Questions and Replies
29 June 2015 - NW2292
Tarabella - Marchesi, Ms NI to ask the Minister of Basic Education
When will a (a) primary school and (b) high school be built in Birch Acres Ext 23-24, Kempton Park, Gauteng?
Reply:
(a) (b)
The response below was sourced from Gauteng Department of Education
There are no plans to build schools in Birch Acres Ext 23 -24. The building of a primary school in Birch Acres Ext 3 is planned for the 2018/19 financial year.
29 June 2015 - NW2245
Balindlela, Ms ZB to ask the Minister of Basic Education
Whether (a) her department and (b) any entities reporting to her has paid out the remainder of any employee's contract before the contractually stipulated date of termination of the contract since the 2008-09 financial year up to the latest specified date for which information is available; if so, (i) what amount has (aa) her department and (bb) entities reporting to her spent on each such payout, (ii) to whom were these payouts made and (iii) what were the reasons for the early termination of the contracts in each specified case?
Reply:
(a) The Department of Basic Education was established on 1 April 2010. The Department cannot provide the information required for the period prior to 1 April 2010. No contracts were terminated before expiry and hence no payments were made.
(b) Entities outside of the Department manage their own appointments and terminations.
(i) aa - N/A
bb -
ENTITIES |
PAYOUT OF ANY EMPLOYEES CONTRACT BEFORE THE CONTRACTUALLY STIPULATED DATE OF TERMINATION SINCE 2008 – 2009 FINANCIAL YEAR |
|
SOUTH AFRICAN COUNCIL OF EDUCATORS (SACE) |
None |
|
UMALUSI |
None |
(ii) N/A
(iii) N/A
29 June 2015 - NW2216
Dudley, Ms C to ask the Minister of Basic Education
Whether, with reference to her department’s consultation process on the policy on home-schooling, her department has (a) finalised and (b) gazetted the policy; if not, on what date does she expect the policy to be finalised; if so, (i) on what date was the relevant Government Gazette published and (ii) under what Government Gazette number?
Reply:
(a) The policy on home-schooling has not yet been finalised; and
(b) therefore not gazetted. It is envisaged that the policy will be completed by 31 March 2016.
29 June 2015 - NW2156
Boshoff, Ms SH to ask the Minister of Basic Education
(1)Whether physical education forms part of the Curriculum and Assessment Policy Statement curriculum; if not, why not; if so, what are the details of the (a) time allocated and (b) structure of the mandatory physical education sessions in public schools;
Reply:
- Yes, Physical Education forms part of the CAPS Life Skills / Life Orientation curriculum.
- (a)Physical education is mandatory for all learners in public ordinary schools.
(b) (i) Fixed time allocation is prescribed for Physical Education for each phase. The table below represents the time allocation per phase:
GRADES |
TIME ALLOCATION PER WEEK |
Gr R – 3 |
2 hours |
Gr 4 – 6 |
1 hour |
Gr 7 – 9 |
1 hour |
Gr 10 - 12 |
|
(ii) The structure of Physical Education in each phase is as follows:
- The CAPS Life Skills/Life Orientation clearly indicates that Physical Education is one of the core topics to be taught in all schools.
- The sub-topics and content is specified for each grade.
- The content for Physical Education across the phases relates to each other.
- Each phase focuses on similar areas of skills, knowledge and values and prepares learners to continue with the subject in other grades – thus ensuring continuity.
- All physical education periods will focus on practical physical and mass participation in movement activities for enjoyment and enrichment purposes.
- The Physical Education Task (PET) is administered across all fours school terms in all grades.
- Learner participation and movement performance in the PET will be assessed and reported at the end of each term. The focus of assessment falls into two broad categories viz: participation and movement.
The tables below highlight the topics/focus area for Physical Education in each of the grades/phases:
TABLE 1
FOUNDATION PHASE: Grades R - 3 |
Focus area:
|
|
TABLE 2
INTERMEDIATE PHASE: Grades 4 – 6 The following are the focus in the intermediate phase |
||
GR 4 |
GR 5 |
GR 6 |
Movement |
Movement |
Physical fitness |
Invasion games |
Target games |
Striking and fielding games |
Rhythmic movement |
Rhythmic movement |
Rhythmic patterns of movement |
Basic field/track & swimming activities |
Variety of field, track and swimming activities |
Refined sequences through gymnastics or swimming activities |
Safety issues |
Safety issues |
Safety issues |
TABLE 3
SENIOR PHASE: Grades 7 – 9 The following are the focus in the intermediate phase: |
||
GR 7 |
GR 8 |
GR 9 |
Fitness programme |
Physical activities that promotes fitness |
Improvement of physical wellness level |
Indigenous games |
Target games |
Develop game plan for individual or team sports |
Sequence to physical activities |
Programme to improve movement techniques |
Refines own and peer performance in movement |
Outdoor recreational programmes |
Outdoor recreational activity |
Outdoor recreational activities |
Safety issues |
Safety issues |
Safety issue |
TABLE 4
FURTHER EDUCATION AND TRAINING: Grades 10 - 12 The following are the focus in the intermediate phase: |
||
GR 10 |
GR 11 |
GR 12 |
Physical fitness programme |
Personal level of fitness and health |
Personal fitness and health goals |
Skills in playground / community or indigenous games |
Umpiring / leadership skills |
Long term engagement in traditional /non-traditional sports/indigenous games/recreational activities |
Environmentally responsible - outdoor recreational group/individual activities |
Leadership roles in recreational group activity |
|
Skills in traditional / non- traditional sports |
Umpiring and leadership skills in self-designed and modified sports |
|
Safety issues |
- Whether the School Sport Policy has been finalized; if not why not and when will the policy be finalized; if so (a) when the policy will be gazette and (b) what are the details of her plan to achieve implementation of the policy
REPLY
Yes, the School Sport Policy has been presented to and approved by the Council of Education Ministers (CEM).
(a) The process to have the Policy gazetted has been initiated and will be finalised within this current financial year.
(b) The plan to deliver the school sport programme as per policy is embedded in the Integrated School Sport programme and Sport and Recreation Plan. The three levels of the School Sport Programme, that is: intra- school, inter-school and local/circuit festivals are currently being implemented. These provide the platform for participation at the district and provincial levels, culminating at the national championships.
05 June 2015 - NW1739
Grootboom, Mr GA to ask the Minister of Basic Education
(1) Whether the officials from the Northern Cape Education Department that were implicated in ghost guest payments at Ous Meisies Lodge, Kimberley, have been suspended; if not, what action has she taken with regard to these officials; (2) what measures will she take to prevent a recurrence of such fraud in the future? NW1957E
Reply:
1. The Northern Cape Department of Education reported that they are awaiting the outcome of the investigation from the South African Police Services (SAPS) in order to make an informed decision regarding sanctions for those officials found to be liable of misconduct. Investigation by the SAPS is still in progress.
2. Numerous internal controls have been introduced in Supply Chain Management in the past few years to ensure that the possibility of fraud and corruption is kept to a minimum; if it does take place it becomes clearly detectable. The details of the actual transgressions have, however, not yet been shared by the SAPS.
QUESTION 1739
Compiled by:
Northern Cape: Education Department
MR SG PADAYACHEE
ACTING DIRECTOR-GENERAL
DATE: 2015/08/25
05 June 2015 - NW1706
Boshoff, Ms SH to ask the Minister of Basic Education:
1) With reference to her reply to question 78 on 19 March 2015, in each province and each district, how many (a) educators who are teaching at public ordinary schools are employed by school governing bodies (SGBs) and (b) of the teachers so employed are (i) unqualified and (ii) underqualified to teach; (2) whether professional registration with the SA Council for Educators (SACE) is a prerequisite for employment as a teacher by an SGB; if not, why not; if so, how will she enforce such registration; (3) in respect of each province and each district, how many (a) educators are employed by independent schools and (b) of the teachers so employed are (i) unqualified and (ii) underqualified to teach; (4) whether professional registration with the SACE is a prerequisite for employment as a teacher by an independent school; if not, why not; if so, how will she enforce such registration? NW1891E
Reply:
(1) With reference to her reply to question 78 on 19 March 2015, in each province and each district, how many (a) educators who are teaching at public ordinary schools are employed by school governing bodies (SGBs) and (b) of the teachers so employed are (i) unqualified and (ii) underqualified to teach;
(a) and (b)(i) and (ii) Information on SGB appointees for 2015 is currently not available. It is being collated in the Provincial Education Departments (PEDs), as it was collected as part of the survey conducted on the 10th school day. It will be forwarded once it is available.
(2) whether professional registration with the SA Council for Educators (SACE) is a prerequisite for employment as a teacher by an SGB; if not, why not; if so, how will she enforce such registration;
In terms of the SACE Act, registration with the South African Council of Educators (SACE) is a pre-requisite for every person in order to be employed as a teacher in schools regardless of the sector. The School Governing Bodies cannot appoint a teacher without SACE certification.
(3) in respect of each province and each district, how many (a) educators are employed by independent schools and (b) of the teachers so employed are (i) unqualified and (ii) underqualified to teach;
(a) and (b)(i) and (ii) Information on SGB appointees for 2015 is currently not available. It is being collated in the Provincial Education Departments (PEDs), as it was collected as part of the survey conducted on the 10th school day. It will be forwarded once it is available.
(4) whether professional registration with the SACE is a prerequisite for employment as a teacher by an independent school; if not, why not; if so, how will she enforce such registration?
In terms of the SACE Act, registration with the South African Council of Educators (SACE) is a pre-requisite for every person in order to be employed as a teacher in schools regardless of the sector. Independent schools cannot appoint a teacher without SACE certification.
RESPONSE TO NATIONAL ASSEMBLY QUESTION 1706
COMPLIED BY:
MS S GEYER (X3740)
CD/TH
DATE:
MT T KOJANA
DEPUTY DIRECTOR-GRENERAL: TEACHER AND PROFESSIONAL DEVELOPMENT
DATE: 2015/05/20
05 June 2015 - NW1591
Shaik Emam, Mr AM to ask the Mr A M Shaik Emam (NFP) to ask the Minister of Basic Education:
With reference to her reply to question 1748 on 10 October 2014 and in view of new schools countrywide that have just been completed and other schools that are in the process of completion, where no provision has been made for sport to form part of the school curriculum (details furnished), (a) why has her department not taken the necessary steps to (i) ensure that sport is included in the school curriculum and (ii) provide the necessary sporting facilities and (b) what steps will she take to rectify the relevant issues? NW1801E
Reply:
(a) (i) The provinces have been provided with the list of the new schools and have engaged with the schools to assist them in drawing up the sport programme as part of the school plan. The schools have been registered in the 2014 School league programme and are participating in the cluster competitions. The codes and federations are providing coach training to educators and special attention is paid to these new schools.
(a) (ii). The Regulations Relating to Minimum Uniform Norms and Standards for Public School Infrastructure, regulates the provision of sporting facilities, as with all other spaces that constitute a school. However, in some instances, due to topography or lack of sufficient space, it is not possible to provide such facilities.
(b) In such instances, schools make arrangements to use community facilities or to share with neighbouring schools that have such facilities.
COMPILER: MR R MAFOKO
EXT: X 4217
MR SG PADAYACHEE
DEPUTY DIRECTOR-GENERAL: PLANNING , INFORMATION AND ASSESSMENT
DATE: 2015/05/11
MR SG PADAYACHEE
ACTING DIRECTOR-GENERAL
DATE: 2015/05/11
QUESTION NO. 591 APPROVED / NOT APPROVED
MR ME SURTY, MP
DEPUTY MINISTER
DATE 2015/06/01
MRS AM MOTSHEKGA, MP
MINISTER
DATE: 2015/06/04
26 May 2015 - NW1463
Walters, Mr TC to ask the Minister of Basic Education
(a) How many invoices from private contractors to her department currently remain unpaid for longer than 30 days and (b) in each case, what (i) are the details of the (aa) contractor and (bb) services provided and (ii) what is the (aa) date of the invoice and (bb) reason why the invoice was not paid within 30 days? NW1676E(a) One invoice from a private contractor was unpaid for longer than 30 days, please refer to the attached list as Annexure A.(b) (i) (aa) Mediro Belay Management Services.(bb) The Department bought computer hardware systems and Laptops.(ii) (aa) 17 March 201 5.(bb) The invoice was not paid within 30 days because there were discrepancies on the invoice regarding the delivered items.Find here: Annexure
Reply:
(a) One invoice from a private contractor was unpaid for longer than 30 days, please refer to the attached list as Annexure A.
(b) (i) (aa) Mediro Belay Management Services.
(bb) The Department bought computer hardware systems and Laptops.
(ii) (aa) 17 March 201 5.
(bb) The invoice was not paid within 30 days because there were discrepancies on the invoice regarding the delivered items.
Find here: Annexure
20 May 2015 - NW1673
Tarabella - Marchesi, Ms NI to ask the Minister of Basic Education
(1) What (a) educator training centers exist in each (i) province and (ii) district, (b) are the details of all training courses offered at each specified centre, including the (i) target market, (ii) duration and (iii) frequency of each specified course and (c) are the details, including qualifications, of the trainers or facilitators employed or contracted at each training center to conduct courses; (2) Whether the operation of all training centers resides under the provincial departments of education. (3) (a) Which (i) training centers and (ii) training programmes are accredited by the South African Council for Educators (SACE) and (b)(i) why are some training centers and programmes not accredited by SACE and (ii) what does she intend to do to rectify this situation; (4) How does she ensure that training programmes offered by each training center are appropriate, based on departmental priorities and the specific needs of educators served by the center; (5) (a) How does she ensure that each educator (i) attends the requisite amount of hours of training aimed at professional development, (ii) attends appropriate training, based on what the educator teaches and what the educator's development needs are, (b) how does she measure the effectiveness of each training intervention and (c) what action is taken when it is determined that any training intervention is (i) entirely or largely ineffective, or (ii) particularly effective, in improving learner outcomes?
Reply:
Attached find here: REPLIES
20 May 2015 - NW1553
Lovemore, Ms AT to ask the Minister of Basic Education
( 1 ) What number of Grade 11 learners in each district (a) progressed to Grade 12 in terms of the fail-once-per-phase policy at the end of the (i) 2013 and (ii) 2014 academic years and (b) who progressed to Grade 12 failed (i) 2 subjects. (ii) 3 subjects, (iii) 4 subjects. (iv) 5 subjects and (v) more than 5 subjects at the end of the (aa) 2013 and (bb) 2014 academic years: (2) what number of Grade 11 learners in each district who progressed to Grade 12 at the end of the 2013 academic year passed the National Senior Certificate examinations (a) at the end of2014 (3) whether any province arranged (a) Easter camps and/or (b) other targeted interventions aimed specifically at learners who have been progressed to Grade 12: if so. (i) which (aa) provinces and/or (bb) districts. (ii) what is the nature of the interventions that (aa) have taken and (bb) will still take place. (iii) what is the cost of each intervention which has been planned and (iv) how will the impact of such interventions be measured: (4) (a) what total number of submissions were received in response to the call for written submissions from stakeholder bodies and members of the public on the Draft Amendment Regulations Pertaining to the National Curriculum Statement Grades R-12. published in the Government Gazette 38225 on 19 November 2014. (b) from whom have the submissions emanated. (c) what portion of the submissions made reference to promotion requirements and (d)(i) what steps will she take with respect to these submissions and (ii) when will she lake these steps? NW1764E
Reply:
Find here Response
20 May 2015 - NW1603
Lovemore, Ms AT to ask the Minister of Basic Education
(1) Whether, with reference to her reply to question 309 on 4 March 2014. All teacher vacancies in Eastern Cape schools have been filled as she envisaged they would be by the end of the first school quarter; if not, (a) why not and (b) as at the start of the second quarter in respect of each district. how many vacancies existed at the level of (i) principal. (ii) deputy principal, (iii) head of department and (iv) post level I teachers; (2) in respect of each district since 4 February 2015. how many (a) vacancies have been filled through the utilisation of (i) teachers previously in excess of the establishment. (ii) Funza Lushaka bursars, (iii) temporary teachers. (iv) new graduates who were not Funza Lushaka bursars and/or (v) other sources: (3) (a) what are the relevant details of the shortage of(i) Afrikaans teachers and (ii) SeSotho teachers. identified for each educator level in respect of each district and (b) what measures are implemented to address the identified shortages; (4) (a) how many Funza Lushaka bursars assigned to the Eastern Cape in 2014 were not placed in 2014. (b) why were the specified bursars not placed and (c) whether these bursars are now free of their contractual obligations: (5) (a) how many (i) Funza Lushaka bursars have been assigned to the Eastern Cape in 2015, including any allocation rolled over from 2014 and (ii) have been placed in substantive posts and (b) what strategy exists to ensure the placement of the entire allocation? NW1820E
Reply:
Find here: Reply
18 May 2015 - NW1676
Van Der Walt, Ms D to ask the Minister of Basic Education
(1) How many (a) departmental employees and (b) family members of departmental employees received tender awards and/or contracts from the province or municipality during the period that the Limpopo Department of Education was placed under section 100(1)(b) administration from December 2011 until 2015; (2) (a) how many of these employees were (i) teachers and (ii) principals and (b) in each case, (i) under which supplier name did these employees do business with the state, (ii) what was the amount of each tender award and/or contract and (iii) what actions were taken against these employees?
Reply:
The Limpopo Education Department has been requested to provide information, once this is received it will be provided.
18 May 2015 - NW1675
Van Der Walt, Ms D to ask the Minister of Basic Education
With reference to the Accelerated Schools Infrastructure Development Initiative school building project in Lephalale, (a) when was the Sedibeng School for Children with Special Educational Needs projected to be completed, (b) what are the reasons for delaying the opening, (c) when will this school open for learners, (d) what was the contract value for this project and (e) who was the contractor of the project?
Reply:
a) The completion of Sedibeng School for Children with Special Education Needs was planned for I0 December 2014. However, practical completion was achieved on 10 December 2011. The school was ready for occupation for the new school year.
b) The completion of a new school always brings a surge of interest and on post construction the school advised that enrolment was likely to increase. The Principal, on advice of the Circuit Manager. was unwilling to move into the Sedibeng School for Children with Special Education Needs with what he considered to be insufficient furniture. in anticipation of the increased enrolment. This necessitated the generation of a variation order to procure additional furniture and other sundry items for the hostels.
Furniture had been procured and delivered according to the enrolment figures at project inception. In light of this. the Department decided to provide the additional furniture and sundry items as per the school's request. The expected delivery of the additional furniture and the items requested is expected to be concluded by the end of May 2015.
c) The school is ready for learners. As soon as the additional furniture and sundry items requested are delivered, the principal can take occupation.
d) The contract value was R39.487 092.00.
e) The contractor appointed was Marnolda Building and Civil Contractors.
15 May 2015 - NW1606
Boshoff, Ms SH to ask the Minister of Basic Education
(1) Whether she is aware of a report of the assault on two learners by a teacher at a secondary school in Tembisa on the East Rand, which went viral on social media in the week of 13 to 17 April 2015: if so. (2) what (a) are the details of' the assault. (b) action was taken by (i) officials of the Gauteng provincial department of education and (ii) other organs of state subsequent to the assault and (c) is the current status of the assault allegation? NWIS23E
Reply:
(1) Whether she is aware of a report of the assault on two learners by a teacher at a secondary school in Tembisa on the East Rand. which went viral on social media in the week of 13 to 17 .April 2015; if so,
(1) (a) Yes. the Gauteng Department of' Education is aware of the report.
(2) what (a) are the details of' the assault. (b) action was taken by (i) officials of the Gauteng provincial department of education and (ii) other organs of state subsequent to the assault and (c) is the current status of the assault allegation?
(2) (a) An educator assaulted the learner and used vulgar language against the learner.
(b)(i) The educator has been placed on precautionary transfer, pending the disciplinary proceedings: and
(ii) It is currently not clear whether other organs of state have taken any action against the educator.
(c) Yes. the investigation has been completed and the educator will be served with charges regarding the alleged assault and the use of vulgar language
09 April 2015 - NW945
Boshoff, Ms SH to ask the Minister of Basic Education
(1) How many learners in each province are current repeating (a) Grade 9, (b) Grade 10 and (c) Grade 11; (2) what remedial assistance has her department developed to assist learners who with progress to (a) Grade 10, (b) Grade 11 and (c) Grade 12 without having met the promotion requirements? NW1103
Reply:
1. (a) (b) (c) The sector is currently finalizing the data for the repeating learners with will be available by April 2015. For the 2015 academic year, provinces are are expecting to submit by the end of October 2015, according to Government Gazette 29757. However, the sector is able to provide the requested data for 2012 and 2013.
2012 REPEATING LEARNERS |
|||
Grade 9 |
Grade 10 |
Grade 11 |
|
EASTERN CAPE |
17 675 |
33 931 |
33 267 |
FREE STATE |
18 019 |
20 063 |
11 616 |
GAUTENG |
23 133 |
45 120 |
22 942 |
KWAZULU-NATAL |
5 858 |
9 286 |
8 022 |
LIMPOPO |
50 514 |
61 641 |
38 903 |
MPUMALANGA |
16 076 |
26 310 |
19 776 |
NORTHERN CAPE |
4 518 |
6 017 |
4 220 |
NORTH WEST |
11 054 |
17 548 |
9 325 |
WESTERN CAPE |
14 832 |
12 587 |
6 944 |
Source: EMIS 2013
2013 REPEATING LEARNERS |
|||
Grade 9 |
Grade 10 |
Grade 11 |
|
EASTERN CAPE |
18 675 |
36 264 |
31 191 |
Attached please find here: 2013 REPEATING LEARNERS continued
04 March 2015 - NW9
Madisha, Mr WM to ask the Minister of Basic Education
(1) Whether the intensive investigation that she promised on 4 December 2014 to remedy the serious and alarming deficits that the 2014 annual national assessments (ANA) showed in respect of Grade 9 mathematics were now in place and communicated to all schools for implementation; if not, why not; if so, what were these radical interventions; (2) Will she make a statement on (a) which interventions she is seeking from individuals in society and (b) the private sector that were in a position to dramatically improve the perennially hopeless situation of mathematics in our state schools?
Reply:
(1)
▪ The Department of Basic Education (DBE) conducted an intensive diagnostic analysis of learner performance in the Grade 9 Mathematics ANA tests. The findings have been succinctly documented in the 2014 ANA Diagnostic Report.
▪ Copies of the 2014 Diagnostic report highlighting challenges that learners are experiencing in terms of Grade 9 Mathematics content have been printed and distributed to all public and independent schools.
▪ The DBE is currently conducting roadshows with all provincial and district officials involving the mediation of the 2014 ANA diagnostic report in Mathematics.
▪ Further, the DBE is currently hosting General Education and Training (GET) Mathematics subject committee meetings to focus on subject improvement plans in grade 9 Mathematics based on the findings of the 2014 ANA Diagnostic Report in Mathematics.
▪ The DEE in partnership with the Sasol lnzalo foundation has developed material in key content areas of Grade 9 Mathematics which has been mediated to all Senior Phase Mathematics subject advisors.
▪ The 1+4 Intervention Model is one of the key features of the Framework for improving performance in the Senior Phase.
(2) (b) There is an MST Roundtable that is scheduled for the 19 March 2015 in the Department of Basic Education. A total of 80 representatives from the NGO sector, universities, DHET, DST and DBE that support and/or have interest on issues relating to the MST in Education in the country are envisaged to be invited to attend the 3d MST in Education Roundtable. The purpose of the MST Roundtable is for the Minister to outline the Strategic Direction of Government in Enhancing MST Performance.
04 March 2015 - NW314
Van Der Walt, Ms D to ask the Minister of Basic Education:
(1) With reference to the building of Selowe Primary School in Blouberg, Limpopo, (a) why is this building project not completed, (b) who was the contractor, (c) what amounts have been paid to the contractor and (d) what action has been taken to finish this building project; (2) whether any legal processes are pending against the contractor; if not, why not; if so, what are the relevant details?
Reply:
1. (a) According to information received from the province, the contractor who was appointed in May 2013 and had been progressing slowly eventually abandoned the site and all the works stopped in June 2014. He was behind on the project and was facing penalties according to the Joint Buildina Contracts Committee contract (JBCC). The implementing agent (IDT) terminated the contractor after the site was abandoned at the roof level in July 2014. The implementing agent then re-advertised the project and has replaced this contractor.
