Questions and Replies

Reply:

(1) Honourable Member, I have been informed that all SMS Members in my Department did declare their financial interest for the past year.

(2) Falls away.

(3) I have been informed that one employee in my department has been placed on precautionary suspension pending the outcome of an investigation into allegations levelled against the employee. The suspension took effect on 20 June 2018.

(4) Honourable Member, the precautionary suspension only took effect on 20 June 2018 and I would therefore appeal that my department be given time to deal with this matter without placing it in the public domain thereby infringing upon the rights of the employee concerned.

 

Reply:

a) The school has 5 blocks of face brick Ventilated Improved Pit (VIP) latrines as well as 2 blocks of plaster brick Pit Latrines.

b) Yes.

c) Construction of toilets to replace the 2 blocks of pit latrines is underway as well as a donation by MTN for renovations to existing structures.

Reply:

The Department of Basic Education (DBE) is responsible for the replacement of unsafe schools built wholly of mud and unsafe materials through the ASIDI program. In addition it assists the Provinces in the areas of water, sanitation and electricity provision. This information can be provided forthwith. Provinces receive an infrastructure grant and their equitable share in terms of the Division of Revenue. The physical planning, audit of needs and costing resides with Provinces and it suggested that the information is obtained from the Provinces.

Reply:

The Department of Basic Education (DBE) is responsible for the replacement of unsafe schools built wholly of mud and unsafe materials through the ASIDI program. In addition it assists the Provinces in the areas of water, sanitation and electricity provision. This information can be provided forthwith. Provinces receive an infrastructure grant and their equitable share in terms of the Division of Revenue. The physical planning, audit of needs and costing resides with Provinces and it suggested that the information is obtained from the Provinces.

Reply:

2015/16 = 0

2016/17 = 0

2017/18 = 0

(i) in each of the past three financial years and (ii) since 1 April 2018, (b) cost for repairs in each case and

2015/16 = 0

2016/17 = 0

2017/18 = 0

Since 01 April 2018 = No repairs

(c) (i) number of and (ii) reasons for vehicles being written off in each case;

No vehicles were written off since 2015/16 financial year to date.

(2) whether all vehicles owned by his department have tracking devices installed?

Not all the vehicles owned by the department are installed with trackers. Five vehicles are installed with trackers and two are in the process of being installed.

NW2189E

 

 

Reply:

(a) The sustainability of the remuneration to participants is dependent on budget allocation.

(b) Redisa did not adequately address the recycling of waste tyres. The stockpiles created by Redisa as well as waste tyres collected from collection points are sorted and pre-processed at depots prior to being delivered to processors and/or secondary industries. The Waste Bureau is gradually increasing its OTR pre-processing capability by incrementally procuring pre-processing equipment as well as exploring markets for the pre-processed OTR material. These efforts will then enable the Bureau to address the post levy stockpiles. Stockpiles which do not fall within the category above (Historical waste tyre stockpiles), are dealt with in terms of Regulations 7, 8 and 9 of the Waste Tyre Regulations of 2017. Owners of Historical waste tyre stockpiles are expected to register with the Minister as well as submit abatement plans to the Minister for approval.

(c) The Bureau has lease agreements in place with the depots in the attached list.

---ooOoo---

Reply:

(a) The process to fill the key positions in the Waste Management Bureau is underway and this is in line with Section 34D of the National Environmental Management Waste Act. The department is anticipating to conclude the process once the listing of the Bureau is effected.

Section 34D of the Act states that “the objects of the Bureau are to –

(e) progressively build capacity within the Bureau to provide specialist support for the development and implementation of municipal waste management plans and capacity building programmes.”

(b) The Bureau does not have the Board due to the delays with the listing process.

(c) Currently the Bureau does not have the Chief Executive Officer.

Section 34A states that;

“in the event of absence of a functional Bureau or a Chief Executive Officer, the powers and duties of the Bureau revert to the Director-General of the Department contemplated in section 34G(1), who, in such a case, must exercise those powers and perform those duties until the Bureau is functional or a Chief Executive Officer is appointed. Therefore, the Director-General is currently performing these duties.”

---ooOoo---

Reply:

(1) (i) Table 1 presents the total amount owed by Modimolle, Mookgophong and Thabazimbi Local Municipalities in Limpopo at the end of the past four financial years as well as January 2018 as follows:

Table 1: Total amounts owed:

		Financial year
NAME of Municipality	As at Jan_2018 (Rm)	Mar_2017 (Rm)	Mar_2016 (Rm)	Mar_2015 (Rm)	Mar_2014 (Rm)
MODIMOLLE LOCAL MUNICIPALITY	133 677 479	89 691 778	30 052 581	6 216 489	5 479 296
MOOKGOPHONG LOCAL MUNICIPALITY	123 185 380	98 353 558	64 435 450	38 801 446	19 079 933
THABAZIMBI LOCAL MUNICIPALITY	222 470 986	208 018 852	149 351 611	109 226 136	63 239 219
Grand Total	479 333 845	396 064 189	243 839 643	154 244 071	87 798 449

1. (ii) (aa)(bb)

	2013/14	2014/15	2015/16	2016/17	2017/18
	MM	MM	MM	MM	MM
Thabazimbi	Ntsoane M.E	Ntsoane M.E (Suspended)	Ntsoane M.E (Suspended)	Vacant	T.J. Ramagaga
Mookgophong	Magwala N.P	Vacant	Sebola O.P	Sebola O.P	Amalgamation
Modimolle	Vacant	Bambo N.S	Bambo N.S	Sebola O.P	Sebola O.P
	CFO	CFO	CFO	CFO	CFO
Thabazimbi	Malema L.C	Malema L.C (Suspended)	vacant	vacant	Mhlanga S.N
Mookgophong	Eksteen D	Eksteen D	Eksteen D	Eksteen D	Amalgamation
Modimolle	Mathabatha	Mathabatha	Vacant	EKsteen D	vacant

2. Yes, Eskom was involved in the following actions:

• Various payment arrangements were signed by these municipalities over time, but they were not fully honoured.

• Eskom, with the intervention of national and provincial government (Treasury and CoGTA) have engaged municipalities in order to agree on realistic payment plans.

• Promotion of Administration Justice Act (PAJA) was initiated against the three municipalities in question at different time periods.

• Thabazimbi Municipality entered into several payment arrangements and none were honoured (April 2015, March 2017). Electricity supply was interrupted during October 2017 and November 2017. The municipality has subsequently signed a new payment arrangement with Eskom in December 2017 and it is being honoured monthly.

The municipality is busy with a project of installing smart metering in its residential areas although it is getting resistance from some customers. Upon finalisation of the project, the

smart metering initiative should assist the municipality with its revenue collection efforts.

• Modimolle and Mookgophong Municipalities signed payment arrangements with Eskom in November 2016 and they were not honoured. Thereafter, they signed new payment arrangements in March 2017 and these were also not honoured. PAJA was initiated in November 2017 and the process was suspended after the municipalities entered into new payment arrangements that were signed in November 2017.

They have subsequently failed to honour their agreements and the electricity bulk supplies to the two municipalities are scheduled to be interrupted from 31 March 2018 as published.

3. Eskom has not written off any municipal debt in any of the abovementioned financial periods.

 

Reply:

(a) The table below shows the comparison between the Waste Bureau and Redisa in term of waste tyres processed on an annualised basis. It shows that if exports are excluded, then the Waste Bureau performs better than Redisa.

	Oct17-Mar18 Annualised	Dec16-Jul17 Annualised
	Recycled (Tons)
Category	Waste Bureau	Redisa
Re-use	3 277	78
Crumbing	7 945	4 482
Pyrolysis	3 616	6 357
TDF	21 772	14 426
Sub-Total (excl Exports)	36 610	25 343
Exports	0	12 473
Total incl Exports	36 610	37 816
Estimated waste tyres arising	170 226
Recycling as % waste tyres arising (excl exports)	21,5%	14,9%
Recycling as % waste tyres arising (incl exports)	22,5%	22,2%

(b) As shown in (a) above, the recycling rate as % of waste tyres arising is 21.5%. The recycling rate is 22% for both the Waste Bureau and Redisa if exports are included.

(c) The stockpiles created by Redisa as well as waste tyres collected from collection points are sorted and pre-processed at depots prior to being delivered to processors and/or secondary industries. The Waste Bureau is gradually increasing its OTR pre-processing capability by incrementally procuring pre-processing equipment as well exploring markets for the pre-processed OTR material. These efforts will then enable the Bureau to address the post levy stockpiles. Stockpiles which do not fall within the category above (Historical waste tyre stockpiles), are dealt with in terms of Regulations 7, 8 and 9 of the Waste Tyre Regulations of 2017. Owners of Historical waste tyre stockpiles are expected to register with the Minister as well as submit abatement plans to the Minister for approval.

