life Orientation |
59 |
0.01 |
26 |
44.07 |
6 |
10.17 |
27 |
45.76 |
Life Sciences |
6564 |
2.33 |
3999 |
60.92 |
1795 |
27.35 |
770 |
11.73 |
Mathematical Literacy |
2059 |
0.66 |
1142 |
55.46 |
538 |
26.13 |
379 |
18.41 |
Mathematics |
9223 |
4.10 |
4904 |
53.17 |
2388 |
25.89 |
1931 |
20.94 |
Mechanical Technology |
91 |
1.43 |
40 |
43.96 |
8 |
8.79 |
43 |
47.25 |
Music |
89 |
5.10 |
44 |
49.44 |
27 |
30.34 |
18 |
20.22 |
Nautical Science |
1 |
5.26 |
1 |
100.00 |
|
0.00 |
|
0.00 |
Physical Sciences |
6828 |
4.08 |
3186 |
46.66 |
2099 |
30.74 |
1543 |
22.60 |
Portuguese Second Additional Language |
2 |
2.78 |
|
0.00 |
|
0.00 |
2 |
100.00 |
Religion Studies |
18 |
0.31 |
14 |
77.78 |
2 |
11.11 |
2 |
11.11 |
Sepedi First Additional Language |
3 |
0.71 |
3 |
100.00 |
|
0.00 |
|
0.00 |
Sepedi Home Language |
11 |
0.02 |
4 |
36.36 |
6 |
54.55 |
1 |
9.09 |
Sesotho Home Language |
48 |
0.17 |
39 |
81.25 |
7 |
14.58 |
2 |
4.17 |
Sesotho Second Additional Language |
6 |
3.45 |
4 |
66.67 |
1 |
16.67 |
1 |
16.67 |
Setswana First Additional Language |
1 |
0.46 |
1 |
100.00 |
|
0.00 |
|
0.00 |
Setswana Home Language |
63 |
0.18 |
43 |
68.25 |
14 |
22.22 |
6 |
9.52 |
Sport and Exercise Science |
4 |
14.29 |
4 |
100.00 |
|
0.00 |
|
0.00 |
Tourism |
487 |
0.42 |
299 |
61.40 |
101 |
20.74 |
87 |
17.86 |
Tshivenda Home Language |
1 |
0.01 |
|
0.00 |
|
0.00 |
1 |
100.00 |
Visual Arts |
252 |
3.66 |
159 |
63.10 |
11 |
4.37 |
82 |
32.54 |
Xitsonga Home Language |
9 |
0.05 |
3 |
33.33 |
2 |
22.22 |
4 |
44.44 |
Source: Education mainframe as per 2 March 2015.
2
Process |
Amount |
Remarking |
R80 |
Rechecking |
R18 |
Viewing |
R160 |
3. According to the Regulations Pertaining to the Conduct Administration and Management of the National Senior Certificate Examination (Regulation Notice No 371 in Government Gazette NO 37651, dated 16 May 2014) it articulates the legislation regarding re-marking and it allows indigent candidates to be exempt from paying fees for remarking, re-checking and viewing of script/s.
Candidates who have been exempted from the payment of school fees or attended a no-fees school, are exempt from the payment of the re-mark, re-check or fees for viewing of scripts.
28 September 2015 - NW3391
Lovemore, Ms AT to ask the Minister of Basic Education
(1)How many applications by (a) educators and (b) non-teaching staff employed by each provincial department of education are still awaiting processing for (i) incapacity leave and (ii) retirement on the grounds of ill-health; (2) with reference specifically to employees of each provincial department of education, what is the (a) average and (b) maximum time that lapses between the date of application and the date of processing the application for (i) incapacity leave and (ii) retirement on the grounds of ill-health; (3) (a) why is there a backlog in respect of the processing of incapacity leave and applications for retirement on the grounds of ill-health, (b) what is being done to address the backlog in each province and (c) by when will the backlog be cleared; (4) has she made the Minister of Public Service and Administration aware of the backlogs; if not, why not; (5) has the Minister of Public Service and Administration communicated any action that he has taken in respect of the specified backlogs; if so, what are the relevant details?
Reply:
(1) How many applications by (a) educators and (b) non-educators employed by provincial departments of education are still awaiting processing for (i) incapacity leave and (ii) ill-health retirement in each province?
1 (a) (b) (i) and (ii)
The table below captures the number of educator and non-educator applications for i) incapacity and ii) ill health retirement per province.
Outstanding Incapacity Leave and Ill-Health Retirement Applications- Jan 2006 - May 2015 |
||||
PED |
Educators |
Non-teaching Staff |
||
Incapacity Leave |
Ill-Health Retirement |
Incapacity Leave |
Ill-Health Retirement |
|
EC |
12 375 |
126 |
2 924 |
8 |
FS |
1 682 |
11 |
577 |
0 |
GP |
140 |
1 |
35 |
2 |
KZN |
6 929 |
6 |
1 556 |
2 |
LIM |
1 943 |
6 |
219 |
1 |
MP |
3 198 |
96 |
498 |
5 |
NC |
1 579 |
8 |
631 |
0 |
NW |
873 |
5 |
191 |
4 |
WC |
2 444 |
4 |
443 |
5 |
(2) with reference specifically to employees of each provincial department of education, what is the (a) average and (b) maximum time that lapses between the date of application and the date of processing the application for (i) incapacity leave and (ii) retirement on the grounds of ill-health;
Details on the turnaround times regarding the processing of applications are currently not available nor collected in the normal process of monitoring by the Department. This information will be requested from the provinces and will be provided accordingly.
(3) (a) why is there a backlog in respect of the processing of incapacity leave and applications for retirement on the grounds of ill-health, (b) what is being done to address the backlog in each province and (c) by when will the backlog be cleared;
(a) The processing and finalisation of an application for incapacity leave involves many steps and procedures and involves various entities, that is, the employer, the employee, the Health Risk Manager and Health Practitioners. It also involves the submission of various documentation. Delays, mainly administrative, can happen at any stage of the process thus leading to backlogs.
b) The Department of Basic Education (DBE) decided, as part of the plan to address underlying pressures that affect quality teaching and learning, that the nature and extent of backlogged PILIR cases be examined and resolved through direct involvement with Provincial Education Departments (PEDs). The DBE visited all PEDs to discuss the nature and extent of backlogged PILIR cases; discussed challenges and possible ways of resolving the blockages and formulated a management plan to resolve the backlogged PILIR cases. Subsequently, the DBE draws reports from PERSAL to monitor whether the management and administration of PILIR is improving. These reports are shared with the PEDs.
(c) The administrative and infrastructure complexities within Provinces prevent the PEDs from providing a definitive deadline as to when all backlogs will be cleared. This is a continuing process that has the commitment of all PEDs.
(4) has she made the Minister of Public Service and Administration aware of the backlogs; if not, why not;
The Minister of Basic Education has been communicating regularly with the Minister of Public Service and Administration (MPSA) since January 2013, informing her of the growing backlogs and their impact on the sector. This included explaining that, due to the imperative that there must be a teacher in every classroom, the PEDs have to appoint substitute teachers whilst teachers were sick for long periods, and this was exerting further pressure on already stretched compensation budgets.
(5) has the Minister of Public Service and Administration communicated any action that he has taken in respect of the specified backlogs; if so, what are the relevant details?
No direct response to the Minister of Basic Education has been received from the Minister of Public Service and Administration with respect to PILIR backlogs. However, the Department of Public Service and Administration communicates regularly with all government departments on PILIR matters through circulars to all Heads of Department.
28 September 2015 - NW3417
Msimang, Prof CT to ask the Minister of Basic Education
(1)Whether she has found that teacher training programmes equip them with the capacity to deal with cases of (a) gender-based violence and (b) rape in schools; (2) whether her department has any plans in place to employ social workers in schools to deal with the learners who are the victims of gender-based violence and rape; if not, why not; if so, what are the relevant details; (3) what other mechanisms does her department have in place in order to inform learners and teachers about steps to take in instances where rape or sexual assault by a fellow learner or learners takes place?
Reply:
1. Whether teachers have the capacity to deal with cases of (a) gender-based violence and (b) rape in schools;
The Department of Basic Education (DBE) has several programmes that coalesce to provide a comprehensive response to gender-based violence. These programmes have been institutionalised in the Curriculum and Assessment Policy Statements (CAPS) in the Life Orientation Curriculum across all grades and bands. The Department uses a human rights-based approach to address gender-based violence. Following are some of the programmes that the Department is undertaking in its response in dealing with gender based violence:
The Bill of Responsibilities (BOR): “Building a culture of humanity and accountability in schools”
This programme, which is captured as Rights and Responsibilities in the Life Orientation Curriculum, includes gender rights. The programme is supported by a Bill of Responsibilities that is premised on the Bill of Rights that each right comes with corresponding responsibilities. The programme is further supported by a teacher training manual that provides the content and activities for teachers to teach about rights and responsibilities. The programme has been supported by other Departments and many of our partners, including Faith-Based Organisations. Thus far all provinces have received training in the Bill of Responsibility.
Training of Master Trainers on Gender-Based Violence
During 2014/15, the Department undertook a national training programme targeting master trainers. The purpose of this training was to enable them to identify and respond to Violence against Women (VAW) and Violence against Children (VAC), including Gender-Based Violence (GBV), using the revised training manual called Opening Our Eyes. About 400 master trainers were reached. The training touched on the following topics:
• Gender-based violence: an introduction;
• Dealing with hate crimes at schools;
• Responding to situations of sexual abuse;
• Recognising harassment and taking action;
• Gender and HIV – the link;
• Educators as facilitators of healing;
• A school policy on GBV; and
• A whole school approach on GBV.
Challenging Homophobic Bullying in Schools
The Challenging Homophobic Bullying in Schools guide explains what homophobic bullying is and what teachers, parents and learners can do to make schools safer for all learners. It provides clear and simple steps that teachers and learners can take in challenging homophobic bullying in schools. Distribution of the manual has been done to all provinces, with the purpose to further deliver to schools.
The Department has completed training provincial master trainers on the roll out of the National School Safety Framework. The master trainers will cascade the training to schools.
2. Whether her department has any plans in place to employ social workers in schools to deal with the learners who are the victims of gender-based violence and rape; if not, why not; if so, what are the relevant details;
Currently a limited number of social workers and psychologists have been employed by some Provincial Education Departments at district level. The Department of Basic Education is in the process of developing integrated norms for funding, staffing and infrastructure for inclusive education, including psycho-social support. These norms are aimed at ensuring an equitable distribution of these scarce resources in each district to serve the needs of learners with specialised needs in ordinary, full-service and special schools. It is recommended that support services be based at district level. These services will include support to victims and survivors of violence, including gender-based violence, in schools. The Department plans to complete the norms by March 2016 for incremental implementation up to 2019.
(3) What other mechanisms does her department have in place in order to inform learners and teachers about steps to take in instances where rape or sexual assault by a fellow learner or learners takes place?
Speak Out Against Abuse
The Department has developed an advocacy programme for learners that inform them of their rights and the course of action if they are sexually harassed or raped. The advocacy programme is supported by a comprehensive and learner friendly handbook entitled “Speak Out” Youth report sexual abuse-A handbook for learners, on how to prevent sexual abuse in public schools. The advocacy programme utilises school dialogues and role-playing to address gender-based violence in schools.
Prevent Violence in Schools Training focuses on enabling and supporting learners to take action to prevent violence in their own schools. About five hundred (500) master trainers have been trained across all provinces and they will, in turn, train learners. The following were the topics covered during training:
• Introduction to prevent violence in schools;
• Understanding violence;
• Gender Based Violence;
• Analysing violence;
• Reporting violence;
• My school, my reality; and
• Taking action.
28 September 2015 - NW3396
Boshoff, Ms SH to ask the Minister of Basic Education
(1)In respect of each province and each district, (a) how many identified Provincial Master Trainers have been trained on the National School Safety Framework and (b) when will these trainers train (i) school governing bodies, (ii) senior management teams and (iii) other relevant educators and support staff; (2) in respect of each province and each district, (a) what are the minimum standards for safety at schools and (b) who determines what these standards should be; (3) in respect of each province and each district, (a) how many schools conduct risk assessments twice per annum and (b) are these reports (i) forwarded to the relevant provincial education departments, (ii) provided to her department and (iii) available to the public?
Reply:
1. Training workshops for provincial master trainers on the National School Safety Framework (NSSF) have been conducted in all nine provinces in collaboration with the Centre for Justice and Crime Prevention (CJCP), supported by UNICEF. These workshops started on 27 June and were completed on 27 August 2015;
In respect of each province and each district, (a) Provincial Coordinators for School Safety were responsible for the identification and selection of the relevant trainees at provincial and district levels. The Trained Master Trainers are obligated to roll out school-based training workshops in all schools (b) starting at the beginning of 2016, which will (i) include training for school governing bodies, (ii) senior management teams and (iii) other relevant educators and support staff;
2. The NSSF is located within a range of international and national laws and policies that recognize the safety of learners and educators as a prerequisite for quality teaching and learning. In terms of provinces and districts the following minimum standards have been identified (a) minimum school-level policies and procedures are implemented and enforced; safety audits are undertaken annually; safety plans are formulated, adopted, submitted and revised annually; consistent engagement with community structures and actors; school safety teams are established and functional; Codes of conduct have been formulated, adopted and implemented; reporting and response systems are developed, utilised, and reviewed continuously; and referral systems and networks are established and functional,
3. In terms of the NSSF risk assessments have to be conducted at school-level after which school safety plans have to be drawn up and executed. As mentioned the roll out of the NSSF will commence in 2016 and with respect to provinces and districts, (a) schools must conduct risk assessments twice per annum to be used internally to identify risks and threats in terms of violence in schools and to draft a school-based Safety Plan (b) and forward these School Safety Plans (i) to the relevant district (School Safety Coordinator) and provincial (School Safety Coordinator), (ii) it is expected that from the school safety plans provinces will be able to identify the prevalence and trends of incidences of violence and work collaboratively with schools, districts and all relevant stakeholders to address violence in schools. (ii) the risk assessments implemented at a school-based level and are internally used to determine risks and threats and to develop programmes to address specific issues related to violence. .
