Questions and Replies

Reply:

(1) (a)(i)
In 2014. the Kha Ri Gude Mass Literacy Campaign enrolled 2 048 Blind learners that were taught how to read and vvTite using Braille. In addition, 1 084 deaf learners were taught to communicate using the South African Sign Language (SASL).

There is a challenge with regard to finding qualified unemployed educators to teach Braille and SASL. Therefore the campaign did not recruit learners in the Northern Cape. Unfortunately, the programme was unable to recruit blind and deaf learners in the Northern Cape and blind learners in the Western Cape.

The Campaign has implemented plans to recruit a suitable volunteer in both these provinces for the 2015 Campaign to ensure that these learners are included in the campaign.

Attached find here: Provinces

Reply:

(a); (i), (ii), (b), (c), (d). According to information received from Gauteng Department of Education, no educational sites have been provided during the town planning of the area mentioned. Rietfontein falls within the border of the City of Johannesburg and Ekurhuleni Metropolitan Municipalities and is surrounded by areas such as Greenstone, Linksfield, Modderfontein and Edenvale. At this point there are no sites earmarked for public schooling within the area and no schools are presently planned to be built on the specified sites.

Reply:

The Department has put tight contract management measures with penalties including termination of the contract in the event of breach of the contract. This applies to all the service providers.

Reply:

 

1. Yes, the Department has taken into consideration the needs and challenges of blind learners and learners with poor vision by procuring the latest technology which is user-friendly and audible to support effective learning and teaching in special schools. In addition, the appropriate e-copies of Learning and Teaching Support Materials (LTSM) have also been procured to ensure adequate resources to support learners with special needs. Additional training has been provided to educators to be able to use the provided equipment to the optimal level.
2. Please see the response above.

Reply:

The provisioning of teachers to rural areas is a chronic challenge that the Department is continuously addressing. The difficulty to attract and retain teachers can be attributed to unfavourable living conditions in such areas which includes poor access to certain basic services, facilities and amenities. The challenge becomes more acute when considering scarce skill areas such as mathematics, physical science, and technology (MST).

Over the years, the Department has used various interventions which include the recruitment and retention incentives in the form of the policy on incentives for teachers; the recruitment of foreign educators qualified in MST areas; and to encourage provinces to appoint Funza Lushaka Bursary Scheme graduates in posts at rural schools.

The Department is in the process of reviewing the policy on incentives for teachers to address some of the policy gaps that currently exist. The aim is to ensure that the policy begins to mitigate the unfavourable conditions that make it difficult to attract and retain teachers in rural areas. This will include, in addition to the existing monetary incentives, provisioning of accommodation; transport; and other non-monetary incentives including easier access to professional development opportunities.

Reply:

 

(a) In terms of infrastructure, Full Service Schools have to be provided with facilities that will enable learners with disabilities unhindered access, such as ramps and hand rails and disabled ablution facilities.

(b)  Provincial and District officials have been trained on the Guidelines for Full Service Schools and on Curriculum Differentiation. All School-Based Support teams at Full Service Schools have been trained on the Guidelines for Full Service Schools. Teachers at Full Service Schools have been trained on the Curriculum and Assessment Policy Statement (CAPS) and on Curriculum Differentiation. Provincial officials have been trained on the implementation of the Policy on Screening, Identification, Assessment and Support (SIAS).

(c)  Full service schools receive norms and standard budgets from which they purchase learning and teaching support material. The Department prints and delivers braille workbooks for learners in schools for the visually impaired.

(d) The post provisioning norms policy provides for the relevant weighting of the number of teachers needed according the nature of disability of each learner with disability. Districts are required to provide necessary support to the schools including ensuring that appropriately qualified teachers are appointed in post at full service schools to cater for learners with disabilities.

Reply:

With reference to her reply to question 940 on 14 April 2015, in which she stated that Afrikaans and SeSotho have been classified as scarce subjects at all levels in the Eastern Cape, what are the relevant details and time frames of actions that she has taken to rectify this situation?

The Department of Basic Education (DBE) is working with the Eastern Cape Provincial Education Department (ECPED) to identify critical vacancies in the province through regular meetings with relevant officials. Afrikaans and SeSotho vacancies where they exist are also included in the list of critical vacancies. The DBE met with the ECPED on 05 August 2015 to adopt a plan to address the critical shortages in the province. All Districts were requested to identify, profile, and submit their vacancies to the Head Office. 577 vacancies had been identified. The Chief Financial Officer had also signed-off the list of the vacancies for the purpose of issuing a bulletin for immediate filling of the posts so that the process of filling those vacancies can ensue immediately. Once the bulletin is issued, it is expected that the identified vacancies will be filled within three months or by the end of October 2015.

Reply:

With regard to the provision of specialised human resources to service special needs schools, the Department of Basic Education is in the process of developing integrated norms for funding, staffing and infrastructure. 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. The norms will further be in line with the Policy on Screening, Identification, Assessment and Support (2014) which acknowledges that learners with high needs who are admitted to special schools should have access to specialist professional support staff such as therapists, psychologists and nurses on a high frequency basis. Proposals are also being developed to introduce a cadre of mid-level workers such as therapy assistants and counsellors to provide services at special schools on a day-to day basis. The Department plans to complete the norms by March 2016 for incremental implementation up to 2019. Priority will be given to special schools in disadvantaged areas that have been under-resourced to date.

Reply:

 

1. The South African Schools Act of 1996 (Act No 84 of 1996) makes provision for all schools to document and report incidents of (a) violence, including sexual violence, and (b) theft occurring in both schools and school hostels.
2. Guidelines for the provisioning of boarding facilities in public ordinary schools have been developed and distributed to all provinces. The principles underpinning the guidelines emanate from the National Policy on an Equitable Provisioning of an Enabling School Physical Teaching and Learning Environment. The management of boarding facilities is the responsibility of the School Governing Body (SGB). The Guidelines are clear in terms of taking care of the overall safety of learners.

Reply:

(1)(a)

Province	Number of Schools
EC	60
FS	36
GP	103
KZN	88
LP	51
MP	46
NC	17
NW	51
WC	48
TOTAL	500

 

(1)(b)

EASTERN CAPE

Butterworth	5
Cofimvaba	5
Dutywa	4
East London	2
King Williams Town	3
Lady Frere	2
Libode	5
Lusikisiki	8
Maluti	4
Mbizana	2
Mt Fletcher	4
Mt Frere	1
Mthatha	7
Ngcobo	3
Qumbu	3
Sterkspruit	1
Uitenhage	1

FREE STATE

Motheo	1
Fezile Dabi	4
Harrismith	1
Lejweleputswa	5
Motheo	10
Sasolburg	1
Thabo Mafutsanyana	12
Welkom	1
Xhariep	1

GAUTENG

Ekurhuleni North	7
Ekurhuleni South	5
Ekurhuleni West	6
Gauteng East	5
Gauteng North	2
Gauteng West	7
Jhb Central	7
Jhb East	14
Jhb North	7
Jhb South	2
Jhb West	4
Johannesburg South	1
Johannesburg West	3
Sedibeng East	2
Sedibeng West	7
Tshwane North	8
Tshwane South	13
Tshwane West	3

KWAZULU - NATAL

Amajuba	13
Ilembe	3
Pinetown	10
Sisonke	5
Ugu	7
Umgungundlovu	6
Umkhanyakude	5
Umlazi	15
Umzinyathi	2
Uthukela	2
Uthungulu	10
Zululand	9

LIMPOPO

Capricorn	16
Greater Sekhukhune	6
Mopani	6
Vhembe	20
Waterberg	3

MPUMALANGA

Ehlanzeni	14
Gert Sibande	13
Nkangala	15
Bohlabela	4

NORTHERN CAPE

Francis Baard	6
Siyanda	2
Namaqua	2
Pixley Ka Seme	3
Kgalagadi	4

NORTH WEST

Bojanala	21
Dr. K.Kaunda	10
Dr. R. S. Mompati	9
Ngaka Modiri Molema	11

WESTERN CAPE

Cape Winelands	5
Central	8
East	7
Eden/Karoo	5
North	6
Overberg	2
South	8
West Coast	5

 

(1)(ii) (aa) (bb)

Since the financial year 2011/12, Provincial Departments of Education (PEDS) have not used the Dinaledi Conditional Grant to fund teacher posts. The employment of supernumerary teachers by Provincial Departments is at the discretion of the PEDs and no provinces have included this output in their business plans since 2011.

(1)(iii) (aa) (bb)

No teacher posts are currently funded by the Mathematics, Science and Technology Grant.

(2)

No teacher posts were funded by the Dinaledi Conditional Grant. Consequently, no posts have been forfeited.

(3)

No teacher posts were funded by the Dinaledi Conditional Grant.

Reply:

(1) The Kha Ri Gude Mass Literacy Campaign is managed nationally by the Department of Basic Education. Kha Ri Gude motto is: “Kha Ri Gude - wherever you are” Therefore learning sites are organized by volunteers and classes are therefore held in churches, schools, community halls, garages or homes of volunteers and learners etc. The Department does not pay rental for these venues and hence it is not possible to provide any figures. The budget is utilized mainly for the stipends and learner and volunteer materials and stationery.

(2) (a) (i) (ii) (iii)

The table below represents the actual stipends paid per province for the 2012/13, 2013/14 and 2014/15 financial years. Unfortunately the information is not available per district as the project is managed nationally at the Department of Basic Education.

(b) (i) (ii)

The table below represents the estimated costs of stipends per province for the 2015/16 and 2016/17 financial years. Unfortunately the information is not available per district as the project is managed nationally at the Department of Basic Education.

Reply:

Yes, the Department of Basic Education is implementing various strategies to address backlogs related to school infrastructure. The Schools Build Programme comprises two national programmes, namely the Provincial programme funded through the Education Infrastructure Grant (EIG) and Equitable Share (ES) and the second is the Accelerated Schools Infrastructure Delivery Initiative (ASIDI). As a result of these initiatives, there is a sustained reduction in the identified backlogs and the provision of infrastructure to enable the provision of quality education. Further, the Department published the Regulations Relating to Minimum Uniform Norms and Standards for Public School Infrastructure in November 2014. These regulations stipulate what spaces should be provided in a school and provide timelines in terms of achieving specific targets in the provision of school infrastructure.