(b) The initial contractor was Shota Engineering cc.
(c) The initial contractor (Shota Engineering cc) was paid R 2,151,727.42.
(d) The contract was terminated and the implementing agent then re-advertised the project and has replaced this contractor.
04 March 2015 - NW316
Boshoff, Ms SH to ask the Minister of Basic Education:
(1) What is the number of reports of (a) drug possession, (b) drug dealing, (c) alcohol possession. (d) firearm possession and (e) possession of knives and other weapons at (i) primary and (ii) secondary schools (aa) in the (aaa) 2011-12, (bbb) 2012-13 and (ccc) 2013-14 financial years and (bb) since 1 April 2014 in each province; (2) What mechanisms have been put in place to ensure that (a) principals report any such incidents to the district offices and (b) district offices report these incidents to the provincial departments of education?
Reply:
I . My Department does not have such detailed and disaggregated information of schools as you have requested in your questions. The possession of drugs, alcohol. firearms. knives and other weapons would be serious transgressions in terms of the Code of Conduct for Learners at schools and will be managed at a school level in collaboration with SAPS.
2. All schools have Incident Reporting Registers to record incidents related to the use and abuse of illegal substances. This information remains with the school for the purposes of District Monitoring. The Department is not in a position to determine the number of learners affected nationally by substance abuse.
04 March 2015 - NW317
Boshoff, Ms SH to ask the Minister of Basic Education:
317. Ms H S Boshoff (DA) to ask the Minister of Basic Education: (1) With reference to farm schools in Mpumalanga, (a) how many private properties that have public farm schools on their premises have been turned into state-owned properties and (b) how many public farm schools on private properties are operational in terms of an agreement in accordance with section 14 of the South African Schools Act, Act 84 of 1996, between the Member of the Executive Council and the owner of the private property in Mpumalanga; (2) how many (a) learners in (i) primary school and (ii) secondary school are amending rural or farm schools and (b) of these schools lack basic facilities such as piped water, toilets and electricity in Mpumalanga; (3) (a) how many learners in (i) primary school and (ii) secondary school whose rural or farm schools have been closed are being transported to merger schools due to limited capacity at the hostel of the respective merger school and (b) what is the percentage of parents of learners whose rural or farm schools have closed, who serve on the school governing bodies of merger schools in Mpumalanga; (4) whether the Mpumalanga provincial education department has produced a provincial draft budget document for the rural farm school hostel project; (5) what number of child support grants have been transferred along with learners who have been transferred to boarding schools following the closure of their rural or farm school in Mpumalanga?
Reply:
The question has been referred to the province and the response will be forwarded as soon as it is received.
04 March 2015 - NW45
Lovemore, Ms AT to ask the Minister of Basic Education:
(1) Whether primary schools in the Eastern Cape have had one of their assigned posts allocated for a teacher of an African language and for isixhosa, in particular; if so, does this post assignment apply to all primary schools in the province; (2) whether these appointees will be responsible for the teaching of an African language as part of the Incremental Introduction of African Languages (IIAL) programme: if not, why are schools required to appoint an isiXhosa teacher; if so, why is it necessary to appoint a full-time educator at this stage in the implementation of IIAL; (3) why these posts have not been allocated in addition to the number of posts that would ordinarily have been required at affected primary schools; (4) whether the llAL programme will operate as planned in the 2015 academic year; if not, (a) why not and (b) what are the detailed plans for the programme; if so, what are the relevant details?
Reply:
(1) Whether primary schools in the Eastern Cape have had one of their assigned posts allocated for a teacher of an African language and for isiXhosa, in particular; if so, does this post assignment apply to all primary schools in the province;
The introduction of IsiXhosa in Grades 1 and 8 in 201 5 in the Eastern Cape is a provincial initiative which complements the national HAL programme. The posts are only allocated to schools that are currently not offering an African Language or isixhosa, that is, mainly the former Model C schools. The number of posts to be allocated is determined in terms of the post provisioning process. Affected schools are allocated an additional post(s) from the pool of ad-hoc posts, determined as part of the total post basket of the province.
25 February 2015 - NW47
Van Der Walt, Ms D to ask the Minister of Basic Education:
(1) Which schools in Malamulele? Limpopo, were prevented from opening for the 201 5 academic year as a result of protests; (2) In each school, what is the number of affected learners in each grade; (3) in each school, what measures will be taken to ensure that all learners who have not attended schools since the beginning of January 2015 will be provided with an opportunity to attend a catch-up programme, and (b) when will she start taking these measures: (4) When will the catch-up programmes begin? ( 5 ) What measures will be taken to prevent protestors from closing schools in Malamulele in the future?
Reply:
(1) Which schools in Malamulele, Limpopo, were prevented from opening for the 2015 academic year as a result of protests;
Approximately 149 schools were prevented from opening for the 201 5 academic year. A list ofthe affected schools is attached. The impasse at Malamulele has, however, now been resolved. Schools in the area have opened for the first time in 201 5 allowing for learning and teaching to commence in the hundred and forty nine (149) schools that were affected.
(2) In each school, what is the number of affected learners in each grade?
A list of schools and the number of learners that were affected per grade is captured in the table attached. The information on learners is however based on 2014 statistics as the schools have only just reopened and statistics for 2015 are currently being verified.
(3) in each school, what measures will be taken to ensure that all learners who have not attended schools since the beginning of January 2015 will be provided with an opportunity to attend a catch-up programme, and (b) when will she start taking these measures;
The Provincial Department of Education has developed a catch up plan to make up for lost time.
(4) When will the catch-up programmes begin?
The commencement date for the Catch-up Programme is not yet finalised.
(5) What measures will be taken to prevent protestors from closing schools in Malamulele in the future? NW48E
The Department of Basic Education will continue to work with School Governing Bodies and communities to ensure that all schools are protected at all times. The situation in Malamulele is however unique in that the community is at the centre of the activities that pose a threat to schooling and schools.
25 February 2015 - NW57
Waters, Mr M to ask the Minister of Basic Education
(a) What are the reasons that the Dowerglen High School situated in Edenvale, Gauteng, receives an inadequate budget from the department given that all the learners are from disadvantaged communities and (b) when will this issue be rectified?
Reply:
(a) Dowerglen High School is a fee-charging school ranked in quintile 5 with an enrolment of 422. The school has been ranked by the Gauteng Department of Education according to the relative poverty of the community surrounding the school. The school received an allocation of R530 per learner for 2014/15. This allocation was above the national 2014 quintile 5 per learner benchmark of R183. The total allocation paid to the school for 2014/15 is R223.660.
The school can apply to the Gauteng Department of Education to be re-ranked, or to be voluntarily declared a no-fee school in order for their allocation to be more than what they are receiving now.
25 February 2015 - NW58
Waters, Mr M to ask the Minister of Basic Education
(1) How many learners attending schools in the Edenvale area were caught (a) in possession of drugs and (b) dealing in drugs in the (i) 2012 and (ii) 2013 academic years; (2) at which schools did the above learners attend; (3) what were the consequences for the learner in each case? (2) at which schools did the above learners attend; (3) what were the consequences for the learner in each case?
Reply:
The Department of Basic Education (DBE) has entered into a Collaborative Partnership Protocol with the South African Police Service (SAPS) in 2011. The Protocol is an acknowledgement that safety is a shared responsibility between both the Departments. Officials from both Departments have committed themselves to promote the safety of everyone at school and to combat school violence as captured in the delivery agreement of both Ministries. Action Plan 2019 (Goal 10) is also enhanced through this partnership as it ensures that children remain effectively in schools until they turn 15 years old. One of the commitments of the Partnership Protocol is to prevent and manage alcohol and drug use amongst learners in schools.
1. According to information received from SAPS two learners were arrested (a) for the possession of illegal drugs (b) and none for dealing in illegal substances (i) during 2012 and (ii) 2013 academic years.
2. The two learners were from Edenglen High School and Don Materra Child and Youth Care Centre.
3. Both learners were arrested for possession of illegal drugs and both cases were withdrawn at Court. The learner from Edenglen High School was suspended and the learner from Don Materra Child and Youth Care Centre was transferred to another institution.
25 February 2015 - NW60
Boshoff, Ms SH to ask the Minister of Basic Education
When will her department conduct an inspection at the Dowerglen High School in order to determine whether any learners qualify to participate in the school feeding scheme? NW62E
Reply:
In terms of the National School Nutrition Programme Conditional Grant Framework in the Division of Revenue Act (DORA), the Department has a mandate to provide meals to all learners in quintile I to 3 primary and secondary schools, as well as identified special schools in line with the specified budget allocated by National Treasury. Dowerglen High School is a quintile 5 school and currently falls outside the mandate of the NSNP.
25 February 2015 - NW7
Madisha, Mr WM to ask the Minister of Basic Education:
( I ) Whether, in view of the public controversy surrounding a certain person (name furnished) arising from the finding of the Public Protector that the said person had not been truthful about having matriculated and notwithstanding the kind of role model such a person may project, she proceeded to invite the person to speak to successful matriculants at the launch of the 2014 matriculation results; if not. what is the position in this regard, if so, (a) how and why did she arrive at the decision to invite the said person and (b) what is her position with regard to the person's statement to the matriculants at the launch that there are certificated people and educated people in the world; (2) whether it is her position that matric certification is unnecessary to one's education and should therefore not be striven for?
Reply:
(a) The SABC owns the venue that was used for the announcement of the NSC 2014 results. The SABC, as a host organisation, therefore determines who represents the SABC at the event.
(b) The statement, in this particular instance, is taken out of context and therefore the Minister has no position on it.
(2) The National Senior Certificate is the most important qualification in the schooling sector and the Department of Basic Education is the custodian of this qualification and therefore the question posed in this case is irrelevant.
12 December 2014 - NW2937
Lovemore, Ms AT to ask the Minister of Basic Education:
(1) What are the names of the schools that were gazetted for closure in the relevant provincial gazette, as required by Section 33( I) of the South African Schools Act, Act 84 of 1996, in each province, in the (a) 2011-12, (b) 2012-13 and (c) 2013-14 financial years; (2) what are the names of the schools that have been deemed closed through learners moving to alternative schools in each province, in the (a) 2011-12, (b) 2012-13 and (c) 2013-14 financial years; (3) what are the names of the schools that have merged in each province, in the (a) 2011-12, (b) 2012-13 and (c) 2013-14 financial years? NW3581E
Reply:
The above questions are addressed in the annexure provided as the response is composed of extensive lists of schools as requested by the parliamentary query.
Attached find here: Annexure A
11 December 2014 - NW3008
Kopane, Ms SP to ask the Minister of Basic Education
Whether, with regard to the implementation of the Use official Language Policy Act, Act 12 of 2012 and since the reply of the Minister of Arts and Culture to question 990 on 6 June 2013, her department implemented the Act; if not, when will the Act be implemented; if so, which languages have been adopted as official languages of her department? NW3652E
Reply:
The Act is not yet implemented
The Department of Arts and Culture has extended the date of implementation to 2 May 2015.
The Act will probably be implemented on the above date.
11 December 2014 - NW2870
Lovemore, Ms AT to ask the Minister of Basic Education:
(1) With reference to her reply to question 958 on 18 September 2014, what are the steps in the process of planning to ensure that a sufficient number of Grade R practitioners obtain accredited qualifications in order to satisfy future demands; (2) what exactly she meant. with regard to her reply to paragraph (3) of question 958 that "Since Grade R has been identified as national priority 1 00% coverage of Grade R will be funded through the national fiscus"? NW3513E
Reply:
(I) The Department of Basic Education has developed a comprehensive plan aimed at guiding the Provincial Education Departments on the Upgrading of Grade R practitioners. The plan clearly indicates options available for practitioners in different NQF levels and provides the admission requirement for each option.
PEDs have since identified practitioners and their qualification levels. From a total of 15 000 practitioners that are under-qualified, the DBE has set a target of 5 000 new practitioners per year to be supported to complete a qualification (either a BEd Foundation Phase or Diploma in grade R teaching). Currently. 3 400 (68%) practitioners have been enrolled in institutions to complete either the BEd or Diploma in Grade R teaching.
To increase the capacity of HEIs to offer the Diploma in Grade R teaching. The DBE has approached HE!s in each province the Provincial Teacher Education and Development Committees to offer the diploma. UNlSA, University of Johannesburg and University of Pretoria are in the process of developing this qualification. Currently. only four (4) institutions offer this qualification namely North West University, Cape Peninsula University of Technology, SANTS and Lyceum.
(2) The source of funding the expansion of Grade R has historically been the national fiscus and will continue to be so going forward. This funding is included in the equitable share transfers to provinces. Provinces are expected to, amongst others; prioritize the expansion of Grade R \Vi thin their provincial education budgets.
11 December 2014 - NW2659
Lovemore, Ms AT to ask the Minister of Basic Education
(1) Whether she supports the proposed twinning of schools in Gauteng: if not, why not; if so, what rationale underpins this support;(2) whether she is satisfied that the South African Schools Act, Act 84 of 1996. (SASA) adequately provides for the twinning project; if not, why not; if so, what legal provisions of SASA does she rely on to allow her confidence in the legitimacy of the project;(3) whether she intends to expand the twinning project to other provinces; if so, what are the relevant details;(4) whether the development of social cohesion has been identities as a core function of her department and the nine provincial departments of education; if so. What has led to this position? (2) whether she is satisfied that the South African Schools Act, Act 84 of 1996. (SASA) adequately provides for the twinning project; if not, why not; if so, what legal provisions of SASA does she rely on to allow her confidence in the legitimacy of the project; (3) whether she intends to expand the twinning project to other provinces; if so, what are the relevant details; (4) whether the development of social cohesion has been identities as a core function of her department and the nine provincial departments of education; if so. What has led to this position? NW3304E
Reply:
I) I support the principle behind the twinning of schools. The rationale behind the twinning is that it is the quickest way of addressing the inequalities that exist in the sector in terms of resources and skills transfer of principals, teachers and school governors.
2) Section 588 (4)and (5) provide the Head of Department (HOD) with wide powers to deal with underperforming schools. Section 58(4) specifically provides that the HOD must take all reasonable steps to assist a school indentified in terms of subsection ( I) in addressing the underperformance. Section 58(5), although indicating which specific steps the Head of Department must consider. does not limit the steps that the HOD can take to remedy the underperfom1ance at a school. Twinning of a school is one of the options that could be considered.
3) The twinning project is at the moment still a Gauteng initiative. The Council of Education Ministers and I have not yet explored its possibilities. It is an initiative that requires research, massive stakeholder consultation and review of legislation before considering it as a possibility.
4) Yes, social cohesion. although not a core function of the department, is part of the department's delivery of Outcome 14 in the MTSF (2014-2019). It is promoted by the department through Curriculum. Teacher Development and Care and Support Branches.
Why? Schools are increasingly being recognized as a key contributor to promoting national unity and solidarity among the different social groups in a country. Given the legacy of apartheid and the high prevalence of social problems challenging our current democratic state, schooling can contribute to achieving cohesive communities that are more effective in supporting education, and achieving social and economic goals. The NDP tasks schools to promote social cohesion, constitutional values, active citizenry and appreciation of diversity.
11 December 2014 - NW2653
Van Der Walt, Ms D to ask the Minister of Basic Education:
Whether the recommendations made in the Ministerial Committee on Rural Education Report of 2005 were implemented; if not, (a) why not and (b) which recommendations were not implemented; if so, what are the relevant details? NW3298E
Reply:
Yes, all the key recommendations made in the Ministerial Committee on Rural Education Report of 2005 have been implemented through the various programmes that the Department is rolling out in all provinces.
11 December 2014 - NW2867
Boshoff, Ms SH to ask the Minister of Basic Education:
(1) (a) With reference to the Emakhazeni boarding school in Machadodorp in Mpumalanga, what was the total cost for the building of this school and boarding facilities. (b) how many learners will be accommodated in the school, (c) which grades will be catered for, (d) why is this school still not functional, (e) what are the relevant details of the infrastructure delays the school has experienced. (f) when will the school (i) be fully functional and (ii) begin a full academic programme and (g) how many farm or rural schools are planned to be closed down with the opening of this school: (2) (a) what are the relevant details of any interviews for teacher placements and support staff that have taken place, (b) how many teachers and support staff will be accommodated at this school and (c) where will the teachers be accommodated; (3) will the school be designated as a no-fee school; (4) will the (a) school or (b) department facilitate transport to meetings for Student Government Board members who reside far from the school; (5) has the necessary interaction taken place with the Department of Roads and Transport to ensure that learners will have access to transport to return home during weekends and holidays and back again? NW3509E
Reply:
Attached find here: Response
11 December 2014 - NW2582
Carter, Ms D to ask the Minister of Basic Education:
Whether she has ascertained through departmental inspections and any other means that (a) all schools had separate toilets for boys and girls, (b) all school toilets were clean. hygienic and functioning at all times, (c) all schools provided information in close proximity to toilets on how and why hands had to be thoroughly washed and dried as an essential habit to be acquired for good health. (d) all schools provided sanitary pads for girls and (e) all schools provided separate bins for the disposal of used sanitary pads; if not, why not: if so. what are the details of her enquiry into the matter of school toilets? NW3219E
Reply:
(a) The provision of sanitation facilities in the education sector is separated into male and female facilities. furthermore the Regulations Relating to Minimum Uniform Norms and Standards for public School infrastructure provide guidance for the separation of these facilities based on the enrolment range per gender and the number of sanitary fixtures required to respond to the enrolment range, this addresses aspects on the number of boys & girls in a school against the number of toilets. basins. boys urinals. Grade R toilets and Unisex toilets catering for persons with disabilities.
(b) Yes. Not all toilets are clean, hygienic and functional at all times. Some areas use the pit system which is not easy to maintain. Another challenge that renders school toilets not functional at all times is the lack of water supply to schools. In some cases, the toilets are old, unrepaired and sewerage systems not being regularly serviced by local municipalities.
(c) Yes. during monitoring, one of the areas observed is whether learners practice hand washing before meals. Posters on hand washing and general hygiene which were developed and distributed to schools are often observed on display to be integrated in Life Orientation by educators. Nutrition Education is a key pillar of the National School Nutrition Programme (NSNP).
(d) Schools are not obliged to provide sanitary pads for girls. There are programmes with external partners that provide sanitary pads and reproductive health programmes to selected disadvantaged schools.
(e) The Department does not have the details on the provision of bins to dispose of sanitary pads in schools.
03 December 2014 - NW2376
Waters, Mr M to ask the Mr M Waters (DA) to ask the Minister of Basic Education:
Whether, with regard to her reply to question 1572 on 10 October 2014, her department has subsequently been furnished with the relevant infom1ation? NW2968E
Reply:
Yes, the Gauteng Education Depa11ment has furnished the Minister's office with the relevant information. (See attached).
01 December 2014 - NW2377
Waters, Mr M to ask the Minister of Basic Education:
With reference to her reply to question 1966 on 24 October 20 14, (a) what steps does she intend to take to ensure that Con Amore School adheres to the norms and standards for the distribution of teaching posts to schools and (b) by \\hat date will this be done?
Reply:
(a) The Post Provisioning process involves the declaration of a basket of posts by the MEC for the province. The posts are distributed by the Provincial Department of Education using the Post Provisioning model and tool. It must be noted that given the distributive nature of post provisioning the ideal class size cannot ah\a)S be achieved in all schools and classes.
The Learners at Con Amore School were correctly weighted as prescribed in the Norms and Standards for Post provisioning. The allocation for Con Amore School is captured the table below.
District |
Emis |
Name |
Post Establishment 2014 |
Post Establishment 2015 |
||||||||||
Lle 2013 |
PL11 |
HOD |
DEPUTY |
PRINCIPAL |
TOTAL |
Lle 2014 |
PL11 |
HOD |
DEPUTY |
PRINCIPAL |
TOTAL |
|||
EN |
260075 |
CON AMRESKOOL/SCHOOL |
314 |
18 |
7 |
2 |
1 |
28 |
324 |
18 |
8 |
2 |
1 |
29 |
This school will be gaining I post in 2015. No further steps need to be taken as the school has been informed as to their new post establishment for 2015. It is now the responsibility of the Principal to utilize allocated personnel effectively.
(b) The new post establishment for 2015 has been issued to the school with the effective date of I January 2015. The responsibility now lies with the Principal of the school to utilize the allocated personnel correctly.
31 December 2010 - Question:Minister of Basic Education
MPs to ask the Minister of Basic Education
Reply:
QUESTION 290
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 19/02/2010
(INTERNAL QUESTION PAPER 2/2010)
Mr G G Boinamo (DA) to ask the Minister of Basic Education:
Whether his department intends establishing in-service training centres in each province to provide educators with refresher courses: if not, why not: if so, what are the relevant details? NW306E
Reply
Such in-service training centres already exist in all provinces, and most provinces have more than one centre. The department is currently undertaking audit of all provincially and district run teacher development and education resource centres through which in-service training is provided. The department, as part of a national planning process, is analyzing this data to establish if sufficient centres exist to provide for the needs of practicing teachers, and to develop systems to better coordinate the planning, quality and delivery of teacher development programmes through the centres (including workshops, refresher courses, and in depth development courses).
QUESTION 1352
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 07/05/2010
(INTERNAL QUESTION PAPER 12 – 2010)
Mr D C Ross (DA) to ask the Minister of Basic Education:
(1) Whether any (a) primary and/or (b) secondary schools have been closed down in Johannesburg in the past three years; if so, in each case, (i) how many schools, (ii) why and (iii) which schools were closed down;
(2) whether any schools in Johannesburg are currently over their capacity; if so, (a) how many schools, (b) which schools, (c) why and (d) what plans are in place to resolve this situation;
(3) whether there are any plans to build any new schools in Johannesburg in the next three years; if not, why not; if so, (a) what type of schools and (b)(i) where and (ii) when will the schools be built? NW1588E
REPLY:
(1) (i)(a) 25 Primary schools and (b) 2 secondary schools
(ii) These schools have all experienced a decline in enrolment to such an extent that they were no longer viable.
(iii) List of schools that were closed during the past three years.
(See attached list of Primary and Secondary School)
QUESTION 1523
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 21/05/2010
(INTERNAL QUESTION PAPER: 2010)
1523. Mrs D Robinson (DA) to ask the Minister of Basic Education:
(1) Whether there are any schools for (a) children with learning difficulties and (b) children with disabilities; if not, why not; if so, (i) how many, (ii) where is it situated, (iii) what is the capacity, (iv) how much funding does each school receive from her department, (v) how long is the waiting-list and (vi) how many teachers are employed at each school in each case;
(2) Whether there are minimum standards with regard to the ratio of learners to teachers for each type of school mentioned above; if not, why not; if so, what are the relevant details? NW1779E
Response:
(1) Yes.
(a) There are 44 special schools that make provision for learners with learning difficulties (including ADHD and Specific Learning Disabilities). The total number of learners with specific learning difficulties who attend special schools is 16 884.
(b) In 2009 there were 392 public special schools that accommodated 111 619 learners with disabilities. There were 124 535 learners with disabilities in public ordinary schools. Of the 124 535 learners in ordinary schools, 21 976 were in special classes and 102 559 in mainstream classes. There are special schools in all nine provinces.
QUESTION 1178
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 19/04/2010
(DATE OF INTERNAL QUESTION PAPER: 10-2010)
Mr J J van der Linde (DA) to ask the Minister of Basic Education:
(1) Whether all (a) primary and (b) high schools in all provinces should have minimum sporting facilities; if not, (i) why not and (ii) when will minimum sporting facilities be enforced; if so, what sporting facilities does each school have;
(2) (a) what sporting facilities does each (i) primary and (ii) high school have and (b) in which province is each such school situated? NW1336E
REPLY:
(1) All schools should have minimum sporting facilities. The department has drafted a school sport policy which will ensure that each school offers at least two or more sporting codes. Schools generally have a combination of sport facilities for the following codes: soccer / rugby, netball, hockey, tennis, athletics, cricket and swimming.
(2) The attached table gives an overview of all 24,460 ordinary schools per province according to the sporting codes mentioned above. The last column captures the number of schools per province which have no facilities at all with a total of 4,081.