NW4055E
28 September 2015 - NW3395
Boshoff, Ms SH to ask the Minister of Basic Education
(1)What percentage of learners at schools have been (a) threatened with violence, (b) assaulted, (c) sexually abused and (d) exposed to corporal punishment by a person at the relevant school in each (i) province and (ii) district in the 2013-14 financial year; (2) which schools in each (a) province and (b) district have implemented the Early Warning System which is a guide and management tool that was designed by her department in conjunction with the Centre for Justice and Crime Prevention for school management teams, school governing bodies and teachers and learners to identify and report on risks and threats at schools; (3) which schools in each (a) province and (b) district are still aligned to the Safety in Education Partnership Protocol between her department and the SA Police Service signed in 2011 to reduce crime and violence in schools and in communities; (4) which schools in each (a) province and (b) district are utilising the SA School Administration and Management System to report on behavioural transgressions, crimes and violence; (5) how many schools in each (a) province and (b) district have established Safe School Committees?
Reply:
1. Extrapolated from the National School Violence Study of 2012 (released in 2013) amongst randomly selected secondary schools from all provinces (of which the sample comprised of 5939 learners, 121 principals and 239 educators),
(a) 12, 2% had been threatened with violence by someone at school;
(b) 6. 3% have been assaulted;
(c) 4, 7% had been sexually assaulted or raped;
(d) in terms of the National School Violence study of 2012, an overall of 49,8% of learners claimed to have been caned or spanked by an educator or principal.
Provincial rates of corporal punishment ranged from 22.4% to 73.7%, with the highest levels of corporal punishment observed in KwaZulu-Natal (73.7%).
When assessing the rates per province, the data shows increases as well as decreases in the rates of corporal punishment by schools across the country.
Increases in the use of corporal punishment over the past four years were noted for Mpumalanga (rates increased from 43.6% in 2008 to 63.5% in 2012), the Eastern Cape (rates increased from 58.5% in 2008 to 66.9% in 2012), KwaZulu-Natal (rates increased from 48.7% in 2008 to 73.7% in 2012) and the Western Cape (rates increased from 17.1% in 2008 to 22.4% in 2012).
The most significant decrease in the rates of corporal punishment reported by learners was observed for Gauteng, with rates dropping from 61% in 2008 to 22.8% in 2012.
The use of corporal punishment as a means of discipline was also less frequently reported in Limpopo, the Free State, the North West and the Northern Cape in the 2012 wave of the study.
While the difference between male and female learners was not significant, males (50.4%) did report fractionally higher levels of corporal or physical punishment than female (49.4%) learners
(2) The Early Warning System (currently referred to as the National School Safety Framework) was approved in April 2015 and the training of Provincial Master Trainers commenced on 1 June 2015 and was completed on 27 August 2015. The roll out of school-based training workshops by the trained Provincial Master Trainers will commence in January 2016. Therefore no statistical data is available regarding implementation in (a) provinces and (b) district.
(3) The Partnership Protocol between Department of Basic Education and South African Police Services (SAPS) is still valid and schools linked to local police stations are collaborating with police officials in terms of combatting crime and violence in schools.
(4) Training workshops conducted by Information Management Systems are currently underway (a) in provinces and (b) districts on the utilization of the South African School Administration and Management System (SA-SAMS) to report on behavioural transgressions, crimes and violence.
(5) As part of the Partnership Protocol between the Department and SAPS 16603 (verified data) schools have been link to local police stations and established School Safety Committees.
28 September 2015 - NW3393
Lovemore, Ms AT to ask the Minister of Basic Education
Whether, since her reply to question 1404 on 25 September 2014, the Southern and East African Consortium for Monitoring Education Quality IV assessment report has been made available to her; if not, when does she expect to receive this report; if so, (a) why has it not been made available to the public and (b) when will it be available to the public?
Reply:
(a) No, the Southern and East African Consortium for Monitoring Education Quality (SACMEQ) IV assessment report has not been received by the Minister from the SACMEQ Coordinating Centre (SCC) which manages the release of scored data for each participating country.
(b) The SACMEQ IV achievement results will be made available to the public once the SACMEQ Ministers, the managing structure of SACMEQ, have received and endorsed the assessment reports at the Tenth Session of the SACMEQ Assembly of Ministers on 27 November 2015 in Botswana.
21 September 2015 - NW3040
Marais, Mr S to ask the Minister of Basic Education
In respect of each district in each province (a) which (i) special needs schools, (ii) resource centres, and (iii) full service schools have boarding facilities, (b) how many of the specified boarding schools are fully equipped to cater for the needs of the (i) physical disabled, (ii) blind, (iii) deaf, (iv) mentally impaired and (v) autistic learners and (c) what is the number of (i) house mothers or fathers, (ii) household aids, (iii) kitchen staff, (iv) general assistants and (v) nurses or sisters that have been appointed in each specified school category, in respect of each province?
Reply:
RESPONSE:
The data for each of the questions requested is available in the specified annexures as follows:
a) (i) The districts in each province that have boarding facilities attached to special schools, special school resource centres and full-service schools (Annexure A);
(ii) The names of the specified special schools and special school resource centres that have boarding facilities (Annexure A); and
(iii) The names of full-services schools that have boarding facilities (Annexure B).
b) The information about the extent to which boarding schools are equipped to meet the needs of learners with (i) physical disability, (ii) visual impairment, (iii) deafness, (iv) intellectual disability and (v) autism that has been made available by the Eastern Cape, Gauteng, North West and Western Cape Provincial Education Departments (Annexure A). Data on compliance with principles of universal design, is collected by School Infrastructure Planning through the monitoring process of the implementation of the Minimum Uniform Norms and Standards for Public School Infrastructure (2013);
c) Statistics on personnel provisioning in boarding facilities are provided for the Eastern Cape, Gauteng, North West and Western Cape Provinces in respect of the number of:
- house mothers and fathers (Annexure A);
- household aids (Annexure A);
- kitchen staff(Annexure A);
- general assistants (Annexure A);
- nurses or sisters (Annexure A);
Information has been requested from all provinces and will be provided as soon as it becomes available.
ANNEXURE A
Data in response to questions (a)(i), (a)(ii), (b)(i), (b)(ii), (b)(iii), (b)(iv), (c)(i), (c)(ii), (c)(iii), (c)(iv), (c)(v)
Sources: Data provided by provinces in August 2015
Province |
District |
(a)(i) Names of Special Schools with Hostels |
(a)(ii) Names of Resource Centres with Hostels |
(b)(i) How many Hostels are equipped for learners with physical disability |
(b)(ii) How many Hostels are equipped for learners who are blind |
(b)(iii) How many Hostels are equipped for learners with intellectual disability |
(b)(iv) How many Hostels are equipped for learners with autism |
(c)(i) Number of housemothers/fathers |
(c)(ii) Number of household aids |
(c)(iii) Number of kitchen staff |
(c)(iv) Number of general assistants |
(c)(v) Number of nurses |
EC |
Port Elizabeth |
Cape Recife |
Cape Recife |
yes |
- |
- |
- |
13 |
13 |
0 |
24 |
1 |
Port Elizabeth |
Northern Lights |
- |
- |
- |
- |
- |
0 |
0 |
0 |
3 |
0 |
|
Port Elizabeth |
Merryvale |
Merryvale |
- |
- |
yes |
- |
20 |
6 |
2 |
7 |
1 |
|
Port Elizabeth |
Quest |
Quest |
- |
- |
- |
yes |
16 |
6 |
1 |
0 |
0 |
|
Port Elizabeth |
Reubin Birin |
Reubin Birin |
- |
- |
- |
- |
7 |
8 |
2 |
3 |
0 |
|
Port Elizabeth |
Khanyisa PE |
Khanyisa PE |
- |
yes |
- |
- |
15 |
2 |
4 |
10 |
2 |
|
Qumbu |
Tsolo |
Tsolo |
- |
- |
yes |
- |
19 |
8 |
2 |
3 |
0 |
|
Mbizana |
Zamokuhle |
Zamokuhle |
- |
yes |
- |
- |
27 |
2 |
3 |
2 |
0 |
|
East London |
Arcadia |
- |
- |
- |
- |
- |
- |
- |
- |
18 |
0 |
|
East London |
Parkland |
- |
- |
- |
- |
- |
1 |
4 |
1 |
15 |
0 |
|
East London |
Vukuhambe |
Vukuhambe |
yes |
- |
- |
- |
25 |
6 |
9 |
13 |
1 |
|
Mthatha |
Ikhwezi Lokusa |
Ikhwezi Lokusa |
yes |
- |
- |
- |
25 |
22 |
6 |
3 |
1 |
|
Mbizana |
Vukuzenzele |
Vukuzenzele |
yes |
- |
- |
- |
28 |
15 |
8 |
9 |
0 |
|
Mbizana |
Nompulanga |
Nompulanga |
- |
- |
yes |
- |
22 |
5 |
6 |
9 |
0 |
|
Graaff-Reinet |
||||||||||||
4 |
2 |
3 |
1 |
218 |
97 |
44 |
119 |
6 |
||||
FS |
Fezile Dabi |
Fakkel |
Information is available from School Infrastructure Planning |
Information is available from School Infrastructure Planning |
Information is available from School Infrastructure Planning |
Information is available from School Infrastructure Planning |
Information is available from Human Resource Planning |
Information is available from Human Resource Planning |
Information is available from Human Resource Planning |
Information is available from Human Resource Planning |
Information is available from Human Resource Planning |
|
Fezile Dabi |
Johan Slabbert |
|||||||||||
Fezile Dabi |
Mphatlalatsane |
|||||||||||
Lejweleputswa |
Orion |
|||||||||||
Lejweleputswa |
Nobilis |
|||||||||||
Lejweleputswa |
Amari |
|||||||||||
Motheo |
Pholoho |
Martie du Plessis |
||||||||||
Motheo |
Bartimea |
Tswellang |
||||||||||
Motheo |
Böhmer |
|||||||||||
Motheo |
Ladybrand |
|||||||||||
Motheo |
Jimmie Roos |
|||||||||||
Motheo |
Rosenhof |
|||||||||||
Motheo |
Tatello |
|||||||||||
Motheo |
Lettie Fouche |
|||||||||||
Thabo Mofutsanyana |
Tiboloha |
|||||||||||
Thabo Mofutsanyana |
Maluti |
|||||||||||
Xhariep |
||||||||||||
Xhariep |
||||||||||||
Xhariep |
||||||||||||
GT |
Tshwane South |
Nuwe Hoopskool |
Unicaskool |
1 |
0 |
1 |
1 |
4 |
||||
Gauteng West |
Wesrandse Skool - West Rand School |
1 |
0 |
1 |
1 |
1 |
||||||
Gauteng East |
Sonitusskool |
Muriel Brandskool |
1 |
0 |
1 |
1 |
4 |
|||||
Ekurhuleni South |
Ezibeleni School For Physically Disabled Children |
1 |
0 |
1 |
1 |
2 |
||||||
Johannesburg South |
Transvaliaskool-School |
Jiswa Training Centre |
2 |
0 |
2 |
2 |
4 |
|||||
Sedibeng East |
Muriel Brandskool |
Krugerlaanskool |
1 |
0 |
2 |
2 |
3 |
|||||
Johannesburg South |
Frances Vorwergskool |
Sizwile School For The Deaf |
1 |
0 |
1 |
0 |
4 |
|||||
Johannesburg West |
Rotaraskool |
Randburgskool (Kliniekskool- Gestremde Leerlinge) |
1 |
1 |
1 |
2 |
||||||
Johannesburg North |
Bethesda Special School |
Gresswold Senior School |
0 |
0 |
2 |
0 |
4 |
|||||
Felicitasskool - School |
Via Nova School For The Mentally Disabled |
1 |
0 |
2 |
0 |
4 |
||||||
Tshwane West |
Ezibeleni School For Physically Disabled Children |
Pretoriaskool Vir Serebraal Gestremdes |
2 |
0 |
2 |
0 |
3 |
|||||
Johannesburg East |
Dr. W.K. Du Plessis-Skool |
Dominican School For The Deaf |
1 |
0 |
1 |
0 |
3 |
|||||
Tswhane South |
Rant-En-Dal Kliniekskool |
0 |
0 |
1 |
1 |
1 |
||||||
Tswhane West |
Transoranje-Skool Vir Dowes |
0 |
0 |
1 |
0 |
1 |
||||||
Tshwane West |
Takalani |
0 |
0 |
1 |
0 |
2 |
||||||
Ekhuruleni South |
Adelaide Tambo School |
1 |
0 |
1 |
0 |
2 |
||||||
Gauteng East |
Hope School-Skool |
1 |
1 |
0 |
1 |
|||||||
Tswhane North |
Eurekaskool |
0 |
0 |
1 |
2 |
|||||||
Ekurhuleni |
Ekurhuleni School For The Deaf |
1 |
0 |
0 |
2 |
|||||||
Tshwane West |
Prinshofskool |
1 |
2 |
|||||||||
Sedibeng East |
Sibonile School For The Blind |
1 |
2 |
|||||||||
Ithembalihle School |
2 |
|||||||||||
Tshwane North |
Dominican School For The Deaf |
2 |
||||||||||
Tshwane West |
Filadelfia |
1 |
2 |
|||||||||
KZN |
Uthukela |
Kwazamokuhle |
27 |
27 |
Information is available from Human Resource Planning |
Information is available from Human Resource Planning |
Information is available from Human Resource Planning |
Information is available from Human Resource Planning |
Information is available from Human Resource Planning |
Information is available from Human Resource Planning |