Reply:

1. Department of Basic Education does not meet the full 2% employment equity target set by Government for persons with disabilities. The disability rate within the Department of Basic Education is currently 1.7%.

(2)(a) This is due to retirement and resignations in this category. It has also been found that in some instances officials with disabilities does not want to be categorised as such.

Reply:

 

1. The tender contract was awarded to Hauwei through the Gauteng Department of Finance.
2. The funds were from the Gauteng Department of Finance.
3. Please see the above response.

Reply:

Whether, with reference to her replies to question 78 on 19 March 2015 and questions 1831, 2124 and 2126 on 18 June 2015, respectively, she can now provide the information that she indicated as unavailable in each specified case; if not, why not; if so, (a) what are the relevant details and (b) why she has not provided the specified information in each case?

1. Information on the following has been received from Provincial Departments of Education and submitted as such:

In respect of Question 78

“How many educators who are teaching at public ordinary schools are employed by (a) school governing bodies (SGBs)”

Province	Number of Educators
Eastern Cape	7 527
Free State	2 426
Gauteng	23 991
KwaZulu-Natal	9 149
Limpopo	3 943
Mpumalanga	2 979
Northern Cape	834
North West	2 396
Western Cape	9 098
Grand Total	62 343

In respect of Question 2124

“What is the level of teacher absenteeism in each province in each district (a) in the (i) 2012-13, (ii) 2013-14 and (iii) 2014-15 financial years and (b) from 1 April 2015 up to the latest specified date for which information is available”

Responses were received from Gauteng, KwaZulu-Natal and Mpumalanga Provincial Departments of Education:

GAUTENG

YEAR	RATE OF ABSENTEEISM
(a) (i) 2012-2013	5.58%
(a)(ii)2013-2014	3.57%
(a)(iii)2014-2015	3.22%
(b)Apr 2015-May 2015	1.43%

KWAZULU-NATAL

Financial Year	No of Days Taken	Number of Educators	Average per educator	Average iro all educators
		Who took sick leave	Total Number of Educators
(a)(i)2012/2013	236 178	38 412	87 215	6.1	2,6
(a)(ii)2013/2014	261 942	39 442	88 234	6.6	2,9
(a)(iii)2014/2015	180 285	31 380	87 594	5.7	2,0
(b)April & May 2015	3 109	847	88 287	3.6	0,0

MPUMALANGA

District Office	Number Of Educators	No Of employees who took leave except sick and maternity leave	No Of Employees who took leave ( all leave types inclusive)
	2012-2013
Bohlabela	6 956	1 448	2 967
Ehlazeni	9 295	1 812	4 787
Gert	8 876	2 728	5 209
Nkangala	9 550	2 380	5 988
Province	34 677	8 368	18 951
	2013-2014
Bohlabela	6 884	1 506	3 160
Ehlazeni	9 289	1 930	5 017
Gert	8 957	2 903	5 546
Nkangala	9 491	2 904	6 329
Province	34 621	9 243	20 052
	2014-2015
Bohlabela	6 762	1 505	3 288
Ehlazeni	9 264	1 945	5 421
Gert	8 931	2 818	5 742
Nkangala	9 511	2 324	6 085
Province	34 468	8 592	20 536
	2015 April & May
Bohlabela	6 762	407	941
Ehlazeni	9 264	468	1 299
Gert	8 931	803	1 724
Nkangala	9 511	679	1 766
Province	34 468	2 357	5 730

In respect of Question 2126 (b)(ii)

How many (a) posts for school principals exist and (b) of these posts are currently vacant in each (i) province and (ii) district?

Province	District	Number of vacancies
EASTERN CAPE		795
	BIZANA DISTRICT OFFICE	21
	BUTTERWORTH	70
	COFIMVABA	45
	CRADOCK	6
	DUTYWA EDUCATION	45
	EAST LONDON	50
	FORT BEAUFORT	36
	GRAAFF REINET	10
	GRAHAMSTOWN	13
	KING WILLIAM'S TOWN	71
	LADY FRERE	30
	LIBODE	65
	LUSIKISIKI	29
	MALUTI	37
	MOUNT FLETCHER	20
	MOUNT FRERE	28
	MTHATHA	55
	NGCOBO	30
	PORT ELIZABETH	36
	QUEENSTOWN	21
	QUMBU	26
	STERKSPRUIT	21
	UITENHAGE	30
FREE STATE		77
	FEZILE DABI	12
	LEJWELEPUTSWA	13
	MOTHEO	28
	THABO MOFUTSANYANA	22
	XHARIEP	2

GAUTENG		215
	EKURHULENI NORTH	9
	EKURHULENI SOUTH	13
	GAUTENG EAST	11
	GAUTENG NORTH	4
	GAUTENG WEST	13
	JOHANNESBURG CENTRAL	20
	JOHANNESBURG EAST	9
	JOHANNESBURG NORTH	20
	JOHANNESBURG SOUTH	19
	JOHANNESBURG WEST	18
	SEDIBENG EAST	6
	SEDIBENG WEST	11
	TSHWANE NORTH	22
	TSHWANE SOUTH	29
	TSHWANE WEST	11
KWAZULU-NATAL		774
	AMAJUBA	43
	ILEMBE	39
	PINETOWN	62
	SISONKE	62
	UGU	48
	UMGUNGUNDLOVU	83
	UMKHANYAKUDE	67
	UMLAZI	45
	UMZINYATHI	59
	UTHUKELA	68
	UTHUNGULU	94
	ZULULAND	104
LIMPOPO		792
	LEBOWAKGOMO	46
	MOGALAKWENA	45
	MOPANI	74
	POLOKWANE	120
	RIBA CROSS	69
	SEKHUKHUNE	144
	TSHIPISE-SAGOLE	44
	TZANEEN	46
	VHEMBE	158
	WATERBERG	46
MPUMALANGA		180
	BOHLABELA	43
	EHLANZENI	19
	GERT SIBANDE	53
	NKANGALA	65
NORTH CAPE		81
	FRANCIS BAARD	11
	JOHN TAOLE GAETSEWE	30
	NAMAQUA	9
	PIXLEY KA SEME	14
	SIYANDA	17
NORTH WEST		349
	BOJANALA	89
	District Unknown	32
	DR KENNETH KAUNDA	49
	DR RUTH S. MOMPATI	99
	NGAKA MODIRI MOLEMA	80
WEST CAPE		178
	CAPE WINELANDS EDUCATION DISTRICT	40
	EDEN & CENTRAL KAROO EDUCATION DISTRICT	36
	METRO CENTRAL EDUCATION DISTRICT	25
	METRO EAST EDUCATION DISTRICT	14
	METRO NORTH EDUCATION DISTRICT	17
	METRO SOUTH EDUCATION DISTRICT	18
	OVERBERG EDUCATION DISTRICT	10
	WEST COAST EDUCATION DISTRICT	18
Grand Total		3441

Source: PERSAL, end of June 2015

 

1. Information with respect to Question 1831 is still unavailable.

1. With reference to (a) each language of learning and teaching, (b) each phase and (c) Mathematics in the Further Education and Training Phase, how many teachers are currently employed by each of the provincial education departments in public schools;

1. with reference to (a) each language of learning and teaching, (b) each phase and (c) Mathematics in the Further Education and Training Phase, how many teachers are required in public schools in each province in the current academic year;

1. with reference to (a) each language of learning and teaching, (b) each phase and (c) Mathematics in the Further Education and Training Phase, how many teachers are expected to have (i) left the profession and (ii) entered the profession in each province by the end of the (aa) 2016, (bb) 2018, and (cc) 2020 academic years;

As was indicated previously, the Department is currently implementing the Teacher Profiling project which aims to capture systematically qualifications and areas of specialisation for all teachers. Only once all information has been captured and verified will the Department be in a position to provide the response. The end of December 2015 has been set as a point at which information captured will be downloaded and verified for the completeness of capturing. The next step will be to verify the accuracy of the information captured.

Reply:

The table below provides the number of Visually Impaired learners in (a) primary schools and (b) secondary schools per province.

Province	Primary	Secondary	Total
EC	322	182	504
FS	45	11	56
GP	638	549	1187
KZN	141	17	158
LP	818	126	944
MP	64	2	66
NC	24	17	41
NW	75	61	136
WC	216	171	387
Total	2343	1136	3479

Reply:

Question 1

FINANCIAL YEAR	AMOUNT
2012/2013	R 1 836 790
2013/2014	R 2 667 734
2014/2015	R 2 514 751

Question 2

The Department did not take any cases on appeal during this period.

Question 3

FINANCIAL YEAR	CASES LOST	AMOUNT SPENT
2012/2013	1	R 605 231
2013/2014	0	Not applicable
2014/2015	0	Not applicable

Question 4

FINANCIAL YEAR	CASES WON	SETTLED OUT OF COURT	COST SETTLEMENT
2012/2013	4	4	R 432 039 (spent on legal fees)
2013/2014	3	3	R 350 741
2014/2015	2	1	0

Reply:

(1)(a) In total 371 422 learners are transported by provinces through the learner transport scheme.

PROVINCE NAME	(a) number of learners commuting to schools using scholar transport provided by the Department of Basic Education
Eastern Cape	61000
Free State	6611
Gauteng	82917
KwaZulu-Natal	34814
Limpopo	20751
Mpumalanga	59121
Northern Cape	22874
North West	33334
Western Cape	50000
TOTAL	371422

Source: Provincial report on learner transport.

(b) The Department does not have information on learners transported using private transport, as these are administered by parents of learners to their school of choice.

(2)(a) The sector has responded by ensuring that funding is provided to cater for the increasing number of learners requiring transport. In addition, provinces verify beneficiaries identified to ensure that qualifying learners are transported. Finally, the recently approved learner transport policy, developed in collaboration with the Department of Transport, aims to ensure that all learners qualifying to receive learner transport are transported.

(b) Officials responsible for learner transport in both the Provincial Departments of Education and Transport Departments monitor the transportation of learners. Part of monitoring by the Provincial Department of Transport is regular checks on the safety of vehicles transporting learners. Further, law enforcement agencies at local, provincial and national level are, as per the applicable acts and legislation, responsible for ensuring that regulations relating to safety and vehicle roadworthiness are adhered to.