QUESTION 1180
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 19/04/2010
(INTERNAL QUESTION PAPER: 10-2010)
Mrs N W A Michael (DA) to ask the Minister of Basic Education:
Whether any (a) primary and (b) high schools in each province were visited by the State or a nongovernmental organisation (NGO) in the past three years with regard to substance abuse education and awareness; if not, (i) why not and (ii) which schools did not receive any awareness and education visits; if so, (aa) which schools received such visits, (bb) how often in each year and (cc) which grades were included in these visits? NW1338E
Response:
Data on visits to schools to conduct substance abuse education and awareness is held at provincial level. A request was made to provinces to report on substance abuse education and awareness conducted in schools over the past three years. Reports were received from six provinces (Eastern Cape, KwaZulu-Natal, North West, Free State, Western Cape and Mpumalanga). Responses received from provinces thus far are summarised in Tables 1-5. It must be noted that drug and substance use is one of the core components of the life orientation learning area implemented through the life skills HIV and AIDS programme. As such, drug and substance use awareness is covered in all schools as part of curriculum implementation.
In addition, in 2009 the national Department undertook provincial visits to schools in the Ministerial Project on School Safety. The visits monitored the implementation of school safety interventions including implementation of the drug testing guidelines. Information was also disseminated on drug and substance abuse and linkages with school safety. See attached table
QUESTION 1188
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 19/04/2010
(INTERNAL QUESTION PAPER: 10-2010)
1188. Mr J R B Lorimer (DA) to ask the Minister of Basic Education:
Whether, with reference to her reply to question 563 on 25 March 2010, all the existing libraries at primary and secondary schools in all the provinces are functional; if not, (a) why not and (b) when will they become functional; if so, what constitutes a functional library? NW1346E
(a) Not all primary and secondary schools have functional libraries. The absence of functional libraries in schools is directly linked to the past inequitable resource provisioning.
(b) The Department of Basic Education recognizes the necessity for school library resource provision and is addressing this in a holistic manner through the development of the National Guidelines for School Library and Information Services. This document targets provinces, districts and schools and is therefore a valuable resource at all levels. It recommends the following that will contribute towards providing a fully functional school library and information service for education:
(1) roles and responsibilities on the four levels of library and information services in the education system, namely national, provincial (recommends a co-ordinating structure in each province), district and school levels;
(2) development model options and considerations which include: mobile library; cluster library; classroom library; centralised school library and school community library;
(3) Alsophysical infrastructure, staffing and training, administration and management, resource collection, programmes and activities e.g. an information literacy and reading promotion programme, marketing and advocacy strategies and finally monitoring and evaluation plans to assist schools in ensuring that their goals regarding library and information services are achieved.
The guidelines are part of the broader strategy which will assist towards ensuring that each school has a functional school library and information service.
(c) The following elements constitute a functional school library and information service and are contained in the National Guidelines for School Library and Information Services.
Functional school libraries:
enrich learners reading experiences and develop learners' skills as independent learners
provide resources and information that teachers and learners need
support the teaching and learning process, and extend the school's curriculum
have skilled, enthusiastic staff with time allocated for library duties
have up-to-date, attractive and suitable resources in a range of media
are adequately funded to ensure continuing maintenance and development
are planned and designed to be pleasant and stimulating environments
are monitored regularly to assess their use
are guided by a whole school library and information development plan
QUESTION 677
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 12/03/2010
(INTERNAL QUESTION PAPER: 7-2010)
Mr J R B Lorimer (DA) to ask the Minister of Basic Education:
(1) Whether any figures on symbol distribution have been released for the 2010 national senior certificate exams; if not, what is the position in this regard; if so, what are these figure for each (a) province and (b) district;
(2) whether any subject averages have been released; if not, why not; if so, what are these averages for each (a) province and (b) districts? NW803E
RESPONSE
(1) In responding to this question it is assumed that reference is being made to the 2009 National Senior Certificate examination and not 2010. Symbol distribution which was a feature of the old Senior Certificate has been replaced with a seven point grading scale which is as follows:
RATING CODE |
RATING |
MARKS % |
7 |
Outstanding achievement |
80 – 100 |
6 |
Meritorious achievement |
70 –79 |
5 |
Substantial achievement |
60 – 69 |
4 |
Adequate achievement |
50 – 59 |
3 |
Moderate achievement |
40 – 49 |
2 |
Elementary achievement |
30 – 39 |
1 |
Not achieved |
0 – 29 |
Data on grading distribution per subject is available on the examination computer system and all provincial education departments can access this data. The Department of Basic Education published a comprehensive report on the National Senior Certificate results, which was released by the Minister of Basic Education, Ms A Motshekga, on 7 January 2010. Specific data relating to grading distribution per subject, per province, per district is provided to institutions and members of the public on request. This data is attached in Tables 1 and Table 2.
Table 1: Subject data per province
Table 2: Subject data per district
(2) Subject averages are not used extensively in the analysis of subject data, since they do not provide an accurate picture of performance across the province or across the district, and is therefore not readily available. The data that has been made available to all provincial education departments is the number and the percentage of candidates that have achieved at the 30% level and at the 40 % level. This data is also included in Tables 1 and Table 2.
QUESTION 678
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER 15/03/2010
(INTERNAL QUESTION PAPER)
J Lorimer (DA) to ask Minister of Basic Education:
Whether her department has a policy on date by which matric exam timetable should be finalized, whether is 2010 timetable finalized?
RESPONSE
The time table for the National Senior Certificate (NSC) examination must be finalised in the year prior to the writing of the examination. For the 2010 NSC examination the first draft was completed in September 2009 and circulated amongst key stakeholders for comment. The comments from the stakeholders were incorporated into the time table and the final version was approved by the Heads of Education Department (HEDCOM) in December 2009. The final version of the time table has been distributed to all provincial education departments and posted on the website of the Department of Education.
QUESTION 679
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER 15/03/2010
(INTERNAL QUESTION PAPER: 7-2010)
J Lorimer (DA) to ask Minister of Basic Education:
1) Whether dates have been set for the sitting of the first grade 3,6 and 9 exams,
2) whether results of these tests will be released to schools, when will consolidated results be released,
3) whether al results will be made available to parents of the learners who were tested.
REPLY
i) Grade 3, 6 and 9 learners will write common annual tests in literacy/language and numeracy/mathematics in the first week of November, 2010.
ii) Schools will have the results of the tests and will report these to parents of all learners. Results that are independently moderated will be released early in the first quarter of 2011 on a date that the Minister will announce as soon as proper coordination at all levels shall have been completed.
iii) See answer in 2 above.
QUESTION 729
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 19/02/2010
(INTERNAL QUESTION PAPER: 2-2010)
Dr H C van Schalkwyk (DA) to ask the Minister of Basic Education:
(1) Whether she intends closing down any farm schools in remote areas; if so,
(2) whether suitable accommodation will be made available for learners from farm schools; if not,
(3) whether learners will be transported to schools; if not, why not; if so, who will carry the cost;
(4) whether she will make a statement on the matter? NW856E
Draft response
1) The closing down of farm schools in remote areas is the prerogative of provincial departments of education. The South African Schools Act, 1996 (Act No. 84 of 1996) (the SASA) in Section 12 A provides for the merger and Section 33 for the closure of public schools. In that regard this responsibility resides with the provincial departments of education. However, my department in partnership with provinces has developed Guidelines for the Closure and Merger of Rural and Farm schools. These Guidelines provide guidance on the merger and closure process, the role of provincial coordinating and implementation teams, procedures to follow regarding the School Governing Bodies of schools and language, religious and cultural considerations.
2) Refer to question one.
3) Refer to question one.
4) Refer to question one.
QUESTION 1698
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 28/05/2010
(INTERNAL QUESTION PAPER: 15 – 2010)
Mr G R Morgan (DA) to ask the Minister of Basic Education:
(1) Why has the Zimele Molweni Centre for Mentally and Physically Challenged Children in Molweni, eThekweni Municipality, not received accreditation from her department;
(2) whether her department will pay the costs of an educator for the more than fifty learners currently enrolled at the school; if not, why not; if so, what are the criteria applied by her department when considering the provision of assistance to a school of this nature? NW1964E
Response:
(1) The Zimele Molweni Centre's application for registration as a special school is being considered by the KZN DoE against the following criteria:
A school can only be registered if it is within the broader spatial plan to establish adequate facilities for learners with disabilities in the province. This is in line with a cabinet resolution passed by the KZN legislature in 2007. A meeting to establish this facility's eligibility for registration was held with the Pinetown district officials on the 30 April 2010 and a follow-up meeting was scheduled for the 14 June 2010 with the Pinetown District DoE officials as well as representatives from the Zimele Molweni Centre.
(2) Resources of whatever nature are rendered strictly to registered schools. In the light of this, the department may not be able to provide educator posts, or any resources whatsoever until the school is registered. An interim measure could be to absorb the learners enrolled at the centre in other schools or to have the centre operate as a satellite under an existing school. These options will be tabled at the meeting mentioned in (1) above.
QUESTION 373
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 26/02/2010
(INTERNAL QUESTION PAPER 4 – 2010)
Mrs D van der Walt (DA) to ask the Minister of Basic Education:
(1) Whether she has confirmed the names of the schools which had a zero percent pass rate in the 2009 exam in Limpopo to the MEC for Education; if not, why not; if so, what are the relevant details;
(2) whether she discussed this with the MEC of the province; if not, why not; if so, which are the schools? NW445E
Reply
1. The Department of Basic Education introduced a Rapid Assessment and Remediation Initiative with a view to embark on a decisive response to schools that have dramatically underperformed. The names of the schools that performed under 20% in the 2009 National Senior Certificate examinations were targeted by this intervention and were made available to affected provinces for appropriate diagnosis and intervention.
2. The affected schools in Limpopo with a 0% pass rate are:
SETOTOLWANE SECONDARY |
HLABIRWA COMMERCIAL |
EXCELSUS ACADEMY |
KABELA SECONDARY |
VHUDZANI SECONDARY |
MATOKANE HIGH SCHOOL |
NALETSANA PRIMARY |
KULANI LEARNING CENTRE |
ITIRELENG SECONDARY SCHOOL |
QUESTION 1440
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 14/ 05/ 2010
INTERNAL QUESTION PAPER: 13-2010
Dr J C KlopperS –Lourens (D A) to ask the Minister of Basic Education:
(1) Whether she has been informed of the financial problems experienced by a certain school (details furnished) in Klerksdorp after an amount of 2,3 million allocated to the school has disappeared and is unaccounted for; if so , what are the relevant details; if not,
(2) Whether she will (a) investigate the matter and (b) report on the finding ; if not , why not if so what are relevant details;
(3) Whether any steps have been taken to recover the money which cannot be account for; if so, what are relevant details? NW1691E
REPLY:
(1) No, The Minister was not informed of the financial problems experienced by a school in Klerksdorp. However she followed the matter up after it was brought to her attention.
The North West Education Department has since returned to the Minister with proof of transfer of the money into the school account.
QUESTION 1441
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 14/05/20101
(INTERNAL QUESTION PAPER: 13-2010)
Dr J C Kloppers-Lourens (DA) to ask the Minister of Basic Education:
(1) Whether the investigation regarding the leaking of the five 2009 National Senior Certificate question papers in Mpumalanga has been completed; if not, (a) why not, (b) when is it envisaged to be completed and (c) when will the findings be made available; if so, (i) what are the outcomes of the investigation, (ii) how many officials were involved, (iii) what steps were taken against each of them and (iv) what is the extent of the damages both (aa) nationally and (bb) provincially because of the leaking of the question papers (aaa) in monetary terms and (bbb) person hours;
(2) whether any precautions have been put in place to prevent future leaking of question papers; if not, why not; if so, what are the relevant details? NW1692E
Response
(1) (a). (b) (c) (i)(ii)(iii)
The investigation of this matter has been instituted at three different levels. The Department of Basic Education conducted an investigation that focused on the administrative and professional breaches, while the South African Police Services conducted the criminal investigation. In addition, the Hawks have embarked on a more extensive investigation of the ongoing history of examination irregularities in the province.
The investigation by the Department of Basic Education was completed in December 2009 and a detailed report was compiled. This investigation revealed that the security systems relating to the storage of question papers in the Examination Unit in the Mpumalanga province was grossly inadequate. The management of the electronic versions of the question papers was not sufficiently controlled and this compromised the question papers in Mathematics, Physical Science and Accounting. The decision was taken to replace the five leaked question papers and in addition, the Minister announced that the Examination and Assessment administration would, from 07 January 2010 be managed by the Department of Basic Education. The Mpumalanga Department of Education has further, instituted disciplinary measures against staff implicated in this matter.
The criminal investigation by the South African Police Services is still continuing and at least 13 persons were arrested and have appeared in court. The case has been adjourned until further notice.
1(aa)(bb)(aaa)(bbb).
The estimated cost to replace the five leaked papers across all nine provinces totals to R 8 258 000. This includes printing, packing and distribution of the replaced question papers. It is not possible to quantify the damages in terms of person hours, given that this exercise involved staff at the DBE, involved in the final quality assurance of the replaced question papers, the nine provincial head office staff, involved in the printing and packing of question papers, and the district office staff, involved in the distribution of the question papers.
(2)
A team of senior officials from the Department of Education are currently stationed in the province and are overseeing the examination processes in the province. Their focus is to establish rigorous systems and processes for the administration of examinations in the province and to train the officials in the province to manage and administer these systems. All question papers are now printed and packed by the Department of Basic Education, in Pretoria.
The Department of Basic Education has also developed Norms and Standards for the handling of National question papers. These norms and standards now constitute the benchmark for security and management of question papers in the province. All PEDs have been requested to review their security systems and procedures regarding the handling of national question papers in the light of the norms and standards prescribed by the DBE. To ensure strict compliance, the DBE will conduct an intensive audit of the security systems in each PED in June/July 2010 as part of monitoring the state of readiness of PEDs to conduct the National Senior Certificate Examinations of 2010.
QUESTION 272
(INTERNAL QUESTION PAPER)
Dr J C Kloppers-Lourens (DA) to ask the Minister of Basic Education:
1) How many (a) black, (b) white, (c) coloured and (d) Indian children attended private schools in each province in the (i) 2003-04, (ii) 2004-05, (iii) 2005-06, (iv) 2006-07 and (v) 2007-08 financial years;
(2) how many private schools were registered with her department in each province in the (a) 2003-04, (b) 2004-05, (c) 2005-06, (d) 2006-07 and (e) 2007-08 financial years? NW288E
Table 1: Number of learners in the ordinary independent school sector, by province and race, from 2003 to 2008 |
|||||||||||||||||||||||
Source: Annual School Survey 2003 to 2008 |
|||||||||||||||||||||||
Note:The data, as received from the provinces, are preliminary and must be treated with caution, since it has not been published in this format |
|||||||||||||||||||||||
Compiler: [email protected] |
|||||||||||||||||||||||
Date: 19 February 2010 |
|||||||||||||||||||||||
Province |
DataYear |
AFRICAN/BLACK |
COLOURED |
INDIAN/ASIAN |
WHITE |
OTHER |
Total |
||||||||||||||||
EC |
2003 |
12052 |
393 |
175 |
2492 |
189 |
15301 |
||||||||||||||||
2004 |
10907 |
574 |
281 |
2881 |
157 |
14800 |
|||||||||||||||||
2005 |
17313 |
984 |
210 |
2271 |
50 |
20828 |
|||||||||||||||||
2006 |
22391 |
841 |
272 |
1732 |
118 |
25354 |
|||||||||||||||||
2007 |
31572 |
1433 |
349 |
3972 |
236 |
37562 |
|||||||||||||||||
2008 |
34405 |
1665 |
385 |
4382 |
283 |
41120 |
|||||||||||||||||
FS |
2003 |
9273 |
299 |
133 |
1784 |
39 |
11528 |
||||||||||||||||
2004 |
14403 |
1154 |
261 |
2436 |
35 |
18289 |
|||||||||||||||||
2005 |
9530 |
169 |
182 |
1573 |
29 |
11483 |
|||||||||||||||||
2006 |
11572 |
197 |
150 |
1509 |
44 |
13472 |
|||||||||||||||||
2007 |
11610 |
235 |
129 |
1544 |
81 |
13599 |
|||||||||||||||||
2008 |
11995 |
216 |
160 |
1558 |
57 |
13986 |
|||||||||||||||||
GT |
2003 |
63802 |
3862 |
10457 |
40481 |
3015 |
121617 |
||||||||||||||||
2004 |
74905 |
3501 |
11014 |
43801 |
660 |
133881 |
|||||||||||||||||
2005 |
85481 |
4565 |
10827 |
48935 |
5160 |
154968 |
|||||||||||||||||
2006 |
90978 |
5230 |
11991 |
50532 |
699 |
159430 |
|||||||||||||||||
2007 |
92797 |
7075 |
12689 |
56056 |
2485 |
171102 |
|||||||||||||||||
2008 |
99877 |
6147 |
13021 |
57783 |
2743 |
179571 |
|||||||||||||||||
KZ |
2003 |
14469 |
852 |
10014 |
13840 |
1162 |
40337 |
||||||||||||||||
2004 |
16759 |
858 |
8410 |
13174 |
290 |
39491 |
|||||||||||||||||
2005 |
18434 |
909 |
10048 |
13898 |
205 |
43494 |
|||||||||||||||||
2006 |
18951 |
957 |
10290 |
14287 |
478 |
44963 |
|||||||||||||||||
2007 |
19762 |
1015 |
11134 |
13488 |
272 |
45671 |
|||||||||||||||||
2008 |
16939 |
963 |
7533 |
11087 |
184 |
36706 |
|||||||||||||||||
LP |
2003 |
16212 |
144 |
243 |
827 |
11 |
17437 |
||||||||||||||||
2004 |
18057 |
76 |
357 |
1392 |
18 |
19900 |
|||||||||||||||||
2005 |
19921 |
176 |
402 |
1354 |
19 |
21872 |
|||||||||||||||||
2006 |
25411 |
134 |
469 |
1221 |
14 |
27249 |
|||||||||||||||||
2007 |
25682 |
113 |
420 |
1481 |
17 |
27713 |
|||||||||||||||||
2008 |
29997 |
140 |
672 |
1642 |
94 |
32545 |
|||||||||||||||||
MP |
2003 |
10281 |
141 |
439 |
3084 |
72 |
14017 |
||||||||||||||||
2004 |
10454 |
124 |
462 |
3220 |
346 |
14606 |
|||||||||||||||||
2005 |
11480 |
164 |
448 |
3213 |
405 |
15710 |
|||||||||||||||||
2006 |
14417 |
187 |
538 |
3089 |
115 |
18346 |
|||||||||||||||||
2007 |
10506 |
241 |
387 |
1753 |
15 |
12902 |
|||||||||||||||||
2008 |
11117 |
206 |
557 |
2994 |
38 |
14912 |
|||||||||||||||||
NC |
2003 |
1555 |
693 |
28 |
396 |
4 |
2676 |
||||||||||||||||
2004 |
393 |
266 |
258 |
145 |
1062 |
||||||||||||||||||
2005 |
1705 |
483 |
25 |
400 |
0 |
2613 |
|||||||||||||||||
2006 |
1681 |
538 |
20 |
358 |
2 |
2599 |
|||||||||||||||||
2007 |
1661 |
552 |
16 |
602 |
8 |
2839 |
|||||||||||||||||
2008 |
1639 |
546 |
24 |
629 |
28 |
2866 |
|||||||||||||||||
NW |
2003 |
7152 |
253 |
417 |
1438 |
54 |
9314 |
||||||||||||||||
2004 |
6635 |
113 |
401 |
1633 |
24 |
8806 |
|||||||||||||||||
2005 |
9432 |
242 |
532 |
1796 |
22 |
12024 |
|||||||||||||||||
2006 |
8445 |
287 |
536 |
1754 |
34 |
11056 |
|||||||||||||||||
2007 |
8147 |
250 |
316 |
1513 |
49 |
10275 |
|||||||||||||||||
2008 |
9728 |
494 |
606 |
2170 |
370 |
13368 |
|||||||||||||||||
WC |
2003 |
4130 |
4607 |
349 |
12960 |
4422 |
26468 |
||||||||||||||||
2004 |
3327 |
4088 |
307 |
10899 |
5793 |
24414 |
|||||||||||||||||
2005 |
3160 |
3431 |
217 |
10203 |
2279 |
19290 |
|||||||||||||||||
2006 |
3786 |
5065 |
367 |
11291 |
4970 |
25479 |
|||||||||||||||||
2007 |
3273 |
3989 |
358 |
12278 |
2192 |
22090 |
|||||||||||||||||
2008 |
4894 |
8465 |
1008 |
15188 |
1092 |
30647 |
|||||||||||||||||
South Africa |
2003 |
138926 |
11244 |
22255 |
77302 |
8968 |
258695 |
||||||||||||||||
2004 |
155840 |
10754 |
21493 |
79694 |
7468 |
275249 |
|||||||||||||||||
2005 |
176456 |
11123 |
22891 |
83643 |
8169 |
302282 |
|||||||||||||||||
2006 |
197632 |
13436 |
24633 |
85773 |
6474 |
327948 |
|||||||||||||||||
2007 |
205010 |
14903 |
25798 |
92687 |
5355 |
343753 |
|||||||||||||||||
2008 |
220591 |
18842 |
23966 |
97433 |
4889 |
365721 |
|||||||||||||||||
Table 2: Number of ordinary independent schools, by province, from 2003 to 2008 |
|||||||||||||
Source: Annual School Survey 2003 to 2008 |
|||||||||||||
Note:The data, as received from the provinces, are preliminary and must be treated with caution, since it has not been published in this format |
|||||||||||||
Date: 19 February 2010 |
|||||||||||||
Province |
2003 |
2004 |
2005 |
2006 |
2007 |
2008 |
|||||||
EC |
56 |
63 |
71 |
89 |
110 |
124 |
|||||||
FS |
56 |
70 |
54 |
57 |
54 |
56 |
|||||||
GT |
295 |
326 |
365 |
372 |
403 |
417 |
|||||||
KZ |
144 |
144 |
159 |
159 |
156 |
133 |
|||||||
LP |
63 |
72 |
77 |
96 |
96 |
113 |
|||||||
MP |
74 |
75 |
83 |
83 |
66 |
75 |
|||||||
NC |
9 |
6 |
8 |
10 |
15 |
16 |
|||||||
NW |
37 |
37 |
43 |
45 |
43 |
52 |
|||||||
WC |
108 |
106 |
83 |
107 |
92 |
129 |
|||||||
South Africa |
842 |
899 |
943 |
1018 |
1035 |
1115 |
QUESTION 273
Dr J C Klopper Lourens (DA) to ask the Minister of Basic Education
With regard to the promise in the President's State of the Nation speech in February 2010, that "from this year onwards, all grade 3, 6 and 9 students will write literacy and numeracy tests that are independently moderated ", (a) on what date is it anticipated that the first of these tests will be written, (b) what is the state of readiness of the department for conducting these tests, who will be responsible for moderating these tests.
REPLY:
NATIONAL ANNUAL ASSESSMENT IN 2010 AND BEYOND
The Department introduced annual national assessments (ANA) in grades 1 to 6 in 2008 as part of the Foundations for Learning campaign initially to (1) provide opportunity to those learners who may not be sampled for systemic evaluation surveys to also experience external assessments, (2) generate standardised evidence for monitoring the progress in the Department's programme to lay solid foundations for learning and (3) provide teachers with a variety of methods and techniques of assessing to make informed and appropriate choices. Fewer schools participated in 2008, however, in 2009 more than 90% of the schools participated in ANA. The ANA of 2009 also included assessment in language, mathematics and science in Grade 9.
Informed by lessons learnt in the last two national assessments, in preparation for the 2010 national assessments, the Department is strengthening and improving both the quality and moderation/quality-assurance of the tests as well as the process of test administration. To this end, the Department:
§ has set aside R29 million (for the 2010/2011 financial year) to develop tests (including Braille); print tests for every learner in grades 3, 6 and 9 and distribute tests in relevant languages to the provinces.
§ is currently engaging a team of experts from various organizations that have expertise and a track record in developing tests. This team will assist the Department in moderating all tests.
§ will engage services of competent and efficient service providers to do external monitoring of test administration and marking in the sampled schools with grades 3, 6 and 9 to enable a system-wide report on whether the Department is attaining the national targets.