Information is available from Human Resource Planning |
|
Ugu |
Harding |
|||||||||||
St Martins |
||||||||||||
Suid-Natal |
||||||||||||
Zululand |
Inkanyiso |
|||||||||||
Zamimpilo |
||||||||||||
Musa |
||||||||||||
Bawelisile |
||||||||||||
Umlazi |
Golden Hours |
|||||||||||
Open Air |
||||||||||||
Reunion |
||||||||||||
Mason Lincoln |
||||||||||||
Uthungulu |
Vuleka |
|||||||||||
Masisizane |
||||||||||||
Sthandiwe |
||||||||||||
Thembimfundo |
||||||||||||
Umgungundlovu |
Peter Pan Training Centre |
|||||||||||
Ekukhanyeni |
||||||||||||
H.S. Ebrahim |
||||||||||||
Open Gate |
||||||||||||
St Christopher’s |
||||||||||||
Arthur Blaxall |
||||||||||||
Indaleni |
||||||||||||
Newton |
||||||||||||
Amajuba |
Bumbisizwe (Madadeni) |
|||||||||||
Newcastle School of Industries |
||||||||||||
Tugela Prevocational School |
||||||||||||
Bergsig Special School |
||||||||||||
Pinetown |
Sunfield Home |
|||||||||||
AM Moola |
||||||||||||
KwaThintwa |
||||||||||||
Ethembeni |
||||||||||||
Fulton |
||||||||||||
The Browns |
||||||||||||
Tongaat |
||||||||||||
VN Naik |
||||||||||||
Sisonke |
Vulekani |
|||||||||||
Daniel Mzamo |
||||||||||||
Umkhanyakude |
Sisizakele |
|||||||||||
Intuthuko |
||||||||||||
Khulani |
||||||||||||
Umzinyathi |
Pro Nobis |
|||||||||||
LP |
||||||||||||
NW |
Bojanala |
Meerhof |
Meerhof |
1 |
0 |
0 |
10 |
9 |
3 |
3 |
10 |
1 |
Rustenburg |
Kutlwanong |
Kutwanong |
0 |
0 |
1 |
0 |
10 |
1 |
42 |
0 |
0 |
|
Bojanala |
Oom Paul |
0 |
0 |
0 |
1 |
0 |
11 |
1 |
6 |
0 |
0 |
|
Dr Ruth S Mompati |
MM Sebitloane |
M M Sebitloane (New hostel, awaiting handover) |
1 |
0 |
1 |
1 |
0 |
0 |
0 |
0 |
0 |
|
Christiana School (Blind) |
0 |
1 |
1 |
1 |
1 |
6 |
13 |
7 |
0 |
0 |
||
Ngaka Modiri Molema |
Tlamelang |
0 |
1 |
0 |
1 |
0 |
17 |
1 |
Service Provider |
31 |
1 |
|
Coligny |
0 |
1 |
0 |
1 |
0 |
2 |
2 |
2 |
2 |
0 |
||
Bophelong |
Bophelong (New hostel, awaiting handover) |
0 |
0 |
1 |
0 |
0 |
0 |
0 |
0 |
0 |
||
Dr Kenneth Kaunda |
Daeraad |
0 |
0 |
0 |
2 |
0 |
3 |
6 |
0 |
0 |
1 |
|
Janie Schneider |
Janie Schneider |
1 |
0 |
1 |
0 |
2 |
2 |
1 |
1 |
1 |
||
Keurhof |
0 |
0 |
0 |
0 |
0 |
1 |
7 |
6 |
5 |
0 |
||
North West Secondary |
0 |
1 |
0 |
0 |
0 |
0 |
0 |
7 |
1 |
0 |
||
Die Wilge |
0 |
0 |
0 |
1 |
0 |
1 |
9 |
3 |
5 |
0 |
||
ES Le Grange |
0 |
0 |
0 |
5 |
0 |
11 |
16 |
8 |
2 |
2 |
||
Ikalafeng |
Ikalafeng |
4 |
0 |
4 |
4 |
2 |
16 |
14 |
9 |
1 |
||
WC |
Overberg |
Agulhas |
Agulhas |
2 |
13 |
0 |
||||||
CENTRAL |
ASTRA |
ASTRA |
CP and Physical Disabled |
6 |
18 |
2 |
||||||
North |
Athlone School for the Blind |
Athlone School for the Blind |
2 |
19 |
1 |
|||||||
East |
Alta du Toit |
3 |
44 |
1 |
||||||||
North |
Atlantis |
2 |
11 |
1 |
||||||||
North |
Bet el |
2 |
21 |
|||||||||
Eden |
Carpe Diem |
Carpe Diem |
2 (Spectrum) |
12 |
1 |
|||||||
North |
De Grendel |
2 |
14 |
0 |
||||||||
Cape W |
De la Bat |
De la Bat |
DEAF =11 |
20 |
1 |
|||||||
South |
Dominican Wittebome |
DEAF = 6 |
18 |
1 |
||||||||
Central |
Dominican Grimley |
DEAF = 6 |
8 |
0 |
||||||||
Eden |
Eljada Kairos |
Eljada Kairos |
4 |
31 |
1 |
|||||||
Central |
Eros |
2 |
24 |
1 |
||||||||
East |
Jan Kriel |
Jan Kriel |
SLD =4 |
38 |
1 |
|||||||
Cape W |
Langerug |
SLD = 2 |
6 |
1 X Itinerant |
||||||||
Central |
Mary Harding |
Mary Harding |
2 |
13 |
1 |
|||||||
Overberg |
Mispah |
5 |
19 |
0 |
||||||||
Cape W |
Nuwe Hoop |
DEAF = 8 |
43 |
1 |
||||||||
Eden |
Olympia |
MMID = 2 |
13 |
0 |
||||||||
Eden |
Oudtshoorn |
MMID = 2 |
11 |
0 |
||||||||
East |
Paarl |
Paarl |
2 |
13 |
1 |
|||||||
Cape W |
Pioneer |
6 |
31 |
1 |
||||||||
West Coast |
Riebeeck Valley |
Riebeeck Valley |
MMID = 2 |
20 |
0 |
|||||||
Cape W |
Steinthal |
MMID = 2 |
9 |
0 |
||||||||
Central |
Tembaletu |
2 |
8 |
1 |
||||||||
Eden |
Van kervel |
MMID=2 |
12 |
0 |
||||||||
Central |
Vera |
Vera |
2 |
16 |
0 |
|||||||
West Coast |
Weskus |
Weskus |
MMID-3 |
3 |
19 |
0 |
||||||
North |
Westcliff |
MMID=2 |
1 |
9 |
0 |
ANNEXURE B
Names of Full-Services Schools with Boarding Facilities, per District
Source: EMIS data collated from the Annual School Survey, 2014
Province |
District |
Name of School |
EC |
Graaff-Reinet |
Aberdeen P Public School |
FS |
Motheo |
Brebner P/S |
FS |
Lejweleputswa |
Bultfontein C/S |
FS |
Thabo Mofutsanyana |
Graanveld P/S |
FS |
Xhariep |
Jacobsdal P/S |
FS |
Xhariep |
Jagersfontein I/S |
FS |
Lejweleputswa |
Kegomoditswe P/S |
FS |
Xhariep |
Koffiefontein C/S |
FS |
Thabo Mofutsanyana |
Letlotlo P/S |
FS |
Xhariep |
Luckhoff P/S |
FS |
Thabo Mofutsanyana |
Paul Roux I/S |
FS |
Motheo |
Polokehong P/S |
FS |
Thabo Mofutsanyana |
Pulamadiboho P/S |
FS |
Thabo Mofutsanyana |
Reitz C/S |
FS |
Thabo Mofutsanyana |
Senekal P/S |
FS |
Motheo |
Sentraal P/S |
FS |
Motheo |
Unicom P/S |
FS |
Lejweleputswa |
Winburg C/S |
FS |
Xhariep |
Zastron P/S |
LP |
Capricorn |
Harry Oppenheimer Secondary |
LP |
Greater Sekhukhune |
Laerskool Roossenekal |
LP |
Capricorn |
St. Brendan's Catholic Secondary |
MP |
Not Applicable |
Lothair Primary School |
MP |
Not Applicable |
Qhubekani Primary School |
MP |
Not Applicable |
Relane Lower Primary |
NC |
Pixley Ka Seme |
Alpha Primêre Skool |
NW |
Lichtenburg |
Hoërskool Coligny |
NW |
Madibeng |
Hoërskool Wagpos |
NW |
Zeerust |
Lencoe Primary School |
NW |
Greater Delareyville |
Manamolela Primary School |
NW |
Mafikeng |
Phera Primary School |
NW |
Mafikeng |
Sol Plaatjie Secondary School |
WC |
West Coast |
Dirkie Uys Laerskool |
WC |
West Coast |
Elizabethfontein Mor Prim. |
WC |
West Coast |
Steynville Prim. |
WC |
West Coast |
Swartland Laerskool. |
15 September 2015 - NW3405
Boshoff, Ms SH to ask the Minister of Basic Education
(1)In respect of each province and each district, how many schools (a) have Disaster Management Procedures and Emergency Plans in place and (b) conduct regular evacuation trial runs; (2) in respect of each province and each district, how many schools (a) have access control measures in place for (i) learners, (ii) educators and (iii) visitors and (b) conduct random searches on students in conjunction with the SA Police Service?
Reply:
(1) Disaster Management Procedures and Emergency Plans are basic requirements to ensure the safety of learners and teachers and should be drafted and implemented by all schools. (a and b) The Department does not have specific data as requested on how regular evacuation trials are practiced by schools;
(2) As mentioned above, Access Control Measures is also a basic requirement for school safety and should be implemented:
(a) By all schools for (i) learners (ii) educators and (iii) visitors;
(b) Searches and seizures are conducted on reasonable suspicion by the South African Police Services (SAPS), in conjunction with principals and senior management teams. Specific data regarding the number of schools implementing this requirement is not available to the Department and resides with the provinces.
15 September 2015 - NW3041
Lovemore, Ms AT to ask the Minister of Basic Education
(1)Whether she intends to introduce mechanisms to link the measurement of the performance of foundation phase teachers directly to learner performance; if not, (a) why not, (b) who will be held accountable for foundation phase learner outcomes and (c) how will accountability mechanisms operate; if so, what are the relevant details; (2) whether she will utilise the annual national assessment results (a) as a measure of individual learner progress during a grade or a phase and (b) as a tool to measure the efficacy of teachers; if not, in each case, (i) why not and (ii) how will she hold individual teachers accountable for their learners’ outcomes; if so, what are the relevant details in each case?
Reply:
1. The performance of educators includes, inter alia, the performance of learners.
a) The performance measurement of educators has always included, amongst others, learners’ performance as one of the important proxies. This is in view of the fact that there are many factors at play determining learners’ performance. Factors which influence learning include the learner’s background, school conditions and context, and the teaching quality and processes. International research overwhelmingly points to the learner’s socio-economic status as being a major determinant of learning achievement. The measurement of the performance of all educators is a condition of service as agreed to in the Education Labour Relations Council (ELRC). Currently, all educators, including teachers in the Foundation Phase, are appraised in terms of the Integrated Quality Management System (IQMS). Performance Standard 4 of the IQMS instrument measures Learner Assessment/Achievement.
b) Accountability for learner outcomes rests primarily with the Head of the school. In instances where there is under-performance of learners in the Foundation Phase, the Head of Department as well as the responsible teachers are co-accountable. According to the section 16 E of the South African Schools Act, the Principal of the school has to put in place a plan that would address any under-performance of learners at the school. The implementation of this plan will be monitored by the District and Provincial Department of Education, who report on the progress to the Head of Department in the province.
c) Not applicable.
2) (a) The purpose of Annual National Assessment (ANA) is to diagnose learning challenges and monitor the “health” of the education system. ANA is currently administered in only two subjects, language and mathematics, and on all learners at a particular period in a year. For that reason, individual teachers can use ANA results to measure progress of individual learners in their classes but that is not the primary purpose of ANA.
Through the introduction of the Annual National Assessments, known as ANA, the Department have focussed all officials, schools, teachers, and parents on learning and teaching performance in our country. The Department have utilised the diagnostic function of ANA in classrooms so that the Department have a means to assess performance of learners within our classrooms in relation to learners in the district and province. The Department have only just introduced the ANAs in the system in 2011, and like other countries, the Department recognise that the Department need to strengthen formative (school-based) assessment in our schools and how it can be used to improve learning and teaching in our classrooms. However, the Department do know that more can be done through improved school performance, and oversight of the curriculum in schools – especially in those schools which cater for children from poor households.
The Department has started work on refining the systemic assessment function of the ANA so as to accurately compare results across years and better monitor progress in the system. This process of strengthening systemic performance monitoring has taken over a decade in many countries and has required a dedicated effort and capacity from specialists, researchers and academics in the country and abroad. The National Development Plan (NDP) identifies this as a key issue to be resolved – and our Basic Education sector plan, Action Plan 2019: Towards the realisation of Schooling 2025 prioritises the ability to track performance, through an objective tool, as a priority. The Department will, of course, learn from provincial and international assessments such as the Systemic Assessments in the Western Cape and the Department’s participation in regional and international assessments.
The Department are also strengthening the Integrated Quality Management System (IQMS) administration so as to improve the performance management of teachers in schools and more carefully reflect the reality of what is going on at school level.
(b) (i)The efficacy of teachers is not specifically linked to performance of learners in the Annual National Assessment (ANA) results. The efficacy of all educators is measured in terms of the instrument in the Integrated Quality Management System (IQMS) as agreed to in the Education Labour Relations Council (ELRC). Performance Standard 4 of the IQMS instrument measures Learner Assessment/Achievement.
(ii) Accountability for learner outcomes rests primarily with the Principal of the school. In instances where there is under-performance of learners in the ANA results, the Head of Department as well as the responsible teachers are co-accountable. According to the section 16 E of the South African Schools Act, the Principal of the school has to put in place a plan that would address any under-performance of learners based on the ANA diagnostic report of the school. The implementation of this plan will be monitored by the District and Provincial Department of Education, who report on the progress to the Head of Department in the province.