Reply:

 

The Department of Basic Education has not undertaken research to measure and compare the education under the apartheid system and democratic government. However, the achievements of the democratic government surpass the apartheid education system by far. Below are some the detailed achievements of the education system under the new democratic government.

• Since 1994, government has implemented major policy reforms to redress past inequalities in education, transforming the education system and increasing the skills and life chances of all South Africans. Nineteen different departments of education have been unified into a single education system, removing race as the basis for attending school.

• While a range of changes and initiatives introduced since 1994 are starting to result in improvements in the education system, it will take more time for the terrible legacy of apartheid education to be fully addressed and for apartheid patterns of school performance to be removed.

• Enrolment in Grade R (a pre-school year at primary school) has more than doubled, increasing from 300 000 to 813 044 between 2003 and 2014, nearly reaching the level of universal access.

• Gross secondary school enrolment improved from 51 percent in 1994 to almost 90 percent in 2014, while gross primary enrolment in 2014 was high at approximately 99 percent.

• The learner-to-teacher ratio improved from 33 to 1 in 2000 to 31 to 1 in 2014.

• As a result of improved infrastructure, a higher proportion of younger children are accessing classroom facilities.

• Overall, South Africa is achieving gender parity in school enrolment with a Gender Parity Index of 1 in 2014, and has met the Millennium Development Goal (MDG) of achieving universal primary education.

• Children with disabilities: Progress has also been made in increasing access to schools for children with disabilities, with more public special schools being built. Other public ordinary schools are being converted to full service schools.

• The improvements in access have resulted from a number of interventions. The burden of school fees for poor households has been reduced by introducing no-fee schools. By 2014, 78 percent of learners (more than 8 million) in 80 percent of public schools (close to 20 000 schools) benefited from the no-fee policy.

• By providing children with meals at school, the National School Nutrition Programme has contributed to regular and punctual attendance by learners and enabled them to attend school without being hungry. By 2014, over 9 million learners in over 20 000 primary and secondary schools – virtually all the learners from poor households – were receiving a government-funded school lunch.

• Learners are using the same curriculum: the curriculum has been revised to improve the quality of learning and teaching. The National Curriculum and Assessment Policy Statement (CAPS) has been implemented from Grade R to 12 by 2014.

• To strengthen teaching and learning, CAPS was accompanied by the following measures:
  • Over 170 million workbooks and textbooks were distributed to schools between 2011 and 2014 to increase access to quality written material and help learners and teachers to understand the expected assessment standards and cover the curriculum.

• • The Annual National Assessments (ANA) system was introduced to enable the objective assessment of the education system below Grade 12. Almost 7 million learners across more than 24 000 schools participated in the third cycle of ANA in 2014.

• To strengthen the quality of education, the Funza Lushaka bursary scheme was introduced to tackle teacher shortages by encouraging more learners to study to become teachers. From 2007 to 2013 a total of 62 804 bursaries were awarded to student teachers at a cost of over R1.9 billion.

• The numbers of learners obtaining university entry qualifications each year (bachelor passes) has also increased. On average, between 2013 and 2014, 161 253 learners obtained bachelor passes, compared with 70 000 per year for the period 2000 to 2002.

• To support the improvements that are emerging in basic education, better school management and administration, with a focus on school performance, are critical. Therefore, School Management Teams have been trained on management courses.

• The percentage of the population aged 20 years and older that has had no education decreased from 19 percent in 1996 to 9 percent in 2011. The Kha Ri Gude Literacy Programme has been a success, with almost 3 million illiterate adult learners having been enrolled between 2008 and 2013. The majority of learners are female.

• A new funding model was introduced to replace the race-based, inequitable funding model of the apartheid era. Overall, the education budget increased to more than 5 percent of GDP, and changed from a race-based education budget to a pro-poor education budget. Public spending per learner increased to overt R11 000 per year by 2012. While there has been an improvement in the equity of education funding, inequalities in terms of resources available at public schools remain due to the disparity in households’ ability to supplement the funding of public schools and due to inherited school infrastructure backlogs.

• The Department of Basic Education has published detailed research, monitoring and sector reports on the achievements and challenges facing the sector on www.education.gov.za

Reply:

 

1. (a) It is not acceptable for schools to combine the Grade R class with Grades 1, 2, and 3. The recommendation that the Department of Basic Education is making to all schools that are delivering the curriculum through the multi-grade teaching model, is that the Grade R class should always be a stand-alone class.

(b) The Grade R prepares children to be ready for the primary school by developing their pre-reading, pre-writing and pre-numeracy skills. Children learn these skills through play. The real work of children in the Grade R class is predominantly characterised by play. Therefore, multi-grade primary schools should offer the Grade R class as a stand-alone class that will accord the children the opportunity to be introduced to formal schooling with ease and in a friendly and conducive environment.

2)  There is no need to make a determination on Grade R as the Department does not encourage multi-grade schools to combine Grade R with other grades. The post provisioning norms provide for the posts in Grade R in terms of relevant weighting in line with the ideal maximum class size for Grade R.

Reply:

(a); (i), (ii), (b), (c), (d). According to information received from Gauteng Department of Education, no educational sites have been provided during the town planning of the area mentioned. Rietfontein falls within the border of the City of Johannesburg and Ekurhuleni Metropolitan Municipalities and is surrounded by areas such as Greenstone, Linksfield, Modderfontein and Edenvale. At this point there are no sites earmarked for public schooling within the area and no schools are presently planned to be built on the specified sites.

Reply:

(a)(i)

Due to capacity constraints the Kha Ri Gude officials at the DBE were unable to conduct unannounced site visits during the 2012/13 and 2013/14 campaigns.

However all Kha Ri Gude monitors, coordinators and supervisors in each province are required to visit 10 sites per month during the six (6) months of classes. The table below indicates the number of monitors, coordinators and supervisors contracted for the 2012/13 and 2013/14 campaigns.

Year	2012/13	2013/14
Province	Monitors	Coordinators	Supervisors	Monitors	Coordinators	Supervisors
Eastern Cape	10	45	852	10	46	875
Free State	4	16	296	4	16	299
Gauteng	7	27	495	8	28	529
KwaZulu Natal	10	41	792	9	41	800
Mpumalanga	2	17	308	2	17	315
Northern Cape	0	3	46	0	5	84
Limpopo	7	33	610	7	35	642
North West	2	11	186	2	12	196
Western Cape	2	7	100	2	6	101
Total	44	200	3685	44	206	3841

In addition, part of the monitoring of the Kha Ri Gude Campaign includes the verification of learning through site visits to the centres. This function is performed by SAQA. The SAQA reports show positive views of the reality and authenticity of classes. The sites visited during the period 2012/13 and 2013/14 are as follows:

(b)(ii)

PROVINCE	2012/13	2013/14
Eastern Cape	20	38
Free State	3	19
Gauteng	10	42
Kwazulu-Natal	32	64
Limpopo	26	55
Mpumalanga	12	42
Northern Cape	0	13
North West	0	18
Western Cape	0	10

Unfortunately information regarding districts was not available.

The 2013/14 Performance Report of the Auditor General recommended that the monitoring of the Kha Ri Gude Campaign should be strengthened in order to deal with the challenges experienced in the programme relating to fraud and deceased learners amongst others.

The 2014/15 campaign was then strengthened by increasing the capacity of the DBE officials, focusing on unannounced site visits which have assisted the programme to eradicate fraud.

Reply:

(a) The Gauteng Department of Education is investigating the matter. A full response will be provided once the investigation has been completed and relevant information has been provided to the Department of Basic Education.

(b) The Provincial School Safety Coordinator (Mr Z Nkuna) has reported that the school was never vandalised whilst security was in place, the security was retracted at the end of the month of January 2015 with no reported incidents.

Reply:

 

1. The Skills and Vocational Curriculum currently being developed will address the needs of learners at primary school level, as it is the curriculum which would lead to an exit level qualification at NQF Level 1. The Skills and Vocational Curriculum is being developed at two levels:

(a) A Skills and Vocational Curriculum aligned to the National Curriculum Statement, Grades R to 12, to meet the needs of learners who experience barriers to learning (including learners with moderate intellectual disability) at Grade 6 to 9 level;

(b) A Skills and Vocational Curriculum (also CAPS aligned) to meet the needs of learners with severe intellectual disability at Grade R to 5 level.

2) Both curricula will provide clarity to schools for learners with special needs on how to adapt the National Curriculum Statement for learners with intellectual disability who struggle to meet the academic requirements of the National Curriculum Statement. Apart from the General Subjects (Language, Mathematics and Life Skills) which are adapted to be more functional and practical and less abstract, the Skills and Vocational Subjects are introduced to prepare learners more effectively for the world of work. For learners who do not have cognitive impairments, the Guidelines for Responding to Diversity in the Classroom and the Policy on Screening, Identification, Assessment and Support will be used to adapt the curriculum to meet their individual needs.

Reply:

(1) (a) How many Grade R teachers and/or practitioners are employed in public ordinary schools and (b) what percentage of them are qualified at (i) National Qualifications Framework (NQF) Level 4, (ii) NQF Level 5 and (iii) NQF Level 6 in each (aa) province and (bb) district;

Province	aa(b) i	aa(b) ii	aa(b) iii	(a)
	Level 4	Level 5	NQF 6 & above	Total (Employed)
EC	82%	4%	9%	4 765
FS	22%	19%	53%	1 270
GP	4%	52%	43%	2 710
KZN	74%	6%	17%	6 486
LP	0%	0%	100%	1 080
MP	38%	34%	18%	2 065
NC	42%	41%	15%	736
NW	Not Submitted
WC	30%	37%	30%	1 767
Total	52%	19%	26%	20 879

(bb) Provinces were only able to submit information aggregated at province

level.

(2) Whether qualified Grade R teachers are employed and paid as educators and not practitioners; if not, (a) why not and (b) when this will be the case?

(a) Grade R is currently not fully-funded as part of the mainstream education system. This refers to all funding including compensation of Grade R teachers.

(b) The Department is working towards the universalisation of Grade R by 2019. It is planned that by 2019, Grade R will be fully integrated into the mainstream education system and will accordingly be funded at the same level or fully-funded as part of the mainstream education system.