§ as in the 2008 and 2009 annual national assessments, guidance will be provided to schools regarding how to administer and mark the tests and report to parents.
§ 1,800 schools (an average of 200 schools per province) comprising approximately 135,000 learners in grades 3, 6 and 9 will be sampled. In these schools, an independent, competent and credible service provider(s) in the area of assessments will administer the tests, mark learner scripts, independently moderate the outcomes of the tests and prepare a national report.
The transition grades (grades 3, 6 and 9) will write on specified dates in the first week of November 2010. A time-table is being communicated to schools together with a comprehensive outline plan of how all assessment in the system will be implemented in an integrated and seamless approach that seeks to improve school-based assessment and an external quality-assurance of the national assessments.
NATIONAL COUNCIL OF PROVINCES
FOR WRITTEN REPLY
QUESTION 273
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 13/08/2010
(INTERNAL QUESTION PAPER: 19-2010)
Mr O de Beer (COPE-WC)) to ask the Minister of Basic Education:
Whether she has been informed that the Department of Emergency Services of Saldanha Municipality has refused to issue an occupational certificate to a certain school (name furnished); if not, what is the position in this regard; if so, (a) what plans are in place to rectify this situation and (b) what further plans are in place to ensure the safety of school children in the said school? CW345E
Answer:
The response received from Western Cape Education Department (WCED) is that the province has not been informed by the Department of Emergency Services of Saldanha Municipality that an occupation certificate was refused for any of its schools within the Saldanha Municipality area. The province will however, investigate the matter and rectify the situation, if there is indeed, such a case.
QUESTION 563
DAT OF PUBLICATION OF INTERNAL QUESTION PAPER:
(INTERNAL QUESTION PAPER -
Mr J R B Lorimer (DA) to ask the Minister of Basic Education:
Whether all (a) primary and (b) secondary schools in each of the provinces have (i) libraries and (ii) media/computer centres; if not, (aa) why not, (bb) which schools are they, (cc) how many learners are there at each school and (dd) when will they obtain these facilities; if so, how many teachers are qualified to teach computers to learners in each province? NW678E
REPLY:
a) Not all primary and secondary schools have libraries and computer/media centres and the number of schools without the spaces per province is indicated below.
(aa) The absence of libraries and laboratories in the majority of our schools is an indication of the historical inequalities that were fostered mainly through unequal distribution of education resource inputs. The physical teaching and learning environment (school infrastructure and basic services) has historically been one of the most visible indicators of inequitable resource inputs.
(bb)The schools are numerous to list on this response hence a summary of the number of schools per province per primary and secondary school is listed below.
(cc)See response above.
(dd) Spending on infrastructure has grown significantly since the late 1990's and provinces have made significant progress in reducing infrastructure backlogs which include libraries, computer centers and related facilities. Currently the budget for infrastructure is at R5.5 billion and will continue to increase over the medium term and reaches R9.4 billion in 2012/13. Provinces have indicated in their infrastructure plans a significant increase in the number of facilities that are going to be provided to reduce the backlog.
Primary schools without
i) Libraries
Primary schools |
Number of Schools with Learner bracket |
|||||
Province |
Total Schools |
0-30 |
31-50 |
51-200 |
201-500 |
> 500 |
Eastern Cape |
2,211 |
191 |
159 |
953 |
709 |
199 |
Free State |
955 |
532 |
105 |
83 |
53 |
182 |
Gauteng |
621 |
2 |
6 |
42 |
163 |
408 |
KwaZulu Natal |
3,120 |
71 |
69 |
693 |
1,407 |
880 |
Limpopo |
2,382 |
68 |
40 |
465 |
1,141 |
668 |
Mpumalanga |
1,027 |
69 |
52 |
211 |
273 |
422 |
North West |
894 |
64 |
49 |
232 |
313 |
236 |
Northern Cape |
283 |
31 |
29 |
109 |
52 |
62 |
Western Cape |
484 |
32 |
56 |
143 |
93 |
159 |
Total |
11,977 |
1,060 |
565 |
2,931 |
4,204 |
3,216 |
Computer centres
Primary schools |
Number of Schools with Learner bracket |
|||||
Province |
Total Schools |
0-30 |
31-50 |
51-200 |
201-500 |
> 500 |
Eastern Cape |
2,210 |
193 |
160 |
964 |
703 |
190 |
Free State |
988 |
533 |
107 |
82 |
59 |
207 |
Gauteng |
355 |
2 |
5 |
35 |
71 |
242 |
KwaZulu Natal |
3,278 |
71 |
72 |
736 |
1,497 |
902 |
Limpopo |
2,270 |
68 |
44 |
456 |
1,092 |
610 |
Mpumalanga |
1,039 |
71 |
52 |
217 |
280 |
419 |
North West |
848 |
65 |
51 |
229 |
297 |
206 |
Northern Cape |
213 |
31 |
28 |
93 |
37 |
24 |
Western Cape |
460 |
32 |
61 |
141 |
91 |
134 |
Total |
11,661 |
1,066 |
580 |
2,953 |
4,127 |
2,934 |
ii) Secondary schools without
i) Libraries
Number of Schools with Learner bracket |
|||||||
School type |
Province |
Total Schools |
0-30 |
31-50 |
51-200 |
201-500 |
> 500 |
Combined |
Eastern Cape |
2,339 |
9 |
5 |
268 |
1,418 |
639 |
Secondary |
Eastern Cape |
578 |
6 |
10 |
150 |
232 |
180 |
Combined |
Free State |
180 |
8 |
3 |
51 |
47 |
71 |
Secondary |
Free State |
59 |
0 |
0 |
1 |
12 |
46 |
Combined |
Gauteng |
92 |
0 |
0 |
7 |
19 |
66 |
Secondary |
Gauteng |
133 |
0 |
0 |
1 |
6 |
126 |
Combined |
KwaZulu Natal |
485 |
3 |
6 |
68 |
234 |
175 |
Secondary |
KwaZulu Natal |
1,026 |
4 |
4 |
132 |
457 |
429 |
Combined |
Limpopo |
115 |
5 |
5 |
29 |
38 |
38 |
Secondary |
Limpopo |
1,145 |
0 |
2 |
163 |
544 |
436 |
Combined |
Mpumalanga |
229 |
0 |
3 |
31 |
76 |
118 |
Secondary |
Mpumalanga |
271 |
0 |
0 |
8 |
85 |
178 |
Combined |
North West |
322 |
11 |
17 |
104 |
109 |
81 |
Secondary |
North West |
158 |
0 |
0 |
22 |
56 |
80 |
Combined |
Northern Cape |
103 |
0 |
4 |
26 |
38 |
35 |
Secondary |
Northern Cape |
46 |
0 |
1 |
6 |
19 |
20 |
Combined |
Western Cape |
101 |
11 |
2 |
11 |
30 |
47 |
Secondary |
Western Cape |
105 |
0 |
0 |
0 |
10 |
95 |
Total combined and secondary schools |
7,487 |
57 |
62 |
1,078 |
3,430 |
2,860 |
ii) Computer centres
Number of Schools with Learner bracket |
|||||||
School type |
Province |
Total Schools |
0-30 |
31-50 |
51-200 |
201-500 |
> 500 |
Combined |
Eastern Cape |
2,291 |
9 |
5 |
270 |
1,395 |
612 |
Secondary |
Eastern Cape |
580 |
6 |
10 |
150 |
250 |
164 |
Combined |
Free State |
187 |
8 |
4 |
55 |
50 |
70 |
Secondary |
Free State |
88 |
0 |
0 |
2 |
16 |
70 |
Combined |
Gauteng |
54 |
0 |
0 |
9 |
12 |
33 |
Secondary |
Gauteng |
96 |
0 |
0 |
2 |
4 |
90 |
Combined |
KwaZulu Natal |
496 |
3 |
6 |
75 |
238 |
175 |
Secondary |
KwaZulu Natal |
1,074 |
5 |
4 |
132 |
477 |
456 |
Combined |
Limpopo |
118 |
5 |
5 |
32 |
40 |
36 |
Secondary |
Limpopo |
1,115 |
0 |
2 |
161 |
528 |
424 |
Combined |
Mpumalanga |
230 |
0 |
3 |
30 |
79 |
117 |
Secondary |
Mpumalanga |
291 |
0 |
0 |
8 |
88 |
195 |
Combined |
North West |
329 |
11 |
18 |
106 |
120 |
74 |
Secondary |
North West |
149 |
0 |
0 |
23 |
52 |
74 |
Combined |
Northern Cape |
62 |
0 |
3 |
19 |
22 |
18 |
Secondary |
Northern Cape |
23 |
0 |
1 |
3 |
11 |
8 |
Combined |
Western Cape |
83 |
11 |
2 |
11 |
29 |
30 |
Secondary |
Western Cape |
37 |
0 |
0 |
0 |
8 |
29 |
Total |
7,303 |
58 |
63 |
1,088 |
3,419 |
2,675 |
(dd) The information on many teachers are qualified to teach computers to learners is not available from the Department of Basic Education and would have to be requested from Provincial Education Departments
QUESTION 565
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 05/03/2010
(INTERNAL QUESTION PAPER: 6-2010)
Dr H C van Schalkwyk (DA) to ask Minster of Basic Education:
Whether a national schools pledge in terms of which school children will recite an oath which expresses their commitment to respect others and to uphold the rights and values contained in the Constitution has been introduced; if not, why not; if so, what are the relevant details? NW680E
Parliamentary Question: School Pledge
"Whether a national schools pledge in terms of which school children will recite an oath which expresses their commitment to respect others and to uphold the rights and values contained in the Constitution has been introduced; if not, why not; if so, what are the relevant details?"
Response:
The Minister of Education released the draft Schools' Pledge in February 2008 and requested the public to comment on the concept and content of the proposed National Schools' Pledge.
The Department of Education received 1119 submissions from the general public and most of them came from the white community. Most black South Africans participated in forums and radio programmes. They generally supported the Schools' Pledge. The written inputs from various stakeholders were then analysed by independent analysts.
The analytical report noted that more than 80% of respondents supported the idea of a Schools' Pledge, but wanted wording that refer to the injustices of the past to be revised. Most wanted a forward-looking Pledge that would encourage young people to shape their lives and not dwell too much on the past. Their position was that the Schools' Pledge promoted values and acceptable moral behaviour in society.
A minority group rejected the Pledge on religious grounds as they argued that people could only swear allegiance to God. The Department of Education then requested a team of independent academics and cultural leaders to revise the Schools' Pledge. The team was composed of Bishop Malusi Mpumlwana of the Ethiopian Episcopal Church, Associate Professor Pumla Dineo Gqola from the University of Witwatersrand Drama and Literature Department, Mr John Pampallis, Director of the Centre for Education and Policy Development, Mr Themba Mabaso, Director: Heraldry-Department of Arts and Culture and Ms Malika Ndlovu, an author and oral poet. The team supported the pledge and recommended that it be encouraged, popularised and recited at least once a week at School Assemblies.
The pledge was redrafted by a group of experts based on submissions; a decision needs to be taken to introduce it to schools. The Department continuous its work on values and human rights through its Race and Values directorate.
NATIONAL COUNCIL OF PROVINCES
FOR WRITTEN REPLY
QUESTION 209
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 28/05/2010
(INTERNAL QUESTION PAPER: 5 – 2010)
Mr M J R de Villiers (DA – WC) to ask the Minister of Basic Education:
1. (a) Which provinces are in violation of the provisions of the Public Finance Management Act, Act 1 of 1999, by not being consistent in submitting their quarterly school reports, (b) what steps were taken to address this problem and (c) what was the outcome in each case;
2. Whether any action has been taken to ensure that provinces do not contravene the relevant legislative provisions of the said Act in the future; if not, why not; if so, what action? CW282E
REPLY
1. (a) It is not a requirement of the Public Finance Management Act, Act 1 of 1999, for schools to submit quarterly reports to the national Minister of the Department of Basic Education. However, provinces duly submit quarterly reports on Conditional Grants as required by the National Treasury Regulations and the Division of Revenue Act.
(b) Not Applicable
(c) Not Applicable
2. No action has been taken by the Minister of Basic Education because schools do not submit quarterly repor
NATIONAL COUNCIL OF PROVINCES
FOR WRITTEN REPLY
QUESTION 210
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 28/05/2010
(INTERNAL QUESTION PAPER: 14-2010)
Mr M J R de Villiers (DA-WC) to ask the Minister of Basic Education:
(1) Whether the Integrated Quality Management System (IQMS) is prevalent in all schools; if not, (a) why not, (b) in which schools is it not prevalent and (c) what is the reason for this; if so, what are the relevant details;
(2) whether her department gave any written submissions to the principals of the schools where the IQMS is not prevalent; if not, (a) why not and (b) what follow-up (i) programmes and (ii) procedures were followed to check that the plan was implemented; if so, (aa) what are the relevant details and (bb) who was responsible to do these follow-ups;
(3) whether the officials who did not do the follow-ups received any performance bonuses; if not, what is the position in this regard; if so, what are the relevant details? CW283E
Answer:
1. All schools are expected to implement the Integrated Quality Management System (IQMS) in terms of the Education Labour Relations Council (ELRC) Collective Agreement 8 of 2003. The responsibility of the DBE is to monitor the IQMS processes and procedures in the provinces. According to the statistics on the IQMS implementation received from provinces, 307 416 i.e. 82.17% of educators were evaluated in 2009 evaluation cycle. This information is available in the IQMS Annual Report for the period April 2009-March 2010.
According to information gathered from reports of external IQMS moderators, 1577 schools i.e. 20.2% of the 7816 schools visited during the period April 2009-March 2010, did not comply with the implementation of the IQMS. Since the appointment of external IQMS moderators in August 2008 to June 2010, a total of 13529 schools were visited, out of which 2315 were not implementing the IQMS. Follow-up visits were conducted in 1804 schools during the same period.
(a) The reasons for the non-evaluation of the educators in the schools, amongst others were:
· Educators on sick leave;
· Educators in the post for less than 12 months;
· Educators deceased;
· Resignations; and
· Educators who refused to be assessed
The reasons for non-implementation of the IQMS in schools, amongst others, are the following:
· lack of proper, coordinated and standardized training for educators;
· lack of understanding of the purposes of the IQMS;
· insufficient capacity to manage the IQMS;
· lack of proper leadership in managing the IQMS processes in schools; and
· resistance by Labour Unions, particularly in some parts of Mpumalanga and Eastern Cape.
(b) In terms of the categorization of schools, there is a high level of non-implementation in underperforming schools where the matric pass rate is less than 60% , as well as schools in rural areas with lack of proper facilities.
(c) The reasons for the non-implementation of the IQMS in the above categories of schools are, amongst others, the following:
· inadequate resources;
· poor leadership and management;
· lack of proper training;
· Staff Development Teams (SDTs) lack the capacity to manage the IQMS processes; and
· inadequate monitoring by the provinces.
2. Yes. Provincial officials and external IQMS moderators provided all schools that were visited with a report on where they are not complying with IQMS processes. Furthermore, schools that were found not to be implementing IQMS were advised on the importance of being compliant, and also given training and support. Provinces were also informed of these schools and requested to conduct ongoing monitoring and support. Their observations and recommendations were contained in the report that was also signed by the principal, and a copy left at the school.
(a) N/A
(b) (i) Provincial IQMS coordinators conducted follow-up visits to 1454 schools from April 2009-March 2010. During the same period external IQMS moderators did follow-up visits to 1350 schools across all provinces.
The purpose of these visits was to monitor whether the recommendations in their first report to school were implemented and to provide further support where necessary.
Workshops were also conducted with district officials and educators in order to provide further support and development.
(ii) During follow-up visits to schools, external moderators followed the following process:
· Met with the principal and the Staff Development Team (SDT);
· Perused through the IQMS documents;
· Verified support and developmental activities offered by the schools;
· Discussed progress made on the moderator's recommendation contained in the first school visit report;
· Checked whether learner progress was being considered during evaluations;
· Discussed the type of support rendered by the district office;
· Provided guidance and further support, and
· Compiled a follow-up report for the school.
Officials from the DBE visited provinces to provide support where necessary. Schools were also visited to monitor the work of the moderators.
(aa) Information provided in 2(b) (i) and (ii) above.
(bb) Follow-up visits to schools were conducted by officials from the Department of Basic Education (DBE), Provincial and District IQMS Coordinators as well as external IQMS moderators.
3. The payment of a performance bonus to officials does not depend only on follow-up visits on IQMS, but also on other responsibilities as contained in their respective work-plans.
NATIONAL COUNCIL OF PROVINCES
FOR WRITTEN REPLY
QUESTION 212
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 28/05/2010
(INTERNAL QUESTION PAPER: 14-2010)
Mr M J R de Villiers (DA-WC) to ask the Minister of Basic Education:
Whether her department has any plans in place to address the problem of insufficient water supply to schools in Limpopo; if not, (a) why not, (b) which schools' problems will be addressed and (c) when will this problems be addressed; if so, (i) what plans and (ii) what are the further relevant details? CW285E
REPLY:
(a) Yes. The Limpopo Department of Education has identified schools in the province that have no water facilities and those that have insufficient facilities in their Infrastructure Plan for 2010/11. The Provincial department is responsible for the capital works and recapitalization of water supply systems. It plans to spend 2% of the infrastructure budget each year on providing or rehabilitating water supply to schools. After the provision of water supply systems by the Provincial department, repairs to the water system is the responsibility of each school governing body using their allocation in terms of the National Norms & Standards for school funding.
(b) Since 2006 the Provincial department has completed water projects at 345 schools and a further 113 will be provided with water in this financial year. See Annexures A and B.
(c) The Provincial department plans to complete 113 water projects at schools during the 2010/11 financial year. Limpopo schools are provided with municipal supplies or boreholes and with rainwater harvesting as a backup supply. The municipality is responsible for water delivery in the dry months or at any other time when the borehole is dry. At primary schools, where the borehole yield is too low for it to be cost effective to fit a submersible electric pump, the charity Roundabout International is approached to fit the borehole with a Play Pump. The donation includes maintenance for 10 years.
QUESTION 1073
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 30/03/2010
(INTERNAL QUESTION PAPER: 7-2010)
Mrs D Robinson (DA) to ask the Minister of Basic Education:
(1) Whether there have been any incidents of (a) stabbings, (b) shootings, (c) rapes and (d) grievous bodily harm at any school in each year since 2005; if so, (i) how many incidents in each case, (ii) at which school did each incident take place and (iii) how many of the victims were (aa) learners and (bb) teachers;
(2) Whether any learners were expelled for perpetrating these acts; if not, why not; if so, (a) how many were expelled and (b) for which incidents were they expelled? NW1222E
REPLY:
The statistical information required for answering this question was gained from Provincial Coordinators for School Safety. Provincial Departments are responsible for the capturing of as all reported cases of crime and violence in schools. Of the nine provinces, only two, viz the Eastern Cape and Free State responded in terms of incidences of crime and violence in schools. Both coordinators have warned that the given statistics are not a real reflection of what is happening in schools due to under reporting to district and provincial offices.
Question 2 has not been responded to, by both provinces, since provinces have not indicated whether perpetrators were expelled for incidents. Eastern Cape, has, however, indicated the action taken against perpetrators.
The table below is a reflection of:
Question 1 (a) to (d) regarding the number of reported incidents of (a) stabbings, (b) shootings, (c) rapes, and (d) grievous bodily harm,
Question 1 (i) the number of incidents and (ii) the names of the schools involved,
QUESTION 1074
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 30/03/2010
(INTERNAL QUESTION PAPER: 7-2010)
Mrs M Wenger (DA) to ask the Minister of Basic Education:
(1) Whether any amount was (a) budgeted for and (b) spent (i) in the (aa) 2007-08 and (bb) 2008-09 financial years and (ii) during the period 1 April 2009 up to the latest specified date for which information is available on her department's mini drug master plan; if not, why not; if so, what are the relevant details;
Response:
1. aa. A total amount of R1 million was received from the Royal Netherlands Embassy (RNE) during the 2007/2008 financial year.
1. bb. R197 566.56 of the R1million was used to develop and disseminate to provinces 58 sets of education posters on the harmful effects of drug and substance use and HIV. The unspent amount of R1m was rolled over from the 2007/2008 financial year to the 2008/9 financial year. Expenditure over these 2 financial year is reflected in Table 1 below.
1. (ii) For the 2009/2010 financial year, an amount of R700 000.00 was allocated from the Directorate line budget.
Table 1: Expenditure and activities for the respective financial years
Item no. |
Financial year |
Budget |
Expenditure |
Activities |
(i) (aa) |
2007/2008 |
R1m (RNE) |
R197 566.56 |
Procurement of 58 sets of education posters on the harmful effects of drug and substance use and HIV. |
(i) (bb) |
2008/2009 |
R802 433.44 (Rolled over from 2007/08) |
R340 860.00 |
Development and procurement of 400 000 Z-cards (Information, Education and Communication materials on drug use for learners, educators and parents). |
Conduct training on drug testing and use of testing guidelines for educators, principals, district and provincial officials, including the provision of manuals, CD Roms and testing devices. |
||||
(ii) |
2009/2010 |
R700 000.00 (Voted funds) |
Development of draft drug and substance abuse strategy |
|
Learner drug essay competition |
||||
Provincial support and monitoring visits to the schools in the Ministerial Project |
In the 2007/9 financial year, the Department of Education did not develop a separate drug master plan. The drug testing guidelines were developed to implement the imperatives of the drug Master Plan as developed by the Central Drug Authority, in line with the relevant legislation governing schools.
During the 2009/10 financial year, the Department developed a draft strategy for the prevention and management of drug and substance use in schools to enhance its response. In the current financial year (2010/11), the Department aims to:
· Finalise and disseminate the drug and substance use prevention and management strategy;
· Support and monitor the implementation of the strategy; and
· Review and update the drug testing guidelines
In addition, the Department has been implementing the HIV and AIDS Life Skills education programme as of the 2000/2001 financial year. Drug and substance abuse is an integral part of both teacher training and school-based peer education programmes in the Life Skills Programme. The programme is funded through a conditional grant. For the financial years for which information is sought, provinces were allocated a budget as per Table 2. Expenditure on peer education programmes, which include drug and substance use prevention as an integral part, is also reflected in Table 2 below.
Table 2: HIV and AIDS Life Skills Programme Allocation and expenditure on Teacher Training and Peer Education Programmes
Financial year |
Budget allocation '000 |
% allocated for teacher training |
% spent of training and development allocation |
% allocated for peer education programmes |
% spent of peer education allocation |
2007/08 |
R152 million |
30% |
91.6% |
15% |
92.5% |
2008/09 |
R162 million |
30% |
87% |
15% |
93.25% |
2009/10 |
R171 million |
30% |
93% |
15% |
91% |
2010/11 |
R188 million |
35% |
Not yet avail. |
20% |
Not yet avail. |
QUESTION NO 654
Mr M H Hoosen (ID) to ask the Minister of Basic Education:
(1) Whether all schools have physical education teachers; if not, why not; if so, what is the total number of such teachers employed by her department;
(2) whether any vacancies for physical education teachers exist in her department; if so, how many;
(3) whether her department intends filling these vacancies; if not, why not; if so, what are the relevant details? NW780E
REPLY
(1)
According to the curriculum (C2005), related subjects were grouped together into Learning Areas of which Life Orientation is one of them. Life Orientation composes of subjects dealing with health and environmental issues. Physical Education forms part of Life Orientation subjects. Since Life Orientation is compulsory and is taught in every grade across all phases of the schooling system, provision has been made through the Post Provisioning Model to allocate such posts equitably.
(2)
My department is not aware of any such vacancies.
(3)
The Department of Basic Education has developed an Educator Human Resource Planning Frame Work which details how to deal with supply and demand of educators throughout the system across the curriculum spectrum. The intention is to make sure that any vacancy that might exist is filled as speedily as possible.