15 September 2015 - NW3247
Lovemore, Ms AT to ask the Minister of Basic Education
(1)How many learners were enrolled in Grade 10 in each province in 2013; (2) how many learners in each province are currently registered to write the 2015 National Senior Certificate examinations; (3) how many learners who were progressed from Grade 11 to Grade 12 are registered to write the 2015 National Senior Certificate examinations in each province?
Reply:
Question 1
PROVINCE |
ENROLMENT GRADE 10 (2013) |
Eastern Cape |
154 920 |
Free State |
60 643 |
Gauteng |
201 341 |
Kwazulu-Natal |
268 467 |
Limpopo |
187 804 |
Mpumalanga |
97 117 |
North West |
70 032 |
Northern Cape |
22 727 |
Western Cape |
83 234 |
National |
1 146 285 |
(Source: 2013 School Realities)
Question 2 and 3
QUESTION 3 |
QUESTION 2 |
|
PROVINCE |
PROGRESSION NO |
TOTAL ENTERED |
Eastern Cape |
13 927 |
93 115 |
Free State |
9 945 |
35 389 |
Gauteng |
18 411 |
112 128 |
Kwazulu-Natal |
10 614 |
171 714 |
Limpopo |
18 202 |
102 633 |
Mpumalanga |
4 082 |
56 104 |
North West |
3 808 |
33 841 |
Northern Cape |
2 055 |
12 732 |
Western Cape |
4 813 |
56 576 |
National |
85 857 |
674 232 |
(Source: IECS – 2015 Preliminary Examination Enrolment Data)
15 September 2015 - NW3250
Boshoff, Ms SH to ask the Minister of Basic Education
(a) How many officials from (i) districts and (ii) schools have been trained by the National Training Team on the Screening, Identification, Assessment and Support policy in each province and (b) what are the names of the specified districts and schools referred to above?
Reply:
a) There are (i) no districts and (ii) schools that have been trained by the National Training Team on Screening, Identification, Assessment and Support policy per province yet. Provincial Education Departments (PEDs) are currently finalising training plans for submission to DBE.
b) The names of districts and schools will be made available as soon as the training has taken place at those levels.
15 September 2015 - NW3251
Tarabella - Marchesi, Ms NI to ask the Minister of Basic Education
(1)What is the amount of the additional recurrent operational funding paid to full service schools based on screened learners with moderate to high support needs in each (a) province and (b) district; (2) (a) which schools have applied for additional staff in terms of the weighting of learners with disabilities and (b) how many staff have been appointed in each (i) province and (ii) district; (3) what amount has been budgeted for the (a) acquisition of assistive technology and learning and teaching support materials in accessible format such as Braille and (b) employment of itinerant learning support teachers in the implementation of inclusive education in each (i) province and (ii) district?
Reply:
1) The Department of Basic Education have requested responses from the nine Provincial Education Departments. However to date, only the following provinces have responded as stated below:
Gauteng Department of Education: In the 2015/16 financial year, no additional funding was transferred to full service schools. Additional support was provided through a provincially centralised provisioning process, including interventions such as the training of teachers and the provision of specialised Learner and Teacher Support Material and assistive devices.
North West Department of Education: The following budgets have been made available the 2015/16 financial year: Bojanala District: R1 151 462; Dr. Ruth Segomotsi Mompati District: R100 000; Dr. Kenneth Kaunda District: R100 000; Ngaka Modiri Molema: R100 000. An additional R8.4m budget has been made available for providing assistive devices to sixteen (16) newly identified full service schools.
Western Cape Department of Education: The additional funding paid to full service schools, over and above their norms and standards allocations, amounts to R48 000 per full service school for 2015, across all districts.
The responses from other Provincial Education Departments will be provided as soon as they are received.
2(a) Once learners are screened and categorised according to the nature of the disability, such information is entered in the post provisioning model and the appropriate weighting is used. There is, therefore, no need to apply for additional staff if all learners were included in the data supplied for the determination of the post establishment.
(b) The Department is not aware of any schools that that have requested additional staff in any (i) province and (ii) district. The Department has requested provinces to provide this information and once it is received, it will be submitted.
3(a) Provincial Education Departments have been requested to provide a response to this question. To date, the following responses were received:
Gauteng Department of Education: A sum of R6 894 300 was budgeted for in 2015/2016 to ensure schools in need of assistive devices are able to buy needed devices in order to increase support provisioning for learners.
Limpopo Department of Education: Provided Apex readers and tablets to schools for the visually impaired on to which textbooks and workbooks are downloaded. This was purchased to the value of R10 million.
Northern Cape Department of Education: The province has budgeted for the acquisition of assistive technology to the amount of R120 000.00 and learning and teaching support materials (LTSM) in accessible format such as Braille to the amount of R2 365 139.00.
North West Department of Education: The province have allocated a budget of R8 429 400 for assistive devices and R19 000 000 for LTSM.
Western Cape Department of Education (WCED): Braille equipment to the value of R4 200 000 has been given to the two schools for the Blind for the use of learners in the school and learners placed out from the school. The WCED has developed South African Sign Language (SASL) LTSM to the value of R500 000. Assistive technology was acquired to the amount of R960 000.00 and has been placed at 8 loan centres in the province, one in each district. These devices can be accessed by mainstream learners via the recommendation of the District Based Support Team (DBST) specialist staff or Inclusive Education outreach teams.
The Department of Basic Education is awaiting responses from other Provincial Education Departments.
Table 43: Number of remedial, learning support and special needs teachers in 2014
(b) The Department has the following information available for 2014. No new information for 2015 is available as yet.
Province |
Number of Schools |
Remedial Teachers |
Special Needs Teachers |
Learning Support Educators |
Learning Support Teachers |
Teacher Assistants/Aides |
(School-based) |
(Itinerant) |
|||||
EC |
35 |
0 |
0 |
0 |
82 |
54 |
FS |
251 |
421 |
268 |
|
|
|
GT |
325 |
0 |
258 |
372 |
0 |
0 |
KZN |
66 |
106 |
1 255 |
344 |
43 |
367 |
LP |
|
|
|
|
|
|
MP |
|
|
|
|
|
|
NC |
2 |
0 |
1 |
1 |
13 |
|
NW |
0 |
0 |
518 |
62 |
0 |
109 |
WC |
1630 |
0 |
0 |
119 |
480 |
131 |
NATIONAL TOTAL: |
2 309 |
527 |
2 300 |
898 |
254 |
661 |
Source: Information received from provinces in September 2014
15 September 2015 - NW3291
Mashabela, Ms N to ask the Minister of Basic Education
(1)(a)(i) What total amount did her department spend on her travel costs between Gauteng and Cape Town in the 2014-15 financial year and (ii) how many trips did she undertake between Gauteng and Cape Town in the specified financial year and (b) what total amount did her department spend on (i) hotel and (ii) residential or other accommodation for her in (aa) Cape Town and (bb) Pretoria in the 2014-15 financial year; (2) (a)(i) what total amount did her department spend on the Deputy Minister’s travel costs between Gauteng and Cape Town in the 2014-15 financial year and (ii) how many trips did the Deputy Minister undertake between Gauteng and Cape Town in the specified financial year and (b) what total amount did her department spend on (i) hotel and (ii) residential or other accommodation for the Deputy Minister in (aa) Cape Town and (bb) Pretoria in the 2014-15 financial year?
Reply:
- (a) (i) the Department spent R236 858.60 on travel costs for the Minister between Gauteng and Cape Town in the 2014-15 financial year;
(ii) the Minister undertook 34 trips between Gauteng and Cape Town in the 2014-15 financial year
(b) (i) (aa) the Department did not spend anything for hotel accommodation for the Minister in Cape Town in the 2014-15 financial year;
(b) (i) (bb) the Department did not spend anything for hotel accommodation in for the Minister in Pretoria in the 2014-15 financial year;
(b) (ii) (aa) the Department did not spend anything for residential/ other accommodation for the Minister in Cape Town in the 2014-15 financial year;
(b) (ii) (bb) the Department did not spend anything for residential/ other accommodation for the Minister in Pretoria in the 2014-15 financial year.
2. (a) (i) the Department spent R201 523.10 n travel costs for the Deputy Minister between Gauteng and Cape Town in the 2014-15 financial year;
(ii) the Deputy Minister undertook 29 trips between Gauteng and Cape Town in the 2014-15 financial year;.
(b) (i) (aa) the Department did not spend anything for hotel accommodation in Cape Town for the Deputy Minister in the 2014-15 financial year.
(b) (i) (bb) the Department did not spend anything for hotel accommodation in Pretoria for the Deputy Minister in the 2014-15 financial year.
(b) (ii) (aa) the Department did not spend anything for residential/ other accommodation in Cape Town for the Deputy Minister in the 2014-15 financial year;
(b) (ii) (bb) the Department did not spend anything for residential/ other accommodation in Pretoria for the Deputy Minister in the 2014-15 financial year.
15 September 2015 - NW3397
Van Der Walt, Ms D to ask the Minister of Basic Education
(1)With reference to her reply to question 2976 on 24 August 2015, what (a) was the budget amount for materials and stationery for the (i) 2012-13, (ii) 2013-14 and (iii) 2014-15 financial years and (b) are the estimated costs ofmaterial and stationery for the (i) 2015-16 and (ii) 2016-17 financial years in respect of each (aa) province and (bb) district; (2) in respect of each province, how many volunteers for the Kha Ri Gude centres (a) received a stipend from her department for the (i) 2012-13, (ii) 2013-14 and (iii) 2014-15 financial years and (b) are expected to receive a stipend in the (i) 2015-16 and (ii) 2016-17 financial years?
Reply:
1. (a)(b) The following table (columns 2, 3 and 4) indicates the amounts spent on materials and stationery for the 2012/13, 2013/14 and 2014/15 financial years. Columns 5 and 6 indicate the estimated costs for the 2015/16 and 216/17 financial years.
The Kha Ri Gude Mass Literacy Campaign is managed nationally by the Department of Basic Education and hence all material and stationery is purchased nationally for the entire campaign. Information is therefore provided per province only as it is not available per district.
2. (a)(b) Columns 2, 3 and 4 in the table below indicate the actual number of volunteers who were employed on short term contracts on the Kha Ri Gude Mass Literacy Campaign and received a stipend in 2012, 2013 and 2014.
Column 6 and 7 in the table indicates the target number of volunteers for 2015 and 2016 to be employed on short term contracts on the Kha Ri Gude Mass Literacy Campaign based on the Census 2011 and the available budget.
|
2012 Actual Volunteers |
2013 Actual Volunteers |
2014 Actual Volunteers |
Target volunteers 2015 |
Target volunteers 2016 |
Eastern Cape |
10140 |
10055 |
6985 |
2608 |
2608 |
Free State |
3436 |
3284 |
2713 |
348 |
348 |
Gauteng |
5705 |
5847 |
7820 |
1687 |
1687 |
KwaZulu Natal |
9294 |
9120 |
9040 |
8957 |
8957 |
Mpumalanga |
3484 |
3477 |
5640 |
6128 |
6128 |
Northern Cape |
521 |
918 |
1346 |
1660 |
1660 |
Limpopo |
6793 |
7126 |
7474 |
7812 |
7812 |
North West |
2229 |
2328 |
3017 |
5573 |
5573 |
Western Cape |
1005 |
1093 |
1512 |
2213 |
2213 |
Total |
42607 |
43248 |
45547 |
36986 |
36986 |
15 September 2015 - NW3037
Boshoff, Ms SH to ask the Minister of Basic Education
(1) Of the 22 schools for visually impaired learners, what is the (a) enrolment at each school, (b) how many braille machines are available at each school, (c) what other support materials are available, (d) how many trained educators are appointed at each school, (e) how many support staff are appointed in (i) administrative posts, (ii) therapist posts and (iii) class assistant posts; (2) with reference to the specified schools in each province, (a) how many have the services of an Orientation and Mobility Practitioner, (b) what is the vacancy rate for support staff at each of the schools, (c) how many have implemented White Paper 6 as expected and (d) how many (i) district and (ii) provincial education department officials are appropriately trained to assist teachers and support staff at the specified schools? NW3577E
Reply:
Find here: Response
15 September 2015 - NW3392
Lovemore, Ms AT to ask the Minister of Basic Education
Whether, with reference to the court order issued by the Grahamstown High Court on 17 December 2014 (details furnished), the open post bulletins ordered by the court to be published have been gazetted: if not, (a) why not and (b) what alternative mechanisms (i) were and (ii) are now being used to ensure the filling of vacant posts, particularly Post Level 1 vacancies; if so, what are the relevant details of the (aa) bulletins and (bb) educators appointed as a result of each bulletin? NW4051E
Reply:
(aa) and (bb) The following table provides details of all open bullet ins issued by the Eastern Cape Department of Education in 2015 for each of the rank categories
Province: Eastern Cape |
||||
Vacancies |
Nr |
Date of Vacancy List |
Date for filling |
Nr Posts filled End of July 2015 |
Principal |
Vol 2/2015(305 posts) Vol 4/2015( 190 posts) |
24 March 2015 |
1 July 2015 |
66 |
DP |
Vol 1/20 15(292 posts) |
3 Feb 2015 |
1 May 2015 |
270 |
HoD |
Vol 1/2015(980 posts) |
3 Feb2015 |
1 May 2015 |
967 |
PL1 |
Critical PL1 vacancies (338 posts advertised) |
28 Aug 2015 |
1 November |
Closing date on |
Source: ECDOE Report, August 2015
15 September 2015 - NW3283
Mashabela, Ms N to ask the Minister of Basic Education
(I) What (a) total amount did her department spend on air travel betv.een Gauteng and Cape Town for employees attending Parliament business in the 2014-15 financial year and (b) is the total number of trips that were undertaken; (2) what is the total amount that her department spent on (a) accommodation and (b) car rental in Cape Town for employees attending Parliament business in the specified financial year? NW3886E
Reply:
(1) (a) The Department spend R891 976.80 on air travel between Gauteng and Cape Town for employees attending Parliament business in the 2014-15 financial year.