(d) 874 tons of OTR were recycled during the period from Oct 2017 to March 2018.

---ooOoo---

Reply:

No, the Minister has not received the outstanding information. The Honourable Member is requested to kindly submit the request directly to the provinces because this detail of information is not collected in the Department.

Reply:

a) There is no policy that has been put in place to preclude members of the History Ministerial Task Team who contributed to the decision to make history a compulsory subject for high school learners from benefiting financially in any way from the production of textbooks and any other relevant teaching material for the subject.

There is no decision that has been taken by the Minister of Basic Education or any other person regarding the teaching of compulsory History in Grades 10-12. The MTT only recommended that there is a possibility of teaching compulsory History in the FET band provided that there is proper planning by DBE as well as considering issues such as the financial implications, teacher provisioning and training. The DBE is planning to make wider public consultations regarding the recommendations by the MTT before such a decision can be taken.

However there is a policy outlining the Terms of Reference for any publisher to submit material for evaluation and catalogue of core textbooks in the Department of Basic Education. The DBE requests publishers to submit material for evaluation purposes and these materials have to cover the entire curriculum for the whole year, as outlined in the Curriculum and Assessment Policy Statement (CAPS) of a specific subject.

DBE publishes an Invitation and Terms of Reference (TOR) which outlines the process for submissions. This TOR also informs tenderers of subjects and grades for which submissions are invited and dates as well as other important issues that publishers must comply with, in order for their submissions to be considered.

The DBE is responsible for the development of the national catalogue which is forwarded to provinces, districts and schools. The provinces are responsible for procurement and delivery of books to schools.

Notices regarding submissions of LTSM are advertised on the DBE website www.ltsm.doe.gov.za.

The reason why the MTT members are not precluded, it is because the DBE does not enter into agreement with individual authors but with publishers for the submission of material to be included in the National Catalogue for Grades 10 – 12 core textbooks. Although the DBE approves material to be on the catalogue it does not guarantee their purchase.

Furthermore, submission by a publisher does not guarantee that the material will be successful to be included on the DBE catalogue. The material goes through a rigorous process by a panel of teachers, subject advisers and members of Higher Education Institutions from various provinces. They are selected on the basis of their subject knowledge, expertise and experience in the specific subject. Hence the screening process is regarded as transparent, reliable and credible because it is guided by the five pillars from the National treasury: value for money, open and effective competition, ethics and fair dealings, accountability and reporting, and equity.

b) There is no policy that has been put in place to ensure that any other person who contributed to the decision to make history a compulsory subject for high school learners precluded from benefiting financially in any way from the production of textbooks and any other relevant teaching material for the subject.

The same reasons provided in answer (a) apply in this case as well.

Reply:

Yes, the below response is based on the outstanding information submitted to the Department of Cooperative Governance by the Department of Cooperative Governance and Traditional Affairs in the Gauteng Province (“the Province”).

The following status prevails in respect of the number of persons that worked in each of the various political offices in the Ekurhuleni Metropolitan Council:

(a) Mayor

Date	Number of Persons that Worked in the Office
As at 1 August 2016	54
As at 1 August 2017	63

(b) Speaker

Date	Number of Persons that Worked in the Office
As at 1 August 2016	8
As at 1 August 2017	8

(c) Chief Whip

Date	Number of Persons that Worked in the Office
As at 1 August 2016	20
As at 1 August 2017	35

(d) Mayoral Committee Members

There were ten (10) mayoral committee members as at 1 August 2016 and as at 1 August 2017.

Date	Number of Persons that Worked in the Office
As at 1 August 2016	10 Political Advisors
	10 Personal Assistants
	10 Administrative Assistants
As at 1 August 2017	10 Political Advisors
	10 Personal Assistants
	10 Administrative Assistants

(e) Chairperson of a Committee

There were fifteen (15) chairpersons of committees as at 1 August 2016, and seventeen (17) chairpersons of committees as at 1 August 2017.

Date	Number of Persons that Worked in the Office
As at 1 August 2016	6 Researchers
	15 Administrative Assistants
	6 Committee Administrators
As at 1 August 2017	6 Researchers
	17 Administrative Assistants
	6 Committee Administrators

In summary, the total number of staff members as at 1 August 2016 was 139, and as at 1 August 2017 it was 165.

1. The below background is based on a report submitted by the City of Ekurhuleni to the Province.

Parliamentary question relates to the previous reply to question 3529 on 3 November 2017

2. The Municipal Human Resource Systems unit in the Department of Cooperative Governance has developed draft regulations on the Local Government: Municipal Staff Regulations.

As per Chapter 2, Item 5(b)(2) of the above-mentioned draft, the following posts may be provided on the approved staff establishment in the offices of the political office bearers, subject to the category, size and affordability of municipality, including approval by council of the municipality:

Executive Mayor / Mayor	Deputy Executive Mayor/ Deputy Mayor	Speaker	Chief Whip / Whip	Councillor Support
				Member of Executive Council/ Mayoral Committee/Chairperson of a subcouncil	Party Offices
Chief of Staff Executive Secretary Community Liaison Officer Senior/ Registry Clerk Driver	Head of the Office of Deputy Mayor Executive Secretary Driver	Head of the Office of the Speaker Public Participation and Outreach Coordinator Public Officer: Petitions and Hearings Ward Coordinator Coordinator: Community Development Workers Senior / Administrative Officer Executive Secretary Driver	Support Officer Secretary	Manager: Councillor Support Executive Support Officer per POB Secretary per POB	Manager: Councillor Support Executive Support Officer per POB Researcher per POB Secretary per POB
Possible Shared Resources: 1. Researcher and Speech Writer 2. Committee Support (Administration)

Reply:

1. (a) The Department does not own land; however, it leases two privately owned buildings via the Department of Public Works (123 and 178 Francis Baard Street) and occupies a State-owned building in Olifantsfontein, i.e. the Indlela Trade Test Centre. The Mining Qualifications Authority, South African Qualifications Authority and National Student Financial Aid Scheme reported that they owned land, and the details are provided in the table below.

2. 

Entity	1 (a) Total amount of land owned by the entity in each province	(i) Vacant	(ii) Unused or has no purpose	(b)(i) Location?	(ii) Size of each specified plot of land?	2 (a) Land owned by the entity been leased out for private use	(b)(i) Rand value of each lease	(ii) (aa) Location of each piece of land	(bb) Size of each piece of land
Mining Qualifications Authority	R3 525 Gauteng Province	Not vacant	Used for MQA offices	Erf 917, 7 Anerley Road, Parktown, Johannesburg	3 525 m2	Not applicable	Not applicable	Not applicable	Not applicable
South African Qualifications Authority	R515 455 Gauteng province	Not vacant	Used for SAQA head office	1067 Arcadia Street, Hatfield, Pretoria, Erf 637	2 933 m2	Not applicable	Not applicable	Not applicable	Not applicable
National Student Financial Aid Scheme	R770 000 Western Cape	Not vacant	Used as offices of the organisation	(Erf #, 66447,66458,66459,66460 and 66461 Wynberg, Cape Town)	2 712 m2	Not applicable	Not applicable	Not applicable	Not applicable

Reply:

(a) There is no total budget allocated to Mogalakwena project. The service provider is contracted to preprocess post levy tyres at an agreed rate per kilogram.

(b) (i) Refer to a

(ii) Refer to a

(iii) Refer to a

(iv) Refer to a

(v) Refer to a

---ooOoo---

Reply:

a) (i) No, the stockpiles must be dealt with by the stockpile owners who must fund the management of their stockpile.

(ii) No, the Waste Bureau has not issued any such authorisation.

b) The stockpile owners, on approval of their stockpile abatement plans, are issued with an approval letter, with conditions. These conditions include time-frames for the implementation of the abatement plan. The letter requires the submission of annual reports to enable the Department and the Waste Management Bureau to track progress.

c) 3 stockpile abatement plans were submitted and approved by the Minister. Only 1 plan has submitted the annual report. Letters of non-compliance have been issued to the remaining 2 approved abatement plan owners requesting submission of the report by July 2018.

d) Letter requesting annual reports have been sent to the owners for submission by July 2018.

e) DEA is engaging with historical stockpile owners (stockpiles before November 2012) with regard to their responsibility on submission of receipt of the annual reports as per their approved abatement plans. Site visits are part of the standard operating procedures for compliance monitoring to verify the information contained in the annual reports, and consequent compliance against the Waste Tyre Regulations is determined accordingly.

f) The stockpiles created by REDISA as well as waste tyres collected from collection points are sorted and pre-processed at depots prior to being delivered to processors and/or secondary industries. The Waste Bureau is gradually increasing its OTR pre-processing capability by incrementally procuring preprocessing equipment, as well exploring markets for the pre-processed OTR material. These efforts will then enable the Bureau to address the post levy stockpiles. Stockpiles which do not fall within the category above (Historical waste tyre stockpiles) are dealt with in terms of Regulations 7, 8 and 9 of the Waste Tyre Regulations of 2017. Owners of Historical waste tyre stockpiles are expected to register with the Minister, as well as submit abatement plans to the Minister for approval.