QUESTION 1451
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 14/05/20101
(INTERNAL QUESTION PAPER: 13-2010)
Mr J J van der Linde (DA) to ask the Minister of Basic Education:
(1) What amount (a) was allocated to school sport in each province in the (i)(aa) 2007-08, (bb) 2008-09 and (cc) 2009-10 financial year and (ii) during the period 1 April 2010 up to the latest specified date for which information is available and (b) is allocated for this purpose in the 2010-11 financial year;
(2) whether there are any minimum standards with regard to the availability of sport at schools; if not, why not; if so, what are the relevant details? NW1702E
Response
(1) The amounts allocated to school sports per province are as follows in R'000:
Province |
Budget for 2007/08 |
Budget for 2008/09 |
Budget for 2009/10 |
Budget for 2010/11 |
R'000 |
R'000 |
R'000 |
R'000 |
|
Eastern Cape |
43 639 |
45 937 |
47 681 |
51 481 |
Free State |
16 275 |
18 902 |
20 381 |
23 571 |
Gauteng |
18 114 |
22 736 |
28 236 |
33 468 |
Kwa-Zulu Natal |
30 952 |
32 401 |
38 019 |
21 919 |
Limpopo |
5 250 |
5 565 |
6 879 |
7 223 |
Mpumalanga |
19 000 |
28 350 |
18 568 |
26 316 |
Northern Cape |
6 968 |
6 135 |
10 419 |
12 036 |
North West |
12 516 |
14 865 |
0 |
16 721 |
Western Cape |
2353 |
2853 |
3337 |
4339 |
TOTAL |
155 067 |
177 744 |
173 520 |
197 074 |
The Western Cape Education Department does not budget for school sport. They receive Transfers
(2) Yes, the minimum standard is that schools must have at least two sporting codes. Provincial Education Departments monitor and support seasonal provincial sporting activities. The Department of Basic Education in partnership with Sports and Recreation South Africa (SRSA) does the same with national sporting events.
QUESTION 928
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 23/03/2010
(INTERNAL QUESTION PAPER: 8-2010)
Mr A M Mpontshane (IFP) to ask the Minister of Basic Education:
Whether the Government's policy which aims at increasing the number of matric learners who are eligible for university admission will also involve dealing with the shortcomings and issues within the education system; if not, why not; if so, (a) what related issues and shortcomings have been identified and (b) when will she address such factors? NW1073E
Response
The government's priority is to improve the quality of learning and teaching in schools in order to ensure learning achievement. Increasing the number of matric learners who are eligible for university is one of the output goals that we have set ourselves to achieve. The Schooling 2025 Plan for the improvement of basic education indicates the areas that will be given priority to address to ensure that we achieve these goals.
(a) The training and support for teachers, strengthening curriculum implementation in class through quality teaching and learning, providing textbooks and learning support materials, addressing infrastructure needs, catering for learner well-being, improving school governance and management and improved districts support of schools have been prioritized to drive the process towards quality outcomes.
(b) The process of addressing shortcomings in the education system has already begun. The strengthening of curriculum implementation in schools started with the announcements of the NCS Implementation Review report. In October 2009, I announced the decisions to ensure that the administrative burden on teachers will be reduced in 2010 so that they can focus attention on teaching. Additional support for NCS Implementation will be provided on an ongoing basis, based on the evidence of needs that are identified. The Schooling 2025 plan will further outline the plans that we have put towards addressing these matters in a coherent, coordinated and sustainable and expedient manner.
QUESTION 930
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 23/03/2010
(INTERNAL QUESTION PAPER: 8-2010)
930. Mr A M Mpontshane (IFP) to ask the Minister of Basic Education:
(1) What will the schools' assessment, mentioned by the President in his state of the nation address, comprise;
The school assessments will comprise of annual testing of grades 3, 6 and 9 learners in literacy and numeracy (language and mathematics) as a means of objectively monitoring the quality and levels of achieving the targeted educational outcomes. They will cover the critical knowledge and skills that learners must acquire throughout the school year in each grade. They form part of the new integrated assessment strategy of the Department to assess all learners using nationally standardised and independently moderated tests.
(2) whether such an assessment will involve class visits by (a) principals and (b) inspectors of schools; if not, what is the position in each case; if so, what are the relevant details? NW1075E
No, these school assessments do not involve class visits by (a) principals and (b) inspectors of schools. In 1800 schools, these assessments will be independently administered and moderated. Independent moderation will cut across all sectors of the system to ensure results are credible. A plan on independent administration and moderation will be communicated to all role-players outlining responsibilities at each level. This will include the anticipated role of (a) principals and (b) inspectors of schools. Independent moderation of assessments outside of school level will occur for all schools within clusters organised through the local district and at a broader level on a sample of schools by an external agency.
QUESTION 941
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 23/03/2010
(INTERNAL QUESTION PAPER: 8-2010)
Mr P F Smith (IFP) to ask the Minister of Basic Education:
(a) How is teacher assessment undertaken? (b) how many teachers have been dismissed in the past five years for unsatisfactory performance?
NW1086E
Answer
(a) Principals are responsible for managing and driving the process of teacher assessments at their schools in terms of the Integrated Quality Management System (IQMS) as contained in the ELRC Collective Agreement 8 of 2003.
The principal, assisted by the School Development Team (including the Deputy Principal) appraise Post Level 2 educators. Heads of Department (HODs) are responsible for managing the appraisal of post level 1 educators. The actual appraisal process is undertaken by the Developmental Support Group (DSG) comprising of the educator's immediate supervisor and a peer.
Furthermore, there is an instrument used for assessing educators. The instrument has performance standards that outline the teacher's actual performance against such standards. The performance standards have been designed to cover all the roles and responsibilities of a teacher as outlined in the document for the norms and standards for educators.
PROCESS
In terms of process, an educator completes self-evaluation using the instrument referred to above, followed by a pre-evaluation meeting with the supervisor, then an evaluation/assessment by the supervisor, and finally a post evaluation meeting is held with the educator to discuss feedback based on observations and sharing of information on the educator's developmental needs.
The above assessment cycle covers a period of 12 months (January – December). The evaluation of an educator is both developmental and judgemental. The aim of the developmental appraisal is to assist the educator to improve as an individual and as a professional. The final year-end summative assessment scores give an indication on the educator's level of performance and whether he/she should be rewarded or not.
(b) How many teachers have been dismissed in the past five years for unsatisfactory performance? NW1086E
Provincial Education Department |
2005 |
2006 |
2007 |
2008 |
2009 |
KwaZulu Natal |
0 |
0 |
0 |
0 |
0 |
Mpumalanga |
0 |
0 |
0 |
0 |
0 |
Northern Cape |
0 |
0 |
0 |
0 |
0 |
Gauteng |
0 |
0 |
0 |
0 |
0 |
Free State |
2 |
1 |
0 |
1 |
1 |
Limpopo |
0 |
0 |
0 |
0 |
0 |
Western Cape |
0 |
0 |
0 |
0 |
0 |
North West |
0 |
0 |
0 |
0 |
0 |
Eastern Cape |
0 |
0 |
0 |
0 |
0 |
Total |
2 |
1 |
0 |
0 |
1 |
QUESTION 327
DATE OF PUBLICATION OF QUESTION PAPER: 26/02/2010
(INTERNAL QUESTION PAPER 3-2010)
Mr G G Boinamo (DA) to ask the Minister of Basic Education:
Whether any progress has been made with the provision of adequate security measures at schools since 2007; if not, why not; if so, what are the relevant details?
NW370E
REPLY
PROVISIONS FOR SECURITY MEASURES AT SCHOOLS SINCE 2007
The Department has since 2007 intensified efforts to ensure that all schools are safe and secure for both learners and teachers. The following measures were introduced and implemented:
(i) Following the amendments to the Regulations for Safety Measures at all Public Schools the Centre for Justice and Crime Prevention (CJCP) was appointed by the Department and UNICEF to conduct a baseline audit in order to collect information to guide the design, and implementation of Operational Plans to support provinces in curbing crime and violence.
(ii) The Department in collaboration with Provincial School Safety Coordinators identified 585 schools (65 schools per province) presenting with high levels of crime and violence. From the 585 high priority schools, one school per province was identified to become part of a Ministerial Pilot Project to Create Safe, Caring and Child Friendly Schools.
(iii) The following targeted interventions (to address crime and violence in an integrated and holistic approach) were designed and implemented to meet the specific safety needs of the nine identified schools:
(a) Physical Infrastructure
Each of the nine identified schools received a palisade security fence and gates, four hand held metal detectors, high mast security lights, and security guards appointed for a period of six months. Eight of the nine schools received a CCTV system. (A CCTV system could not be installed at Kei Road Combined School due to derelict buildings).
(b) Management Support and Teacher Support
School Management at the nine schools have been supported in terms of the implementation of the Regulations for Safety Measures at all Public Schools, Search and Seizure and Drug Testing, and the Bill of Responsibilities for the Youth of South Africa.
An example Code of Conduct for Learners at Public Schools was developed and distributed to all provinces for implementation.
In partnership with Open Society Foundation, the Department developed and implemented the Hlayiseka: Early Warning System, in all provinces. The Hlayiseka Early Warning System serves as a management tool for managers to identify, manage, monitor and report on security threats.
The principal of Stonefountain College was contracted by the Department to train identified officials, teachers and principals in all provinces on Searches, Seizures and Drug Testing.
Girls and Boys Town has been commissioned by the Department to train principals, SGB members, teachers and all support staff of the nine schools on Positive Discipline and Classroom Management. Although the initial focus is on the nine ministerial schools it is envisaged that provinces will roll out this programme to cover more schools.
The Department in partnership with UNICEF and Super Sport has embarked on a Sport for Development Pilot Programme in nine school communities, which is affected, by increasing levels of crime, violence and vandalism.
(iv) It must be acknowledged that provinces have their own context specific initiatives (programmes and projects) to ensure that schools are safe and secure.
QUESTION 333
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 26/02/2010
(INTERNAL QUESTION PAPER 4-2010)
333. Adv A de W Alberts (FF plus) to ask the Minister of Basic Education:
(1) Whether the national plan of action to address the problems in her department will still be published by her in March 2010; if not why not; if so,
REPLY
My department will establish a long term plan for the basic education sector to be known as Schooling 2025: An Action Plan for the Improvement of Basic Education. We have presented the first draft of the plan to the council of Education Ministers by the end of March 2010. Stakeholder consultation is currently underway, ahead of publication of the plan for public comment.
(2) whether there will be an opportunity for commentary and inputs from all role players; if not, why not; if so, what are the relevant details? NW397E
Yes
NATIONAL COUNCIL OF PROVINCES
FOR WRITTEN REPLY
QUESTION 349
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 17/09/2010
(INTERNAL QUESTION PAPER: 26-2010)
Mr O de Beer (COPE-WC) to ask the Minister of Basic Education:
Whether, with reference to her reply to question 273 on 13 August 2010, she has received a letter from a certain school (name and details furnished) that the classrooms (a) need replacement and (b) are not (i) sufficient and (ii) in a safe condition for use; if not, what is the position in this regard; if so, (aa) why nothing has been done since the complaint, (bb) why her reply stated that her department has not been informed about the complaint and (cc) what will be done to rectify the situation? CW445E
Reply
No, I have not received a letter, referring to the said school.
(a) Not applicable
(b) Not applicable
(aa) Not applicable
(bb) Question 273, which I replied to on 13 August 2010, referred to a school in Saldanha Bay Municipality which was refused an occupancy certificate. In response to the question, I indicated that" The response received from Western Cape Education Department (WCED) is that the province has not been informed by the Department of Emergency Services of Saldanha Municipality that an occupation certificate was refused for any of its schools within the Saldanha Municipality area. The province will however, investigate the matter and rectify the situation, if there is indeed, such a case". On further investigation, it was discovered that the school in question is Curro Private School in the Saldanha Bay Municipal area.
According to the Municipality, the refusal to issue the certificate was in terms of SABS 0400-1987: which state:
"T1 General Requirement
(1) Any building shall be so designed, constructed and equipped that in case of fire
(a the protection of occupants or users therein is ensured and that provision is made for the safe evacuation of such occupants or users;
(2) The requirements of sub-regulation (1) shall be deemed to be satisfied where the design, construction and equipment of any building-
(a) is the subject of acceptable rational design proposals prepared by a professional engineer or other approved competent person, or
(b) complies with Part T of section 3 of SABA 0400: Provided that where any local authority is of the opinion that such compliance would not comply with all the requirements of regulation T1, such local authority shall, in writing, notify the owner to submit for approval a rational design as contemplated in paragraph (a).
Officials from the Municipality visited the private school, in March 2010, with regards to the Fire Safety aspect, in order to issue an occupancy certificate. The principal was requested to present the plans of the school, in order to check whether the fire equipment present correlate with the plan. The principal indicated that he didn't have the plan available, and would ask the directors to present the plan.
According to the municipality, as long as the plan is outstanding, the compliance certificate cannot be issued, hence the school will not be issued with an Occupancy Certificate. This unfortunately is a prerequisite of the SABS code, as well as the Fire Brigade Services Act.
Should the school be issued with any certificate relevant to safety without adherence to relevant legislation; it will imply that the municipality accept direct and indirect responsibility for any eventuality that may jeopardise/endanger the safety of all occupants, attendees, personnel etc.
(cc) It has, from the onset been, the schools' responsibility to adhere to relevant legislation. The school has thus been requested to cooperate with officials from the municipality and to provide the requested documentation to ensure that the occupancy certificate is issued.
QUESTION 1300
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 26/04/2010 (INTERNAL QUESTION PAPER: 11-2010)
Dr JC Kloppers-Lourens (DA) to ask the Minister of Basic Education:
(1) How many schools have been converted into full-service centres for learners with special needs, (b) what are the names of these schools, (c) in which province is each such full-service centre located, (d) how many learners can be accommodated at each such school and (e) what is the nature of special needs learners who are enrolled at each of these institutions;
The number of schools that have been converted into full-service centres for learners with special needs
The Department identified 30 ordinary schools for conversion into full-service/inclusive schools of which 10 were allocated funding for physical upgrading. Eight of the first cohort of 10 ordinary schools have been fully converted into full-service schools and the remaining two are nearing completion. The table below represents information about the 10 full-service schools:
(a) Names of the 10 full-service schools according to location and progress
PROVINCE |
SCHOOL |
STATUS |
LIMPOPO |
Mokgalabye Primary |
Complete |
Tshisahulu Primary |
Complete |
|
MPUMALANGA |
Tenteleni Primary |
Major work completed, finishings nearing completion |
NORTH WEST |
Mphuphuthe Primary |
Phase 1 completed, Phase 2nearing completion |
FREE STATE |
Letlotlo Primary |
Major work completed, finishings nearing completion |
KWAZULU NATAL |
Sondelani Primary |
Completed |
Dover Primary |
Completed |
|
WESTERN CAPE |
J D Crawford Primary |
Completed |
EASTERN CAPE |
Ebhotwe Primary |
Completed |
Zanokhanyo Primary |
The process of physically upgrading the school was to be done in two phases. Phase 1 has been completed and phase 2 is in progress. |
Provinces took over the responsibility for the physical upgrading of the second cohort of 20 selected full-service schools in 2009 and are at different levels with regard to progress.
(b) The table below indicates the names of the schools and the provinces where they are located:
School |
Province |
Madlala Primary |
KwaZulu-Natal |
Sibumba Primary |
|
Luyakoma Lower Primary |
|
Vumanhlavu Primary |
|
Nyamazane Primary |
|
Macabuzela Primary |
|
Nkomo Junior Primary |
|
Louwsburg Primary |
|
Enkelabantwana Primary |
|
Impunga Senior Primary |
|
Cascade Primary |
Western Cape |
Sibisi Primary |
Mpumalanga |
Maboloka Primary |
Free State |
Dr Ngoma Primary |
|
Baxoxele Primary |
Gauteng |
Ntuthuko Primary |
|
MC Weiler Primary |
|
Lakeview Primary |
|
Mariveni Primary |
Limpopo |
Lokgeng Primary |
North West |
Kgosikeehe Primary |
|
Nanogang Primary |
|
Sonop Primary |
|
Mphuphuthe Primary |
|
Sonop Primary |
|
Meerhof Primary |
|
Thuto Metsi Primary |
|
Mogosane Primary |
|
Sol Plaatje 2 Primary |
Northern Cape |
Redirile Primary |
|
Eludini Primary |
Eastern Cape |
Zanokanyo Primary |
(c + d) Number of disabled learners enrolled in full-service schools
according to their special needs
School |
Number of learners that can be accommodated at each school |
Number of disabled learners accommodated at each school |
Nature of special needs |
JD Crawford |
1075 |
2 |
Physically disabled |
7 |
Intellectually disabled |
||
1 |
Down syndrome |
||
3 |
Speech |
||
1 |
Neurological |
||
1 |
ADHD |
||
Letlotlo |
1322 |
6 |
Physically disabled |
1 |
Hearing impaired |
||
25 |
Intellectually disabled |
||
2 |
Speech |
||
Ebhotwe |
355 |
6 |
Physically disabled |
9 |
Hearing impaired |
||
2 |
Visually impaired |
||
63 |
Learning barriers |
||
Tenteleni |
960 |
9 |
Physically disabled |
13 |
Hearing impaired |
||
4 |
Intellectually disabled |
||
4 |
Speech |
||
2 |
Epilepsy |
||
92 |
Partially sighted |
||
109 |
Learning barriers |
||
Mokgalabe |
400 |
4 |
Physically disabled |
25 |
Intellectually disabled |
||
2 |
Speech |
||
Tshisahulu |
1300 |
9 |
Physically disabled |
2 |
Hearing impaired |
||
6 |
Visually impaired |
||
17 |
Intellectually disabled |
||
3 |
Speech |
||
3 |
Multiple disability |
||
Dover |
997 |
9 |
Hearing impaired |
10 |
Visually impaired |
||
3 |
ADHD |
||
3 |
Learning barriers |
||
Sondelani |
735 |
5 |
Physically disabled |
Mphuphuthe |
361 |
3 |
Cerebral-palsy |
5 |
Physically disabled |
||
3 |
Learning barriers |
||
Zanokhanyo |
1034 |
46 |
Intellectual disability |
6 |
Physically disabled |
||
5 |
Epilepsy |
||
28 |
Partially sighted |
||
11 |
Hearing |
2. What is the nature and content of the special training which has been provided, (b) to whom has the special training been provided, (c) why did she say in her Budget Vote (details furnished) that more needed to be done and (d) what policies or plans has her Department put in place to ensure that their intensions on this issue are fulfilled,
(b) The selected full-service schools have participated in Inclusive Education activities including advocacy on Education White Paper 6, training on Screening, Identification, Assessment and Support (SIAS) and Inclusive Learning Programme (ILP). Provinces have also provided training to the schools. Teachers from a selection of these schools participated in training on visual and hearing impairment. They also participated in the training on the use of assistive devices and technology during the installation and distribution of these at 31 special and full-service schools in the 2009/10 year.
(c) Inclusive Education is one of the priority areas that is included in the schooling 2025 plan. It has been highlighted in the budget vote to give prominence to our commitment to address it.
(d) This year teachers from full-service schools will be trained on the Guidelines for Full-Service Schools. The training will target all selected full-service schools including the de facto ones.
The Department is working on the development of norms and standards for staff provisioning, which will in turn inform a human resource development plan which will go a long-way addressing challenges experienced in the development of inclusion in full-service and ordinary schools.
3. (a) how many pilot studies are currently being conducted by her department, (b) in which provinces are these projects being implemented and (c) what is the purpose of these projects;
The Department conducted a Field test on the implementation of Education White Paper 6 from 2004 to 2009. The Department is piloting the following activities. Screening, Identification, Assessment and Support (SIAS) has also been carried out. In addition, full service schools have been exposed to Inclusive Learning Programmes (ILP) which is intended to support teachers in dealing with learners who experience barriers to learning.
4. Whether her department is in possession of interim reports regarding these pilot projects; if not, why not; if so,
· A report on the Field Test is available and has been presented to HEDCOM.
· A report on the External Evaluation of the Field Test by donor countries (Finland Sweden) is available in Basic Education.
· Report on the implementation of strategy for Screening, Assessment, identification and Support (SIAS) of learners with disabilities is available from provinces.
5. Whether these reports will be published; if not, why not, if so, when? NW 1461E
The report will be taken through due processes of the Department before it can be published.
QUESTION 1638
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 21/05/2010
(INTERNAL QUESTION PAPER: 2010)
1638. Dr J C Kloppers-Lourens (DA) to ask the Minister of Basic Education:
(1) Whether, with reference to her department's decision to retain the provision of work packs to grade six pupils as an in-house function, she has formulated any plan for the spending of the R254 million allocated for this purpose; if not, why not; if so, (a) what are the relevant details of the plan, (b) how will the plan be (i) managed and (ii) controlled, (c) what mechanisms will be put in place to ensure transparency, (d) what savings will accrue to her department and (e) how will her department spend the surplus of funds;
(2) Whether her department will manage the project in accordance with the original specifications as contained in the original cancelled tender; if not, why not; if so, what are the relevant details? NW1901E
ANSWER:
(1) Yes the Department of Basic Education has developed a plan for the development of Work Books for Grades 1 – 6. The development of the workbooks will be internal. The Department will utilize capacity within the system in the development of the workbooks. This will include the DBE and PDEs.
(a) Relevant Details of the Plan
The key deliverables of the plan is a workbook package that includes:
· Two learners' Workbooks for Literacy and Numeracy, respectively, per Grade 1-6 learner in all official languages
· Foundations for Learning Lesson Plan Files for Grades 1-6 in all official languages
It is planned that the workbooks will be piloted in schools in 2010 and will be available for use in all schools in 2011.
The development of workbooks will be done internally by a team of writers identified through HEI's, NGO's, Provinces and Districts. The work in the different languages will be done through a process of having individuals with curriculum expertise in each language work together until all versions for each grade are completed.
The workbooks will be piloted in ninety schools during the development phase. Schools from both urban and rural areas have been identified for this purpose. They include schools across all quintiles and language of teaching and learning. Feedback will be used to strengthen the workbooks before printing.
(b) How will the plan be (i) managed and (ii) controlled?
The Curriculum Branch and other sections of the Department of Basic Education will manage the development process and the distribution of the workbooks. The PDEs will support the DBE in this process. All aspects of the plan will be monitored b the DBE and the PDEs.
(c) Mechanisms to ensure transparency
The development of the workbooks will be internal. The printing and distribution will follow relevant Supply Chain Management policies and other policies regulating government procurement.
The pilot of the work books during the development process further suggests transparency.
(d) What savings will accrue to her department and (e) how her department will spend the surplus of funds
The Department does not envisage that there will be any savings from this project.
(2)The plan for the development of workbooks has been re-designed taking into account the original specifications. The Department has identified the writers for the workbooks and other logistical processes are being finalised. The writing teams will comprise literacy and numeracy subject experts and cover the different official languages.
QUESTION 1639
DATE OF PUBLICATION FOR INTERNAL QUESTION PAPER: 21/05/2010
(INTERNAL QUESTION PAPER: 2010)
Dr J C Kloppers-Lourens (DA) to ask the Minister of Basic Education:
(1) Whether her department considered and alternative plans/options to the private party and public partnership agreement concluded with the to build office accommodation prior to its conclusion; if not, why not; if so, (a) what are the details of each alternative plan/option, (b)why was the alternative plan rejected in favour of a private and public partnership agreement in each case and (c) what are the terms of the private and public partnership agreement;
(2) How will the premises that were initially earmarked to accommodate her department be used in future? NW1902E
Reply:
(1) Yes
(a) Option 1: The Public Sector Comparator (PSC).
This option implies that the Public Works Department (PWD) would have constructed a new building with Government funds.
Option 2: The Public Private Partnership (PPP).
This option is where the private party finance, design, build and maintain a facility for a particular period, thus not creating a huge financial constraint for government within a short space of time.
Option 3: Renting a building:
The Department pays for a rented building in line with the contract period.
(b) All the other options were rejected due to value for money.
(c) The Private Party is responsible for financing, design, construction and maintenance of the facility for a period of 25 years.
(2) The decision between the two Ministers was that the Department of Basic Education would occupy the new office building and the Department of Higher Education and Training remain at the previous building of the Department of Education
QUESTION 1640
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 21/05/2010
(INTERNAL QUESTION PAPER: 2010)
Dr. J.C. Kloppers-Lourens (DA) to ask the Minster of Basic Education
- (a) How many Reform Schools are in each province to which learners may be sentenced to allow them to complete their primary and secondary schooling and (b) where are these schools located:
- Whether her department has conducted a study to determine the (a) level of education that children receive in these institutions and (b) success rate achieved by these institutions in respect of reforming the conduct of their learners; if not, why not; if so, what are the relevant details.