Reply:

(1) Whether she has determined the staff complement required for the efficient operation of (a) public ordinary schools and (b) special needs school hostels; if not, when will such a determination be completed; if so, what is her determination in each case;

(1) (a) Norms and Standards for provisioning of school-based educators posts and support staff (administrative and grounds) are determined nationally in terms of the Post Provisioning Norms (PPN) and the policy on provisioning of support staff to schools. Both policies provides for the determination of post allocation based. mainly, on the number of learners. Therefore, allocation of posts based on the norms and standards will ensure that each school has the adequate number of posts for both educators and non-educators to enable it to operate efficiently.

(b) There is currently no national determination on the norms for staffing of special schools hostels. Each Provincial Education Department (PED) determines the norms and standards with regards to staffing. There is a process to develop comprehensive national norms and standards for the resourcing of special and full service schools. The provisioning for both professional and non-professional support staff is pan of the process.

(2) Whether posts required to operate a school hostel must be provided and funded by the relevant provincial department of education; if not, (a) why not and (b) how will these posts be funded; if so, what posts are currently being provided and funded;

(a) Where norms and standards are determined, such posts must be funded by the PED in line with the provincial norms and standards. information has been requested from all PEDs and a full response will be provided once the information is received.

(3) Whether posts at school hostels are differently graded according to responsibility or skill level; if not, why not; if so, what arc the relevant details;

(3) As indicated above, the norms and standards for provisioning of personnel in hostels is determined at provincial level. information on provision and post levels has been requested from PEDs and will be provided as soon as it is received.

(4) Whether district officials are required to monitor conditions at school hostels; if not, why not; if so, what are the requirements of such monitoring?

(4) Yes, District Officials are required to monitor conditions at school hostels as part of their monitoring of schools.

School hostels are monitored in line with the Department of Basic Education Guidelines for the provision of boarding facilities in public ordinary schools and Provincial Education Department Hostel Policies for Public Ordinary Schools.

Reply:

 

1. (a) (b) (c) (2) Information received from Gauteng Department of Education indicates that the piece of land referred to has not been sold.

2.  The Gauteng Department of Education is aware of the application for township establishment and has objected to the proposal as there is a need for educational sites in the area. Studies done in this area has shown that there is a need for this site, for the construction of a school in the future.

Reply:

1. How many persons are employed as (a) provincial office officials, (b)(i) district or (ii) circuit officials working in (aa) an administrative position or (bb) a psycho-social or special needs support position, (c) educators in schools and (d) support staff in schools in each provincial education department.

Response:

PROVINCE	(a) Provincial Office (staff)	(b) (i) District Office (staff)	(b) (ii) (aa) Administrative posts at District	(b) (ii) (bb) Psycho-social/ special needs posts at schools	(c) Educators at schools	(d) Support staff at schools	Total
LIMPOPO	628	1 041	1 723	0	52 155	2 130	57 677
NORTHERN CAPE
GAUTENG	1 408	17 728	16 275	3 374	54 226	4 966	97 977
KWAZULU-NATAL	814	2 822		373	87 876	13 087	104 972
WESTERN CAPE	869	573	-	107	30 818	7 147	39 514
EASTERN CAPE	790	3 532	-	60	53 950	5 648	63 980
FREE STATE	746	1 444	-	86	21 403	4 838	28 517
MPUMALANGA	478	785	162	9	30 058	5 122	36 614
NORTH WEST	850	899	-	749	24 260	2 986	29 744
TOTAL	6 583	28 824	18 160	4 758	354 746	45 924	458 995

NOTE: All figures indicated as received from Provincial Education Departments’(PED).

2. (a)(i) No, there is no guideline for the ratio of learners to provincial employees.

(ii) No, there is no guideline for the ratio of learners to district employees.

(b) Yes, there is a guideline for the ratio of learners to psycho-social or special needs support staff.

(aa) Different norms apply for determining staffing at various levels. Staffing at provincial and district level is determined in terms of conventional methods of determining organisational structures and post establishments which consider the nature and magnitude of the work using work study and job evaluation. These are not based on the number of learners. In addition, the Department has developed the Policy on Organisation, Roles and Responsibilities of Districts (GG No. 36324) which provides for norms to take into account the extent of support the schools require based on distances travelled and poverty ranking.

The Department is currently developing comprehensive norms and standards for resourcing of full service and special schools, which will include provisioning of professional and other support staff to schools. The existing norms on provisioning of professional support staff to schools that are based on learner numbers or ratios provide only for the provisioning of a therapist and senior posts at schools.

(bb) The ‘Technical Guidelines (including the Guidelines for Costing and Budgeting for Compensation of Employees) for the Preparation of Expenditure Estimates for the Medium Term Expenditure Framework (MTEF)’ annually published by the National Treasury are used to guide the allocation of budgets for compensation of employees.

Reply:

The responses below are for previously asked question 1192 from 1 – 2 and were sourced from the National Education Collaboration Framework (NECT).

1. (a)

The NECT is a Trust founded on the basis of the Trust Law. It is a public benefit organisation with the primary objective to improve the quality of schooling and systems for monitoring and supporting schools. The NECT is guided by the Education Collaboration Framework (ECF) which is a blueprint for partnership between government and other social partners which aims to:

• influence and support the implementation of government’s education reform;
• increase the effectiveness, value for money and sustainability of private sector social investment in education; and
• improve educational outcomes.

The names of the trustees are provided below in line with the stakeholder categories:

Business (Business Leadership South Africa): Sizwe Nxasana (Chairman), Chief Executive Officer (CEO) of FirstRand Limited; Mark Lamberti, CEO of Imperial Holding; and Futhi Mtoba, TeachSA

Government: Minister AM Motshekga, MP and Acting Director-General, Mr SG Padayachee

Unions: Nkosana Dolopi, South African Democratic Teachers Union (SADTU) Deputy Secretary-General and Basil Manuel, NAPTOSA President

Civil Society: Prof Brian Figaji

Chief Executive Officer: Godwin Khosa

The following managers are officials comprising the NECT:

The CEO, two (2) Education Specialists, the Chief Finance Officer (CFO), the Office Manager, two secondees, four trainees and three administrators.

(1)(b)

The NECT is governed by the Trust Deed and its various committee charters. The NECT has procurement policies as well as staff manuals that govern the conduct and the operations of the NECT.

EXCO Members: Sizwe Nxasana (chairperson), Mark Lamberti, Futhi Mtoba, Nkosana Dolopi, Minister AM Motshekga, MP; Acting Director-General, Mr SG Padayachee

Audit and Risk Committee: Sizwe Nxasana, Mark Lamberti, Futhi Mtoba (Chairperson), Nkosana Dolopi, Minister AM Motshekga, MP

1. (c) (i) (ii)

See attached Excel spreadsheet Annexure A on meetings held.

2(a) (i) (ii) (iii)

The terms of reference of the NECT are set out in the Education Collaboration Framework (ECF) which draws from Chapter 9 of the National Development Plan (NDP) and the Education Action Plan 2014: Towards the Realisation of Schooling 2019. The ECF was drafted out of consultations involving over 100 role-players in education from a cross-section of education stakeholders. It was launched by the then Deputy President, Mr Motlanthe, at the Presidential Guesthouse on 16 July 2013. The plans and targets for 2015/16, 2016/17 and 2017/18 are set out in the Interim Integrated Report published in December 2014, that can be downloaded from www.nect.org.za.

Reply:

Find here: REPLY

Reply:

The response below was received from the KwaZulu-Natal Education Department,

1. (a) The school was handed over to the community in September 1983.

(b) The current enrolment at the school is 1050.

(c) A total o£ 34 educators are employed at the school.

(d) This information is not readily available to the Department of Basic Education. The information has been requested from the KwaZulu-Natal Department of Education. Once the in Formation has been received, it will be Forwarded accordingly.

2. (a) The school spent is R92 124.01 on infrastructure maintenance in 2014.

(b) (i) An amount of R62 729.16 has been allocated for maintenance from the Norms and Standards allocation to the school.

(ii) The allocation will be utilized to conduct day to day maintenance of the school.

(c) The school is prioritized for maintenance related works. which includes electrification and roofing works (including gutters. downpipes and ceiling boards) in the current financial year.

Reply:

(i)(a) and (i)(b)

(ii)(a) and (ii)(b)

In terms of the data provided below, the number enrolled to study and the number registered to write the Mathematics NSC examination for the 2015 academic year are the same.

PROVINCE

Province	Total Enrolled	Maths Enrolled	% Maths
EASTERN CAPE	92 059	41 265	44.8
FREE STATE	35 246	11 847	33.6
GAUTENG	112 192	37 920	33.8
KWAZULU-NATAL	172 796	90 219	52.2
LIMPOPO	103 276	41 851	40.5
MPUMALANGA	56 133	21 059	37.5
NORTH WEST	33 844	10 867	32.1
NORTHERN CAPE	12 852	3 384	26.3
WESTERN CAPE	56 331	17 195	30.5
NATIONAL	674 729	275 607	40.8