---ooOoo---

Reply:

a) (i)(ii)(iii) No annual reports were developed and published on the website because the Department had resolved to scale down on high cost of design and layout for publications. The data of all annual reports published in previous years derives from the consistent annual reports submitted to the National Council of Provinces, National Treasury and Portfolio Committee for Education.

b) There are no copies of annual publications.

Reply:

A) Drop-out rate in each province; and

B) The method of calculation in the Department of Basic Education

Currently, the best source of data available for estimating drop-out rates is STATS SA’s General Household Survey (GHS). The most recent data is from 2016. The table below shows the drop-out rates and survival rates for 2 different age cohorts, those born during 1987-1989 (and surveyed between 2011-2013) and those born during 1990-1992 (and surveyed between 2014-2016). These two cohorts provide a justifiable comparison across time, because the individuals would have been the same age when surveyed (between 22 and 26 years old). The specific cohorts were chosen, because individuals aged 22 – 26 years old would have been old enough to have completed school at the time when the GHS data was collected, and we will therefore be able to gauge what percentage of them finished their schooling at which grades. The survival rates in the table show the percentage of individuals who reached each grade. The rate was then converted to show the number of individuals, out of a 1000 individuals who reached each grade. It was then also possible to calculate the percentage of all individuals reaching particular grades who then drop out before attaining the next grade.

Note that the data of several years have been combined for this analysis in order to ensure that there are sufficient sample sizes in each of the cells. It is also important to note that whilst this method provides the most reliable estimates of drop-out rates by grade, it does not reflect the drop-out that happened in a particular year – the data may have been collected from 22-26 year-olds between 2014-2016, but those youths may have dropped out of school in an earlier year.

Interpretation focusing on 2014-2016:

An estimated 0.7% of 22-26 year-olds in 2014-2016 reported to have not even completed Grade 1, whereas 51.5% of this cohort attained Grade 12. It was also calculated that 26% of those with Grade 11 (NB: not of all youths) dropped-out before attaining Grade 12. Similarly, the drop-out rates for grade 7, 8 and 9 were 3.1%, 4.6% and 9.5% respectively.

Drop-out rates for each grade are also reported by province using the same methodology in the tables below, for both the 2011-2013 combined period and the 2014-2016 combined period. It is worth noting that in general the survival rates improved in the more recent period.

Survival rates and drop-out rates, associated with each grade

	2011-2013	2014-2016
	Survival Rate	Survival per 1000	Percentage dropping out with this Grade attained	Survival Rate	Survival per 1000	Percentage dropping out with this Grade attained
Total cohort	100%			100%
No schooling		1000	0.7%		1000	0.7%
Grade 1	99.3%	993	0.4%	99.3%	993	0.1%
Grade 2	98.9%	989	0.5%	99.1%	991	0.2%
Grade 3	98.4%	984	0.4%	98.9%	989	0.5%
Grade 4	98.0%	980	0.7%	98.4%	984	0.5%
Grade 5	97.3%	973	1.0%	97.9%	979	0.8%
Grade 6	96.3%	963	1.5%	97.1%	971	1.5%
Grade 7	94.9%	949	3.1%	95.7%	957	3.1%
Grade 8	92.0%	920	5.2%	92.7%	927	4.6%
Grade 9	87.2%	872	9.0%	88.5%	885	9.5%
Grade 10	79.4%	794	17.1%	80.0%	800	15.5%
Grade 11	65.8%	658	26.0%	67.6%	676	23.8%
Grade 12	48.6%	486		51.5%	515

Data Source: General Household Survey, DBE own calculation

Drop-out rates, associated with each grade by province 2014-2016

Grade	No schooling	Grade 1	Grade 2	Grade 3	Grade 4	Grade 5	Grade 6	Grade 7	Grade 8	Grade 9	Grade 10	Grade 11
Western Cape	1.0%	0.1%	0.2%	0.4%	0.3%	0.3%	0.8%	3.1%	4.7%	9.9%	16.9%	22.3%
Eastern Cape	0.9%	0.2%	0.4%	1.3%	1.1%	1.9%	3.0%	5.0%	6.9%	13.7%	23.8%	35.0%
Northern Cape	1.8%	0.4%	0.0%	0.4%	0.5%	1.1%	2.3%	4.0%	8.8%	14.0%	19.3%	23.0%
Free State	0.9%	0.1%	0.1%	0.1%	0.4%	0.8%	1.8%	3.4%	5.2%	12.5%	17.1%	21.5%
KwaZulu-Natal	0.7%	0.3%	0.4%	0.5%	0.6%	0.8%	0.8%	2.5%	4.1%	7.8%	13.3%	25.3%
North West	1.4%	0.2%	0.5%	0.3%	0.7%	0.9%	2.1%	2.5%	6.3%	14.5%	20.2%	22.6%
Gauteng	0.4%	0.0%	0.2%	0.2%	0.3%	0.2%	0.8%	2.0%	2.6%	5.0%	10.4%	17.6%
Mpumalanga	0.5%	0.0%	0.0%	0.3%	0.5%	1.5%	1.6%	3.7%	2.9%	8.1%	16.6%	28.7%
Limpopo	0.6%	0.1%	0.2%	0.7%	0.6%	0.8%	2.5%	4.3%	7.3%	15.6%	19.3%	28.4%

Data Source: General Household Survey, DBE own calculation

Note: data for 2014-2016 pooled together to overcome small sample errors

Interpretation: This means that 28.4% of 22-26 year-olds in Limpopo who completed Grade 11 dropped-out before attaining Grade 12.

Drop-out rates, associated with each grade by province 2011-2013

Grade	No schooling	Grade 1	Grade 2	Grade 3	Grade 4	Grade 5	Grade 6	Grade 7	Grade 8	Grade 9	Grade 10	Grade 11
Western Cape	0.4%	0.3%	0.3%	0.1%	0.2%	0.5%	0.8%	2.7%	5.5%	11.1%	21.1%	23.1%
Eastern Cape	0.7%	0.4%	0.8%	1.3%	1.2%	2.3%	3.6%	5.2%	10.0%	13.3%	23.5%	40.6%
Northern Cape	1.5%	0.1%	0.1%	0.6%	1.9%	0.8%	1.4%	4.6%	10.3%	14.1%	20.7%	19.4%
Free State	0.3%	0.4%	0.2%	0.2%	1.0%	0.4%	1.9%	2.8%	4.9%	12.7%	19.1%	20.3%
KwaZulu-Natal	0.5%	0.6%	0.6%	0.7%	0.8%	0.9%	1.1%	2.4%	4.0%	7.5%	15.2%	23.2%
North West	1.8%	0.7%	0.4%	0.5%	0.8%	1.9%	2.3%	5.4%	6.1%	10.1%	19.2%	27.3%
Gauteng	0.6%	0.3%	0.4%	0.1%	0.4%	0.4%	0.8%	1.7%	2.8%	4.8%	12.0%	22.2%
Mpumalanga	1.2%	0.1%	0.6%	0.2%	0.9%	1.2%	1.4%	2.9%	6.5%	8.9%	16.3%	29.4%
Limpopo	1.1%	0.5%	0.4%	0.4%	0.4%	1.3%	1.3%	4.3%	5.2%	12.6%	22.5%	33.4%

Data Source: General Household Survey, DBE own calculation

Note: data for 2011-2013 pooled together to overcome small sample errors

Reasons for not attending an educational institution

For children who are not attending school, the GHS asks: “What is the main reason why [this child] is not attending any educational institution?” Responses to this question must be interpreted in the light of research showing that the main predictor of dropping out is poor quality early education. The self-reported reasons for not attending school may act as a trigger for dropping out, but those same factors may not trigger drop out for children who are progressing well in terms of learning levels, especially if they are in a good quality school. Furthermore, it should be noted that this question was only asked of learners who stated that they are not currently attending any educational institution, and the severity of each reason should be interpreted as such. The figure below shows the number and percentage of children aged 7 to 15 years old who reported not attending any education institution. In 2016, 1.1% (roughly 104 000 learners) of all 7 to 15 year olds were reported to not be attending any education institution.