ANSWER
- (a)
There are a number of Reform Schools in provinces. The Eastern Cape has one (1) Reform School unit attached to a School of Industry. KwaZulu Natal has (1) one Reform School unit attached to the School of Industry. Mpumalanga has a (1) Reform School and the Western Cape has (2) two Reform Schools. Learners sentenced to Reform Schools from Free State, Gauteng, Limpopo, Northern Cape and North West are admitted to a Reform School in another province.
- (b)
The Western Cape has (2) two fully-fledged Reform Schools. They are Eureka Special Youth Care Centre in Rawsonville and Kraaifontein Special Youth Care Centre in Kraaifontein. Mpumalanga has one fully-fledged Reform School (Ethokomala Reform School) in Kinross. Except for Kraaifontein Special Youth Care Centre, which was closed down in 2009, the other two Reform Schools are still in operation and functional.
The two Reform School Units are at Gali Tembani Youth Care Centre in Queenstown, Eastern Cape and Newcastle Youth Care Centre in Newcastle, KwaZulu Natal. Both these Reform School Units are operating and functional.
- (a)
School's Name |
Province |
Town |
Education Programmes Offered |
Gali Tembani |
Eastern Cape |
Queenstown |
Only Life Skills Programmes |
Newcastle |
KwaZulu Natal |
Newcastle |
Bridging Class (ABET Level 1-4); Grades 10-12; Life Skills Programmes; Technical Skills Programmes |
Ethokomala |
Mpumalanga |
Kinross |
Bridging Class (Grades 1-3), Grades 4-10; Life Skills Programmes; Technical Skills Programmes |
Eureka |
Western Cape |
Rawsonville |
Grades 1-9; Life Skills Programmes; Technical Skills Programmes |
Kraaifontein |
Western Cape |
Kraaifontein |
N/A Closed down in 2009 |
A study was conducted between November 2009 and April 2010 to determine the level of education that children receive in these institutions. The table above indicates that all of the five Reform School Programmes (whether a fully-fledged school or a Reform Unit) are offering some form of educational programme.
2 (b) The Department of Basic Education has not measured the extent to which the educational programmes offered reform the conduct of learners. This is the competence of the Department of Social Development. However, the Department is aware that learners who attend these programmes and become successful achieve the skills that are relevant and can contribute to their further development.
QUESTION 1645
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 28/05/2010
(INTERNAL QUESTION PAPER: 15-2010)
Ms F I Chohan (ANC) to ask the Minister of Basic Education:
(1) What is the intention of her department with regard to the common tasks of assessment (CTAs) in Grade 9;
(2) whether she found that the CTA was ineffective in offering a systemic measure of learning at Grade 9; if not, what is the position in this regard; if so, what are the relevant details? NW1907E
RESPONSES
(1) The CTAs have been discontinued in 2010. However, schools will still be required to do an external assessment component that counts for 25% of the final assessment mark at Grade 9 level. I have delegated the responsibility of dealing with the 25% external assessment component to the provincial MECs for Education until the Curriculum and Assessment Policy Statements are in place.
(2) The CTAs provided a limited measure of learning at Grade 9 level. Some of the challenges that affected the effectiveness of the CTAs were that the content was not clearly specified per grade for all the Learning Areas. Teachers were left to select the content that they would teach in the classroom. The CTAs were set nationally and included activities that assessed a range of competences and used particular content to assess learners. Teachers indicated that the content (as well as the context used to phrase the activities) in the CTAs were not familiar to all the learners.
NATIONAL COUNCIL OF PROVINCES
FOR WRITTEN REPLY
QUESTION 163
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 7/05/2010
(INTERNAL QUESTION PAPER: 2010)
Mr R A Lees (DA-KZN) to ask the Minister of Basic Education
(1) Has she been informed that learners were taken out of school during school hours to provide entertainment to Members of the National Council of Provinces and other delegates at the Taking Parliament to the People visit to Limpopo on 23 March 2010; if not
(2) whether she will investigate the matter and report on it; if not, why not; if so, (a) why were learners taken out of their classrooms, (b) how many learners were involved in the function and (c) what action will be or have been taken to ensure that learners catch up on school hours;
(3) whether any of these learners or schools were paid for the services of entertainment; if not, why not; if so, (a) what were the reasons for the payment and (b) what was the amount paid to each (i) learner and/or (ii) school ?
REPLY
(1) No, the Minister was not informed about learners been taken out of school to entertain NCOP members.
(2) The Minister was not at the NCOP taking Parliament to the people session, instead the MEC for Education in Limpopo was in attendance. It is therefore her considered view that the MEC is better placed to respond to the questions in a more detailed way.
(3) Not Applicable
QUESTION 1706
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 28/05/2010
(INTERNAL QUESTION PAPER: 15 – 2010)
Dr J C Kloppers-Lourens (DA) to ask the Minister of Basic Education:
Whether her (a) department or (b) any of its entities has signed any contractual agreements with certain companies (names furnished) or any of their affiliates (i) in the (aa) 2008-09 and (bb) 2009-10 financial years and (ii) during the period 1 April 2010 up to the latest specified date for which information is available; if so, (aaa) what is the nature of each contract, (bbb) what is the (aaaa) start and (bbbb) end date of each contract, (ccc) what is the monetary value of each contract, (ddd) what are the details of the process that was undertaken for the signing of each contract, (eee) who else tendered for each contract that was awarded and (fff) what amount did each tenderer quote in each case? NW1972E
REPLY
(a) None of the following companies are/were on contract with the Department of Basic Education:
· 101 Junjus Trading CC
· Blue Nightingale Trading 61
· Ever Roaring Investment, and
· SGL Engineering Projects
(b) Provincial departments and the Department's public entities have their own regulatory Framework regarding this matter. They do not require the Minister's permission to enter into business contracts with companies.
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QUESTION 3560
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 26/11/2010
(INTERNAL QUESTION PAPER: 39-2010)
Mrs P C Duncan (DA) to ask the Minister of Basic Education:
Whether any form of counselling is available to learners who have been found in possession of drugs at school; if not, (a) how many counsellors are there in each province, (b) how many learners have been referred to counsellors as a result of substance abuse in each province in the (i) 2007-08, (ii) 2008-09 and (iii) 2009-10 financial years and (c) which substances are the most prevalent amongst learners in each province? NW4400E
Response:
Data on counselling services provided to learners with substance abuse-related problems is held at provincial level. A request was made to provinces to report on the number of counsellors in each province, the number of learners referred to counsellors as a result of substance abuse over the past 3 financial years, and the substances most abused by learners in each province. Reports were received from all provinces. The responses are summarised in Table 1 attached.
Provinces largely use the services of non-governmental organisations (NGOs) and community based organisations (CBOs) to supplement the services of psychologists, social workers and counsellors employed by the province. Many cases are also directly referred to CBOs, NGOs, hospitals and clinics by parents and families, and therefore these statistics are not captured by the provinces.
QUESTION 3510
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 26/11/2010
(INTERNAL QUESTION PAPER: 39-2010)
Dr W G James (DA) to ask the Minister of Basic Education:
(1) Whether (a) her department and (b) any entities reporting to her department provided any financial support to the National Youth Development Agency (NYDA) for the World Festival of Youth and Students to be held in Pretoria in December 2010; if not, why not; if so, (i) what amount was provided to the NYDA, (ii) from which budget were these funds drawn, (iii) who made the decision to provide these funds to the NYDA and (iv) how is this (aa) decision and (bb) amount justified;
(2) whether the NYDA made any other request to (a) her department and (b) any entities reporting to her department to provide support to the festival; if not, what is the position in this regard; if so, what are the relevant details? NW4349E
REPLY
(a) No. The Department of Basic Education did not provide any financial support to the National Youth Development Agency (NYDA) for the World Festival of Youth and Students to be held in Pretoria in December 2010. The Department had not made financial provision for this activity in its 2010/11 financial year.
(i) No amount was provided to the NYDA
(ii) Not applicable. The Department of Basic Education did not contribute
financially to the NYDA.
(iii) Not applicable.
(iv) (aa) Not applicable
(bb) Not applicable
(b) No public entity reporting to the Minister of Basic Education has provided any financial support to the National Youth Development Agency (NYDA) for the World Festival of Youth and Students to be held in Pretoria in December 2010. The entities had not made financial provision for this activity in their 2010/11 financial year.
(i) No amount was provided to the NYDA
(ii) Not applicable. Neither of the entities reporting to the Minister of Basic
Education contributed financially to the NYDA.
(iii) Not applicable.
(iv) (aa) Not applicable
(bb) Not applicable
QUESTION 3494
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 26/11/2010
(INTERNAL QUESTION PAPER: 39-2010)
3494. Mr A P van der Westhuizen (DA) to ask the Minister of Basic Education:
(a) What options are available to out-of-school youth to improve on their original marks in examinations of the current National Senior Certificate curriculum in order to (i) achieve the minimum requirements needed to obtain a National Senior Certificate, (ii) improve their marks in certain subjects to achieve access to tertiary education institutions and (iii) add additional subjects to their original Grade 12 certificates and (b) what is needed for (i) private and (ii) public further education and training institutions to be accredited to offer these services on a part-time basis? NW4333E
RESPONSE
(a) (i)(ii) (iii)
Candidates that have written the National Senior Certificate (NSC) examination, but have not satisfied the requirements for the NSC may register as part-time repeater candidates for the NSC examination. These candidates need not attend school on a full-time basis but must satisfy all the assessment requirements for that subject. The school based assessment mark (SBA) of these repeater candidates is valid for a period of two years. Candidates that may have passed the subject but wish to improve their marks to gain access to higher education institutions, may also register as repeater candidates. Such candidates may also change a maximum of two subjects to those initially registered for, if they can provide evidence that it is required for university admission.
(b) (i) (ii)
Public or Private further education and training institutions are not prohibited from offering the NSC qualification for part-time candidates, if they comply with the policy relating to the offering of the NSC. The NSC qualification is a three year qualification and candidates must comply with the school based assessment requirements. Public or private FET institutions must also comply with the criteria for accreditation as stipulated by the Quality Assurance Council and must demonstrate the capability to offer the NSC qualification.
QUESTION 3462
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 26/11/2010
(INTERNAL QUESTIONPAPER: 39-2010)
Dr W G James (DA) to ask the Minister of Basic Education:
(a) How many employees of (i) her department and (ii) any entities reporting to her department who are on level 11 salary scale and above have been suspended with full pay (aa) in the 2009-10 financial year and (bb) during the period 1 April 2010 up to the latest specified date for which information is available and (b) what is the total amount of money that was paid by her department in respect of these salaries? NW4297E
REPLY
(a) (i) (aa)
Not Applicable
The Department of Basic Education (DBE) came into effect from 01 April 2010. Information provided for this question regarding the Department of Basic Education would therefore only address the period 1 April 2010 up to the latest specified date for which information is available.
(bb) One (1) employee in the Department of Basic Education, on level 14 salary scale was suspended with full pay by the former Department of Education. The investigation against the official was withdrawn due to insufficient evidence. The official resumed duty with effect from 15 November 2010.
(ii) (aa) No employees in the entities reporting to the Minister of the Department of Basic Education, who are on level 11 salary scale and above, have been suspended with full pay for the 2009/10 financial year
(bb) No employees in the entities reporting to the Minister of the Department of Basic Education, who are on level 11 salary scale and above, have been suspended with full pay during the period 1 April 2010 up to the latest specified date for which information is available.
(b) The total amount of money in respect of salary paid to the employee is R536 632.00.
QUESTION 3454
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 26/11/2010
(INTERNL QUESTION PAPER: 39-2010)
Mr M J Ellis (DA) to ask the Minister of Basic Education:
(1) (a) What are the minimum standards for (i) primary, (ii) secondary and (iii) high schools with regard to (aa) desks and chairs, (bb) quality of classrooms, (cc) learning material, (dd) learner to educator ratios, (ee) sporting facilities and (ff) other specified criteria, (b) who is responsible to ensure that all schools meet the minimum standards and (c) how often are schools inspected to ensure that the minimum standards are being met;
(2) (a) which schools failed to meet the specified minimum standards in the past three years, (b) in which province is each of these schools situated and (c) what aspects of the minimum standards did they fail to meet? NW4289E
Reply
(1) (a) (i)(ii)(iii)(aa)Primary, secondary and high school desks and chairs: Minimum Standards for desks and chairs have not yet been nationally standardised and as such ,provinces are using different minimum standards with regard to desks and chairs.
(bb). Quality of classrooms: The Department of Basic Education developed the Minimum Uniform Norms and Standards for Schools Infrastructure. The norms classify schools into primary and secondary schools and gives the minimum and maximum sizes for classrooms and core spaces and the design manual which is in the process of development will provide guidelines and specifications for classrooms and other core educational spaces.
(cc) Minimum Standards for learning material have not yet been nationally standardised.
(dd). There are no minimum standards for the learner to educator ratio however an acceptable standard is 35/1. Presently the learner to educator ratio for public schools both secondary and primary is 32.2/1.
(ee). Sporting facilities: The Minimum Uniform Norms and Standards for Schools Infrastructure provides that all schools must have areas where soccer or rugby and netball or volley ball can be practiced. A basic level for the provisioning of sports fields will be a levelled, compacted earth field or a suitable field for the types of sport codes that are practiced.
(ff)Other specified criteria: The norms and standards also provides minimum and maximum spaces for;
Core education spaces: These include classrooms, Grade R classrooms, libraries, laboratories, computer centres,etc
Administrative spaces: These include administration blocks, principals office, HOD's offices, staff room, strong rooms etc
Educational supporting spaces: These include nutrition centres, sporting facilities, halls etc
(1) (b&c) It is the competency of the Provincial Education Departments to ensure that schools meet the minimum standards and to monitor the provision of such resources.
(2) (a)(b)(c)The National Education Infrastructure Management System (NEIMS) has been used to determine the number of schools that lack specific facilities. The tables below indicate per province the number of schools without these facilities.
Table 1: Total number lacking desks and chairs
Province |
No of Schools |
Schools lacking Desks & Chairs |
Chairs |
Desks |
Eastern Cape |
5,677 |
4,887 |
935,568 |
756,848 |
Free State |
1,616 |
721 |
114,454 |
84,559 |
Gauteng |
2,037 |
1,435 |
436,242 |
289,873 |
KwaZulu Natal |
5,831 |
4,562 |
732,557 |
661,710 |
Limpopo |
3,935 |
3,615 |
834,752 |
679,204 |
Mpumalanga |
1,847 |
1,612 |
334,698 |
234,400 |
North West |
1,697 |
1,384 |
272,121 |
211,828 |
Northern Cape |
611 |
472 |
85,083 |
54,565 |
Western Cape |
1,466 |
862 |
154,343 |
110,991 |
Total |
24,717 |
19,550 |
3,899,818 |
3,083,978 |
NEIMS: 2007
Table 2: Schools without libraries and laboratories:
Ordinary Schools without Laboratories and Libraries |
|||||
Province |
No of Schools |
Without |
% Without |
Without |
% Without |
Eastern Cape |
5,677 |
5,184 |
91 |
5,128 |
90 |
Free State |
1,616 |
1,279 |
79 |
1,194 |
74 |
Gauteng |
2,037 |
1,223 |
60 |
846 |
42 |
KwaZulu Natal |
5,831 |
5,128 |
88 |
4,632 |
79 |
Limpopo |
3,935 |
3,699 |
94 |
3,642 |
93 |
Mpumalanga |
1,847 |
1,636 |
89 |
1,527 |
83 |
North West |
1,697 |
1,428 |
84 |
1,374 |
81 |
Northern Cape |
611 |
431 |
71 |
432 |
71 |
Western Cape |
1,466 |
953 |
65 |
690 |
47 |
Total |
24,717 |
20,961 |
85 |
19,465 |
79 |
NEIMS 2007
Table 3: Total number of Ordinary schools without sporting facilities
Province |
No of Sites |
Without sports facilities |
% |
EC |
5,677 |
401 |
7 |
FS |
1,616 |
630 |
39 |
GP |
2,037 |
296 |
15 |
KZN |
5,831 |
1879 |
32 |
LP |
3,935 |
335 |
9 |
MP |
1,847 |
119 |
6 |
NW |
1,697 |
132 |
8 |
NC |
611 |
118 |
19 |
WC |
1,466 |
169 |
12 |
TOTAL |
24,717 |
4,079 |
17 |
NEIMS 2007
23.3% of schools in the country exceed the learner to educator ratio of 35/1 in 2010.
The schools, whose ratios are above 35/1 are distributed as follows across the nine provinces:
Province |
Intervals |
Grand Total |
|||
36-40 |
41-45 |
46-50 |
>50 |
||
EC |
754 |
328 |
114 |
124 |
1320 |
FS |
122 |
29 |
10 |
6 |
167 |
GP |
569 |
130 |
27 |
17 |
743 |
KZN |
1104 |
418 |
128 |
109 |
1759 |
LP |
307 |
94 |
34 |
23 |
458 |
MP |
294 |
45 |
14 |
14 |
367 |
NC |
111 |
18 |
6 |
4 |
139 |
NW |
351 |
71 |
23 |
10 |
455 |
WC |
215 |
40 |
6 |
2 |
263 |
Grand Total |
3827 |
1173 |
362 |
309 |
5671 |
Source:
EMIS 10th day school survey data 2010
QUESTION 3450
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 26/11/2010
(INTERNAL QUESTION PAPER: 39-2010
Mr J J van der Linde (DA) to ask the Minister of Basic Education:
With reference to her reply to question 1178 on 08 June 2010, (a) what are the names of the schools that have no sporting facilities, (b) what is the estimated cost of providing these schools with sporting facilities and (c) when did the school sport policy come into effect? N4284E
REPLY:
(a) The attached table provides names of schools without sporting facilities.
(b) At the current rates, the cost for providing the basic sporting facilities in line with the Norms and Standards for School Infrastructure is estimated at R1,3m per school.
(c) The school sport policy is not yet in effect. What is available is a draft document that must still be shared for public comment in terms of section 3 (4) (l) of the National Education Policy Act, 1996 (Act No. 27 of 1996).
QUESTION: 3449
DATE OF PUBLCATION OF INTERNAL QESTION PAPER
INTERNAL QUESTION PAPER: 39-2010
Mr J J van der Linde (DA) to ask the Minister of Basic Education:
(1) How many physical education educators/facilitators have qualified in the past five years;
(2) whether all schools have physical education educators/facilitators; if not, (a) why not, (b) what is her department's policy in this regard, (c) what are the names of the schools that do not have physical education educators/facilitators and (d) in which province is each of these schools situated; if so, (i) how many hours in each week are learners required to receive physical education and (ii) what are the further relevant details? NW4283E
REPLY
(1) Currently, the public education system does not make provision for dedicated posts for physical education educators/facilitators in schools. Schools utilize existing educators who are not primarily employed for physical education to undertake physical education duties. Therefore information on the numbers of educators who qualify in physical education is not routinely collected.
(2) There are no dedicated posts allocated to schools for physical education
(a) As mentioned above, no provision is made for posts to schools that are dedicated to physical education
(b) There is no policy for the provision of dedicated posts for physical education teachers/facilitators.
(c) Not applicable
(d) No provinces have dedicated posts to schools for physical education
(i) Physical education is offered as part of Life Orientation, the time
allocations are follows:
Foundation Phase: Two (2) hours per week
Intermediate and Senior Phase: One and half hours (1.5) hours per week
Further Education and Training Phase: One (1)hour per week
No further details
QUESTION 3379
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 19/11/2010
(INTERNAL QUESTION PAPER: )
3379. Mr M H Steele (DA) to ask the Minister of Basic Education:
(1) What (a) was the mandate of her department at the Public Service Bargaining Council with regard to the categories of teachers or educators that is to be included in salary adjustments according to the Occupational Specific Dispensation (OSD), (b) was agreed at the Bargaining Council with regard to these categories of teachers and (c) categories of teachers actually benefitted from the OSD salary benefits package;
(2) whether the amount her department anticipated paying teachers or educators according to the OSD agreement is the same as the amount her department actually paid; if not, (a) why not and (b) what was the difference between the anticipated and the actual cost to her department for the OSD salary benefits package for teachers or educators; if so, what are the relevant details? NW4213E
Reply
(1)
(a) Matters negotiated at the PSCBC are of transversal nature cutting across the whole public service. This includes cost of living adjustment. The collective agreement reached in the PSCBC, binds all government departments employees whether covered by OSD or not. The same goes for the Department of Basic Education.
(b) According to Public Service Bargaining Council, PSCBC resolution 1 of 2007 clearly indicates that matters related to OSD, are sector based. Subsequently, in the education sector, an ELRC Collective Agreement 1 of 2008 was signed and implemented with effect from 1 January 2008. This was a framework for the establishment of an occupation specific dispensation (OSD) for educators in public education. This agreement ushered in a new salary structure and other conditions of service for educators. In 2009, the second agreement on OSD related matters, ELRC Collective agreement 4 of 2009 was signed and paid out in December 2009. This agreement addressed four items:
i) Recognition of experience
ii) Salary progression
iii) Improvement of conditions of service for educators on REQV 10-12
iv) Senior and Master Teachers
(c) When ELRC Collective Agreement 1 of 2008 was signed, it applied to educators in public education only (school-based and office-based educators). It did not include ABET teachers as well as education psychologists and therapists. As OSD is occupation specific, according to PSCBC 1 of 2007, education psychologists and therapists derive their OSD from the occupation which belongs to the health and social development sector. Hence, their bargaining to conclude an agreement on OSD is in the Public Health and Social Development Sectoral Bargaining Council (PHSDSBC). Furthermore, with the implementation of OSD for educators, an agreement was signed in the ELRC that gave interim relief for psychologists and therapists while they were still waiting for the OSD in the health and social development sector to be concluded.
2
(a) Yes. Before the implementation of OSD, the department did a cost analysis on each of the items to be covered. This envisaged cost was tabled before Treasury for ratification and approval. Once approved by National Treasury, these amounts are then transferred to provincial Treasuries for payment. This process engaged labour unions in the ELRC as well.
(b) As far as the department is concerned, there was no information received from provincial education departments reporting over expenditure on their allocated budgets based on OSD costs. Furthermore, there were no cases of nonpayment of teachers reported based on shortage of funds.
QUESTION 3218
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER
(INTERNAL QUESTION PAPER: 37-2010)
Dr W G James (DA) to ask the Minister of Basic Education:
What is the (a) total cost and (b) number of copies of each (i) annual report and (ii) report on strategic plans that was produced by (aa) her department and (bb) any of its entities in the 2009-10 financial year? NW4032E
Reply:
The attached table refers:
NW24032E
QUESTION (bb) |
a) Total cost |
b) Number of copies |
|
PUBLIC ENTITY |
(i) Annual report |
(ii) Strategic plan |
|
R'000 |
R'000 |
||
Department of Basic Education |
R245 369.84 |
R230 110.06 |
Strategic Plan 1690 copies Annual Report 190 copies |
South African Council for Educators (SACE) |
R76 266.00 |
0* |
1 070 copies |
Education Labour Relations Council (ELRC) |
R180 456.30 |
0* |
1 700 copies |
Umalusi |
R144 661.00 |
0* |
1 600 copies |
* Although the entities prepare strategic plans, they do not print books
QUESTION 3202
DATE OF PUBLICATION OF INTERNAL
3202. Mr P F Smith (IFP) to ask the Minister of Basic Education:
(1) Whether her department has fully updated numbers on the size of the private education sector, particularly at the lower end of the fee spectrum; if not, (a) why not and (b) when does it intend ascertaining the status quo; if so, what (i) is the size of the sector, (ii) growth trends are discernable, (iii) is the average educational outcome compared to the public sector as a whole and (iv) what level of support do such schools receive from the State;
(2) whether there have been indications that the dysfunctionality of the public system drives the growth of the private sector, especially at the low end of the fee spectrum; if not, what is the position in this regard; if so, what are the relevant details;
(3) whether her department intends to do more to encourage the private sector to play a more central role in the basic education system as a whole; if not, why not; if so, what are the relevant details? NW4012E
REPLY
(1) The Department's statistics on the private schooling sector are collected through the Annual School Survey which is completed by registered independent schools.
(i) In 2010 there are 450 744 learners enrolled in 1 399 registered independent schools.