DISTRICT

PROVINCE	DISTRICT	TOTAL ENROLLED	MATHS ENROLLED	% MATHS
EASTERN CAPE	BUTTERWORTH	4 614	2 559	55.5
EASTERN CAPE	COFIMVABA	2 069	1 529	73.9
EASTERN CAPE	CRADOCK	1 032	185	17.9
EASTERN CAPE	DUTYWA	5 819	3 536	60.8
EASTERN CAPE	EAST LONDON	7 779	2 693	34.6
EASTERN CAPE	FORT BEAUFORT	2 178	521	23.9
EASTERN CAPE	GRAAFF-REINET	985	133	13.5
EASTERN CAPE	GRAHAMSTOWN	1 222	301	24.6
EASTERN CAPE	KING WILLIAMS TOWN	6 005	1 506	25.1
EASTERN CAPE	LADY FRERE	2 044	961	47.0
EASTERN CAPE	LIBODE	7 696	3 954	51.4
EASTERN CAPE	LUSIKISIKI	5 342	2 735	51.2
EASTERN CAPE	MALUTI	2 622	1 563	59.6
EASTERN CAPE	MBIZANA	4 499	2 384	53.0
EASTERN CAPE	MT FLETCHER	2 365	1 006	42.5
EASTERN CAPE	MT FRERE	3 246	1 716	52.9
EASTERN CAPE	MTHATHA	6 933	4 964	71.6
EASTERN CAPE	NGCOBO	2 871	1 597	55.6
EASTERN CAPE	PORT ELIZABETH	9 775	2 911	29.8
EASTERN CAPE	QUEENSTOWN	3 325	1 056	31.8
EASTERN CAPE	QUMBU	3 088	1 708	55.3
EASTERN CAPE	STERKSPRUIT	3 015	901	29.9
EASTERN CAPE	UITENHAGE	3 535	846	23.9
FREE STATE	FEZILE DABI	5 527	1 684	30.5
FREE STATE	LEJWELEPUTSWA	7 516	2 370	31.5
FREE STATE	MOTHEO	11 738	3 922	33.4
FREE STATE	THABO MOFUTSANYANA	9 044	3 586	39.7
FREE STATE	XHARIEP	1 421	285	20.1
GAUTENG	EKURHULENI NORTH	10 096	3 769	37.3
GAUTENG	EKURHULENI SOUTH	11 744	3 666	31.2
GAUTENG	GAUTENG EAST	8 144	1 982	24.3
GAUTENG	GAUTENG NORTH	2 173	651	30.0
GAUTENG	GAUTENG WEST	7 388	2 063	27.9
GAUTENG	JOHANNESBURG CENTRAL	9 578	2 800	29.2
GAUTENG	JOHANNESBURG EAST	8 067	3 224	40.0
GAUTENG	JOHANNESBURG NORTH	7 580	2 812	37.1
GAUTENG	JOHANNESBURG SOUTH	6 733	2 262	33.6
GAUTENG	JOHANNESBURG WEST	5 295	1 448	27.3
GAUTENG	SEDIBENG EAST	2 987	1 020	34.1
GAUTENG	SEDIBENG WEST	6 187	1 953	31.6
GAUTENG	TSHWANE NORTH	7 034	2 444	34.7
GAUTENG	TSHWANE SOUTH	11 340	5 177	45.7
GAUTENG	TSHWANE WEST	7 846	2 649	33.8
KWAZULU-NATAL	AMAJUBA	9 727	4 400	45.2
KWAZULU-NATAL	ILEMBE	9 521	5 240	55.0
KWAZULU-NATAL	PINETOWN	21 180	8 274	39.1
KWAZULU-NATAL	SISONKE	7 104	2 944	41.4
KWAZULU-NATAL	UGU	12 189	5 736	47.1
KWAZULU-NATAL	UMGUNGUNDLOVU	15 257	6 620	43.4
KWAZULU-NATAL	UMKHANYAKUDE	14 792	7 167	48.5
KWAZULU-NATAL	UMLAZI	23 204	12 022	51.8
KWAZULU-NATAL	UMZINYATHI	10 506	6 728	64.0
KWAZULU-NATAL	UTHUKELA	11 512	6 404	55.6
KWAZULU-NATAL	UTHUNGULU	20 163	12 758	63.3
KWAZULU-NATAL	ZULULAND	17 641	11 926	67.6
LIMPOPO	CAPRICORN	25 262	11 403	45.1
LIMPOPO	GREATER SEKHUKHUNE	21 945	9 417	42.9
LIMPOPO	MOPANI	19 483	5 828	29.9
LIMPOPO	VHEMBE	26 822	11 404	42.5
LIMPOPO	WATERBERG	9 764	3 799	38.9
MPUMALANGA	BOHLABELA DISTRICT	11 562	4 624	40.0
MPUMALANGA	EHLANZENI DISTRICT	16 546	5 846	35.3
MPUMALANGA	GERT SIBANDE DISTRIC	14 020	5 394	38.5
MPUMALANGA	NKANGALA DISTRICT	14 005	5 195	37.1
NORTH WEST	BOJANALA PLATINUM DI	12 638	4 168	33.0
NORTH WEST	DR. K. KAUNDA DISTRI	6 615	2 216	33.5
NORTH WEST	DR. R.S. MOMPATI DIS	5 870	1 534	26.1
NORTH WEST	NGAKA M. MOLEMA DIST	8 721	2 949	33.8
NORTHERN CAPE	FRANCES BAARD	4 764	1 370	28.8
NORTHERN CAPE	JOHN TAOLO GAETSEWE	2 721	934	34.3
NORTHERN CAPE	NAMAQUA	1 051	227	21.6
NORTHERN CAPE	PIXLEY KA SEME	1 757	331	18.8
NORTHERN CAPE	Z F MGCAWU	2 559	522	20.4
WESTERN CAPE	CAPE WINELANDS EDUCA	8 313	2 104	25.3
WESTERN CAPE	EDEN & CENTRAL KAROO	6 199	1 219	19.7
WESTERN CAPE	METRO CENTRAL EDUCAT	9 332	3 789	40.6
WESTERN CAPE	METRO EAST EDUCATION	8 622	2 500	29.0
WESTERN CAPE	METRO NORTH EDUCATIO	10 538	3 685	35.0
WESTERN CAPE	METRO SOUTH EDUCATIO	9035	2 975	32.9
WESTERN CAPE	OVERBERG EDUCATION D	1919	376	19.6
WESTERN CAPE	WEST COAST EDUCATION	2373	547	23.1

The source is (Data as from the Examination Computer System as at 14 July 2015.)
Note:

The data presented is preliminary data extracted from the examination data base. The DBE is currently verifying the data. Final data will be available in August. 

(iii) The number of Grade 12 learners targeted to be studying Mathematics in the (aa) 2015, (bb) 2016, (cc) 2020 and (dd) 2030 academic years, are as follows:

PROVINCES	2015	2016	2020	2030
EC	39992	41992	51041	62219
FS	10616	11147	13549	16516
GP	40691	42726	51933	63306
KZN	80503	84529	102745	125246
LP	39203	41163	50034	60991
MP	21389	22458	27298	33276
NW	12024	12625	15346	18706
NC	3461	3634	4417	5384
WC	18385	19305	23465	28603
TOTAL	266264	279579	339828	414247

Reply:

1(a) The Department of Basic Education does not have a budget to provide schools with sport resources. The schools budget for sport through funding from Norms and Standards or sponsorship from private companies. The Department of Sport and Recreation, however, has allocated 40% of the total allocation of the Mass Participation and Sport development grant to school sport. Each province has 10% to purchase equipment for disadvantaged schools identified through participation in school leagues. The 5% is allocated to purchase attire for disadvantaged schools that are registered for the school sport programme and participating in school leagues. The information of the schools and their location resides with Provincial Departments of Sport and Recreation.

2. The schools that are provided with equipment are monitored and supported by the Department of Sport and Recreation, as well as officials from the Department of Basic Education at District level. The officials ensure the participation of the supported schools in school league programme and the specific codes of sport. The report with the analysis is currently being drafted by the Department of Sport and Recreation.

Reply:

 

(a) R22.2 million

(b) The amount of R22.2 million was spent on the following:

• 2014 Build-up process costs (transportation, accommodation, adjudication training, provincial ceremonies,
• The 15th Annual NTA event: Transportation, Printing and Distribution costs, accommodation, prizes, audio-visual, catering and related event costs.
• Corporate gifts for the national event;
• Sign language interpreters for the national event;
• Television production for the national event; and
• Advocacy for the national event and travel agency and professional conference organiser fees.

(c) Over-expenditure amounted to R6 488 396,57

(d) The overspending on this programme is due to the fact that the NTAs expenditure was higher than the available funds for the period under review. The NTA has been earmarked as a critical instrument for the acknowledgement and advocacy attached to the strategic priority to support the professionalisation of teachers at all levels, across the curriculum, and focuses on the inclusion of all learners and teachers within the sector. The 15th Annual NTA was utilised to elevate and celebrate all teachers across the country that serve South Africa.

(e) The R6 488 396.57 over-expenditure was approved by the Acting Director-General of the Department of Basic Education after all due procedures for approval had been followed in order to ensure that the objectives of the NTA were met.

Reply:

(a) The Department of Basic Education’s 1000 Libraries campaign started at the beginning of the current financial year.

(b) The campaign targets 1000 schools in 2019 and there will be at least 1000 additional libraries every year until 2019.

(c) The total cost of the campaign has not been determined yet.

(d) Because it is starting phase, softer criteria were used for 2015. The criteria that were used for the selection of the schools are as follows:

• There must be an existing structure;
• The structure must have minimal resources;
• The structure must be located within a functioning-school environment; and

However, the aim is to reach all schools which have no libraries.

(e) A total of 1 000 schools have been identified across the nine provinces.

(f) (i)Normal procurement procedures will be used and, in addition, donations will be received.

(ii)The Department of Basic Education is partnering with the ETDP SETA to place assistant school librarians in the identified schools. Staffing is going to be a major challenge.

Reply:

1 (a) 38 individual responses and 1 (one) group submitted proposals in this regard.

S Pillay

2. Mr T Botha: Administrator: Life Sciences Member List

3. M Tekere: Geography teacher

4. Ms L Kroll: Brainline

5. P Esterhuysen, HOD Wykeham College

6. Ms L Rodwell: Holy Rosary School

7. N Simamane: Geography teacher

8. Mr KB Mbatha: Dwaleni High School

9. Ms M Mokoka: Limpopo Education Dept

10. Mr A Nxele: Eastern Cape Education Dept

11.Mehmoodbhge

12.Ms U Pillay: Geography teacher

13 CT: Ndwandwe

14. VT Miya: Amaphisi High School

15. Ms I Grimsell: St Dominic’s College

16. Ms E Haffajee: Maritzburg Muslim School for Girls

17. V Govender: Mountview Secondary School

18. Mr Provost: Pinelands High School

19. P Oosthuysen: Holy Rosary School

20. J Lucas: Holy Rosary School

21. B Blampied: Lady of Fatima Dominican Convent School

22. JC Steimann: John Vorster Technical School

23.  Ms S Wiese: GED

24. K Clover: Cedar House School

25. T du Plessis: Milnerton High School

26. A Davey: St Patrick’s College

27. M Smith: St Andrew’s College

28. Mr G Keats, Moderator for Geography

29. Mr B Hughes: Bridge House School

30. Ms J Brown Beaulieue: College:

31. Mr DA Collins: Teacher

32. Dr A Crowe: Lecturer at UCT

33. HL Janse van Rensburg: False Bay High School

34. Ms N Masurei: Pinelands High School

35. Ms M Blignaut: St Catherine’s

36. Ms S Webber: DSG School

37. Mr C Nowlan: Weston Agricultural College 38. Ms Anne Oberholzer: Independent Examinations Board 39. A group of Geography teachers in the Limpopo Province, comprising of 131 individuals.