The table below shows that disability is the main reported reason on why children aged 7 to 15 years old are not attending any educational institution. The 28% statistic should be interpreted as 28% of the children not attending any educational institution (which is 1.1% of all 7 to 15 year olds) responded that disability was the main reason. However, as reported in the 2016 GHS: Focus on Schooling report, around 90% of learners with disabilities are currently attending an educational institution. Encouragingly, no respondents in this age group stated that marriage or lack of transport are reasons for not attending any education institution. For the 15% of 16 to 18 year olds not attending educational institutions, the main reasons were because of a lack of money for fees and that they completed their education or are satisfied with their level of education.

7 to 15 year old children who are out of school, 2002 – 2016

Reasons for non-attendance of educational institutions among, 2016

Reason	% of the roughly 104,000 learners aged 7 to 15 who are not in school	% of the roughly 466,000 learners aged 16 to 18 who are not in school
No money for fees	6.8%	21.4%
Other	15.9%	14.8%
Has completed education/satisfied with my level of education/do not want to study	5.9%	13%
Education is useless or not interesting	6.5%	8.3%
Failed exams	2.8%	7.7%
Family commitment (e.g. child minding)	2.5%	7.4%
He or she is working at home or business/job	1%	7.3%
Unable to perform at school	6.3%	6.5%
Pregnancy	2.2%	3.3%
Not accepted for enrolment	8.6%	3%
Disability	28%	2.2%
Illness	7.1%	2%
Too old/young	3.7%	1.2%
Do not have time/too busy	1.1%	0.7%
Got married	0%	0.5%
Violence at school	1.2%	0.4%
Difficulties to get to school (transport)	0%	0.4%
School/education institution is too far	0.4%	0.1%
Total	100%	100%

Data Source: General Household Survey, DBE own calculation

C) Main reasons for learner dropping out as identified by the Department of Basic Education

Main reasons for learner drop-out include:

• The socio-economic situation of communities such as poverty and unemployment
• Inaccessibility of services such as health services
• Teenage pregnancy
• High prevalence of gender based violence and other related developmental problems (most notably HIV infections and reproductive health).
• Institutional barriers (lack of gender budgeting, gender‐biased curriculum and pedagogy, and lack of integration in service delivery);
• Socio‐cultural barriers (poor parenting, cultural factors such as initiation schools, virginity testing & ukuthwala)
• Gendered burden of care in families and communities where girl children are expected to take care of sickly parents and younger siblings.

D) Interventions and actions taken in an attempt to reduce dropout rates in schools

• Learners who drop out of school are categorised as vulnerable learners and are targeted for support through the Care and Support for Teaching and Learning (CSTL) Programme. Schools ensure that vulnerable learners receive the various pro-poor programmes implemented in schools such as fee exemption, scholar transport, school meals through the National School Nutrition Programme, and school health services through the Integrated School Health Programme.
  • The National School Nutrition Programme provides a meal to more than 9m learners every school day to address issues of hunger and food insecurity that might prevent learners from coming to and staying in school.
  • The Integrated School Health Programme provides health services to more than 1m learners per year, to ensure that learners are not prevented from coming to or staying in school due to health reasons.
  • Considering the shortage of psychosocial professionals in education, the Department of Basic Education together with Provinces are increasingly orientating educators on various psychosocial skills to enable them to support vulnerable learners, especially around trauma support to ensure that learners are not prevented from coming to or staying in school due to emotional distress.
• In addition, relevant Departments such as the Departments of Social Development, Health, Home Affairs, SASSA, non-governmental organisations and the private sector are coordinated through the CSTL framework to render the necessary support to vulnerable learners, either through integrated service delivery days coordinated by the Department of Basic Education or individual referral of learners for services by schools.
• Advocacy programmes to empower learners at risk so that they do not feel unsupported and resort to dropping out. These advocacy programmes include:
  • Speak Out Against Abuse
  • Prevent Violence and Bullying in Schools
  • GEMBEM/ Youth Leadership programme

Reply:

The fence at Klerksoord Depot was erected in March 2018. The depot landlord has arranged to be in compliance with fire safety requirements by end of June 2018. The process of erecting a borehole following a lack of response to an application for water connection from City of Tshwane is underway.

---ooOoo---

Reply:

(a) (i) Since the Department of Higher Education and Training became operational on 1 April 2010, six cases were referred to the South African Police Services for further investigation comprising two from the Department and four by public entities based on the information submitted to date.

(ii) The Department referred no matters to the Directorate for Priority Crime Investigations, while the public entities referred four cases for investigation.

(b) (i) Both the Departmental and three of the eight public entity cases have since been investigated by the South African Police Services and Directorate for Priority Crime Investigations.

(ii) In respect of the Department, one of the two cases has been followed up by the Accounting Officer, while the second matter is currently under investigation. The public entity cases are still under investigation.

(ii) None of the investigations has resulted in convictions to date.

Reply:

(1). The mandate of the Waste Management Bureau is outlined in the National Environmental Management Waste Amendment Act, Act 26 of 2014 (NEMWAA). Part 7A, Section 34A of NEMWAA refers to the establishment of the Waste Management Bureau.

Section 34D relates to the objects of the Waste Management Bureau as listed below.

“34D. The objects of the Bureau are to—

(a) function as a specialist implementing agent within the Department in respect of matters delegated to the Bureau in terms of this Act;

(b) promote and facilitate minimisation, re-use, recycling and recovery of waste;

(c) manage the disbursement of incentives and funds derived from waste management charges contemplated in sections 13B and 34D for the minimisation, reuse, recycling, recovery, transport, storage, treatment and disposal of waste and the implementation of industry waste management plans;

(d) monitor implementation of industry waste management plans and the impact of incentives and disincentives;

(e) progressively build capacity within the Bureau to provide specialist support for the development and implementation of municipal waste management plans and capacity building programmes; and

(f) support and advise on the development of waste management plans, tools, instruments, processes, systems, norms, standards and municipal waste management plans and capacity building programmes.”

Section 34E relates to the functions of the Waste Management Bureau and is listed below.

“34E. (1) The Bureau must—

(a) implement the disbursement of incentives and funds derived from waste management charges contemplated in sections 13B and 34D;

(b) identify and promote best practices in the minimisation, re-use, recycling or recovery of waste;

(c) progressively build capacity of the Bureau to support municipalities in the development and implementation of integrated waste management plans and capacity building programmes;

(d) support and advise on the development of industry waste management plans, integrated waste management plans and other tools, instruments, processes and systems, including specialist support for the development of norms or standards for the minimisation, re-use, recycling or recovery of waste and the building of municipal waste management capacity;

(e) monitor the implementation of industry waste management plans;

(f) monitor and evaluate the impact of incentives and disincentives; and

(g) perform any other task or function that the Minister may assign or delegate to the Bureau in relation to the implementation of this Act.

(2) The Bureau may—

(a) invest any of its money, after having complied with section 34F(2); and

(b) charge fees for services rendered, other than services rendered in terms of section 13A or to the Minister or the Department.”

(2) The Bureau will manage operations of the tyre industry until there is a new industry waste tyre management plan approved by the Minister. The Bureau will also be monitoring implementation of various other industry plans that the Minister will be approving in due course. The Minister has already called for three industry plans to be implemented in the short to medium term once approved. There will be many other plans that the Minister may approve in future and the Bureau will monitor implementation of all these plans.

---ooOoo---

Reply:

The Waste Bureau has to issue new tenders for storage and preprocessing facilities because most of the contracts with current owners are expiring on 30 September 2018 and cannot be extended further due to the fact that National Treasury only permitted the contracts to be for a maximum period of
12 months, which 12-month period now expires on 30 September 2018.

---ooOoo---

Reply:

The process associated with the time-frames for possible take-over of contracts will depend on my decision as the Minister, relating to the submitted plan/s, once the current process is complete.

The approval and/or rejection of Industry Waste Management Plans is regulated by section 32(1) of National Environment Management: Waste Act (Act no 59 of 2008) as amended. The Department is currently consolidating the comments received and as the Minister I will consider the four (4) tyre Industry Waste Management Plans received in terms of section 28(1) terms of section 28(2) or 29(2), and may:

a) approve the plan in writing, with any amendments or conditions, and give directions for the implementation of the plan;

b) require additional information to be furnished and a revised plan to be submitted within timeframes specified by the Minister for approval;

c) require amendments to be made to the plan within timeframes specified by the Minister; or

d) reject the plan with reasons if it does not comply with the requirements of a notice in terms of section 28(1).