(b) the total number of trips that were undertaken between Gauteng and Cape Town for employees attending Parliament business in the 2014-15 financial year was 170.
(2) (a) The total amount the Department spend on accommodation in Cape Town for employees attending Parliament business in the 2014-15 financial year was R180 823.50.
(b) The total amount the Department spend on car rental in Cape Town for employees attending Parliament business in the 2014-15 financial year was R76 940.34.
14 September 2015 - NW3246
Lovemore, Ms AT to ask the Minister of Basic Education
What (a) number and (b) percentage of Funza Lushaka bursars graduate (i) within the prescribed minimum period for their course of study and (ii) at all in respect of each university and each year of initial enrolment in (aa) 2007, (bb) 2008, (cc) 2009, (dd) 2010 and (ee) 2011?
Reply:
Preliminary data from the Implementation Evaluation of the Funza Lushaka bursary programme indicates the number and percentage of sampled Funza Lushaka bursars that graduated within the prescribed period for their course of study at university between 2007 and 2012:
Programme |
Time Taken |
Number |
Percentage |
BEd |
More than Minimum Time |
296 |
19% |
Minimum Time |
1265 |
81% |
|
PGCE |
More than Minimum Time |
109 |
51% |
Minimum Time |
106 |
49% |
Kindly note that the first intake of Funza Lushaka bursary holders was in 2007. It is expected that students will complete a Bachelor of Education degree within four years. Completing the course within the minimum prescribed period can therefore not be disaggregated by year from 2007-2011.
14 September 2015 - NW3182
Groenewald, Dr PJ to ask the Minister of Basic Education
(1)What precautions has her department taken with the writing of the record examinations and final examinations of this year’s matriculants in case load shedding takes place at the schools and/or examination halls during this time; (2) whether she will make a statement on the matter?
Reply:
Load shedding, will in the main, affect the writing of Computer Application Technology (CAT) and Information Technology (IT) practical examinations, where computers are used. In the management of examinations in previous years, power outages have been factored into the planning so as to ensure that no candidate is affected. The Provincial Education Departments (PEDs) have established contact with the regional managers of Eskom, and a request has been made for load shedding to be suspended on the days on which these practical examinations are administered during the Trial Examinations and the Final November examinations. In addition, the Department of Basic Education (DBE) will communicate with the Acting Chief Executive Officer of Eskom, to impress on him the need to suspend load shedding on the two days on which the Final Practical Examinations are written in CAT and IT. However, should load shedding occur, the Department has a protocol in place to cater for power outages which entails the following:
a) Candidates must be quarantined for the duration of the load shedding and the examination may resume when the electricity is restored;
b) Should the electricity not be restored in a period of two hours, the examination session is terminated and the examination must be re-scheduled; and
c) The DBE has set a back-up paper for these two practical examinations, and the examination will be re-scheduled for schools that may experience load shedding.
2. All schools are aware of the protocol relating to load shedding or power outages. This has been communicated via an official circular to all schools. In addition, the Department will convene a media briefing prior to the commencement of the final examination and this will be reiterated at this briefing.
14 September 2015 - NW3138
Bozzoli, Prof B to ask the Minister of Basic Education
(a) What is the rationale for only giving Funza Lushaka bursaries for teacher training to students who have a third language or for giving preference to students who are doing an African language at the Foundation Phase training level, (b) is his department aware that this de facto, although not de jure, excludes most so-called coloured, Indian and white students from the specified bursaries regardless of their financial circumstances, particularly those who attend colleges which do not offer African languages and (c) how many students from so-called coloured, Indian, white and black backgrounds respectively have received Funza Lushaka bursaries at each level of training in (i) 2010, (ii) 2011, (iii) 2012, (iv) 2013 and (v) 2014?
Reply:
a) The Funza Lushaka Bursary programme does not have a specific focus on students who have a third language. However, the bursary programme does give preference to students who will be able to teach in an African Language in the Foundation Phase. The rationale for this is teacher supply and demand statistics of the Department of Basic Education (DBE) and the Department of Higher Education and Training (DHET) that corroborate the shortage of Foundation Phase teachers and emphasise the importance of recruiting Foundation Phase teachers who are trained to teach in an African Indigenous Language. More teachers who teach in African Indigenous Languages are needed to promote mother tongue instruction at the Foundation Phase level (DBE & DHET, 2011), particularly in light of the Initial Introduction of African Languages Policy. A report released by the Centre for Development and Enterprise (March 2015) also highlights the shortage of new teacher graduates in the Foundation Phase, whose mother tongue is an indigenous African Language.
b) No. The Funza Lushaka Bursary programme aims to attract academically deserving, suitable South African students, including Afrikaans and English speaking students, to become competent teachers in identified priority, scarce skills subjects and phases.
c)(i) (ii) (iii) and (iv) The table below reflects the number of bursaries awarded by race:
Year |
African |
Coloured |
Indian |
White |
Not Indicated |
Total |
2010 |
5 806 |
1 267 |
326 |
2 573 |
101 |
10 073 |
2011 |
4 955 |
1 124 |
298 |
2 242 |
6 |
8 625 |
2012 |
6 988 |
1 553 |
345 |
2 722 |
10 |
11 618 |
2013 |
9 170 |
1 723 |
407 |
2 971 |
29 |
14 300 |
2014 |
9 639 |
1 632 |
368 |
2 692 |
18 |
14 349 |
Source: Funza Lushaka Awards Data
14 September 2015 - NW3038
Boshoff, Ms SH to ask the Minister of Basic Education
(a) Which districts in each province have converted schools for children with special educational needs to resource centres, (b) what are the names of the specified schools, (c) what is the enrolment number in each school, (d) how many educators have been appointed in each specified school and (e) how many support staff such as (i) therapists, (ii) school sisters and/or nurses, (iii) administrative staff, (iv) janitors, (v) general assistants and (vi) class aids have been appointed in each specified school?
Reply:
The information about:
(a) The districts that have converted schools for children with special educational needs to resource centres;
(b) Names of the resource centres;
(c) Enrolment in each school; and
(d) The number of:
i) (Therapists;
ii) School sisters/or nurses;
iii) Administrative staff;
iv) Janitors;
v) General assistants; as well as
vi) Class assistants appointed at each school are all provided in the annexure.
ANNEXURE A
Statistics required in questions (a), (b), (c), (d) and (e)
Sources:
- The statistics on enrolment have been made available by Provincial EMIS Directorates from the 2014 Annual Special School Survey
- Statistics on Staffing has been made available by Provincial Human Resource Planning and Inclusive Education Directorates.
Province |
|
Names of Resource Centres |
Learner Enrolment |
Number of Educators Appointed |
(e)(i) Number of Therapists appointed (Specify) |
(e)(ii) Number of Professional Nurses/Number of Staff Nurses |
(e)(iii) Number of Administrative Staff |
(e)(iv) Number of Security Staff (Janitor) |
(e)(v) Number of General Assistants (School) |
(e)(vi) Number of General Assistants (Hostel) |
(e)(vii) Number of Class Aids |
EC |
Port Elizabeth |
Cape Recife |
Information to be provided by EMIS |
Information to be provided by HR Planning |
Information to be provided by HR Planning |
Information to be provided by HR Planning |
Information to be provided by HR Planning |
Information to be provided by HR Planning |
Information to be provided by HR Planning |
Information to be provided by HR Planning |
Information to be provided by HR Planning |
Port Elizabeth |
Merryvale |
||||||||||
Port Elizabeth |
Quest |
||||||||||
Port Elizabeth |
Reubin Birin |
||||||||||
Port Elizabeth |
Khanyisa PE |
||||||||||
Qumbu |
Tsolo |
||||||||||
Mbizana |
Zamokuhle |
||||||||||
Mthatha |
Ikhwezi Lokusa |
||||||||||
Mbizana |
Vukuzenzele |
||||||||||
Mbizana |
Nompulanga |
||||||||||
East London |
Vukuhambe |
||||||||||
FS |
Thabo Mofutsanyana |
Maluti Hoogland |
379 |
34 |
03 |
01 |
04 |
0 |
18 |
10 |
03 |
Motheo |
Martie du Plessis |
527 |
42 |
20 |
01 |
03 |
06 |
11 |
09 |
06 |
|
Thabo Mofutsanyana |
Thiboloha |
364 |
49 |
01 |
01 |
02 |
06 |
30 |
43 |
26 |
|
Motheo |
Tswellang |
297 |
30 |
13 |
03 |
03 |
04 |
10 |
08 |
10 |
|
GT |
Ekurhuleni North |
Con Amore Belvedere |
339 736 |
24 47 |
07 08 |
01 0 |
03 03 |
To be provided by HR Planning |
03 04 |
0 |
05 0 |
Ekurhuleni South |
Ezibeleni Isipho Sethu |
262 626 |
21 44 |
03 05 |
02 0 |
03 03 |
03 04 |
03 |
05 0 |
||
Gauteng East |
Phelang Muriel Brand |
387 495 |
28 37 |
03 09 |
01 01 |
02 03 |
02 03 |
03 |
04 06 |
||
Gauteng North |
Sizanani |
264 |
22 |
0 |
01 |
02 |
02 |
03 |
02 |
||
Gauteng West |
Itumeleng Wesrand |
257 320 |
21 24 |
06 08 |
0 01 |
02 03 |
02 03 |
03 |
0 05 |
||
Jhb Central |
Phillip Kushlick Don Mattera |
451 185 |
37 18 |
13 03 |
01 01 |
03 02 |
04 03 |
04 0 |
|||
Jhb East |
Nokuthula Gresswold |
341 841 |
24 51 |
06 07 |
01 0 |
03 04 |
03 04 |
03 |
06 0 |
||
Jhb North |
Delta Park Randburg |
567 176 |
46 18 |
13 02 |
01 01 |
03 02 |
03 02 |
02 |
0 03 |
||
Jhb South |
Jiswa MC Karbhai |
522 422 |
40 37 |
06 04 |
01 01 |
03 03 |
03 03 |
03 |
07 07 |
||
Jhb West |
Roodepark Sizwile |
765 355 |
48 33 |
04 04 |
0 01 |
03 03 |
03 02 |
03 |
0 07 |
||
Sedibeng East |
Krugerlaan |
629 |
45 |
02 |
0 |
03 |
03 |
02 |
0 |
||
Sedibeng West |
Thabo Vuyo |
420 |
39 |
06 |
01 |
02 |
03 |
04 |
|||
Tshwane North |
Dominican Prospectus Novus |
681 404 |
49 40 |
07 07 |
02 01 |
04 03 |
03 03 |
04 |
12 0 |
||
Tshwane South |
Unica Via Nova |
149 551 |
21 44 |
06 12 |
01 02 |
03 03 |
02 03 |
03 |
08 06 |
||
Tshwane West |
Reinotswe Pretoria School for CP |
237 481 |
21 43 |
02 11 |
01 02 |
02 04 |
03 04 |
01 12 |
|||
KZN |
Umkhanyakude |
Khulani |
288 |
14 |
00 |
00 |
03 |
02 |
02 |
04 |
02 |
Uthungulu |
Thuthukani |
356 |
21 |
04 |
02 |
04 |
01 |
07 |
00 |
08 |
|
Zululand |
Zamimpilo Inkanyiso |
105 399 |
06 37 |
02 03 |
00 01 |
01 01 |
02 02 |
02 05 |
00 04 |
02 02 |
|
Amajuba |
Vumanisabelo YWCA |
491 461 |
38 28 |
00 00 |
00 00 |
01 01 |
02 02 |
05 04 |
05 00 |
04 08 |
|
Uthukela |
Inkanyezi |
428 |
31 |
02 |
00 |
01 |
02 |
04 |
00 |
09 |
|
Umzinyathi |
Pro Nobis |
260 |
23 |
03 |
00 |
01 |
02 |
02 |
00 |
17 |
|
Ilembe |
Stanger |
223 |
25 |
02 |
00 |
01 |
02 |
04 |
04 |
05 |
|
Umgungundlovu |
Open Gate |
271 |
20 |
02 |
01 |
02 |
02 |
24 |
00 |
09 |
|
Sisonke |
Daniel Mzamo Vulekani |
301 251 |
13 |
00 |
00 |
00 |
02 |
06 |
04 |
09 |
|
Ugu |
Schola Amoris |
259 |
24 |
00 |
00 |
01 |
02 |
03 |
00 |
08 |
|
Pinetown |
Khalipha Tongaat The Browns |
269 157 366 |
13 07 34 |
01 00 14 |
00 00 01 |
01 01 03 |
02 01 02 |
05 04 05 |
05 02 07 |
00 10 02 |
|
Umlazi |
St Raphaels Open Air |
235 307 |
23 16 |
08 02 |
01 01 |
01 02 |
02 02 |
02 14 |
00 04 |
05 08 |
|
LP |
No information available |
||||||||||
MPU |
Bohlabela |
Estralita Special School |
222 |
22 |
1 (Occupational therapist) 1 Professional nurse |
1 |
1 |
PRIVATELY PAID (2/SHIFT) |
1 |
16 House-hold Super-visors and General Assistants |
18 |
Gert Sibande |
Jim van Tonder school |
547 |
39 |
1 Occupational Therapist |
0 |
5 |
0 |
5 |
24 |
0 |
|
Ehlanzeni |
Kamagugu Inclusive |
336 |
28 |
3 (2 x Occupational Therapist & 1 x Social Worker) |
0 |
3 |
0 |
4 |
0 |
6 |
|
Nkangala |
Pelonolo |
85 |