(ii) This sector has grown from representing approximately 3% of all learners in schools in 2009 to approximately 4% of all learners in 2010.
(iii) It is not possible to conclusively comment on the average educational outcome of the private educational sector since no formal study has been conducted in this regard. However, there are certain independent schools that write the State examinations and the performance of these schools in the 2009 NSC examinations has been as follows: 27 376 candidates wrote the NSC examination and 19 431 obtained the NSC certificate. This represents a 71% output rate.
(iv) Independent schools are subsidised by the Government and in terms of Section 48 of the said Act the Minister of Basic Education may, by notice in the Government Gazette, determine norms and minimum standards for the granting of subsidies to independent schools after consultation with the Council of Education Ministers and the Financial and Fiscal Commission and with the concurrence of the Minister of Finance.
(2) Although the Department has noted the increase in enrolment and number of registered independent schools, it does not consider this growth to be excessive. No official research into the reasons for enrolment in independent schools in South Africa has been conducted.
(3) The Department is of the view that independent schools, especially those which provide quality education to learners from poorer families deserve a place in the educational landscape since they do provide in an existing demand. The departmental policy dealing with funding of independent schools is consequently also structured so as to ensure that those registered independent schools which cater for poorer communities will receive more of the available funding.
However, while providing space for individuals to exercise their constitutional right to establish and operate an independent school, the Department is of the view that it remains the responsibility of the state to ensure that all learners have access to quality education and that the state should provide this through a credible public education system.
QUESTION 3163
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 05/11/2010
(INTERNAL QUESTION PAPER: 36-2010)
3163. Mr D C Smiles (DA) to ask the Minister of Basic Education:
(a) How many learners in each province (i) were enrolled in the past three academic years in (aa) grade 1, (bb) grade 2 and (cc) grade 3 of the foundation phase and (ii) passed in each case and (b) what (i) trends could be established from these pass rates and (ii) plans have been put in place to deal with these trends? NW3967E
REPLY:
(a)(i)(aa)
Table 1: Number of learners who passed Grade 1: 2007 to 2009
Province |
2006 |
2007 |
2008 |
2009 |
||||||
Enrolment in Grade 1 |
Learners who passed Grade 1 |
Promotion rate |
Enrolment in Grade 1 |
Learners who passed Grade 1 |
Promotion rate |
Enrolment in Grade 1 |
Learners who passed Grade 1 |
Promotion rate |
Enrolment in Grade 1 |
|
EC |
246 035 |
189 492 |
77.0 |
237 427 |
189 598 |
79.9 |
218 398 |
170 551 |
78.1 |
208 684 |
FS |
60 029 |
51 727 |
86.2 |
59 238 |
53 549 |
90.4 |
58 608 |
51 151 |
87.3 |
57 331 |
GT |
165 835 |
151 472 |
91.3 |
170 021 |
159 567 |
93.9 |
169 635 |
154 708 |
91.2 |
173 686 |
KZ |
280 475 |
224 951 |
80.2 |
278 890 |
229 277 |
82.2 |
262 464 |
215 459 |
82.1 |
260 200 |
LP |
138 804 |
131 301 |
94.6 |
136 201 |
130 560 |
95.9 |
130 032 |
114 182 |
87.8 |
124 186 |
MP |
101 120 |
82 406 |
81.5 |
97 443 |
87 939 |
90.2 |
91 145 |
75 746 |
83.1 |
89 124 |
NC |
24 793 |
21 791 |
87.9 |
26 869 |
24 633 |
91.7 |
25 527 |
21 911 |
85.8 |
25 661 |
NW |
74 451 |
62 152 |
83.5 |
73 581 |
71 816 |
97.6 |
74 978 |
62 227 |
83.0 |
73 978 |
WC |
93 656 |
77 274 |
82.5 |
91 653 |
84 882 |
92.6 |
91 327 |
77 449 |
84.8 |
93 977 |
SA |
1 185 198 |
992 566 |
83.7 |
1 171 323 |
1 031 821 |
88.1 |
1 122 114 |
943 384 |
84.1 |
1 106 827 |
Sources:
2006 to 2009 As published in the reports Education Statistics in South Africa
2007 to 2009 Annual School Survey
(bb)
Table 2: Number of learners who passed Grade 2: 2007 to 2009
Province |
2006 |
2007 |
2008 |
2009 |
||||||
Enrolment in Grade 2 |
Learners who passed Grade 2 |
Promotion rate |
Enrolment in Grade 2 |
Learners who passed Grade 2 |
Promotion rate |
Enrolment in Grade 2 |
Learners who passed Grade 2 |
Promotion rate |
Enrolment in Grade 2 |
|
EC |
205 672 |
189 973 |
92. 4 |
200 679 |
176 501 |
88.0 |
189 598 |
169 501 |
89.4 |
183 010 |
FS |
55 911 |
51 932 |
92. 9 |
54 746 |
49 967 |
91. 3 |
53 549 |
50 335 |
94.0 |
53 884 |
GT |
157 842 |
152 558 |
96. 7 |
156 512 |
151 013 |
96. 5 |
159 567 |
152 913 |
95.8 |
160 157 |
KZ |
239 625 |
226 333 |
94. 5 |
237 347 |
215 604 |
90. 8 |
229 277 |
216 350 |
94.4 |
226 689 |
LP |
143 192 |
138 402 |
96. 7 |
137 491 |
128 605 |
93. 5 |
130 560 |
118 143 |
90.5 |
120 351 |
MP |
96 716 |
85 770 |
88. 7 |
88 434 |
81 524 |
92. 2 |
87 939 |
79 296 |
90.2 |
82 272 |
NC |
23 489 |
21 626 |
92. 1 |
23 321 |
21 816 |
93. 5 |
24 633 |
22 613 |
91.8 |
23 616 |
NW |
71 685 |
64 563 |
90. 1 |
67 313 |
64 366 |
95. 6 |
71 816 |
62 860 |
87.5 |
69 810 |
WC |
87 520 |
79 922 |
91. 3 |
84 260 |
76 465 |
90. 7 |
84 882 |
78 304 |
92.3 |
84 522 |
SA |
1 081 652 |
1 011 079 |
93. 5 |
1 050 103 |
965 861 |
92.0 |
1 031 821 |
950 315 |
92.1 |
1 004 311 |
Sources:
2006 to 2009 As published in the reports Education Statistics in South Africa
2007 to 2009 Annual School Survey
(cc)
Table 3: Number of learners who passed Grade 3: 2007 to 2009
Province |
2006 |
2007 |
2008 |
2009 |
||||||
Enrolment in Grade 3 |
Learners who passed Grade 3 |
Promotion rate |
Enrolment in Grade 3 |
Learners who passed Grade 3 |
Promotion rate |
Enrolment in Grade 3 |
Learners who passed Grade 3 |
Promotion rate |
Enrolment in Grade 3 |
|
EC |
199 701 |
183 954 |
92.1 |
200 749 |
179 401 |
89.4 |
187 474 |
170 492 |
90.9 |
180 894 |
FS |
58 588 |
56 089 |
95.7 |
54 438 |
51 397 |
94.4 |
52 283 |
51 789 |
99.1 |
52 287 |
GT |
161 986 |
156 548 |
96.6 |
157 237 |
152 594 |
97.0 |
155 326 |
150 225 |
96.7 |
157 371 |
KZ |
241 260 |
230 060 |
95.4 |
238 651 |
220 189 |
92.3 |
226 466 |
216 926 |
95.8 |
227 399 |
LP |
152 469 |
144 862 |
95.0 |
146 838 |
136 210 |
92.8 |
136 512 |
124 944 |
91.5 |
125 734 |
MP |
99 355 |
89 081 |
89.7 |
91 537 |
84 801 |
92.6 |
87 259 |
79 944 |
91.6 |
85 599 |
NC |
24 880 |
23 893 |
96.0 |
22 841 |
22 146 |
97.0 |
22 817 |
22 009 |
96.5 |
23 849 |
NW |
68 973 |
61 620 |
89.3 |
69 169 |
65 246 |
94.3 |
68 684 |
62 226 |
90.6 |
68 764 |
WC |
92 107 |
86 317 |
93.7 |
85 336 |
80 984 |
94.9 |
80 835 |
77 691 |
96.1 |
82 688 |
SA |
1 099 319 |
1 032 424 |
93.9 |
1 066 796 |
992 968 |
93.1 |
1 017 656 |
956 246 |
94.0 |
1 004 585 |
Sources:
2006 to 2009 As published in the reports Education Statistics in South Africa
2007 to 2009 Annual School Survey
Note: To calculate promotion rate you need to have 2010 repeater data. Therefore the 2009 promotion rate could not be calculated.
b (i) Grade 1 promotion rate was 84% in 2006. This has risen to 88% in 2007 and dropped to 84% in 2008. The unexpected drop in 2008 in the Grade 1 promotion rate may be the issue of data inconsistencies.
Promotion rate in Grade 2 dropped from 94% in 2006 to 92% between 2007 and 2008.
In Grade 3 the average promotion rate was 94% from 2006 to 2008, with a slight drop to 93% in 2007.
b (ii) In January 2011, each learner in Grades 1,2 and 3 will receive literacy and numeracy workbooks to support the teaching of the these subjects. The Department has also developed Curriculum and Assessment Policy Statements which will provide specificity to teachers of what to teach, when to teach and how to assess in each of the Grades. This will also be achieved through dedicated teacher training.
QUESTION 3162
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 05/11/2010
(INTERNAL QUESTION PAPER: 36-2010)
3162. Mr D C Smiles (DA) to ask the Minister of Basic Education:
What (a) amount has been budgeted for departmental expenditure in each province for the foundation phase for the period 1 April 2010 and 31 September 2010, (b) amount has been spent, (c) was the per capita spending and (d) amount was spent in the 2009-10 financial year? NW3966E
REPLY
(a) The PEDs do not allocate funds according to phases but according to programme and sub-program that is Grade R (public schools and community centres sub-programs) and primary schools sub-programs. Foundation Phase (Grade 1-3) funds are allocated in Primary Schools sub-program. It is therefore difficult for the Department to respond accurately to the question as raised.
(b) and (d) The allocations in respect of Grade R (Public schools and community centres) and Primary Schools are attached:
QUESTION 3129
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 05/11/2010
(INTERNAL QUESTION PAPER: 36-2010)
Mr G R Krumbock (DA) to ask the Minister of Basic Education:
(a) When will the Tauricus Combined School in Mpofana Municipality in KwaZulu-Natal be issued with a payment mandate authorisation to purchase water from the uMgungundlovu District Council and (b) what are the reasons for the delay? NW3929E
Response:
As with all schools, Tauricus Intermediate School needs to apply directly to the uMgungundlovu District Council as a customer and purchase and pay for consumption of water using their Funding Norms and Standards allocation. The school has been informed of the process.
QUESTION 3128
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 05/11/2010
(INTERNAL QUESTION PAPER: 36-2010)
3128. Mr G R Krumbock (DA) to ask the Minister of Basic Education:
(a) How (i) many schools are there in the Mpofana Municipality, (ii) many of these schools are without water-borne sanitation and (iii) long have these schools been waiting for such sanitation to be provided and (b) what are the reasons for the delay in providing such sanitation to these schools? NW3928E
Response:
(a) There are (i) 32 schools in the Mpofana Municipality, (ii) 25 are without water-borne sanitation, (iii) in the main, there are no plans to provide water-borne sanitation at any of these schools as it is not the appropriate technology for schools in this area.
(b) Water-borne sanitation is generally considered inappropriate for schools where (i) there is an unreliable water supply, and (ii) the treatment of sewerage needs to be processed on site or by the school. Where a sewer line to a treatment plant and reliable water supply is available the Department prefers to provide a water-borne system. These schools, as a result, have been provided with Ventilated Improved Pit toilets.
QUESTION 3127
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 05/11/2010
(INTERNAL QUESTION PAPER: 36-2010)
3127. Mr G R Krumbock (DA) to ask the Minister of Basic Education:
(a) When will the Tauricus combined school in the Mpofana Municipality, KwaZulu-Natal, receive the chemical toilets that they applied for (details furnished), (b) what are the reasons for the delay in supplying these chemical toilets and (c) what are the further relevant details? NW3927E
Response:
(a) Eight chemical toilets where delivered to the school on Wednesday, 3rd November 2010.
(b) The reason for the delay in the delivery is unknown but is in all probability as a consequence on the SCM process.
(c) The school was previously provided with Ventilated Improved Pit latrines. These facilities included 4 girls' and 2 boys' toilets with a urinal. The 2 boys' toilets are beyond repair and the remaining facilities are in a condition that will require replacement. The Department as far as possible avoids the use of hired facilities as a result of the associated high costs and only uses such for short term interventions. On the basis of the above the school has been prioritised to receive permanent toilets early in the new year.
QUESTION 3112
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 05/11/2010
(INTERNAL QUESTION PAPER: 36-2010)
Mr L W Greyling (ID) to ask the Minister of Basic Education:
(1) What (a) is the current ratio of social workers to schools (i) nationally and (ii) for each province and (b) criteria are used in allocating social workers to schools;
(2) whether a higher ratio of social workers have been allocated to schools in areas where there are greater socioeconomic difficulties; if not, why not; if so, what are the relevant details;
(3) how much funding (a) has been set aside for this programme and (b) is needed to fund all the social worker posts in terms of the proposed ratio;
(4) whether there are vacant posts for social workers at schools; if not, what is the position in this regard; if so, what plans does her department have in place to fill these posts? NW3912E
Response:
1 (a) and (b) There are no norms. The Department of Basic Education is in the process of developing norms for dedicated posts including posts for social workers in schools.
2 Since there are no norms, the allocation of social worker posts is determined from a provincial budget by the MEC. These posts are part of the adhoc posts which are allocated based on demand and need.
3 Post provisioning is regulated in terms of the Employment of Educators Act, 76 of 1998. Regulations made in terms of this Act determine that an MEC must create a pool of posts in accordance with funds available for this purpose.
4 The extent of the vacancy rate is not known since there is no approved model to determine the bench mark nationally. However, since these posts are educator posts, they are determined as in 3 above.
QUESTION 3034
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 29/10/2010
(INTERNAL QUESTION PAPER: 34-2010)
Mr A P van der Westhuizen (DA) to ask the Minister of Basic Education:
What has been the average cost to the Government of each (a) primary school learner and (b) secondary school learner at public schools (i) in 2009 and (ii) from 1 January 2010 up to the latest specified date for which information is available ? NW3752E
REPLY:
a) i) In 2009, the average cost to Government of a primary school learner at public primary schools was R 7 860.
ii) In 2010, the average cost to Government of a primary school learner at public primary schools is R 8 407.
b) i) In 2009, the average cost to government of a secondary school learner at public secondary schools was R10 399.
ii) From 1 January 2010, the average cost to government of a secondary school learner at public secondary schools is R 11 034.
The information is up to the academic year 2010.
SOURCES:
1. 2010 Estimates of provincial expenditure of PED's i.e. current budgets
2. 2009/10 PEDs annual reports
3. 2009 SNAP survey
4. 2010 SNAP survey (preliminary)
QUESTION 3001
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 29/10/2010
(INTERNAL QUESTION PAPER: 34-2010)
Dr W G James (DA) to ask the Minister of Basic Education:
(1) What is the total number of teachers who (a)(i) applied for (aa) paid and (bb) unpaid leave and (b) were not required to apply for leave, but were still given time off to attend the national conference of the SA Democratic Teachers' Union (Sadtu) in October 2010;
(2) whether she requested the union to hold their conference during the school holidays; if so, what was the union's response; if not,
(3) whether she engaged in discussions with the union regarding the possibility of holding their conference during the school holidays; if not, why not; if so, what (a) was the union's response and (b) are the further relevant details
(4) what total number of teaching hours for (a) Grade 12, (b) Grade 11, (c) Grade 10, (d) Grade 9 and (e) Grade 8 were lost as a result of teachers attending the conference? NW3714E
REPLY,
(1) (a)(i), (aa), (bb) and (b),
There is no need for teachers to either apply or not to apply for this kind of leave since it is provided for in Chapter G, paragraph 3.3 of the Personnel Administrative Measures (PAM) of the Employment of Educators Act, no. 76 of 1998. In terms of this provision employee organisation members and representatives in good standing may take reasonable time off during working hours to participate in agreed to union activities. Section 15 of the Labour Relations Act, 1995, also gives provision for trade union representatives to take reasonable leave during working hours to participate in union activities. Furthermore, these regulations have to be approved by Provincial Departments of Education and all nine provinces have confirmed that they received letters to inform the employer of the time-off arrangements timeously.
(2) No. There was no need to make such a request after approval had already been given based on the fact that the union followed all necessary requirements for taking time off.
(3) (a) and (b),
There was no need to engage with labour on this matter since the labour rights are entrenched in the Constitution of the Republic of South Africa, 1996, supported by the Labour Relations Act, 1995.
(4) (a), (b), (c), (d) and (e)
I am unable to respond to this matter since the responsibility to monitor any loss of teaching hours resides with the Provincial Education Departments (PEDs), who are employers in the provinces. In the event that long hours are taken, the PEDs are empowered by the Personnel Administrative Measures (PAM) to appoint substitute teachers.
QUESTION 2887
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 22/10/2010
(INTERNAL QUESTION PAPER: 32-2010)
Mr P F Smith (IFP) to ask the Minister of Basic Education:
(a) Why South Africa still routinely comes close to last in international comparative tests in literacy and numeracy, especially at foundation phases, 15 years after the advent of democracy and (b) why has the Government not yet remedied the situation? NW3574E
REPLY
(a) It is a well known fact that learner performance in both international and national tests is affected by many variables which are manifest in majority of our schools. The Systemic Evaluation (2006) showed key predictors of performance and the "percentage difference (diff.) they account for" in learner achievement. In this regard the following factors have been highlighted:
· Learners who were exposed to interactive teaching practices were at a 59% advantage to those who were not;
· Learners who were taught in their home language were at a 49% advantage to those who were taught in another language;
· Learners who were at schools that provided learners and teachers with the necessary resources were at an advantage of 49% to those learners at schools were there were no appropriate resources.
These predictors provide possible reasons for poor performance among learners.
(b) The government is committed to addressing this challenge. The following interventions are intended to contribute to the increase in performance in this regard:
· The Foundations for Learning campaign is a direct response to poor performance of learners in national and international tests. It addresses the challenges in teaching literacy/languages and numeracy/mathematics in primary schools. It has been implemented to strengthen the teaching of literacy and numeracy.
· The Annual National Assessmentshave been introduced to assess the development of literacy and numeracy skills in learners in the primary schools. These are intended to track progress of learners in the development of these foundational skills of learning.
· Schools without learning resources have incrementally been provided with resources which are explicitly aimed at assisting teachers to teach the skills that learners need to master in Literacy and Numeracy in the Foundation Phase explicitly. In addition, the Department will in 2011 distribute workbooks to schools for literacy and numeracy for Grades 1 – 6 to support the teaching of literacy and numeracy.
· The Foundation Phase classrooms in Quintile 1-3 schools have also been provided with resources to support the teaching and learning of reading. These are resources like The Reading Toolkit, the 100 Storybooks, and classroomlibrary collections in all official languages.
· Provinces are also implementing Literacy and Numeracy strategies to improve literacy/languages and numeracy/mathematics in the Foundation and the Intermediate Phases.
QUESTION 2886
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 22/10/2010
(INTERNAL QUESTION PAPER: 32-2010)
Mr P F Smith (IFP) to ask the Minister of Basic Education:
(1) Whether she has commissioned any studies to analyse the impact of having implemented the now discontinued Outcomes-Based Education (OBE) system on learners in public schools; if so, what are the (a) key findings and (b) further relevant details; if not,
REPLY
(1) No, I have not commissioned any studies to analyse the impact of OBE. However, in 2009, I established a Ministerial Committee to conduct public hearings with teachers to understand the challenges related to the implementation of the National Curriculum Statement in the classroom.
(a) The report of the Task Team that was constituted for the Review of the Implementation of the National Curriculum Statement revealed the following:
(i) The need for clarification of the National Curriculum Statement policy;
(ii) Onerous administration requirements for teachers should be reduced;
(iii) The unnecessary complication of the assessment should be streamlined;
(iv) Overload on the subjects in the Intermediate Phase should be reduced;
(v) The use of textbooks should be encouraged and promoted; and
(b) I have already decided to implement the recommendations in schools in 2010
Recommendations with immediate effect for implementation in 2010 were published in Government Gazette No. 32836of 29 December 2009 and Government Gazette No. 33160 of 6 May 2010.
QUESTION 2841
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 15/10/2010
(INTERNAL QUSTION PAPER: 31-2010)
Mr D C Smiles (DA) to ask the Minister of Basic Education:
With reference to her reply to question 1164 on 30 April 2010, (a) what was the rationale behind the department's decision not to build an additional primary and secondary school in the Phomolong area near Tembisa in Gauteng, (b) what criteria are used to determine whether a community is entitled to have additional schools built at the department's expense, (c) in what respect did the Phomolong community fall short of the requisite criteria regarding the construction of additional schools and (d) what additional reasons motivated the department's decision not to construct additional schools within this area? NW3523E
REPLY:
The reply given on 30 April 2010 to question 1164, referred to Phomolong area in the Free State and the responses were based on the situation in the said area and not in the Phomolong in Tembisa (Gauteng). On the basis of the clarity and realization of the error, the responses below refer to Phomolong in Tembisa.
(1) Whether any additional (a) primary and/or (b) secondary schools are to be built in the Phomolong area; if not, why not; if so, (i) how many schools are to be built and (ii) when will they be completed;
(a)&(b)There is a need for one primary and one secondary school in Phomolong in addition to the existing schools. A new primary school is in the planning phase and that the project has already been handed over to the Gauteng Department of Infrastructure Development (Public Works) and it is anticipated that the project will go on tender in this financial year. Further, in order to alleviate the shortage in the interim, a mobile school is planned to be provided to the current financial year.
In response to the follow up question (2841), the Gauteng Department of Education has not taken any decision not to build additional schools in the area, and hence a new primary school is planned to be provided in the area. Further, Phomolong has approximately 3000 residential units and there are 2 (two) primary schools and 1 (one) secondary school in the area. The said schools are however overcrowded and hence the decision to provide two additional schools
QUESTION NUMBER: 2834
ACCESS NUMBER: NW3515E
WRITTEN REPLY TO PARLIAMENT ON:
Dr W G James (DA) to ask the Minister of Basic Education
Whether she will support a renewed effort to implement the education programme initiated by former Minister Kader Asmal at the beginning of the year 2000; if not, what is the position in this regard; if so, what mechanisms will be implemented to support this programme?
REPLY
YES, the Action Plan to 2014: Towards the Realisation of Schooling 2025 takes into account the foundation of education transformation that was laid by previous Ministers and strengthens the development of the schooling system based on previous programmes.
QUESTION 2833
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 15/10/2010
(INTERNAL QUESTION PAPER: 31-2010)
Dr W G James (DA) to ask the Minister of Basic Education:
1) Whether she has any plans in place to ensure that the recent strike by educators does not recur in future; if not, why not; if so, what are the relevant details of the (a) plan and (b) mechanisms that will be implemented to prevent future strikes by educators;
2) Whether she has considered revising her department's approach taken during the recent strike regarding educators' salaries in the event of future strikes; if not, what is the position in this regard; if so, what are the relevant details ? NW3514E
REPLY:
1) No. The recent strike action affected the whole of the public service. The Minister for the Public Service and Administration has jurisdiction in this regard.
It should be mentioned that in the Media Statement issued by the Ministry for Public Service and Administration on 19 August 2010, the Minister for the Public Service and Administration reiterated that the state will continue in its efforts to further collective engagement with labour, including educator unions, on the review of the remuneration policy, the synchronization of salary negotiations with the Government Budget cycle, the return to April as the implementation month for salary adjustment, the building of sustainable capacity of negotiators, as well as the introduction of a multi-term focus in salary negotiation.
2) Yes. The revision of teacher salaries has been in the pipeline long before the current strike action. Emanating from ELRC Resolution 4 of 2009, the Education Labour Relations Council (ELRC) has already appointed a service provider to undertake research around the current salary structure applicable to institution and office based educators. The outcome of the research will be used to advise the Minister accordingly.