The final decision will be issued and communicated in terms of section 32(6), which requires that such notice be given in the Government Gazette.

---ooOoo---

Reply:

The response in NA 2512 has reference.

The Department of Basic Education (DBE) does not collect or collate this information. The Honourable Member is requested to direct the question to the relevant provinces as such data is in their possession.

Reply:

The information requested by the honorable member is not readily available in the department. However, the Department has engaged the 9 Provincial Departments responsible for local government to obtain the relevant information from all municipalities in the country. The information will be submitted to the Honourable Member as soon as it is available.

Reply:

 

a) EASTERN-CAPE

1. Dudumeni H.School
2. Emdikisweni Junior Secondary School
3. Bizana village High School
4. Mtebele Secondary School
5. Butterworth High School
6. Gwelane Secondary school
7. Mazibuko Secondary school
8. A.M.Zantsi Secondary School
9. Khwaza Secondary Secondary
10. J.A. Calata Senior Secondary school
11. Matthew Goniwe Secondary School
12. Skenjane Secondary School
13. Ngangolwandle Secondary School
14. Dinizulu High school

b) FREE STATE

1. Lephoi Primary School
2. Reikaeletse Secondary School
3. Inoseng Primary School
4. Ipeleng Primary School
5. Trompsburg Primary School
6. Madikgetla Primary School
7. Trompsburg Secondary School
8. Lere La Thuto Secondary School
9. Jim Fouche Secondary School
10. Petunia Secondary School
11. Rosenhof Secondary School
12. Vulamasango Secondary School

c) KWAZULU-NATAL

1. Ikhandlela High School
2. Qantaye Secondary School
3. Phawulethu Secondary School
4. Dlamvuzo High School
5. Siyabonga Secondary School
6. Mphemba High School
7. Vulamuva High School
8. Nomyaca High School
9. Ntongande Secondary School
10. Nqumizwe Secondary School
11. Hlamvana High School
12. Mdlamfe High School
13. Emthungweni Secondary School
14. Mnyakanya High School
15. Sizwesonke Secondary School
16. Matheku Secondary School
17. Bhamu High School
18. Yanguye Secondary School
19. Zinqobela High School
20. Richards Bay Secondary School
21. Dlozilesizwe High School
22. John Ross College School
23. Mphepose Secondary School
24. Dover Secondary School
25. Mthonga High School
26. Amazondi High School
27. Malabela High School
28. Siphosabadletshe High School
29. Mtubatuba High School
30. Kufezile Secondary School
31. Vezobala Junior Secondary School
32. Shengeza High School
33. Thulasibone High School

d) LIMPOPO

1. Kutama Secondary School
2. Luvhivhini Secondary School
3. Denga Tshivhase High School
4. Nwanati High School
5. Ripanabeta High School
6. Silemale Secondary School
7. Mountainview Secondary School
8. Kgakala Secondary School
9. Tubake Secondary School
10. Mosepedi Secondary School
11. Mathomomanayo Secondary School
12. Tshikuwi Primary School
13. Thagaetala High School
14. Phasoane Secondary School
15. Jawe Jawe Secondary School
16. Sekgopetjana Secondary School
17. Solomon Marabo Secondary School
18. Goerge Mbulaheni High School
19. Denga Tshivhase High School
20. Hoerskool louis Trichardt
21. Jim Chabani High School
22. Ditlalemeso Secondary School

e) MPUMALANGA

1. EJ Singwane Secondary school
2. Gedlembane Secondary school
3. Hillaria Mthethwa Secondary school
4. Duma Primary School
5. Tikhontele Secondary school
6. Masitakhe Secondary school
7. Sitfokotile Secondary school
8. Funindlela Primary School
9. Letsakuthula Primary School
10. Sehlulile Primary school
11. Jerusalem Secondary school
12. Khanyisani Secondary school
13. Lungisani Primary school
14. Mshadza Secondary school
15. Phola Secondary school
16. Sakhile Primary School
17. Khumbula Secondary school
18. Victory park Primary School
19. Jacob Mdluli Secondary school
20. Mntungwa Secondary school
21. Phatfwa Secondary school
22. Hlanganani Secondary school
23. Mbuyani Secondary school
24. EbuhleniPrimary School
25. Mhlume Secondary school
26. Sbhulo High school
27. Siligane Secondary school
28. Ngodini Secondary school
29. Emtfonjeni Primary School
30. Fundinjobe Secondary school
31. Zikodze Secondary school
32. Khutsalani Secondary school
33. Vulindlela Secondary school
34. Phakani Primary School

f) NORTHERN CAPE

1. Alexander Bay High
2. Calvinia High School
3. Hantam High School
4. Fraserburg High School
5. Malherbe Human Intermediate
6. Garies High School
7. J.J Lambert Primary
8. Kharkams Combined
9. Concordia High School
10. Nababeep High School
11. Okiep High School
12. Okiep Primary School
13. Boesmanland high School
14. Francois Visser Primary
15. Port Nolloth High School
16. Port Nolloth Primary School
17. Dr Isak Van Niekerk Primary
18. Matjieskloof Primary School
19. Namaqualand High School
20. S.A Van Wyk High School
21. Ferdinand Brecher Primary School

g) NORTH WEST

1. Mokgosi Primary School
2. Moeti Primary School
3. Kameel Primary School
4. Uitspan Intermediate School
5. Monthusi Primary School
6. Kwalakitso Primary School
7. Kitlanang Middle School
8. Itsholetseng Middle School
9. Modisekanono Middle School

h) WESTERN CAPE

1. Breerivier High School
2. Cloetesville High School
3. De Kruine Secondary School
4. Desmond Tutu High School
5. Esselenpark High School
6. Aurial College
7. Bastiaanse Secondary School
8. Beaufort-West Secondary School
9. Bridgton Secondary School
10. Concordia High School
11. Arcadia High School
12. Blomvlei Primary School
13. Bonteheuwel High School
14. Boundary Primary School
15. Crystal High School
16. Hexvallei Secondary School
17. Langeberg Secondary School
18. Orleansvale Primary School
19. Paarl School of Skills
20. Paulus Joibert Secondary
21. Waveren High School
22. Weltevrede High School
23. Fezile Secondary School
24. Ladismith Secondary School
25. Gerrit Du Plessis Secondary School
26. Hillcrest Secondary School
27. Imizamo Yethu Secondary School
28. Indwe Secondary School
29. Downeville Primary School
30. Edendale Primary School
31. Heideveld High School
32. ID Mlkize High School

Reply:

Department of Environmental Affairs

1) (a) (i) Nil

(ii) Four (4).

(b)	Two (2) Incidencies reported	against the same manager, of sexual assault and/or harassment.
	One (1) incident reported	against a manager making sexual advances.
	One (1) incident reported	against an official, of touching of shoulders when walking by/past the complainants work station.

(2) Yes.

	Two (2) Incidencies reported	Basis established.
	One (1) incident reported	Basis established.
	One (1) incident reported	Mediation to caution the implicated officials to refrain from touching the complainant.

iSimangaliso

(1) (a) (i) Nil

(ii) Nil

(b) Not applicable

(2) Not applicable

South African National Biodiversity Institute (SANBI)

1) (a) (i) Nil

(ii) One (1).

(b)

One (1) Incident reported

A male staff member allegedly touched a female intern in an inappropriate manner.

(2) Yes.

One (1) Incident reported

An investigation was conducted and the offender (a male staff member) resigned immediately, before the institution of the disciplinary process.

South African National Parks (SANParks)

(1) (a) (i) Nil

(ii) Nil

(b) Not applicable

(2) Not applicable

South African Weather Service (SAWS)

(1) (a) (i) Nil

(ii) Nil

(b) Not applicable

(2) Not applicable

---ooOoo---

Reply:

The information below relates to adult learners that wrote the Senior Certificate and National Senior Certificate examination at Adult Education and Training Centres.