1(b) Responses to the Government Gazette were as follows:

31 respondents are not in favour of the proposal, especially the coupling of Mathematics with Economics (2 respondents), Geography (24 respondents) and Life Sciences (7 respondents). Seven (7) respondents are in favour of coupling of Mathematics, Accounting and Physical Sciences; one (1) is in favour of coupling Mathematics with Physical Sciences only. One (1) respondent was in favour of the proposal of coupling Mathematics with all the listed subjects.

2. Not yet.

(a) The Minister is still considering the proposals and hence no decision has been taken yet.

(b) The proposals have been taken to relevant structures such as Heads of Education Committee for discussions and will then be considered by the Council of Education Ministers (CEM).

(i) No decision has been taken.

(ii) No decision has been taken yet.

(iii) (aa) The Minister will, after consultation with the Council of Education Ministers, pronounce the decision.

(bb) The amendments will be implemented in the month of January following the year of approval.

Reply:

The dataset for 2015 is not available yet for both LURITS and Annual School Survey.

• The Annual School Survey dataset will be available in February 2016.
• All learners and educators will be uploaded on LURITS by 30 September 2015.

Reply:

(a) (i) The Department of Basic Education spent R50 800 on advertising in the Sowetan Newspaper during the period (aa) 2012 - 2013 while R14 080 was spent during the period (bb) 2013-14 and a further R 29.611.20 in the (cc) 2014-15 financial years

(ii) The Department of Basic Education spent R 56,640.00 on advertising in the Daily Sun Newspaper during the period (aa) 2012 -2013, R28,240.00 during the period (bb) 2013-14 and R 67 929 in the (cc) 2014-15 financial years

(b) Umalusi (i) Umalusi did not spend on advertising in the Sowetan during the period (2012 - 15) (ii) Umalusi did not spend on advertising in the Daily Sun during the (aa) 2012-13 and the (bb) 2013-14 financial years, R 93 270.44 was spent during the (cc) 2014-15 financial year.

(b) South African Council for Educators (SACE) did not spend any money on advertising in the (i) Sowetan nor did it spend in the (ii) Daily Sun during the (aa) 2012-2013, (bb) 2013-14 and (cc) 2014-15 financial years.

Reply:

(1) What (a) are the details of the baseline assessments carried out in February 2015 prior to the commencement of the piloting of three alternative interventions in selected schools in the districts of (i) Ngaka Modiri Molema and (ii) Dr Kenneth Kaunda in April 2015 and (b) methodology was utilised in each of the interventions;

The Department of Basic Education (DBE) is evaluating three new interventions aimed at improving early grade reading. The evaluation is being conducted through a Randomised Controlled Trial (RCT) to evaluate the causal impacts of the following three interventions: (i) a teacher training course focused specifically on the teaching of Setswana reading and literacy. accompanied by scripted lesson plans and graded reading materials; (ii) an on-site support programme to teachers from reading coaches, accompanied by scripted lesson plans and graded reading materials; (iii) and a package designed to improve parent involvement in - and monitoring of - learning to read.

Each intervention is being implemented in a group of 50 schools over a period of two years in North-West Province (specifically, in the education districts of Ngaka Modiri Molema and Dr Kenneth Kaunda). A further 80 schools have been selected as a comparison group.

The project has two arms: 1) a service provider undertaking the implementation of the project interventions. 2) An independent service provider conducting the assessment of the project's impact.
The separation of the services required is in line with best practices to maintain objectivity between implementers of the interventions and assessors of the impact in order to attain objective findings.
Both service providers have been appointed.

(1a)
In line with the RCT design and project plan. a baseline assessment of all the 230 schools in the research project was conducted from 3-24 February 2015 by the appointed service provider. The service provider was not informed of the distinct groups of schools as part of the mechanisms to eliminate a bias.

The service provider that conducted the baseline assessment is still in the process of finalising the data collected. The DBE, in partnership with a Research Team of local and international experts, will then process the data and compile a baseline report by October 2015.

(1b)
The same assessment methodology was used in the baseline assessment for all 230 schools in the research project. The baseline assessment consisted of the testing of 20 Grade I learners in each of the 230 schools in the research project. The test focused on pre-literacy skills and was administered orally by an independent fieldworker in Setswana. In addition, questionnaires were administered to the Grade 1 teachers and school principals. A home background questionnaire was also administered.

(2) Who (a) developed and (b) provided the training to the teachers involved in the specified interventions;

As indicated above, the DBE appointed a second service provider to implement all three interventions in the research project according to the approved Terms of Reference. Each of the three interventions requires specific deliverable5 from the service provider; the same applies for the interventions based on teacher training and on-site support. The service provider has considerable experience in running similar training programmes in the sector and has therefore developed and improved the content over a period of time. The content was then adapted for this project by the service provider. The training and on-site support is provided by employees of the service provider, including former teachers who are fluent in Setswana.

The Terms of Reference specify that all material developed/used for the research interventions must be Curriculum Assessment Policy Statements (CAPS) aligned. A Reference Group consisting of the implementation service provider, representative from the North West Provincial Education Department (PED), Subject Advisors from the Ngaka Modiri Molema District and the Dr Kenneth Kaunda District as well as DBE officials in the Curriculum Branch has ken established to review the materials used for the project.

(3)Whether the teachers' abilities to teach reading skills were assessed either before or after the training; if not, why not; if so, what are the relevant details;

The study did not administer any substantive assessment of teacher knowledge or pedagogical skill for those teachers receiving the training programme. The research design would require that such a test would be valuable if it were administered to all teachers in the evaluation. i.e. also those teachers in the control group.

The research design in its current format. as it follows an RCT methodology, would have allowed the testing of only the 50 schools in the intervention (i) a teacher training course focused specifically on the reaching of Setswana reading and literacy. accompanied by scripted lesson plans and graded reading materials. This would provide the DBE with information on these schools only but the same information would not be available for the remaining 180 schools, and thus no comparison would be possible. Therefore. testing only those teachers who are participating in the training programme would have been of limited value.

The DBE did. however. administer teacher questionnaires in all 230 schools as pan of the data collection effort. These questionnaires collect information about teaching beliefs and practices (thus providing some indication of pedagogical knowledge). The DBE will again collect this information at the end of the interventions to examine whether teachers improved their knowledge of effective teaching methods through the programme. A small component of the teacher questionnaire administered at baseline was also a short reading fluency test in Setswana.

This was a very rudimentary assessment, but it will enable the department to explore whether the success of a training programme depends on the teacher's own reading fluency. The DBE plans on assessing reading fluency after the intervention again, to see whether their own reading fluency might have improved through the training.

All the data collected in this project will be made available for public release for further research purposes once the project reaches completion. i.e. no sooner than July 2017.

(4) What are the relevant details of other alternative interventions to address reading And literacy being (a) piloted, (b) implemented and (c) planned elsewhere in the county?

a) Piloted

The Early Grade Reading Assessment (EGRA) is currently being piloted in 1000 schools nationally in Grades 1 to 3 in all 11 official languages.

b) Implemented

The resuscitation of the Drop All and Read programme is being implemented nationally. The English Across the Curriculum (EAC) programme is being implemented in Grades 4 to 12 to support the acquisition of English as the Language of Learning and Teaching (LoLT). The provision of Workbooks. reading resources, the hosting of the annual National Spelling Bee Competition, the establishment of reading clubs and the implementation of the Annual National Assessments (ANA) in Grades I to 9 in 2015 is aimed at improving reading and literacy outcomes.

c) Planned elsewhere in the country? The National Education Collaboration Trust (NECT) has rolled out literacy projects in the Foundation and intermediate phases in targeted districts in KwaZulu-Natal, North West and Mpumalanga. This project i s currently being replicated in the Eastern Cape and Limpopo.

Reply:

 

(a) See attached spread sheet

(b) See attached spread sheet

(c) See attached spread sheet

(d) See attached spread sheet

(e) Schools build of prefabricated modular structures are constructed when schools are urgently required to avoid/ reduce overcrowding of existing schools or to avoid a situation where the Department will not be able to accommodate learners at all, especially at the beginning of an academic year.

(f) Many of these schools are in excellent to fair conditions and there is no reason to replace these particular schools at this stage. There is no fixed date by when these schools will be replaced as the replacement is determined by the condition of the structures. The planned dates for the replacement of those specific schools that require replacement are indicated on the attached spread sheet.

The responses from three provinces are still outstanding and these will be provided as soon as they are received.

Reply:

(1)(a) All nine provinces have developed District-Based Support Teams (DBSTs) to support the implementation of Education White Paper 6 of July 2001 as has been reported in the Progress Report on the Implementation of Education White Paper 6 of May 2015.

(b) A survey conducted on the functionality of District-Based Support Teams has shown that all 81 Districts in the country have functional District-Based Support Teams. The Department of Basic Education (DBE) is currently in the process of collecting detailed information on the constitution of each District-Based Support Teams so as to ensure that there is transversal representation.

(c) In the absence of norms for representation of (i) teachers and (i) principals of special schools on the DBSTs, no statistics can be provided. However. District offices involve expert teachers and lead principals of special schools in capacity building programmes of the DBST on an ad hoc basis.

(2) All nine provinces submit comprehensive data on special schools to the DBE on an annual basis through the Annual Special School Survey which is completed in September of each year.

(3) The Directorate: Education Management and Governance monitors that:

(a) all schools submit progression and promotion schedules to the district offices; and

(b) The Inclusive Education Units ensure, with the support of the Curriculum Units, that learners, who are repeating and have been progressed without meeting the grade requirements, are supported through the School-Based Support Teams. The DBE is currently in the process of finalising guidelines to support schools and teachers to provide effective support to these learners who have additional support needs, in line with the Policy on Screening, Identification. Assessment and Support (SIAS) of 2014.

(4) All District-Based Support Teams liaise with:

(a) the Department of Health through the Integrated School Health Programme as well as with;

(b) the regional offices of the Department of Social Development. The DBE is currently collaborating with the Department of Health to align the services of health professionals appointed respectively by the Departments of Basic Education and Health so as to make optimal use of these scarce services.