9 |
1 Professional nurse |
1 |
2 |
4 |
1 |
2 |
6 |
|
NC |
Frances Baard |
Boitumelo |
0 |
01 |
1 |
0 |
|||||
Elizabeth Conradie |
381 |
43 |
0 |
2-Prof Nurses 2-Auxilliary Nurses |
3 |
0 |
20 |
6 |
0 |
||
Kimberley Training Centre |
105 |
10 |
0 |
0 |
0 |
0 |
6 |
0 |
0 |
||
Re Tlameleng |
169 |
22 |
0 |
1-Auxilliary Nurse |
1 |
0 |
20 |
0 |
1 |
||
NW |
Bojanala |
Kutlwanong |
323 |
42 |
0 |
0 |
3 |
0 |
0 |
0 |
13 |
Meerhof |
262 |
35 |
3- OT 1-Physio 1-Speech |
1 |
3 |
0 |
1 |
17 |
15 |
||
Kenneth Kaunda |
Ikalafeng |
294 |
25 |
2-OT |
1 |
2 |
1 |
4 |
5 |
11 |
|
Janie Schneider |
134 |
13 |
1-OT 1-Seech |
1 |
1 |
0 |
1 |
4 |
12 |
||
Dr Ruth Segomotsi Mompati |
MM Sebitloane |
237 |
17 |
0 |
0 |
1 |
0 |
0 |
0 |
5 |
|
Temoso |
127 |
12 |
0 |
0 |
1 |
0 |
0 |
0 |
5 |
||
Ngaka Modiri Molema |
Tlamelang |
182 |
23 |
1-Physio |
1 |
3 |
7 |
3 |
45 |
10 |
|
Retlametswe |
155 |
12 |
1-Physio |
0 |
1 |
0 |
5 |
0 |
7 |
||
WC |
South |
Agapeskool |
208 |
18 |
4 |
1 |
2 |
1 |
1 |
0 |
7 |
Overberg |
Agulhas School Of Skills |
175 |
17 |
1 |
1 |
1 |
1 |
2 |
13 |
0 |
|
Central |
Astra Skool |
249 |
23 |
5 |
2 |
2 |
1 |
2 |
18 |
0 |
|
North |
Athlone Skool Vir Blindes |
313 |
43 |
4 |
1 |
3 |
1 |
2 |
19 |
11 |
|
South |
Blouvlei Skool |
163 |
14 |
1 |
1 |
1 |
1 |
1 |
0 |
5 |
|
North |
Carel Du Toit Sentrum. |
156 |
16 |
1 |
0 |
1 |
1 |
2 |
0 |
2 |
|
Eden & Central Karoo |
Carpe Diem Skool |
266 |
25 |
4 |
1 |
1 |
1 |
2 |
12 |
3 |
|
North |
Chere Botha Skool |
228 |
19 |
1 |
1 |
1 |
1 |
0 |
0 |
12 |
|
Cape Winelands |
De La Bat-Skool |
172 |
25 |
1 |
1 |
2 |
1 |
2 |
20 |
2 |
|
Eden & Central Karoo |
Eljada-Kairos Skool |
231 |
26 |
5 |
1 |
2 |
1 |
2 |
31 |
9 |
|
North |
Filia Skool |
171 |
15 |
3 |
1 |
1 |
1 |
1 |
0 |
9 |
|
East |
Jan Kriel-Skool |
496 |
46 |
13 |
1 |
3 |
4 |
6 |
38 |
17 |
|
West Coast |
Karitas Skool |
150 |
12 |
1 |
0 |
1 |
1 |
1 |
0 |
6 |
|
Cape Winelands |
Langerugskool |
123 |
11 |
2 |
0 |
1 |
1 |
1 |
6 |
6 |
|
Central |
Mary Harding Skool |
261 |
23 |
2 |
1 |
2 |
1 |
3 |
13 |
11 |
|
East |
Mitchell's Plain School Of Skills |
431 |
35 |
0 |
0 |
2 |
1 |
2 |
0 |
0 |
|
East |
Noluthando Sch. For The Deaf |
306 |
34 |
2 |
1 |
2 |
1 |
3 |
3 |
||
West Coast |
Paarl-Skool C |
334 |
31 |
7 |
1 |
2 |
1 |
5 |
13 |
4 |
|
East |
Riebeeck Valley Special School |
237 |
21 |
0 |
0 |
1 |
1 |
1 |
20 |
3 |
|
North |
Rusthof Skool |
152 |
13 |
1 |
0 |
1 |
1 |
1 |
8 |
6 |
|
Central |
Tafelbergskool |
349 |
31 |
9 |
0 |
2 |
2 |
3 |
0 |
0 |
|
Central |
Tembaletu |
179 |
21 |
6 |
1 |
2 |
1 |
2 |
0 |
5 |
|
Central |
Vera-School |
137 |
19 |
3 |
0 |
2 |
1 |
2 |
16 |
10 |
|
West Coast |
Vista Nova-School |
418 |
40 |
11 |
1 |
3 |
1 |
5 |
0 |
8 |
|
Weskus Spesiale Skool |
324 |
26 |
0 |
0 |
2 |
1 |
2 |
19 |
0 |
14 September 2015 - NW3032
James, Ms LV to ask the Minister of Basic Education
With reference to the presentation by her department to the Portfolio Committee on Basic Education on 28 July 2015, focusing on Kha Ri Gude which used the 2001 Census statistics, has her department compared its outcomes with the latest census statistics released in 2011; if not, why not; if so, what are the relevant details?
Reply:
The Department did use the census statistics released in 2011 in planning for the future years.
As indicated in the table below, the National Census of October 2011 indicates that South Africa is now at a 8.62% illiteracy rate compared to the 17.9% illiteracy rate of 2001. This will ensure the fulfillment of the Dakar Agreement which arose from the World Education Forum in Dakar, Senegal, in April 2000 to reduce illiteracy by 50%.
2001 |
2011 |
|||
Number |
% |
Number |
% |
|
No education |
4 567 498 |
17.90 |
2 665 874 |
8.62 |
Some primary |
4 083 742 |
16.00 |
3 790 134 |
12.26 |
Completed Primary |
1 623 467 |
6.40 |
1 413 895 |
4.57 |
Some secondary |
7 846 125 |
30.80 |
10 481 577 |
33.9 |
Matric |
5 200 602 |
20.40 |
8 919 608 |
28.85 |
Higher |
2 151 226 |
8.40 |
3 644 617 |
11.79 |
Source: Stats SA, Census 2011 results (Highest level of education for individuals aged 20 years and above)
When taking into account the outcomes of the National Census of October 2011 in respect of the provincial illiteracy rate, the Kha Ri Gude Mass Literacy Campaign adjusted the provincial targets for the Medium Term Expenditure Framework (MTEF).
This meant that the resources and activities of the Campaign will decrease in some provinces and increase in other provinces to address the provincial illiteracy rate.
The table below indicates the remaining target according to the Census 2011:
Province |
2011 Census (aged 15 years and above) |
2012 Campaign (Enrolled) |
2013 Campaign (Enrolled) |
2014 Campaign (Enrolled) |
Remaining target according to Census 2011 |
1-Eastern Cape |
384 104 |
129 999 |
114 647 |
61 419 |
78 039 |
2-Free State |
117 105 |
49 834 |
45 601 |
24 519 |
-2 849 |
3-Gauteng |
307 102 |
86 402 |
87 497 |
79 239 |
53 964 |
4-KwaZulu-Natal |
633 050 |
129 357 |
119 886 |
92 627 |
291 180 |
5-Mpumalanga |
504 396 |
50 894 |
47 761 |
48 162 |
357 579 |
6-Northern Cape |
329 949 |
8 785 |
14 098 |
11 526 |
295 540 |
7-Limpopo |
252 966 |
97 164 |
90 283 |
67 542 |
-2 023 |
8-North West |
78 100 |
32 685 |
32 157 |
27 932 |
-14 674 |
9-Western Cape |
104 648 |
15 044 |
14 434 |
16 539 |
58 631 |
Total |
2 711 420 |
600 164 |
566 364 |
429 505 |
1 115 387 |
The following table shows the number of learners reached to date (2008 – 2014) and the targets for 2015 and 2016 in order to achieve the 50% target based on the 2001 census data.
Province |
2008-2014 (Enrolled) |
Target learners in 2015 |
Target learners in 2016 |
Number of illiterates learners reached |
1-Eastern Cape |
835 722 |
40 199 |
40 198 |
916 119 |
2-Free State |
294 873 |
5 428 |
5 427 |
305 728 |
3-Gauteng |
538 703 |
26 782 |
26 781 |
592 266 |
4-KwaZulu-Natal |
826 179 |
139 868 |
139 868 |
1 105 915 |
5-Mpumalanga |
341 596 |
92 010 |
92 010 |
525 616 |
6-Northern Cape |
95 592 |
21 894 |
21 893 |
139 379 |
7-Limpopo |
605 562 |
125 261 |
125 260 |
856 083 |
8-North West |
225 033 |
80 621 |
80 620 |
386 274 |
9-Western Cape |
99 368 |
29 659 |
29 658 |
158 685 |
Total |
3 862 628 |
561 722 |
561 715 |
4 986 065 |
14 September 2015 - NW3031
Matsepe, Mr CD to ask the Minister of Basic Education
Whether her department’s data on the Learner Unit Record Information and Tracking System includes information of learners at (a) Setotolwane Secondary School for the Deaf and Blind in Mashashane, Limpopo, and (b) Lebaka Primary School in Mohlabaneng, Limpopo; if so, what are the relevant details of all learners in respect of each specified school?
Reply:
(a) Setotolwane Secondary School for the Deaf and Blind in Mashashane, Limpopo, and (b) Lebaka Primary School in Mohlabaneng, Limpopo; if so, what are the relevant details of all learners in respect of each specified school?
Table 1: Number of learners in Setotolwane Secondary School, by disability and gender, in 2015
Province |
Emis Number |
Institution Name |
Street Address |
Gender |
Disability |
||
BLIND |
DEAF |
Total |
|||||
Limpopo |
922223479 |
SETOTOLWANE SECONDARY |
SETOTOLWANE; NEWLANDS; MASHAHANE DISTRICT |
Female |
35 |
66 |
101 |
Male |
43 |
105 |
148 |
||||
Total |
78 |
171 |
249 |
Source: LURITS 2015: 1st quarter upload
Table 2: Number of learners in Lebaka primary Schools, by gender, in 2015
Province |
Emis Number |
Institution Name |
Institution Type |
Gender |
Number Learner |
Disability |
Limpopo |
918520511 |
LEBAKA PRIMARY |
Ordinary School |
Female |
470 |
None |
Male |
458 |
None |
||||
Total |
928 |
None |
Source: LURITS 2015: 1st quarter upload
14 September 2015 - NW3030
Matsepe, Mr CD to ask the Minister of Basic Education
(1)With reference to the Getting the Nation to Read Campaign (a) who are the members on the steering committee of the 1 000 libraries project and (b) what expertise does each specified member possess which is relevant to libraries and reading; (2) what (a) are the contents of each trolley to be delivered and (b) is the cost of each trolley; (3) who was awarded the contract for the delivery of trolleys to schools?
Reply:
(1) With reference to the Getting the Nation to Read Campaign (a) who are the members on the steering committee of the 1 000 libraries project and (b) what expertise does each specified member possess which is relevant to libraries and reading;
- (a) The team is led by the Deputy Director General (DDG) for Teacher and Professional Development.
(b) In addition to the Senior Managers who support the DDG: Teacher and Professional Development, an official with extensive knowledge and experience of school libraries was appointed on contract for the project.
(2) What (a) are the contents of each trolley to be delivered and (b) is the cost of each trolley;
(a) Each trolley library contains 250 library books in English, 250 library books in IsiZulu, teacher resources on CD and DVD, a television and a DVD player.
(b) Each trolley, with its resources, costs R17 000.
(3) Who was awarded the contract for the delivery of trolleys to schools?
EBMS Trading cc. was awarded the contract to deliver the trolley libraries.
14 September 2015 - NW3029
Matsepe, Mr CD to ask the Minister of Basic Education
(1)What (a) is the purpose of norms and standards funds paid to schools and (b) criteria were used to determine the amount paid to every school; (2) (a) when are norms and standard funds transferred to schools, (b) who has the authority to decrease the norms and standards funds payable to schools and (c) what criteria are to be used when norms and standards are changed?
Reply:
(1) (a) According to paragraph 95 of the National Norms and Standards for School Funding, 2006 (NNSSF), the school allocations are intended to cover non-personnel recurrent items and small capital items required by the school as well as normal repairs and maintenance to all the physical infrastructure of the school. Schools can, therefore, use their allocations to pay for Learner and Teacher Support Material (e.g. textbooks and stationery), day-to-day maintenance of the school grounds and buildings, as well as for services provided to the school (e.g. municipal services and maintenance of equipment).
(b) The amount of funding allocated to a school is determined by its quintile classification, the provincial allocation amount per learner for the relevant quintile and the number of learners enrolled in the school.
(2) (a) Paragraph 121A of the NNSSF determines that Provincial Education Departments (PEDs) must make transfer payments to public ordinary schools on or before 15 May, and on or before 15 November each year.
(b) Each PED determines the amount it is able to make available for the school allocation, as part of their overall education budgetary process. Paragraph 114 of the NNSSF determines that each PED must, as part of its ongoing MTEF budgeting process, calculate the school allocation budget implied by the national targets, and compare this amount to the actual school allocation budget amount available in the MTEF budgets. Approval of the education budget, including the level of the provincial school allocation and whether it is increased or decreased, is done by the Member of the Executive Council for Education in the province.
(c) The national target amounts for the school allocation are annually adjusted in line with the Consumer Price Index. When Provincial Education Departments adjust their norms and standards allocation to schools they are guided by these nationally determined target amounts, as well as the budgets they can afford to make available. An individual school’s indicative allocation may also be adjusted if there is a significant change in the number of learners enrolled at the school when the final allocation amount is determined.
14 September 2015 - NW3028
Van Der Walt, Ms D to ask the Minister of Basic Education
With reference to Raeleng Middle Secondary School in Bela-Bela, Limpopo, (a) why was norms and standards funding cut by almost 50%, (b) was the school notified (i) in time and (ii) in writing of the reasons why the specified funding was decreased and (c) what measures are put in place to ensure that this school will in future receive their full norms and standards funding?