(a) (i) Senior Certificate

	2015	2016	2017
Number of subjects	33	33	35

(a) (ii) National Senior Certificate

	2015	2016	2017
Number of subjects	41	44	43

(b) (i) Senior Certificate

Subject	2015 Wrote	2016 Wrote	2017 Wrote
ACCOUNTING	821	653	2 893
AFRIKAANS FIRST ADD. LANGUAGE	231	203	1 218
AFRIKAANS HOME LANGUAGE	28	35	242
AGRICULTURAL SCIENCES	632	637	2 480
BUSINESS STUDIES	2 083	1 839	8 799
COMPUTER APPLICATIONS TECHNOLOGY	27	25	34
ECONOMICS	1 305	1 087	6 142
ENGLISH FIRST ADDITIONAL LANGUAGE	2 966	2 613	11 941
ENGLISH HOME LANGUAGE	302	284	1 954
GEOGRAPHY	1 475	1 246	6 351
HISTORY	860	797	4 005
INFORMATION TECHNOLOGY	3	4	0
ISINDEBELE FIRST ADD. LANGUAGE	0	0	1
ISINDEBELE HOME LANGUAGE	1	0	15
ISIXHOSA FIRST ADDITIONAL LANGUAGE	4	10	8
ISIXHOSA HOME LANGUAGE	134	179	563
ISIZULU FIRST ADDITIONAL LANGUAGE	42	42	233
ISIZULU HOME LANGUAGE	815	621	2 086
LIFE SCIENCES	2 327	2 215	9 762
MATHEMATICAL LITERACY	1 411	1 663	9 194
MATHEMATICS	1 411	1 169	4 720
PHYSICAL SCIENCES	892	712	3 184
RELIGION STUDIES	399	419	3 363
SEPEDI FIRST ADDITIONAL LANGUAGE	1	7	18
SEPEDI HOME LANGUAGE	159	135	988
SESOTHO FIRST ADDITIONAL LANGUAGE	0	4	15
SESOTHO HOME LANGUAGE	131	103	599
SETSWANA FIRST ADDITIONAL LANGUAGE	2	8	32
SETSWANA HOME LANGUAGE	80	53	818
SISWATI FIRST ADDITIONAL LANGUAGE	2	0	2
SISWATI HOME LANGUAGE	5	5	51
TSHIVENDA FIRST ADD. LANGUAGE	0	0	3
TSHIVENDA HOME LANGUAGE	20	9	147
XITSONGA FIRST ADD. LANGUAGE	0	0	6
XITSONGA HOME LANGUAGE	35	17	258

(b) (i) National Senior Certificate

Subject	2015 Wrote	2016 Wrote	2017 Wrote
Accounting	2 418	2 908	2 895
Afrikaans First Additional Language	373	482	511
Afrikaans Home Language	7	8	19
Afrikaans Second Additional Language	8	4	7
Agricultural Management Practices	1	0	0
Agricultural Sciences	592	755	1 098
Agricultural Technology	1	0	1
Business Studies	2 693	3 460	4 028
Civil Technology	3	9	4
Computer Applications Technology	55	68	51
Consumer Studies	21	37	35
Design	0
Dramatic Arts		3	0
Economics	2 997	3 670	4 242
Electrical Technology	9	5	13
Engineering Graphics and Design	34	50	43
English First Additional Language	3 238	4 060	3 957
English Home Language	1 062	1 520	1 715
English Second Additional Language	0	0
French Second Additional Language		1	17
Geography	3 100	4 159	5 232
History	843	1 167	1 274
Hospitality Studies		2	2
Information Technology	4	4	1
IsiXhosa First Additional Language		0	1
IsiXhosa Home Language	8	6	26
IsiZulu First Additional Language	10	19	22
IsiZulu Home Language	48	53	64
Life Orientation	31	55	75
Life Sciences	5 489	6 966	9 034
Mathematical Literacy	3 475	5 508	6 785
Mathematics	7 305	9 022	10 674
Mechanical Technology	11	23	19
Music			0
Physical Sciences	6 212	7 553	8 770
Religion Studies	1	2	4
Sepedi First Additional Language		2
Sepedi Home Language	42	24	34
Sesotho First Additional Language	0
Sesotho Home Language	10	12	23
Setswana First Additional Language	0	0	1
Setswana Home Language	20	24	10
SiSwati First Additional Language		1
SiSwati Home Language	0		1
Tourism	168	234	300
Tshivenda First Additional Language	0
Tshivenda Home Language	0	2	0
Visual Arts		0	2
Xitsonga Home Language	26	21	11

(b) (ii) (aa) Senior Certificate

Subject	2015 Achieved 40 - 100 %	2016 Achieved 40 - 100 %	2017 Achieved 40 - 100 %
ACCOUNTING	15	9	92
AFRIKAANS FIRST ADD. LANGUAGE	58	39	316
AFRIKAANS HOME LANGUAGE	4	13	62
AGRICULTURAL SCIENCES	9	22	137
BUSINESS STUDIES	69	70	342
COMPUTER APPLICATIONS TECHNOLOGY	1	1	1
ECONOMICS	39	29	455
ENGLISH FIRST ADDITIONAL LANGUAGE	417	312	3887
ENGLISH HOME LANGUAGE	137	65	503
GEOGRAPHY	66	57	460
HISTORY	97	117	442
ISINDEBELE FIRST ADD. LANGUAGE		0	1
ISINDEBELE HOME LANGUAGE	0		12
ISIXHOSA FIRST ADDITIONAL LANGUAGE	2	8	4
ISIXHOSA HOME LANGUAGE	118	147	488
ISIZULU FIRST ADDITIONAL LANGUAGE	40	35	191
ISIZULU HOME LANGUAGE	252	280	795
LIFE SCIENCES	62	60	438
MATHEMATICAL LITERACY	66	101	920
MATHEMATICS	17	16	239
PHYSICAL SCIENCES	7	11	162
RELIGION STUDIES	135	172	1270
SEPEDI FIRST ADDITIONAL LANGUAGE	0	0	7
SEPEDI HOME LANGUAGE	38	41	497
SESOTHO FIRST ADDITIONAL LANGUAGE	0	4	9
SESOTHO HOME LANGUAGE	95	79	465
SETSWANA FIRST ADDITIONAL LANGUAGE	0	6	26
SETSWANA HOME LANGUAGE	35	28	387
SISWATI FIRST ADDITIONAL LANGUAGE	2		2
SISWATI HOME LANGUAGE	5	2	41
TSHIVENDA FIRST ADD. LANGUAGE		0	2
TSHIVENDA HOME LANGUAGE	10	4	97
XITSONGA FIRST ADD. LANGUAGE	0	0	3
XITSONGA HOME LANGUAGE	14	10	98

(b) (ii) (aa) National Senior Certificate

Subject	2015 Achieved 40 - 100 %	2016 Achieved 40 - 100 %	2017 Achieved 40 - 100 %
Accounting	318	414	302
Afrikaans First Additional Language	51	57	58
Afrikaans Home Language	5	6	3
Afrikaans Second Additional Language	4	1	0
Agricultural Management Practices	0	0	0
Agricultural Sciences	73	113	110
Agricultural Technology	0	0	0
Business Studies	459	624	381
Civil Technology	2	4	1
Computer Applications Technology	19	16	16
Consumer Studies	9	16	11
Dramatic Arts		2	0
Economics	449	431	448
Electrical Technology	1	1	5
Engineering Graphics and Design	5	11	8
English First Additional Language	2 487	3 001	2 736
English Home Language	686	999	1 063
French Second Additional Language		1	12
Geography	627	723	815
History	239	306	230
Hospitality Studies		1	1
Information Technology	1	2	0
IsiXhosa First Additional Language		0	1
IsiXhosa Home Language	6	6	26
IsiZulu First Additional Language	10	17	21
IsiZulu Home Language	43	37	50
Life Orientation	24	41	68
Life Sciences	1 330	1 468	2 115
Mathematical Literacy	871	1 283	1 048
Mathematics	1 178	1 496	1 614
Mechanical Technology	4	1	4
Physical Sciences	945	1 312	1 202
Religion Studies	0	2	1
Sepedi First Additional Language		1
Sepedi Home Language	36	17	26
Sesotho First Additional Language	0
Sesotho Home Language	10	11	19
Setswana First Additional Language	0	0	1
Setswana Home Language	15	22	6
SiSwati First Additional Language		1
SiSwati Home Language	0		1
Tourism	79	155	190
Tshivenda Home Language	0	2	0
Xitsonga Home Language	18	20	7