The Policy on Screening. Identification. Assessment and Support (SIAS) outlines the roles and responsibilities of these three government departments in this regard.

Reply:

ATTACHED FIND HERE: RESPONSE

Reply:

(1) (a) See annexure A
(b) The 845 schools are the schools which will be provided with furniture in the 2015 /16 financial year. Deliveries to these schools will commence in July 2015.

(c) As indicated above, deliveries to these schools will commence when the schools reopen in July 2015.

(d) 138 201 desks are to be delivered (i) 75 330 are primary school desks, (ii) 62 871 are secondary schools desks.

(2) The deliveries to the Eastern Cape by the Department of Basic Education (DBE) are a special intervention by the Department and future interventions will only be considered as and when the need arises and based on the funding resources available to the Department of Basic Education for such an intervention.

Reply:

Attached find here: Reply

Reply:

1. (a)(b) (i) curriculum

The development of Curriculum Assessment and Policy Statements (CAPS) for Technical subjects was completed and signed by the Minister of Basic Education on the 13 April 2015; this is in accordance with the Government Gazette No 37840 dated July 2014. Printing is currently in progress and distribution of the CAPS documents will be completed before the training of teachers in June 2015. A total of 52, 750 copies of the CAPS documents for Technical Mathematics, Technical Sciences, Civil Technology, Electrical Technology and Mechanical Technology will be printed and distributed as indicated below:

• 5 copies ( 1 for each subject) to the National office DBE
• 5 copies ( 1 for each subject ) to each provincial office
• 5 copies ( 1 for each subject ) to each district office; and
• 10 copies (2 for each subject) to each school offering a technical subject

(b) (ii) Workshop

Since the inception of the grant, the objective of training 2,749 teachers, building 118 new workshops, refurbishing 266 existing workshops and supplying equipment, machinery and tools to participating schools has been achieved. The grant was reconfigured in 2014 and it now forms part of the new Mathematics, Science and Technology Conditional Grant. The outputs of the new grant include the supply of machinery, equipment and tools and the training of teachers. Based on the total number of technical schools and the state of physical infrastructure at most schools, the schools have the capacity to implement the curriculum. Those that had challenges were recapitalised by the conditional grant.

(b) (iii) Textbooks

The development process of both Technical Mathematics and Technical Sciences textbooks sponsored and co-managed by Sasol-Inzalo Foundation and DBE will be finalised by July 2015. Publishers are in the process of developing Civil Technology, Electrical Technology and Mechanical Technology textbooks due to be finalised in August 2015. Printing and distribution of all technical textbooks will be completed by 30 October 2015.

(b)(iv) Teacher readiness

The changes introduced in the revised CAPS necessitated the need for orientation of subject advisors and re-training of teachers on theory and practical teaching methodologies.

An audit of skills centres in preparation for the training of FET Technical schools subject advisors and teachers and Technology Senior Phase (Grade 7 – 9) subject advisors and teachers was conducted and finalised.

The Department issued letters to HOD’s on 16 April 2015 to inform them of the training process and to request them to ensure that notifications to all partners are issued.

A National Task Team (NTT) for the development of CAPS training guideline document for the three (3) Technical subjects specialisation; Civil technology, Electrical technology, and Mechanical technology have been developed and finalised.

A National Task Team (NTT) for the development of CAPS training guideline document for Technical Sciences and Technical Mathematics has been developed and finalised.

Subject Advisors and Teacher training on the three (3) Technical subjects has been scheduled for 29 June – 03 July and 05-09 October 2015 (School Holidays) and these dates have been communicated to all provinces. The training of Technical Mathematics and Technical Sciences has been scheduled for July 2015 and these dates have also been communicated to all provinces. The training is aimed at 70% skills transfer and 30% on the strengthening of theory of the specialisation.

The funding for this training will be sourced from the reconfigured MST Conditional Grant. The objective of the grant is to, supply machinery, supply of equipments and tools. The objective of the grant is to train subject advisors and teachers, building of new workshops, refurbishing of existing workshops and supplying equipment, machinery and tools.

1. (a)(i)(aa) (a)(ii)(bb)(cc)(dd)(ee) Numbers and percentage of learners offering Technology subjects per Province from 2005, 2008, 2010 and 2012.

YEAR	Civil Technology	Engineering Graphics And Design (EGD)	Electrical	Mechanical
	NUMBER WROTE	%	NUMBER WROTE	%	NUMBER WROTE	%	NUMBER WROTE	%
(aa) 2005	10283	2%	20653	4%	6510	1%	6728	1%
(bb) 2008	10392	2%	26491	5%	7526	1%	7890	1%
(cc) 2010	9359	2%	26350	5%	5843	1%	6859	1%
(dd) 2012	8759	2%	25070	4%	5010	1%	5975	1%
(ee) (2015)	data is not yet available

(b) All technology subjects are non-designated; i.e. HEIs do not recognise these subjects as requirements to university entrance.

3.     The Department is aware that the National Curriculum Statements (NCS) present foundational skills to all learners and these skills create opportunities for learners to enter further and higher education. Therefore the list of critical skills according to the Government Gazette 37716 dated 3 June 2014 contains occupations that require the foundational skills, which are acquired through the basic education sector.

4.    (a)The Universities do not consider these subjects as requirements for entrance into engineering courses at a university. This puts learners at a disadvantage if after three years of studying they change their minds and no longer want to become artisans but engineers, they are then not credited at HEIs.

(b)Based on the targets set by the National Development Plan (NDP), the Department is committed to contributing to the production of 30,000 artisans per year by 2030 (NDP, Chapter 9, p277), through the strengthening and refocusing of technical schools and increasing the learner enrolments from 27,000 to 57,000 in 2030. The revision of the curriculum and the recapitalisation process at technical schools will also ensure that the industry requirements in terms of technical specialisation are met and thereby increase participation in the technical education sector.

In order to further strengthen articulation between GET and FET Technology, Senior Phase Subject Advisors and Teachers will be part of the training for specialisations scheduled for June and October 2015 as mentioned above. Advocacy on the Decade of the Artisan in partnership with Department of Higher Education (DHET) is currently being rolled out in all provinces with the intention to increase participation in artisanship and engineering.

The Department and DHET have embarked on a process of aligning the curriculum for basic education with that of Technical Vocational Education and Training (TVET) Colleges.

(c) The enrolment of learners in the technical fields has been declining since 2008 due to the changes in the National Curriculum Statement (NCS). The revision of the Nated 500 to remove areas of specialisation resulted in the overload of subject content areas and the decline in learner enrolment. The reintroduction of the specialisation by the revised Curriculum and Assessment Policy Statement (CAPS) for technical schools and the implementation of the recapitalisation programme will ensure that sector is expanded.

The following targets for the increase in learner enrolment have been set for 2014-2019:

Targets	Mechanical Technology	Electrical Technology	Engineering Graphics &Design	Computer Technology	Technical Maths	Technical Science	Maths	Physical Science
2014	6,410	5,278	28,919	9,527	0	0	21,214	21,214
2015	6,602	5,436	30,943	10,003	0	0	22,275	22,275
2016	6,800	5,599	33,109	10,503	11,694	11,694	11,694	11,694
2017	7,004	5,767	35,427	11,028	12,279	12,279	12,279	12,279
2018	7,214	5,940	37,907	11,580	12,893	12,893	12,893	12,893
2019	7,431	6,118	40,560	12,159	13,538	13,538	13,538	13,538

Targets: National Learner Enrolment in Technical Schools (2014 – 2019)

Provincial Targets per Technology Subject:

2015 Targets
PROVINCE	MT	ET	EGD	CT	Tech Maths	Tech Science	Maths	Science
EC	507	418	2,377	768			1,711	1,711
FS	582	479	2,727	882			1,963	1,963
GP	1,753	1,443	8,214	2,655			5,913	5,913
KZN	1,046	861	4,901	1,584			3,528	3,528
LP	323	266	1,512	489			1,088	1,088
MP	360	297	1,689	546			1,216	1,216
NC	126	104	591	191			425	425
NW	539	444	2,527	817			1,819	1,819
WC	1,367	1,125	6,405	2,071			4,611	4,611
TOTAL	6,602	5,436	30,943	10,003			22,275	22,275
2016 Targets
PROVINCE	MT	ET	EGD	CT	Tech Maths	Tech Science	Maths	Science
EC	681	560	3,314	1,051	1,170	1,170	1,170	1,170
FS	530	436	2,581	819	912	912	912	912
GP	1,808	1,489	8,804	2,793	3,110	3,110	3,110	3,110
KZN	1,685	1,387	8,202	2,602	2,897	2,897	2,897	2,897
LP	558	460	2,718	862	960	960	960	960
MP	465	383	2,266	719	800	800	800	800
NC	186	153	904	287	319	319	319	319
NW	495	408	2,410	764	851	851	851	851
WC	392	323	1,910	606	675	675	675	675
TOTAL	6,800	5,599	33,109	10,503	11,694	11,694	11,694	11,694
2017 Targets
PROVINCE	MT	ET	EGD	CT	Tech Maths	Tech Science	Maths	Science
EC	635	523	3,211	999	1,113	1,113	1,113	1,113
FS	584	481	2,955	920	1,024	1,024	1,024	1,024
GP	2,063	1,699	10,436	3,249	3,617	3,617	3,617	3,617
KZN	1,550	1,276	7,841	2,441	2,718	2,718	2,718	2,718
LP	306	252	1,547	482	536	536	536	536
MP	436	359	2,205	687	764	764	764	764
NC	190	157	963	300	334	334	334	334
NW	603	497	3,052	950	1,058	1,058	1,058	1,058
WC	636	524	3,217	1,001	1,115	1,115	1,115	1,115
TOTAL	7,004	5,767	35,427	11,028	12,279	12,279	12,279	12,279

2018 Targets
PROVINCE	MT	ET	EGD	CT	Tech Maths	Tech Science	Maths	Science
EC	574	473	3,018	922	1,027	1,027	1,027	1,027
FS	487	401	2,560	782	871	871	871	871
GP	2,059	1,695	10,818	3,305	3,679	3,679	3,679	3,679
KZN	1,817	1,496	9,545	2,916	3,247	3,247	3,247	3,247
LP	447	368	2,347	717	798	798	798	798
MP	440	362	2,312	706	786	786	786	786
NC	135	111	708	216	241	241	241	241
NW	499	411	2,621	801	891	891	891	891
WC	757	623	3,978	1,215	1,353	1,353	1,353	1,353
TOTAL	7,214	5,940	37,907	11,580	12,893	12,893	12,893	12,893
2019 Targets
PROVINCE	MT	ET	EGD	CT	Tech Maths	Tech Science	Maths	Science
EC	592	487	3,230	968	1,078	1,078	1,078	1,078
FS	502	413	2,739	821	914	914	914	914
GP	2,121	1,746	11,575	3,470	3,864	3,864	3,864	3,864
KZN	1,871	1,541	10,213	3,062	3,409	3,409	3,409	3,409
LP	460	379	2,511	753	838	838	838	838
MP	453	373	2,474	742	826	826	826	826
NC	139	114	758	227	253	253	253	253
NW	514	423	2,804	841	936	936	936	936
WC	780	642	4,256	1,276	1,421	1,421	1,421	1,421
TOTAL	7,431	6,118	40,560	12,159	13,538	13,538	13,538	13,538

(d) (i) Negotiations between the Department and Higher Education South Africa (HESA) and Umalusi are in progress for considering the designation of these technology subjects

(d)(ii)The non-designation is the only challenge that the Minister foresees.

