Questions to Ministers

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?

Source
Link

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?

Source
Link

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?

Source
Link

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?

Source
Link

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 School	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?

Source
Link

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

Source
Link

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?

Source
Link

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?

Source
Link

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?

Source
Link

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?

Source
Link

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?

Source
Link

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?

Source
Link

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?

Source
Link

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?

Source
Link

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?

Source
Link

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?

Source
Link

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?

Source
Link

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?

Source
Link

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?

Source
Link

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?

Source
Link

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?

Source
Link

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?

Source
Link

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?

Source
Link

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?

Source
Link

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?

Source
Link

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

Source
Link

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

Source
Link

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 17 July 2015	1 July 2015 1 October 2015	66
DP	Vol 1/20 15(292 posts) Addendum to Vol 1/2015( 137 posts) Vol 3/2015(502 posts)	3 Feb 2015 16 Feb 2015) 3 June2015	1 May 2015 1 May 2015 1 September 2015	270
HoD	Vol 1/2015(980 posts) Addendum to Vol 1/2015(426 posts) Vol 3/2015(502 posts)	3 Feb2015 16 Feb 2015 3 June 2015	1 May 2015 1 May 2015 1 September 2015	967
PL1	Critical PL1 vacancies (338 posts advertised)	28 Aug 2015	1 November 2015	Closing date on 18 September 2015

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

Source
Link

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?

Source
Link

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?

Source
Link

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?

Source
Link

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?

Source
Link

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	District	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?

Source
Link

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?

Source
Link

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?

Source
Link

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?

Source
Link

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?

Source
Link

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?

Source
Link

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?

Source
Link

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

Source
Link

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?

Source
Link

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?

Source
Link

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	GRAND 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?

Source
Link

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?

Source
Link

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	(i) Level 4	(ii) NQF 6 & above
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

Source
Link

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?

Source
Link

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?

Source
Link

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?

Source
Link

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?

Source
Link

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?

Source
Link

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.

Questions and Replies

06 October 2015 - NW3504

Boshoff, Ms SH to ask the Minister of Basic Education

Reply:

02 October 2015 - NW3608

Lovemore, Ms AT to ask the Minister of Basic Education

Reply:

02 October 2015 - NW3498

Lovemore, Ms AT to ask the Minister of Basic Education

Reply:

02 October 2015 - NW3039

Boshoff, Ms SH to ask the Minister of Basic Education

Reply:

01 October 2015 - NW3499

Van Dalen, Mr P to ask the Minister of Basic Education

Reply:

01 October 2015 - NW3064

Mhlongo, Mr TW to ask the Minister of Basic Education

Reply:

01 October 2015 - NW3440

Figg, Mr MJ to ask the Minister of Basic Education

Reply:

01 October 2015 - NW3416

Msimang, Prof CT to ask the Minister of Basic Education

Reply:

01 October 2015 - NW3497

Lovemore, Ms AT to ask the Minister of Basic Education

Reply:

01 October 2015 - NW3607

Boshoff, Ms SH to ask the Minister of Basic Education

Reply:

01 October 2015 - NW3505

Boshoff, Ms SH to ask the Minister of Basic Education

Reply:

01 October 2015 - NW3500

Mackenzie, Mr C to ask the Minister of Basic Education

Reply:

28 September 2015 - NW3391

Lovemore, Ms AT to ask the Minister of Basic Education

Reply:

28 September 2015 - NW3417

Msimang, Prof CT to ask the Minister of Basic Education

Reply:

28 September 2015 - NW3396

Boshoff, Ms SH to ask the Minister of Basic Education

Reply:

28 September 2015 - NW3395

Boshoff, Ms SH to ask the Minister of Basic Education

Reply:

28 September 2015 - NW3393

Lovemore, Ms AT to ask the Minister of Basic Education

Reply:

21 September 2015 - NW3040

Marais, Mr S to ask the Minister of Basic Education

Reply:

15 September 2015 - NW3405

Boshoff, Ms SH to ask the Minister of Basic Education

Reply:

15 September 2015 - NW3041

Lovemore, Ms AT to ask the Minister of Basic Education

Reply:

15 September 2015 - NW3247

Lovemore, Ms AT to ask the Minister of Basic Education

Reply:

15 September 2015 - NW3250

Boshoff, Ms SH to ask the Minister of Basic Education

Reply:

15 September 2015 - NW3251

Tarabella - Marchesi, Ms NI to ask the Minister of Basic Education

Reply:

15 September 2015 - NW3291

Mashabela, Ms N to ask the Minister of Basic Education

Reply:

15 September 2015 - NW3397

Van Der Walt, Ms D to ask the Minister of Basic Education

Reply:

15 September 2015 - NW3037

Boshoff, Ms SH to ask the Minister of Basic Education

Reply:

15 September 2015 - NW3392