(b) (ii) (bb) Senior Certificate

Subject	2015 Achieved 30 - 39.9 %	2016 Achieved 30 - 39.9 %	2017 Achieved 30 - 39.9 %
ACCOUNTING	20	16	128
AFRIKAANS FIRST ADD. LANGUAGE	24	38	157
AFRIKAANS HOME LANGUAGE	3	5	96
AGRICULTURAL SCIENCES	33	49	293
BUSINESS STUDIES	129	115	722
COMPUTER APPLICATIONS TECHNOLOGY	1	3	0
ECONOMICS	60	72	735
ENGLISH FIRST ADDITIONAL LANGUAGE	996	761	4 325
ENGLISH HOME LANGUAGE	81	90	755
GEOGRAPHY	123	117	791
HISTORY	85	147	791
INFORMATION TECHNOLOGY	0	0	0
ISINDEBELE FIRST ADD. LANGUAGE	0	0	0
ISINDEBELE HOME LANGUAGE	0	0	3
ISIXHOSA FIRST ADDITIONAL LANGUAGE	2	0	1
ISIXHOSA HOME LANGUAGE	15	23	61
ISIZULU FIRST ADDITIONAL LANGUAGE	0	2	16
ISIZULU HOME LANGUAGE	327	192	809
LIFE SCIENCES	91	101	839
MATHEMATICAL LITERACY	149	127	1 551
MATHEMATICS	25	25	309
PHYSICAL SCIENCES	15	24	254
RELIGION STUDIES	81	85	848
SEPEDI FIRST ADDITIONAL LANGUAGE	0	4	6
SEPEDI HOME LANGUAGE	67	54	323
SESOTHO FIRST ADDITIONAL LANGUAGE	0	0	1
SESOTHO HOME LANGUAGE	25	18	82
SETSWANA FIRST ADDITIONAL LANGUAGE	2	2	6
SETSWANA HOME LANGUAGE	33	24	321
SISWATI FIRST ADDITIONAL LANGUAGE	0	0	0
SISWATI HOME LANGUAGE	0	1	7
TSHIVENDA FIRST ADD. LANGUAGE	0	0	0
TSHIVENDA HOME LANGUAGE	8	5	33
XITSONGA FIRST ADD. LANGUAGE	0	0	0
XITSONGA HOME LANGUAGE	9	1	108

(b) (ii) (bb)National Senior Certificate

Subject	2015 Achieved 30 - 39.9 %	2016 Achieved 30 - 39.9 %	2017 Achieved 30 - 39.9 %
Accounting	435	674	489
Afrikaans First Additional Language	87	134	148
Afrikaans Home Language	2	2	12
Afrikaans Second Additional Language	4	3	6
Agricultural Management Practices	1	0	0
Agricultural Sciences	175	262	274
Agricultural Technology	0	0	0
Business Studies	750	929	775
Civil Technology	0	2	2
Computer Applications Technology	15	21	10
Consumer Studies	6	13	14
Dramatic Arts	0	1	0
Economics	696	864	1 039
Electrical Technology	5	2	4
Engineering Graphics and Design	13	12	12
English First Additional Language	675	927	1 035
English Home Language	359	485	608
French Second Additional Language	0	0	4
Geography	936	1 254	1 460
History	249	413	335
Hospitality Studies	0	1	0
Information Technology	1	1	0
IsiXhosa Home Language	1	0	0
IsiZulu First Additional Language	0	2	1
IsiZulu Home Language	4	12	10
Life Orientation	3	12	7
Life Sciences	1 724	2 036	2 329
Mathematical Literacy	1 062	1 555	1 838
Mathematics	1 304	1 715	1 836
Mechanical Technology	4	5	8
Music	0	0	0
Physical Sciences	1 208	1 613	1 675
Religion Studies	1	0	2
Sepedi Home Language	6	7	7
Sesotho Home Language	0	0	3
Setswana Home Language	5	2	3
Tourism	69	58	82
Xitsonga Home Language	6	1	4

Reply:

The following table reflects the details in this regard, according to the Limpopo Provincial Department of Health

	Filled Post – Paramedics (April 2018)
	EMS LECTURER (PARAMEDIC) GRADE 2	EMS LECTURER (PARAMEDIC) GRADE 3	PARAMEDIC GRADE 1	PARAMEDIC GRADE 2	PARAMEDIC GRADE 3	PARAMEDIC GRADE 4	Grand Total
Limpopo Province	1	2	2	5	1	14	25

VERTICAL PROGRAMMES: HEALTH	1	2	2	5	1	14	25
CONTROL SUB-COMPONENT: HEALTH	1	2	2	5	1	14	25
MEC HEALTH	1	2	2	5	1	14	25
POLOKWANE (L) EMS						1	1
W.F. KNOBEL (S) EMS						1	1
MASHASHANE (NEW STATION) EMS				1			1
MANKWENG (M) EMS						1	1
MAKHADO (L) EMS				1			1
THOHOYANDOU (L) EMS						2	2
GIYANI (L) EMS				1			1
SEKORORO (M) EMS						1	1
TZANEEN (L) EMS						1	1
MECKLENBERG (NEW STATION) EMS				1			1
DILOKONG (M) EMS						2	2
MOKOPANE (L) EMS						2	2
MODIMOLLE (M) EMS						1	1
THABAZIMBI (S) EMS					1		1
MOOKGOPHONG (S) EMS						1	1
BELA-BELA (S) EMS			2				2
LEPHALALE (S) EMS				1		1	2
AUXILLIARY TRAINING: SUBSECTION	1	2					3
Grand Total	1	2	2	5	1	14	25

END.

Reply:

The official is on suspension. He was suspended on 08 June 2018, the disciplinary hearing is scheduled for 28-29 June 2018.

Reply:

All the SMS members have declared their financial interest for the year 2017/ 2018 as required by the Public Service Regulations, except for three (3) SMS officials (a) this was an oversight from the officials who missed the concession deadline of 31 May 2018 (b) Three (3) officials did not declare their financial interest (c) the names of officials who missed the concession deadline are (i) Mr LF Aphane, Mr P Musekwa and Mr L Phakati and their ranks are (ii) DDG: Energy Planning and Policy, Director and Parliamentary Officer;

The process is currently underway wherein non-complaint SMS members will be issued with written warnings for failure to declare their interests by the due date;

There are currently (a) Two (2) officials that are suspended on full salary both the employees are on post level 15 and (b) employee one was suspended on 19 May 2017 which is a total of 396 days; employee two was suspended on 27 July 2017 which is a total of 327 days.

The total amount of cost attached to the days of service lost as a result of the suspensions is (a) the first official’s total amount of cost attached to the days of service lost as a result of suspension on full pay is R1 453 379.62, the second official’s total amount of cost attached to the days of service lost as a result of suspension on full pay is R1 234 357.92

Approved / Not Approved

Mr J T Radebe, MP

Minister of Energy

Date:

Reply:

The following table reflects the details in this regard, according to the Gauteng Provincial Department of Health

	Filled Post – Paramedics (April 2018)
	EMS LECTURER (PARAMEDIC) GRADE 2	EMS LECTURER (PARAMEDIC) GRADE 3	EMS LECTURER (PARAMEDIC) GRADE 4	PARAMEDIC GRADE 1	PARAMEDIC GRADE 2	PARAMEDIC GRADE 3	PARAMEDIC GRADE 4	Grand Total
Gauteng	3	4	6	8	11	16	9	57
EMERGENCY MEDICAL SERVICES	2		1	8	11	16	9	47
GAUTENG HEALTH	2		1	8	11	16	9	47
DEPARTMENT OF HEALTH	2		1	8	11	16	9	47
EMS SERV JHB			1	3	2	2	2	10
EMS SERV EKURHULENI				1	3	1	1	6
EMS SERV TSHWANE				2	3	3	4	12
EMS SERV WEST RAND				1	2	5	1	9
PPT SERV SEDIBENG	1			1	1	5		8
EMS SEDIBENG PROV	1						1	2
LEBONE COLLEGE OF EMERGENCY CARE	1	4	5					10
GAUTENG HEALTH	1	4	5					10
DEPARTMENT OF HEALTH	1	4	5					10
ACADEMIC SERVICES	1	4	5					10
Grand Total	3	4	6	8	11	16	9	57

END.