Reply:
The Limpopo Department of Education provided the response as follows:
(a) The norms and standards funding was reduced due to funding constraints. The budget was insufficient to cover the national norm.
(b) Schools were notified around 25 May 2015.
(c) The Limpopo Department of Education is working on the funding of schools as a priority; the intention is to work towards funding schools according to the National Target amounts.
14 September 2015 - NW3026
Van Der Walt, Ms D to ask the Minister of Basic Education
Can the norms and standards funds be used to pay the salaries of (a) educators and (b) other staff members; if so, what amount from the funds was used to pay the specified salaries in each province?
Reply:
(a) (b)
Paragraph 99 of the National Norms and Standards for School Funding, 2006 (NNSSF) determines that the school allocation may not be used to cover the cost of personnel and new buildings. The norms and standards funds should, therefore, not be used by schools to pay for salaries of educators or other staff members. According to paragraph 95 of the NNSSF, the school allocations are intended to cover non-personnel recurrent items and small capital items required by the school, as well as normal repairs and maintenance to the physical infrastructure of the school. Schools should therefore use their allocations to pay for items such as Learner and Teacher Support Material (e.g. textbooks and stationery), day-to-day maintenance of the school grounds and buildings, and services provided to the school (e.g. municipal services and maintenance of equipment).
14 September 2015 - NW2975
Lovemore, Ms AT to ask the Minister of Basic Education
(1)(a) In respect of each (i) province and (ii) district, (aa) how many and (bb) what percentage of Grade 10 learners in public ordinary schools are targeted to study mathematics in the (aaa) 2015, (bbb) 2016, (ccc) 2020 and (ddd) 2030 academic years and (b) what are the relevant details of her plans to achieve her targets of mathematics uptake for the Further Education and Training (FET) phase; (2) in respect of each province, (a) how many FET phase mathematics teachers will be required in public ordinary schools for the specified academic years, (b) how many FET phase teachers are currently employed in public ordinary schools teaching FET phase mathematics and (c) what are the relevant details of her plans to achieve her targets for FET phase mathematics teachers?
Reply:
(1)(a)(i)(ii)(aa)(bb)(aaa)(bbb)(ccc)(ddd) 50% of learners in Grade 10 in 2015 are expected to offer Mathematics while 60% of learners in 2016 is expected to offer Mathematics in Grade 10 in 2016. For these two cohorts, their targets were calculated based on the actual number of learners in Grades 9 and Grade 8 for 2015 and 2016 respectively. The same formula was used on actual figures for Grade 4 learners released in 2014, to set the target for 2020. 4% of learners was added to the 2020 target to establish the target for 2030. The data released by the Education Management Information Systems (EMIS) for 2014 learners’ enrolments was used to formulate the targets.
Province |
Actual No learners in Grade 9 in 2014 |
Actual No learners in Grade 8 in 2014 |
Actual No learners in Grade 4 in 2014 |
Target for Grade 10 learners for 2015 |
Target for Grade 10 learners for 2016 |
Target for Grade 10 learners for 2020 |
Target for Grade 10 learners for 2030 |
EC |
137744 |
133581 |
157243 |
68872 |
80149 |
86484 |
89943 |
FS |
65456 |
47326 |
57458 |
32728 |
28396 |
31602 |
32866 |
GP |
153074 |
142693 |
164011 |
76537 |
85616 |
90206 |
93814 |
KZN |
222267 |
218781 |
221758 |
111134 |
131269 |
121967 |
126846 |
LP |
178040 |
113336 |
125977 |
89020 |
68002 |
69287 |
72059 |
MP |
82106 |
84508 |
83712 |
41053 |
50705 |
46042 |
47884 |
NC |
22623 |
23026 |
25360 |
11312 |
13816 |
13948 |
14506 |
NW |
67746 |
59030 |
69413 |
33873 |
35418 |
38177 |
39704 |
WC |
82993 |
75517 |
90587 |
41497 |
45310 |
49823 |
51816 |
|
1012049 |
897798 |
995519 |
506026 |
538681 |
547536 |
569438 |
(1)(b) The Department of Basic Education has a three year plan to train teachers who are offering Mathematics in Grade 10 in 2015, Grade 11 in 2016 and Grade 12 in 2017. The training is focusing on capacitating teachers on the Mathematics content as a whole. The aim is to cover all topics which are taught at a particular Grade.
This process is building teachers’ confidence in delivering quality content to the learners. Teachers are more encouraged to solve more problems on their own. New skills and techniques to solve mathematical problems are dealt with.
Follow up in-house support is also given by subject advisors and trainers themselves, to see if the skills sets acquired during the training are being utilised.
(2)(a)(b) As was indicated previously, the Department is currently engaged in a project to profile the qualifications of all teachers including what they are qualified to teach, and what they are actually teaching. The information is critical, not only for the determination and management of current teacher utilisation, but also for future planning for demand and supply. Once the information on the current provisioning levels has been finalised and verified, more accurate future projections that will take into account, among other factors, the current provisioning, will be made. Furthermore, this will enable the Department to determine targets for provisioning.
(2)(c)It should be noted that simplified projections on the needs can be calculated based on the number of learners and an ideal class size (currently and projected). However, such projections will be less accurate, given the other factors such as teaching across phases and grades and actual class size that affect the actual provisioning of teachers.
14 September 2015 - NW3403
Van Der Walt, Ms D to ask the Minister of Basic Education
(1) With reference to her reply to question 2976 on 24 August 2015, in respect of each province, (a) what amount did volunteers for the Kha Ri Gude centres receive on average in stipends in the (i) 2012-13, (ii) 2013-14 and (iii) 2014-15 financial years and {b) was the maximum amount received in stipends by an individual volunteer in the {i) 2012-13, {ii) 2013-14 and (iii) 2014-15 financial years; (2) In respect of each province, (a) how many individuals on average did each volunteer for the specified centers train for the (i) 2012-13, (ii) 2013-14 and (iii) 2014-15 financial years and (b) what was the lowest number of individuals trained by an individual volunteer in the {i) 2012-13, (ii) 2013-14 and (iii) 2014-15 financial years? NW4063E
Reply:
Find here: Response
14 September 2015 - NW3248
Boshoff, Ms SH to ask the Minister of Basic Education
(1) When (a) did her department commence with the review of the South African Schools Act, Act 84 of 1996, and the admissions policy and (b) will the specified review be finalised : (2) will the specified review be (a) in line with the promulgated Policy on Screening. Identification, Assessment and Support and (b) tabled in the National Assembly for approval?
Reply:
(1) (a) and (b)The Minister appointed a task team to review all education legislation including the South African Schools Act, 84 of 1996. The task team commenced on 24 February 2013 and concluded its work on 30 October 2014. On the basis of the work of the task team, the Department then drafted a Basic Education Laws Amendment Bill, together with the Memorandum on the Objects of the Bill .The Bill must still go through the internal consultation processes before it can be published for public comment.
The review of the admission policy commenced in June last year and was concluded in May of this year. The amendments must be subjected to a Socio Economic Impact Assessment System (SEIAS). This is a new requirement that was introduced by the Presidency this year for all new legislation and policies as well as amendments to legislation and policies.
(2) (a) The review took into account all related policy developments.
(b) We foresee that the Basic Education Laws Amendment Bill will be submitted to Parliament towards the middle of next year.
14 September 2015 - NW3404
Van Der Walt, Ms D to ask the Minister of Basic Education
With reference to her reply to question 2976 on 24 August 2015, in respect of each province and district, what is the total number of (a) blind and (b) deaf learners that attended classes at the Kha Ri Gude centres who (i) are now literate, (ii) have passed their relevant exams and (iii) are now being used as volunteers to teach at the specified centres?
Reply:
(a) and (b) The table below indicates the number of Blind and Deaf learners who registered and completed the Kha Ri Gude Mass Literacy Campaign from 2008 to 2014.
i) Blind learners received literacy and numeracy classes to enable them to read and write using Braille. Deaf Learners received literacy and numeracy classes to enable them to read and write using Sign Language.
ii) Blind and Deaf Learners complete a Learner Assessment Portfolio (LAP) which is moderated and verified by the South African Qualifications Authority (SAQA) and then entered on the National Learner Records Database (NLRD).
LEARNERS |
BLIND |
|
DEAF |
|
GRAND TOTAL |
||||||||||||
PROVINCES |
2008 |
2009 |
2010 |
2011 |
2012 |
2013 |
2014 |
TOTAL |
2008 |
2009 |
2010 |
2011 |
2012 |
2013 |
2014 |
TOTAL |
|
EASTERN CAPE |
2269 |
26 |
142 |
188 |
280 |
366 |
394 |
3665 |
1087 |
51 |
101 |
118 |
173 |
127 |
96 |
1751 |
5418 |
FREE STATE |
887 |
|
34 |
59 |
134 |
214 |
230 |
1558 |
264 |
215 |
331 |
469 |
652 |
455 |
205 |
2591 |
4149 |
GAUTENG |
1465 |
22 |
56 |
53 |
86 |
103 |
115 |
1900 |
324 |
74 |
29 |
11 |
44 |
123 |
70 |
675 |
2575 |
KWAZULU NATAL |
2471 |
60 |
118 |
176 |
235 |
448 |
482 |
3990 |
540 |
56 |
26 |
19 |
162 |
192 |
146 |
1141 |
5134 |
MPUMALANGA |
919 |
36 |
46 |
51 |
72 |
135 |
183 |
1442 |
239 |
136 |
117 |
124 |
78 |
147 |
98 |
939 |
2381 |
NORTHERN CAPE |
76 |
3 |
5 |
13 |
|
19 |
3 |
119 |
35 |
48 |
5 |
|
104 |
|
|
192 |
311 |
LIMPOPO |
691 |
35 |
144 |
177 |
209 |
372 |
400 |
2028 |
258 |
42 |
23 |
|
106 |
263 |
290 |
982 |
3010 |
NORTH WEST |
705 |
44 |
43 |
88 |
143 |
281 |
231 |
1535 |
264 |
42 |
58 |
67 |
98 |
53 |
32 |
614 |
2149 |
WESTERN CAPE |
52 |
|
|
|
|
|
0 |
25 |
22 |
139 |
65 |
73 |
144 |
130 |
147 |
720 |
772 |
GRAND TOTAL |
9535 |
226 |
588 |
805 |
1159 |
1938 |
2038 |
16289 |
3033 |
803 |
755 |
881 |
1561 |
1490 |
1084 |
9607 |
25896 |
(iii) The table below indicates the number of learners (2008 -2013) who registered and completed the 8 months of Kha Ri Gude lessons in Braille or Sign Language and were then registered as volunteers to teach new learners.
This is only possible for the disability sector as many of the learners were once sighted and able to hear but lost their hearing and sight due to various reasons. These individuals are often educated with matric and sometimes post graduate degrees. They then become illiterate and require lessons in Braille and Sign Language which they are then able to teach to other learners.
Blind and Deaf Learners who became VE's in the subsequent years |
|
|
TOTAL |
Eastern Cape |
|
Blind |
59 |
Deaf |
24 |
KZN |
|
Blind |
60 |
Deaf |
12 |
Western Cape |
|
Blind |
0 |
Deaf |
12 |
Northern Cape |
|
Blind |
0 |
Deaf |
0 |
Gauteng |
|
Blind |
14 |
Deaf |
5 |
North West |
|
Blind |
31 |
Deaf |
9 |
Mpumalanga |
|
Blind |
7 |
Deaf |
19 |
Limpopo |
|
Blind |
27 |
Deaf |
12 |
Free State |
|
Blind |
8 |
Deaf |
68 |
14 September 2015 - NW3249
Boshoff, Ms SH to ask the Minister of Basic Education
(1)When did her department implement the National Norms and Standards for the Distribution of Resources within an Inclusive Education System; (2) how will the specified system address the needs of learners with special education needs and disabilities; (3) which stakeholders were consulted in the development of the specified system; (4) when will the policy document pertaining to the specified system be tabled in the National Assembly for approval?
Reply:
- The Draft National Norms and Standards for the Distribution of Resources within an Inclusive Education System is still at the internal consultation stage within the Department of Basic Education, and has not yet been approved for publication for public comment.
- The draft proposals are aimed at increasing access to education and support on an equitable basis for all learners with special education needs and disabilities;
- At this stage, the draft proposal has been consulted with Provincial Co-ordinators of Inclusive Education representatives of teacher unions and School Governing Body Associations.
- Once the policy has been completed, it will be promulgated in terms of the National Education Policy Act (NEPA Act). The final policy that has been determined by the Minister must, in terms of section 7 of the NEPA, Act be tabled in Parliament within 21 days after notice of such determination has appeared in the gazette.
08 September 2015 - NW3043
Lovemore, Ms AT to ask the Minister of Basic Education
(1)With reference to public ordinary schools, how many Grade R teachers are (a) required and (b) employed by (i) provincial education departments and (ii) school governing bodies in each (aa) province and (bb) district; (2) how many of the specified teachers are qualified at (a) NQF level 4 and (b) NQF level 6 in each (i) province and (ii) district?
Reply:
- With reference to public ordinary schools, how many Grade R teachers are (a) required and (b) employed by (i) provincial education departments and (ii) school governing bodies in each (aa) province and (bb) district;
- (a) Grade R is currently not fully funded as part of the mainstream basic education system. Therefore, provisioning for Grade R in public schools is based on assessment of available resources including classroom space and other required resources, and thus mainly supply rather than demand-driven. Therefore, it would be difficult to determine the demand, that is, learners enrolled against teachers required.
(b) Currently, Grade R teachers are either fully employed by the state and thus in state paid posts, or employed by the School Governing Body (SGB) with their salaries subsidised by the state in the form of a stipend. Only the Limpopo and North West provinces have appointed Grade R teachers in fully-funded state posts. The following table shows information supplied by provinces on appointment by province. Information by district could not be obtained.