Reply:

(a)  Workbooks

Workbooks are delivered directly to each public school. The National Department of Basic Education is in possession of electronic copies of proof of delivery notes for all schools that received their workbook consignments for volume 1 and volume 2 for the 2015 academic year.

(b)  Textbooks

The National Department of Basic Education does not deliver textbooks to schools. The responsibility is that of Provincial Departments of Education who are in possession of the proof of deliveries.

Reply:

(a) Both construction contracts of Chief Boklein and Bhekizulu were terminated on 19 March 2015 due contractor’s non-performance.

1. Progress at termination was 35% for Chief Henry Boklein Senior Secondary School
2. Progress at termination for 26% for Bhekizulu Senior Secondary School

(b) The contractor which was appointed for both contracts was Leungo Construction

(c) The contractor’s contact details are Richard Farrar, [email protected], 0722125467 or 073 609 1572

Reply:

The responses below were sourced from the provincial education departments.

1. (i) (aa) (bb) (ii)

PROVINCES	Spend 2013/14	Spend 2014/15
	R'000	R'000
Eastern Cape	51 900 000	18 209 835
Free State	3 307 000	51 469 000
Gauteng	30 391 214	43 000 000
KwaZulu-Natal	47 455 000	88 990 716
Limpopo	30 002 000	297000
Mpumalanga	35 015 000	28 717 000
Northern Cape	1 389 000	16 367 000
North West	19 511 000	18 365 000
Western Cape	35 170 086	31 914 362
TOTAL	254 140 300	297 329 913

Information for 2015/16 has been requested from the province and will be made available once received.

1. (c) (d)

	2013/14 Financial year	2014/15 Financial year
PROVINCES	No of schools that received furniture in 2013/14	Total quantities delivered 2013/14	No of schools that received furniture in 2014/15	Total quantities delivered 2014/15
Eastern Cape	580	116083	1012	388 675
Free State
Gauteng	417	93354	380	53 162
KwaZulu-Natal	6	505	1631	151 215
Limpopo	320	41899	486	13 733
Mpumalanga	487	64201	449	74 749
Northern Cape	7	1368	7	93
North West	10	884	343	33 381
Western Cape	761	151192	814	75 602
TOTAL	2588	469486	5122	790610

NB: In KwaZulu-Natal and Northern Cape Provinces schools procure furniture using the Norms and Standard for school funding allocations. Outstanding information from the Free State Province has been requested and will be made available once received.

Quantities delivered include, combination desks, learners tables, chairs and teachers furniture.

Reply:

(1) In May 2015 the number of Full-Service schools in the country stood at a total of 793. The total amount spent to revamp the schools to provide a full range of support services is not available for all provinces for the respective reporting years. According to reports received from four of the nine provinces the total amount spent in (i) 2013 – 2014 was R71 763 000 and in (ii) 2014 – 2015, R73 189 000 (Table 1 below gives a breakdown by Provincial Education Department).

(2) The number (a) of learners with (i) physical disabilities and (ii) other special needs enrolled in Full-Service Schools in 2014 was 19 735. Comprehensive disaggregated statistics on enrolment by category of disability are not available. This data will become available as the Policy on Screening, Identification, Assessment and Support (SIAS) is incrementally rolled out, commencing with Special and Full-Service Schools in 2015 to 2016.

Table 1: The table below provides statistics related to Full-Service Schools:

Province	Number of Full Service Schools	Expenditure in 2013/14 R’000	Expenditure in 2014/15 R’000	Number of learners with special needs (including learners with physical and sensory disabilities)
EC	26	R 45 336	R620	2358
FS	134	-	-	1835
GT	74	R7 054-	R9 100	4310
KZN	101	-	R1 377	4295
LP	17	-	-	-
MP	140	R690	3,500	3195
NC	4	-	-	489
NW	150	R24,827	R60,638	2618
WC	147	R910	-	1720
Total	793	R71 763	R73 189	19735

Source: Reports submitted by PEDs in March 2015

The number of learners with physical and other disabilities enrolled in Special Schools respectively in 2013 and 2014 is provided in Table 2 below.

Table 2: Enrolment in Special Schools in 2013 - 2014

Province	Number of Special Schools	Number of Learners with Physical Disabilities (including sensory disabilities) in 2013	Number of learners with other special needs in 2013	Number of Learners with Physical Disabilities (including sensory disabilities) in 2014	Number of learners with other special needs in 2014
EC	42	2 406	6 852	2 276	8546
FS	21	1 584	4 546	1 487	4 691
GT	136	8 279	34 784	3 629	37 982
KZ	74	4 942	11 968	4 371	12 809
LP	34	2 597	6 095	2 445	6 085
MP	20	574	3 429	399	3 473
NC	11	411	1 374	300	1 597
NW	32	1 258	5 600	1 219	5 724
WC	83	3 326	17 459	3 114	16 491
SA	453	25377	92107	19240	97398

Source: Special School Snap Survey 2013, 2014

1. The number of teachers in (a) schools for learners with special needs and (b) Full-Service schools who have been trained in special needs teaching methods is provided in Table 3 below.

Table 3: Number of teachers trained in areas of specialisation in Inclusive Education

Province	Number of Teachers Trained in Curriculum Differentiation in 2014/15	Number of Teachers Trained on Full-Service School Guidelines in 2014/15	Number of Teachers Trained on SNE Guidelines in 2014/15	Number of Teachers Trained in SASL in 2014/15	Number of Teachers Trained in Braille in 2014/15
EC	55	435	0	94	60
FS	766	558	79	59	27
GT	6803	616	616	130	50
KZN	4176	2424	1752	64	30
LP	102	34	102	33	30
MP	1450	0	0	576	140
NC	3783	200	265	28	11
NW	1200	1200	1200	58	50
WC	405	405	405	160	65
Total	18740	5872	4419	1202	463

(4)(a)(i) and b(i) The national target for establishing new special schools in (aa) 2013-14 was six (6) and for (bb) 2014-15 one (1). ( c )(i) A total of seven (7) new special schools were completed between 2013 and 2015.

(a)(ii) and b(ii) After a substantial growth in the number of designated Full-Service Schools from 30 in 2009 to 793 in 2015, most Provincial Education Departments have entered a phase of consolidation which would include implementation of the SIAS Policy, strengthening of School-based Support Teams, staff training, provision of assistive technology and physical infrastructure upgrading to comply with norms of universal design and access. The national target for converting additional ordinary schools into full-service schools in (aa) 2013-14 was 116 and for (bb) 2014-15, 21 .

( c )(ii) A total of 137 new full-service schools were completed between 2013 and 2015 .

Specific targets set by individual provinces for 2014 – 15:

Eastern Cape

Financial Year	Number of Special Schools to be established	Actual Achievement	Number of Full Service Schools to be established	Actual Achievement
2013/14	2	0	5	5
2014/15	2	0	21	21

Free State:

One Special School will be built in Xhariep District in the 2015/16 financial year. Two Full-Service Schools have been designated for upgrading in 2015/16.

Gauteng:

Gauteng Province had a target of 19 Full-Service Schools for 2013/14 and 2014/15. This target was achieved. A target of 45 has been set for 2015/16 and this target will be achieved as the province started capacitating certain schools in 2013/14 and 2014/15 in order to ensure that the number of Full-Service Schools can be increased to expand the support for learners who experience barriers to learning. No targets were set in 2013/14 and 2014/15 to increase the number of Special Schools. However, Gauteng is currently considering increasing the number of Special Schools.

Limpopo:

Due to budgetary constraints, Limpopo Province is concentrating on consolidating the Full-Service and Special Schools that have been converted or newly built over the past four years by training of teachers and provision of resources.

KwaZulu Natal:

Two new Special Schools were registered in 2014 and no new Full-Service schools have been designated in the period 2013 – 2015.

Mpumalanga

Tsakane Special School in Bushbuckridge was opened in October 2014 making provision for 120 learners with high levels of support needs. The province is awaiting the construction of a residential school for the Deaf and blind learners in Mbombela. There are no plans for designating any new Full Service Schools in 2015.

Northern Cape

In 2014 the Kleinzee Special School was established with donor funding from the Anglo American Corporation. No new Special or Full-Service schools will be built in 2015/16.

North West Province:

Full Service schools 2013-14	Full Service Schools 2014-15
Target	Time Frame	Target achieved	Target	Time Frame	Target achieved
20 (05 per district)	2013/14	20	20 (05 per district)	2014/15	20
Special schools 2013-14	Special Schools 2014-15
Target	Time Frame	Target achieved	Target	Time Frame	Target achieved
32	2013/14	32	0	2014/15	0

Western Cape

Full Service schools 2013-14	Full Service Schools 2014-15
Target	Time Frame	Target achieved	Target	Time Frame	Target achieved
32	2013/14	32	40	2013/14	40
Special schools 2013-14	Special Schools 2014-15
Target	Time Frame	Target achieved	Target	Time Frame	Target achieved
71	2013/14	71	72	2014/15	72