Reply:

The following table reflects the details in this regard, according to the Eastern Cape Provincial Department of Health

	Filled Post – Paramedics (April 2018)
	EMS LECTURER (PARAMEDIC) GRADE 1	EMS LECTURER (PARAMEDIC) GRADE 2	EMS LECTURER (PARAMEDIC) GRADE 3	EMS LECTURER (PARAMEDIC) GRADE 4	PARAMEDIC GRADE 1	PARAMEDIC GRADE 2	PARAMEDIC GRADE 3	PARAMEDIC GRADE 4	Grand Total
Eastern Cape	1	1	3	1	9	6	16	5	42
BUFFALO CITY					3	2	4	1	10
EASTERN CAPE: DEPARTMENT OF HEALTH					3	2	4	1	10
DISTRICT OFFICE:AMATOLE					3	2	3	1	9
SECTION:PARAMEDICS EMS AMATHOLE						2	2		4
SECTION:BUFFALO CITY STATION EMS AMATHOLE					3		1	1	5
DISTRICT OFFICE:NELSON MANDELA BAY							1		1
SECTION:PARAMEDICS NELSON MANDELA EMS MET							1		1
EMERGENCY RESCUE SERVICES	1	1	2	1	6	4	11	4	30
EASTERN CAPE: DEPARTMENT OF HEALTH	1	1	2	1	6	4	11	4	30
DISTRICT OFFICE:ALFRED NZO							1	1	2
SECTION:PARAMEDICS EMS ALFRED NZO							1		1
SECTION:MALUTI STATION EMS ALFRED NZO								1	1
DISTRICT OFFICE:OR TAMBO					1	1			2
SECTION:PARAMEDICS EMS OR TAMBO						1			1
SECTION:KING SABATA DALINDYEBO STATION EM					1				1
DISTRICT OFFICE:AMATOLE							1		1
SECTION:PARAMEDICS EMS AMATHOLE							1		1
DISTRICT OFFICE:UKHAHLAMBA								1	1
SECTION:PARAMEDICS EMS UKHAHLAMBA METRO								1	1
DISTRICT OFFICE:NELSON MANDELA BAY	1	1	2	1	4	3	8	2	22
SECTION:PARAMEDICS NELSON MANDELA EMS MET					1	1	5	1	8
SECTION:P.E STATION NELSON MANDELA					1				1
	EMS LECTURER (PARAMEDIC) GRADE 1	EMS LECTURER (PARAMEDIC) GRADE 2	EMS LECTURER (PARAMEDIC) GRADE 3	EMS LECTURER (PARAMEDIC) GRADE 4	PARAMEDIC GRADE 1	PARAMEDIC GRADE 2	PARAMEDIC GRADE 3	PARAMEDIC GRADE 4	Grand Total
SECTION:DISPATCH STATION EMS NELSON MANDE					1				1
SECTION:MEDICAL EC EMERGENCY RESCUE			1	1					2
SECTION:RESCUE DRIVING EASTERN CAPE	1	1	1						3
SECTION:PARAMEDICS EMS CACADU METRO						2	3	1	6
SECTION:KOUGA STATION EMS CACADU METRO					1				1
DISTRICT OFFICE:CHRIS HANI					1		1		2
SECTION:PARAMEDICS EMS CHRIS HANI					1		1		2
EASTERN CAPE: DEPARTMENT OF HEALTH			1				1		2
EASTERN CAPE: DEPARTMENT OF HEALTH			1				1		2
DISTRICT OFFICE:NELSON MANDELA BAY			1				1		2
SECTION:MEDICAL EC EMERGENCY RESCUE			1						1
SECTION:PARAMEDICS EMS CACADU METRO							1		1

END.

Reply:

(a) (i) Practical completion of the facility was taken on 15 December 2017. The facility keys were officially handed over to the District by the Contractor on 22 February 2018. The CHC has been fully operational since the 22 April 2018.

(ii) The CHC has been fully operational since 22 April 2018. The facility currently provides full 24 hour open door services since April 2018.

(b) The facility is operational.

END.

Reply:

The following table reflects the details in this regard, according to the KwaZulu Natal Provincial Department of Health

	Filled Post – Paramedics (April 2018)
	EMS LECTURER (PARAMEDIC) GRADE 1	EMS LECTURER (PARAMEDIC) GRADE 2	EMS LECTURER (PARAMEDIC) GRADE 4	PARAMEDIC GRADE 1	PARAMEDIC GRADE 2	PARAMEDIC GRADE 3	PARAMEDIC GRADE 4	Grand Total
KwaZulu-Natal	2	1	14	5	18	25	43	108
AMAJUBA DISTRICT					2	1	2	5
KWAZULU-NATAL: HEALTH					2	1	2	5
MINISTER: HEALTH					2	1	2	5
EMS AMAJUBA: MADADENI STATION					1	1		2
EMS AMAJUBA: NEWCASTLE STATION					1		2	3
ETHEKWINI DISTRICT					4	7	17	28
KWAZULU-NATAL: HEALTH					4	7	17	28
MINISTER: HEALTH					4	7	17	28
EMS ETHEKWINI: PLANNED PATIENT TRANSPORT					1		1	2
EMRS ETHEK:INTERIM STRUCTURE						1	2	3
EMS ETHEKWINI: ILLOVO STATION						1		1
EMS ETHEKWINI: WARWICK AVENUE STATION						3	4	7
EMS ETHEKWINI: PHOENIX STATION							3	3
EMS ETHEKWINI: WENTWORTH STATION							1	1
EMS ETHEKWINI: MARIANHILL STATION						2	2	4
EMS ETHEKWINI: UMLAZI STATION					1		3	4
EMS ETHEKWINI: KWAMASHU STATION					2		1	3
HARRY GWALA DISTRICT					1	1		2
KWAZULU-NATAL: HEALTH					1	1		2
MINISTER: HEALTH					1	1		2
EMS HARRY GWALA: UNDERBURG STATION						1		1
	EMS LECTURER (PARAMEDIC) GRADE 1	EMS LECTURER (PARAMEDIC) GRADE 2	EMS LECTURER (PARAMEDIC) GRADE 4	PARAMEDIC GRADE 1	PARAMEDIC GRADE 2	PARAMEDIC GRADE 3	PARAMEDIC GRADE 4	Grand Total
EMS HARRY GWALA: IXOPO STATION					1			1
HEALTH-HEAD OFFICE PMB	2	1	14		1	1	4	23
KWAZULU-NATAL: HEALTH	2	1	14		1	1	4	23
MINISTER: HEALTH	2	1	14		1	1	4	23
HO: EMS COLLEGE	2	1	14				1	18
HO: EMS AERO MEDICAL SERVICES					1	1	2	4
EMS ETHEKWINI: PHOENIX STATION							1	1
ILEMBE DISTRICT					1	1	6	8
KWAZULU-NATAL: HEALTH					1	1	6	8
MINISTER: HEALTH					1	1	6	8
ILEMBE EMRS:INTERIM STRUCTURE							1	1
EMS ILEMBE: ISITHEBE STATION						1		1
EMS ILEMBE: KWADUKUZA STATION							5	5
EMS ILEMBE: NDWEDWE STATION					1			1
KING CETSHWAYO DISTRICT					3	1	2	6
KWAZULU-NATAL: HEALTH					3	1	2	6
MINISTER: HEALTH					3	1	2	6
EMS KING CETSH:UMLALAZI STATION					1		1	2
EMS KING CETSH:MELMOTH STATION							1	1
EMS KING CETSH:UMFOLOZI STATION					2	1		3
UGU DISTRICT					3	4	3	10
KWAZULU-NATAL: HEALTH					3	4	3	10
MINISTER: HEALTH					3	4	3	10
EMS UGU: PORT SHEPSTONE STATION					2	1		3
EMS UGU: UMDONI STATION						1		1
EMS UGU: VULAMEHLO STATION					1		2	3
EMS UGU: UMZIWABANTU STATION						2	1	3
UMGUNGUNDLOVU DISTRICT				1		7	9	17
KWAZULU-NATAL: HEALTH				1		7	9	17
MINISTER: HEALTH				1		7	9	17
EMS UMGUNGUNDLOVU: APPELSBOSCH STATION				1		1	2	4
EMS UMGUNGUNDLOVU: IMBALI STATION						2	2	4
EMS UMGUNGUNDLOVU: PIETERMARITZBURG STATIO						1	3	4
EMS UMGUNGUNDLOVU: HOWICK STATION							2	2
HO: EMS OPERATIONS SERVICES						3		3
UMZINYATHI DISTRICT				2	1	1		4
KWAZULU-NATAL: HEALTH				2	1	1		4
MINISTER: HEALTH				2	1	1		4
EMS UMZINYATHI: NQUTHU STATION				1		1		2
	EMS LECTURER (PARAMEDIC) GRADE 1	EMS LECTURER (PARAMEDIC) GRADE 2	EMS LECTURER (PARAMEDIC) GRADE 4	PARAMEDIC GRADE 1	PARAMEDIC GRADE 2	PARAMEDIC GRADE 3	PARAMEDIC GRADE 4	Grand Total
EMS UMZINYATHI: UMVOTI GREYTOWN STATION				1				1
EMS UMZINYATHI: DUNDEE STATION					1			1
UTHUKELA DISTRICT				2	1	1		4
KWAZULU-NATAL: HEALTH				2	1	1		4
MINISTER: HEALTH				2	1	1		4
EMS UTHUKELA: ESTCOURT STATION				1		1		2
EMS UTHUKELA: BERGVILLE STATION				1				1
EMS UTHUKELA: LADYSMITH STATION					1			1
ZULULAND DISTRICT					1			1
KWAZULU-NATAL: HEALTH					1			1
MINISTER: HEALTH					1			1
EMS ZULULAND: ULUNDI STATION					1			1
Grand Total	2	1	14	5	18	25	43	108

END.