Province |
(b) (i) (aa) Employed by the province |
(b) (ii) (aa) Employed by the SGB |
EC |
|
4 765 |
FS |
|
1 270 |
GP |
|
2 710 |
KZN |
|
6 486 |
LP |
1 080 |
|
MP |
|
2 065 |
NC |
|
736 |
NW |
1 323 |
|
WC |
|
1 767 |
Total |
2 403 |
19 799 |
Source: Information supplied by provincial education departments
(2) How many of the specified teachers are qualified at (a) NQF level 4 and (b) NQF level 6 in each (i) province and (ii) district?
The following table indicates the number of teachers qualified at (a) NQF Level 6 in each province. The information for districts is not available.
Province |
|
|
EC |
3 907 |
429 |
FS |
279 |
673 |
GP |
108 |
1 165 |
KZN |
4 800 |
1 103 |
LP |
0 |
1 080 |
MP |
785 |
372 |
NC |
309 |
110 |
NW |
0 |
1 323 |
WC |
530 |
530 |
Total |
11 545 |
5 429 |
Source: Information supplied by provincial education departments
08 September 2015 - NW2974
Lovemore, Ms AT to ask the Minister of Basic Education
(I) In respect of each province, what number of (a)(i) male and (ii) female learners wrote (aa) mathematics, (bb) physical science and (cc) life science in the National Senior Certificate final examination and (b) each sex passed each specified subject with (i) more than 30%, (ii) more than 40% and (iii) more than 50% from the end of 2010 up to the latest specified date for which information is available; (2) in respect of each province, what percentage of (a) male and (b) female learners (i) repeated Grade 10 and (i i)dropped out of school after Grade 9 from 20 I 0 up to the latest specified date for which information is available? NW3479E
Reply:
(I) The response to no. I (a) (i) (i i) (aa) (bb) (cc) (b) (i) (i i) (iii) is attached on the excel spreadsheet as an annexure.
(2) In respect of each province, what percentage of (a) male and (b) female learners (i) repeated Grade 10
Attached find here: Table 1: Percentage of learners repeating Grade 10 in ordinary schools, by province, 2010-2014
08 September 2015 - NW3035
Terblanche, Ms JF to ask the Minister of Basic Education
What action is her department taking to ensure entrepreneurial (a) skills development and (b) opportunities for learners who leave school and don’t further their education at tertiary institutions?
Reply:
(a) Entrepreneurship is included in the National Curriculum Statement. The subject Economic and Management Sciences (EMS) is compulsory and is taught in the Senior Phase (Grade 7 – 9). EMS provides foundational skills and knowledge on entrepreneurship. The main topics taught in EMS are the Economy, Financial Literacy and Entrepreneurship. These are integrated to assist learners to become economically and financially literate by the end of Grade 9 in the Senior Phase. EMS is a practical subject that:
- Equips learners with entrepreneurial knowledge and real-life skills for personal development and the development of the community;
- Deals with the efficient and effective use of different types of private, public and/or collective resources to satisfy people’s needs and wants;
- Introduces learners to the purpose, characteristics, context and functions of formal and informal businesses;
- Encourages learners to reflect critically on the impact of resource exploitation on the environment and on people; and
- Promotes sustainable development practices through teaching learners how to effectively manage scarce resources in order to maximise profit through entrepreneurial knowledge, skills and activities.
EMS also provides foundational knowledge and skills for the following subjects in the Further Education and Training (FET) Band Grades 10 to 12: Accounting; Business Studies; Economics; Hospitality Studies; Consumer Studies; Civil Technology; Electrical Technology; Mechanical Technology; Engineering Graphics and Design; and Mathematical Literacy. A key objective in Technology subjects (Grades 10 -12) is to provide entrepreneurial opportunities for learners.
(b) Learners who do not further their education through tertiary institutions have the opportunity to enrol at Technical and Vocational Education and Training Colleges (TVET Colleges), apply to participate in Apprenticeships, or enter the world of work, including setting up their own business.
08 September 2015 - NW3027
Wana, Ms T to ask the Minister of Basic Education
With reference to information and communication technology (ICT), how many schools in each province (a) have been connected, (b) through which service provider were the schools connected, (c) what amount was budgeted by her department for ICT connection for the (i) 2013-14 and (ii) 2014-15 financial years and (d) how were these amounts spent in each specified period?
Reply:
1. INTRODUCTION
The Department of Telecommunication and Postal Services (DTPS) is the custodian of schools’ connectivity and not the Department of Basic Education (DBE). However, considering the interest the DBE has in the matter, as a beneficiary like any other public institution, the DBE is working closely with the DTPS on this matter and the collaboration has been strengthened. For example, in implementing Government Gazette No. 3718 of 4 June, 2014, on the Universal Services and Access Obligation (USAO), the two Departments have been working closely with the Independent Communications Authority of South Africa (ICASA) to ensure that the four Network Operators (as per the Gazette), Vodacom, MTN, Cell C and Neotel, fulfill their mandate in terms of schools’ connectivity.
2. How many schools in each province (a) have been connected, (b) through which service provider were the schools connected,
During 2014-15 financial year 1840 schools, including 1650 schools that were connected through the 2010 FIFA World Cup legacy project, were connected. The following is the breakdown per Province:
(a) 2010 FIFA World Cup school connectivity legacy project, for which Telkom was the Service Provider:
Province |
VSAT |
Diginet |
ADSL |
Total |
Eastern Cape |
191 |
13 |
9 |
213 |
Free State |
67 |
48 |
35 |
150 |
Gauteng |
53 |
92 |
45 |
190 |
KwaZulu-Natal |
157 |
54 |
18 |
229 |
Limpopo |
204 |
4 |
6 |
214 |
Mpumalanga |
103 |
22 |
38 |
163 |
Northern Cape |
74 |
13 |
11 |
98 |
North West |
188 |
5 |
5 |
198 |
Western Cape |
103 |
12 |
80 |
195 |
Total |
1140 |
263 |
247 |
1650 |
(b) The Universal Services and Access Obligation (USAO) – for which Vodacom was the service provider
- 61 schools in KwaZulu-Natal;
- 53 schools in Eastern Cape;
- 40 schools in Free State; and
- 6 schools in the Northern Cape.
Total: 150 schools
(c) Corporate Social Investment (Corporate Social Investment) initiatives
- 10 Schools in Eastern Cape through CSI (Vodacom);
- 10 Schools in Mpumalanga through CSI (Vodacom); and
- 20 Schools including 4 in Western Cape, 3 Eastern Cape, 5 KwaZulu-Natal, 2 Limpopo, 3 Mpumalanga, 1 North West by State Information Technology Agency (SITA) as Corporate Social Investment contribution(CSI);
Total: 40 schools
During the current financial year (2015-16), thus far, 327 schools have been connected by Vodacom as part of its USAO. The following is the breakdown per province:
- 10 schools in KwaZulu-Natal;
- 103 schools in the Eastern Cape;
- 48 schools in the Free State; and
- 16 Schools in the Northern Cape.
Total: 177 schools
3. What amount was budgeted by her department for ICT connection for the (i) 2013-14 and (ii) 2014-15 financial years and (d) how were these amounts spent in each specified period?
As indicated above, the DTPS is the custodian of schools’ connectivity as public Institutions. Therefore the DTPS in charge of any related budget. As a beneficiary, the DBE supports the DTPS in realising schools’ connectivity projects. With regard to projects referred to in this submission, while the cost of the current USAO rollout is undertaken by respective Network Operators, as an obligation for their license, the 2010 FIFA World Cup was funded by the 2010 FIFA World Cup Legacy Fund which was managed by the DTPS.
08 September 2015 - NW3042
Lovemore, Ms AT to ask the Minister of Basic Education
(1)(a) What investigations have been completed by the National Education Evaluation and Development Unit (NEEDU) since its formation in 2009 and (b) for each investigation, when (i) did she receive and/or (ii) does she expect the relevant report; (2) (a) when did she make each specified report public and (b) why were other reports not made public; (3) what are the details of investigations currently being conducted or planned by NEEDU, including the time frames; (4) (a) why was the contract of a certain person (name furnished) not renewed and (b) who is currently leading NEEDU; (5) whether she intends to have NEEDU established as a statutory entity; if not, why not; if so, what are the relevant details?
Reply:
Question 1
- The 2012 NEEDU Report on Foundation Phase (Grades 1-3) was submitted to the Ministry in May 2013 and was launched in May 2013;
- The 2013 NEEDU Report (similar to the 2013 Report) on Intermediate Phase (Grades 4-6) was submitted to the Ministry in November 2013 and was released in May 2014; and
- The 2014 NEEDU Report on Further Education and Training Phase (Grades 10-12) is being finalised by NEEDU.
Question 2
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, provides that NEEDU must “prepare and submit to the Minister reports on the state of the education system.” These Regulations, which must still be approved by the Council of Education Ministers (CEM) before they are finalised, do not obligate the Minister to publish NEEDU reports.
As contemplated in Section 7(1) (g) of the OSCBE Regulations, NEEDU prepares its annual reports and presents them to the Minister. The Minister publishes these reports at her discretion. The Minister published the first two NEEDU reports, as noted in Response 1 above. NEEDU is currently finalising its third annual report (the 2014 Report) and it will be submitted to the Minister on completion.
Question 3
The following is the NEEDU plan:
Year |
Semester |
Location |
School Phase |
Provinces |
Districts |
Schools |
2012 |
2nd |
Urban |
Foundation |
9 |
15 |
134 |
2013 |
1st |
Rural monograde |
Intermediate |
9 |
16 |
99 |
2nd |
Rural multigrade |
Multi-grade FP/ IP |
9 |
18 |
120 |
|
2014 |
1st |
Urban / rural |
FET (G10-12) |
9 |
12 |
93 |
2nd |
Urban / rural |
Senior (G7-9) |
9 |
13 |
90 |
|
2015 |
1st |
Urban and rural |
Follow up |
9 |
26 |
158 |
2nd |
Urban and rural |
SNE |
9 |
29 |
180 |
|
2016 |
1st |
Urban and rural |
SNE |
[FP = Foundation Phase; IP = Intermediate Phase; FET = Further Education and Training; SNE = Special Needs Education (incl. special and full service schools]
Question 4
Dr Taylor, the third Chief Executive Officer (CEO), left when his contract expired because of his desire to join his former employer, the JET Services. He had not resigned from the JET Services but was seconded to NEEDU.
Dr. Sibusiso Sithole, who has been the Chief Operational Officer and Deputy CEO since 2010, is currently the acting CEO. He is supported by the staff that was appointed in NEEDU since 2009, who played a vital role in assisting the former CEOs.
Question 5
The Minister supports the independence of NEEDU without any reservation, as follows:
- On 14 April 2014, the Minister wrote to the former Minister of Public Service and Administration, Minister Sisulu, MP, and the former Minister of Finance, Minister Gordhan, MP, requesting their written consent on the corporate form and funding requirements of the proposed government component so that OSCBE could be legally established in keeping with the requirements of the Public Service Act, 1994 (Proclamation No. 103 of 1994 as amended by Act 20 of 2007).
- On 14 April 2014, the Minister also approved that the relevant Government Notice containing Regulations for the establishment, governance and functions of the OSCBE be published, once consent has been obtained from the Ministers of Finance and the Public Service and Administration.
- Ministers Sisulu and Gordhan had not responded to the Minister’s request by the time they were deployed to other portfolios after the General Elections in 2014. With the change of political leadership in the Departments of Public Service and Administration and Finance, on 23 July 2014, the Minister again wrote to the new Ministers of Public Service and Administration and Finance, Ministers Chabane, MP and Nene, MP, respectively requesting their support in the establishment of an independent NEEDU.
- 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 the DPSA and the preparation of a business case with the support of the National Treasury;
- The preparation of the Regulations for the establishment of the OSCBE for consideration and approval by the Minister;
- The approval of the Regulations for the establishment of the 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 the 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 CEM];
- Declaring the establishment of the 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 the Department of Basic Education (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 to obtain the concurrence of the said Ministers for the establishment of the OSCBE as a government component [by DPSA]; and
- 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]. NW3582E
-
01 September 2015 - NW3033
James, Ms LV to ask the Minister of Basic Education
Whether, with reference to her reply to question 809 on 26 March 2015, the post of director-general has been advertised and filled after 21 April 2015; if not, (a) why is the specified post still vacant and (b) when will it be filled?
Reply:
The post of Director-General was advertised and filled on 13 August 2015.
01 September 2015 - NW2973
Lovemore, Ms AT to ask the Minister of Basic Education
Whether she intends to foster a partnership with the Expanded Public Works Programme to utilise (a) unemployed matriculants to assist in schools as (i) administrative staff or (ii) teacher aides and (b) less qualified unemployed persons to assist in schools as (i) gardeners, (ii) cleaners or (iii) maintenance staff; if not, will she consider such an arrangement; if so, what are the relevant details?
Reply:
(a) There is an already existing partnership with the Expanded Public Works Programme (EPWP) which is co-ordinated by the Chief Directorate on Special Programmes Office (SPO) in the Department of Social Development (DSD). Provincial Education Departments utilise unemployed matriculations to assist in schools as:
(i) Administrative Staff; and
(ii) Teacher Aides.
(b) Less qualified persons are part of the PEDs as:
(i) Gardeners;
(ii) Cleaners; and
(iii) Maintenance Staff.
In addition to the programmes above, the following programmes are part of the Expanded Public Works Programme:
(i) Early Childhood Development (ECD): The ECD programme provides ECD practitioners with the necessary skills to increase their capacity to generate an income while providing education and care to young children in ECD centres.
(ii) Kha Ri Gude: Volunteers are paid a stipend to provide illiterate adults an opportunity to learn to read and write; and
(iii) The National School Nutrition Programme (NSNP): This programme which employs community members as volunteer food handlers to provide food to children from needy families and thus addressing malnutrition, it employs gardeners to tend school gardens, and also Administrative Assistants and unemployed youth, who do financial tracking and data capturing in schools.
Regular sector meetings are held to monitor and support implementation.