QUESTION 2805
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 15/10/2010
(INTERNAL QUESTION PAPER: 31-2010)
Mr DC Smiles (DA) to ask the Minister of Basic Education:
Whether a national audit of private schools has been carried out; if not, why not; if so, what (a) were the findings, (b) regulatory framework is in place to provide quality assurance support to these schools and (c) support does her department offer these schools;? NW 3486E
REPLY
(a) YES: However, national audits including both public and independent schools, were limited to the surveys conducted in 1996 and 2000 and from 2006 they were exluded.
The School Register of Needs (SRN) survey conducted in 1996 was the first of its kind in the history of education in South Africa. It was the first database that included every school in the country (public and independent), indicating their geographic location, the condition of buildings and the facilities available.
Its purpose was to establish a national database of schools and colleges and to provide information on:
Ø Physical facilities;
Ø Basic services;
Ø Learning materials equipment;
Ø Learner information;
Ø Human resources; and
Ø Support services.
The second School Register of Needs Survey was conducted during the last eight months of 2000. The purpose of this survey was to update the 1996 database and to identify and capture 3 000 institutions that were not surveyed in 1996. The update was also used to measure progress and trends between 1996 and 2000.
(b) In terms of the National Qualifications Framework Act, 2008 (Act No. 67 of 2008), Umalusi, the Quality Council for General and Further and Education and Training must develop and manage the General and Further Education and Training sub-framework, and make recommendations thereon to the Minister of Basic Education.
Based on the above, all independent schools in the General and Further Education and Training Bands must comply with the directives of Umalusi regarding quality assurance and moderation. Umalusi is responsible for the moderation of the School-Based Assessment and Practical Assessment Task components of the National Senior certificate candidates in both public and independent schools. Umalusi also appoints external moderators for the national Senior Certificate examination to be conducted for both public and independent school candidates.
All assessment bodies must be registered by Umalusi and must comply with the regulations regarding the conduct, administration and management of the National Senior Certificate examination.
(c) In accordance with section 45 of the South African Schools Act, No. 84 (Act. No. 84 of 1996), the establishment and maintenance of an independent school must be borne by the owner thereof.
Independent schools are subsidised by the Government and in terms of Section 48 of the said Act the Minister of Basic Education may, by notice in the Government Gazette, determine norms and minimum standards for the granting of subsidies to independent schools after consultation with the Council of Education ministers and the financial and Fiscal Commission and with the concurrence of the Minister of Finance.
QUESTION 2742
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER:23/09/2010
(INTERNAL QUESTION PAPER: 30-2010)
Mr M J Ellis (DA) to ask the Minister of Basic Education:
(1) With reference to her reply to question 1698 on 15 September 2010 on Zimele Molweni Centre, what was the outcome of the meeting that was held on 14 June 2010?
(2) Whether her department has implemented any measures to assist this centre; if not, why not; if so, what measures? NW3414E
Response:
(1) The KwaZulu-Natal Department of Education pledged its support for the registration of the Zimele Molweni Centre as a school and advised the centre to proceed with the process of registration.
(2) Yes, the Department of Basic Education requested the KwaZulu-Natal Department of Education to support the Centre with the registration process. The Department of Basic Education is monitoring the process on an ongoing basis.
QUESTION 2740
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER:23/09/2010
(INTERNAL QUESTION PAPER: 30-2010)
Mr D C Smiles (DA) to ask the Minister of Basic Education:
(1) Whether her department is considering a new funding model for schools in which to accommodate a voucher system based on a per capita spending on learners; if not, what is the position in this regard; if so, (a) when is it anticipated to implement the new system and (b) what are the further relevant details;
(2) whether her department has conducted research into the voucher system including benchmarks; if not, what is the position in this regard; if so, what are the relevant details? NW3412E
Reply
(1) No, the Department is currently not considering a new funding model for schools to accommodate a per capita based voucher system. The department is of the view that the existing system of funding schools is still the most suitable for giving effect to the government's objectives of equity and redress. The Department is examining ways to address certain shortcomings within the current funding regime; such as the problems experienced with ranking of schools as well as compensation to schools for loss of fee income due to school fee exemptions.
(2) No research has been conducted into a possible voucher system and no benchmarks have been developed. Since it is not currently the intention of the Department to accommodate a voucher system of funding, it has not committed resources towards research into the development of such.
QUESTION 2739
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER:23/09/2010
(INTERNAL QUESTION PAPER: 30-2010)
2739. Mr D C Smiles (DA) to ask the Minister of Basic Education:
(1) Whether her department monitors the quality of training at teaching training institutions; if not, why not; if so, what (a) are the names of the institutions that are being monitored in each province, (b) is the frequency of such quality control and (c) is the level of quality at each institution in the past three academic years;
(2) whether she has any plans in place to adequately place recipients of the Funza Lushaka Bursary at schools in each province; if not, why not; if so, what plans? NW3411E
REPLY
(1) The split of the former Department of Education (DoE) in 2009 into the Department of Basic Education and the Department of Higher Education and Training meant that functions for the two departments, drawing from the former DoE had to be split. Monitoring of the quality in higher education and training, including training at teaching institutions, is in the realm of the Department of Higher Education and Training, which is mandated through the Higher Education Act, No. 101 of 1997 and the Education White Paper 3 of 1997 (A Programme for the Transformation of Higher Education).
(2) The Council of Education Ministers (CEM) at the CEM meeting held on 15th/16 April 2010 agreed to a proposed placement procedure for 2011. Placement processes started in May 2010 and should be finalised before the end of December 2010. Each potential qualifying Funza Lushaka bursar submitted a placement request form in May 2010. The forms have been collated to generate placement lists per province. In June 2010, each province was given a list of students who wish to be placed in that particular province to enable the provinces to identify suitable posts for the bursars. Provinces are conducting an analysis of post vacancies, specifically those posts that they have been unable to fill through normal means. The focus is specifically on posts in quintile 1-3 schools. This analysis should result in the creation of a closed vacancy list against which Funza Lushaka students can apply or be matched. These lists should include posts currently being occupied by new unqualified entrants into the system e.g. matriculants who have been taken up in the posts because "a qualified teacher could not be found". Provinces are currently in this phase of the processes, and bursars will be offered posts before the end of the year.
QUESTION 2738
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER
(INTERNAL QUESTION PAPER: 2010)
Mr DC Smiles (DA) to ask the Minister of Basic Education:
Whether she or her department intends reducing the number of directors at national level; if not, why not; if so, (a) what is the anticipated number of directors, (b) what model was used to project this number and (c) when will this plan be implemented? NW3410E
REPLY:
Yes
a) 48
b) Functions are realigned in order to streamline the functionality of the Department and bring it in line with the priorities as set out in the strategic plan.
c) I am currently considering the proposals. Implementation will take place once all the consultation processes have been finalised.
QUESTION 2694
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 17/09/2010
(INTERNAL QUESTION PAPER: 29-2010)
2694. Dr C P Mulder (FF Plus) to ask the Minister of Basic Education:†
(1) Whether her department made use of any consultants since the 2004-05 financial year; if so, (a) how many (i) consultants and (ii) consultancy firms were used in each financial year, (b) what are their names in each case, (c) what amounts were paid to each (i) consultant and (ii) consultancy firm in each financial year and (d) who are the directors of each of the consultancy firms used by her department since the 2004-05 financial year;
(2) whether any of the consultants or consultancy firms were previously employed by her department; if so, (a) who are they, (b) why did they leave the employ of her department and (c) what is the total financial value of the remuneration paid to each such consultant? NW3359E
REPLY
The Department of Basic Education (DBE) came into existence in April 2010 due to the split of the former Department of Education (DoE) into the Departments of Basic Education and Higher Education and Training. In light of this, the Department's response will cover the period 01 April 2010 to date.
1. (a)
(i). The Department of Basic Education had not used consultants since it came into existence in April 2010.
(ii) Five (5) consultancy firms were used since April 2010
(b) The Names, (c) Amounts paid and (d) Names of Directors of each consultancy firm are outlined below.
(b) Name of Consultancy firm |
(c ) Amounts Paid |
(d) Directors of the firm |
Rola Ball Eduscript |
R149 999.00 |
Dr Patricia Watson |
Consortium for Language |
R241 395.00 |
Prof. JD Swanepoel (Executive member) |
Vita Brevis Language |
R241 395.00 |
Mr E De Klerk |
Somakhawula Language Consultancy |
R152 075.00 |
Mr France Mahlangu |
Khulisa Management Services |
R250 000.00 |
Mr Michael Ogawa |
2. No
QUESTION 2646
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 17/09/2010
(INTERNAL QUESTION PAPER: 29-2010)
Dr A Lotriet (DA) to ask the Minister of Basic Education
Whether she will revise the national priorities as stipulated in the Funza Lushaka Bursary programme to include Afrikaans; if not, why not; if so, when will it be revised ? NW3303E
REPLY:
The Funza Lushaka Bursary Scheme is conceptualized within the broad goal of meeting supply and demand needs for high quality teachers in South Africa, with a particular focus on poor and rural schools. It has the overall goal of supplying the education system with well-qualified, high performing teachers who are able to teach in nationally identified priority areas, and who, upon completion of their funded studies, will be available for targeted/directed placement in public school posts.
The list of priority areas is approved by the Minister based on provincial indication of need, supported by vacancy data. The list can be revised on an annual basis depending on need. Current priority areas are:
Current priority areas funded by Funza Lushaka Bursary Scheme |
||||
Foundation Phase |
Languages |
Sciences |
Mathematics |
Technology |
African Languages |
English |
Physical Sciences |
Mathematics |
Civil |
English |
African Languages |
Life Sciences |
Mathematical Literacy |
Electrical |
Afrikaans |
Agricultural Sciences |
Engineering Graphics and Design |
||
Physical Sciences |
Mechanical |
|||
Life Sciences |
Technology |
|||
Natural Sciences |
Information |
|||
Computer Applications |
A request was forwarded to provinces in 2009, inviting provinces to indicate areas of specialization that were noted as in high need for the Minister to consider for inclusion in the list of priorities. The provinces' responses indicated that they need Accounting to be considered for inclusion in the list of priority areas.
Even though Afrikaans is not listed as a priority area, there are student teachers who specialize in Afrikaans who are funded through the Funza Lushaka bursary scheme. This is possible because an applicant should specialize in at least one priority area to be considered for award of the Funza Lushaka bursary. Teacher education qualifications provide space for a student to specialize in more than one area, hence it is possible for a student to major in Afrikaans coupled with a priority area to be funded through the Funza Lushaka bursary scheme. One of the 1754 bursars who completed their studies at the end of 2009, a total of 216 bursars were qualified to teach in Afrikaans and to teach the language Afrikaans. This accounts for 12.3% of Funza Lushaka graduates. The table below provides details in respect of the 216 graduates broken down per phase as well as numbers placed.
2009 Funza Lushaka Graduates qualified to teach in Afrikaans and the language Afrikaans |
|||
Phase |
No. of Graduates |
Placed: June 2010 |
Not Placed: June 2010 |
Foundation Phase |
143 |
96 |
47 |
Intermediate Senior Phase |
53 |
33 |
20 |
FET |
20 |
14 |
6 |
TOTAL |
216 |
143 |
73 |
Source: Funza Lushaka graduate bursar database, 2009
QUESTION 2612
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 17/09/2010
(INTERNAL QUESTION PAPER: 29-2010)
Mr D A Kganare (Cope) to ask the Minister of Basic Education:
Whether her department has assessed the impact and success of the National Strategy for Mathematics, Science and Technology Education (NSMSTE); if not, why not; if so, what are the relevant details? NW3148E
REPLY
The Department of Basic Education has not assessed the impact of the NSMSTE in all schools. However, the Department of Basic Education, in collaboration with the World Bank, through the Development Impact and Evaluation Initiative, conducted an impact evaluation of the Dinaledi School Project, as a component of the National Strategy for Mathematics, Science and Technology Education. The study covered the period 2005-2007. The results of the impact evaluation have reported the following:
· Enrolment and passing rates in Higher Grade (HG) physical sciences increased as a result of the programme.
· Dinaledi School Project increased the number of students passing the Senior Certificate examination in HG mathematics and physical science by 55% compared to control schools.
· The Dinaledi School Project was very effective in schools with the greatest need.
QUESTION 2611
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 17/09/2010
(INTERNAL QUESTION PAPER: 29-2010)
Mr A M Mpontshane (IFP) to ask the Minister of Basic Education:
Whether her department will achieve the 2015 Millennium Development Goal of providing basic primary education to every child; if not, why not; if so, what (a) are the current statistics with regard to the implementation of this goal and (b) policies are in place to ensure that this goal is met by 2015? NW3138E
REPLY:
The Department of Basic Education will be able to achieve the Millennium Development Goal (MDG) of providing basic primary education to every child by 2015. Primary education in South Africa is characterized by very high rates of enrolment and retention through to grade 7.
(a) THE CURRENT STATISTICS
Table 1: Number of 7-13 years old children attending education institutions: 2002-2009
Provinces |
2002 |
2003 |
2004 |
2005 |
2006 |
2007 |
2008 |
2009 |
Eastern Cape |
96.4 |
96.0 |
97.4 |
97.8 |
97.7 |
98.0 |
98.4 |
98.4 |
Free State |
97.7 |
97.4 |
96.7 |
98.7 |
99.1 |
99.1 |
98.3 |
99.2 |
Gauteng |
98.0 |
98.7 |
99.4 |
98.8 |
98.7 |
97.8 |
98.3 |
98.5 |
KwaZulu-Natal |
95.0 |
96.8 |
97.4 |
98.0 |
97.2 |
98.1 |
97.9 |
98.5 |
Limpopo |
97.7 |
98.2 |
99.1 |
99.1 |
99.0 |
98.7 |
98.2 |
98.9 |
Mpumalanga |
97.6 |
98.3 |
98.8 |
97.7 |
98.1 |
98.3 |
98.0 |
98.4 |
North West |
95.7 |
97.2 |
98.0 |
96.1 |
96.9 |
98.1 |
97.5 |
98.4 |
Northern Cape |
94.3 |
96.2 |
97.6 |
98.5 |
98.8 |
99.0 |
98.1 |
98.9 |
Western Cape |
98.3 |
97.6 |
99.0 |
98.7 |
99.4 |
99.4 |
97.8 |
98.9 |
RSA |
96.7 |
97.4 |
98.2 |
98.2 |
98.2 |
98.3 |
98.1 |
98.6 |
Source: Statistics South Africa, General Household Survey, 2002-2009
(b) POLICIES AND INITIATIVES TO ENSURE THAT THIS GOAL IS ACHIEVED
In 2007, the government adopted a policy of "no fee" schools. The aim of this policy is progressively to give effect to the constitutional imperative of the right to a basic education. It is a policy and budgetary response to the need to make education truly accessible by removing fees as a barrier. The South African Schools Act has been amended accordingly and schools in the lowest three quintiles have been declared "no fee" schools. In 2010, 68% of learners (over 8 million in more than 19 000 public schools were classified as no-fee schools.
The Quality Learning and Teaching Campaign (QLTC) was rolled out in 2009. It is aimed at mobilizing communities to monitor and support schools, teachers and learners, in improving the quality of education for all children, especially the poor. Each partner in the campaign is called upon to make a commitment to a '"Code for Quality Education" that describes the responsibilities and discipline required of them.
To adequately address the poor quality of literacy and numeracy in the nation's schools, the teaching and learning of these crucial competencies in the Foundation Phase must improve. The Foundations for Learning Campaign, introduced in April 2008, focuses specifically on Grades R to 3. It includes the provision of support material to educators and schools for use in the classroom as well as actual training and support for educators in Literacy and Numeracy development. A key focus of the campaign is a "back to basics" approach. Resources for the campaign are developed and delivered to the schools by the national DBE. Provincial departments ensure that the necessary support and development for schools and educators is provided so that the resources can be effectively used.
Many young children living in poverty are food-deprived and are therefore not able to participate fully in their own development. The national school nutrition programme is aimed at promoting better quality education for the poorest learners by providing a meal to learners in the programme. The rationale of the NSNP is to actively enhance children's learning capacity. This is done by providing an incentive for children to regularly and punctually attend school. Further, the programme addresses particular micro-nutrient deficiencies.
A national basic education plan has been developed called, Action Plan to 2014: Towards the realization of schooling 2025. This initiative will ensure the effective monitoring of educational progress against a set of measurable indicators covering all aspects of basic education including, amongst others, learners, teachers, infrastructure, school funding, learner well being and school safety, mass literacy and educational quality.
QUESTION 2602
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 13/09/2010
(INTERNAL QUESTION PAPER: 28-2010)
Dr C P Mulder (FF Plus) to ask the Minister of Basic Education:†
Whether her department has appointed an independent institution to investigate the status of mother-tongue education in single and dual-medium Afrikaans schools; if not, why not; if so, (a) which institution will conduct the investigation, (b) what are the estimated costs, (c) what instruction was given to the institution and (d) when will the investigation be completed? NW3252E
REPLY
No. The department has not appointed an independent institution to investigate the status of mother-tongue education in single and dual-medium Afrikaans schools. The department has to deal with the status of mother tongue education in all eleven languages. However, the department did commission a study on the Languages of Learning and Teaching (LoLT) in 2008.
(a) The Education Policy Unit of the University of Witswatersrand was commissioned to do the study on the status of LoLT.
(b) The cost of the study was R298 000.00.
(c) The terms of reference for the study were as follows:
· Provide an overview of the policy on the Language of Learning and Teaching in Schools.
· Analyse EMIS and SNAP data from 1997 to 2007 on home language and LoLT, and provide patterns thereof with respect to provinces, former education departments, race of learners and grades taught in the home language.
· Undertake a qualitative study in all nine provinces to investigate why many traditionally single medium schools have shifted their policy on LoLT.
· Assess the extent to which the LoLT correspnds to the home language of learners, particularly in the Foundation Phase.
· Investigate changes in the racial demographics of the school population over time, and determine if there are any correlations with changes in LoLT of schools.
(d) The report on the status of LoLT in schools will be finalized by end of 2010.
QUESTION 2557
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 13/09/2010
(INTERNAL QUESTION PAPER: 28-2010)
Dr J C Kloppers-Lourens (DA) to ask the Minister of Basic Education:
Whether her department has enough teachers in its employ to provide mother-tongue education to all learners from grade R to grade 6; if not, (a) why not and (b) what plans are in place to address this issue; if so, how many teachers are employed in each province to provide for the mother-tongue speakers of the respective languages?NW3198E
REPLY
(a) All schools in the country provide for learning and teaching through the medium of different languages at Home or First Additional Language levels. The Home Language level is generally taken by mother-tongue language speakers and this is particularly applicable in the Foundation Phase for which there are generally enough teachers. However, quantifying "enough" is a challenge because language shifts in schools and communities tend to be very dynamic.
(b) The department is planning to conduct an audit of:
· The Languages of Learning and Teaching (LoLT) and the First Additional Languages (FAL) being offered in the system from Grade 1 in all schools; and
· Teacher competence (linguistic and pedagogic) to teach the languages offered.
The audit will be used to inform teacher supply strategies.
The Department only has data on teachers per province teaching at home language level for the foundation phase. For the rest of the grades data is collected on teachers per subject and the number of learners who learn in their home language.
The table below indicates the number of teachers in the Foundation Phase per province teaching at home language level. This data was collected in 2009.
NUMBER OF TEACHERS PER PROVINCE TEACHING IN MOTHER-TONGUE IN THE FOUNDATION PHASE
Province |
Home Language |
||||||||||
Afrikaans |
English |
IsiNdebele |
IsiXhosa |
IsiZulu |
Sepedi |
Sesotho |
Setswana |
Siswati |
Tshivenda |
Xitsonga |
|
EC |
816 |
2 807 |
9 |
10 103 |
65 |
286 |
3 |
4 |
|||
FS |
378 |
1 590 |
2 |
54 |
85 |
2 |
1 703 |
150 |
0 |
0 |
3 |
GT |
1 193 |
4 657 |
25 |
280 |
1 965 |
868 |
922 |
876 |
2 |
69 |
237 |
KZ |
101 |
3603 |
0 |
343 |
13 317 |
0 |
10 |
0 |
0 |
0 |
0 |
LP |
130 |
382 |
56 |
7 |
66 |
5 259 |
0 |
123 |
58 |
1 519 |
1 515 |
MP |
291 |
1 065 |
475 |
12 |
1 519 |
789 |
80 |
145 |
1 348 |
0 |
610 |
NC |
913 |
179 |
0 |
50 |
0 |
0 |
1 |
608 |
0 |
0 |
0 |
NW |
287 |
440 |
0 |
101 |
7 |
6 |
109 |
4 262 |
0 |
23 |
18 |
WC |
3 109 |
2 023 |
0 |
1 265 |
0 |
0 |
6 |
0 |
0 |
0 |
0 |
SA |
7 218 |
16 747 |
568 |
12 215 |
17 025 |
6924 |
3118 |
6168 |
1410 |
1612 |
2 386 |
(Source: EMIS data)
QUESTION 2529
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 13/09/2010
(INTERNAL QUESTION PAPER: 28-2010)
Mr D A Kganare (Cope) to ask the Minister of Basic Education:
Whether, in the course of the recent strike by educators, her department continuously monitored all schools to ensure that schools remain open; if not, why not; if so, (a) how many schools closed, (b) in which provinces are they situated and (c) what sanctions her department intends applying against schools that shut their doors during the strike? NW3144E
REPLY,
(a); (b)
Yes, the Department continuously monitored all schools to ensure that schools remained open for the duration of the strike action. It has come to the attention of the Department that in some provinces most schools were completely closed.
Information received from provincial education departments indicated
the following:
Province |
Average no. of schools closed for the duration of the strike action |
Eastern Cape |
5656 |
Free State |
314 |
KwaZulu Natal |
1670 |
North West |
37 |
Northen Cape |
10 |
Western Cape |
74 |
(c) Further investigations are currently underway to gather information that will assist in guiding the department about the correct procedures to follow to ensure that appropriate sanctions are applied.
QUESTION 2518
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 03/09/2010
(INTERNAL QUESTION PAPER: 26-2010)
Adv A de W Alberts (FF Plus) to ask the Minister of Basic Education:
(1) (a) What is her department's policy on mother tongue education and (b) why has it not been included in her department's 2014 Plan of Action;
(2) whether she will consider the inclusion of mother tongue education as a priority in this plan of action; if not, why not; if so, (a) how will this be done and (b) when? NW3095E
REPLY
(1) (a) The Department supports mother tongue education in the Foundation Phase and
the Intermediate Phase. This is a policy position, which is being reinforced through the NCS transformation process that has been introduced.
(b) In view of above, it was not necessary to include it in Action Plan to 2014. Action Plan 2014 covers a wider range of initiative than curriculum only.
(2) As indicated in 1 above, the Department will continue to support the expansion of mother education in public schools.
QUESTION 2500
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 03/09/2010
(INTERNAL QUESTION PAPER: 26-2010)
Dr J C Kloppers-Lourens (DA) to ask the Minister of Basic Education:
Whether the Government has taken any steps to resource school libraries fully; if not, why not; if so, what are the (a) plans and (b) proposed timelines for her department to provide every school in the country with a (i) properly equipped library and (ii) trained school librarian? NW3073E
REPLY
(a) To enable the DBE to address infrastructure provisioning holistically two significant documents have been developed namely the:
· National Policy for an Equitable Provision of an Enabling School Physical Teaching and Learning Environment. Through this policy, the department will realize the provision of all essential spaces and facilities, including school libraries. This policy will be followed by the Norms and Standards for School Infrastructure.
· National School Library and Information Services Guidelines. Through these guidelines provisioning and support of libraries in the system will be addressed.
(b) (i) In terms of the Norms and Standards for School Infrastructure all new schools will have libraries. National Treasury has allocated an additional R2b for the next two financial years to provide libraries, laboratories and grade R classrooms 2011 and 2012. This amount is over and above the infrastructure budget allocated to provinces. The department is also in the process of developing a strategy that aims to accelerate the delivery of schools infrastructure and more specifically, aimed at the improvement of existing schools infrastructure to achieve Optimum Functionality level in targeted schools infrastructure within the 2010-2014 Strategic Plan Period and beyond. The targets related to this initiative are being finalized. From their budgets in this financial year, provinces will be providing 146 libraries to new and existing schools.
(ii) The provision of teacher librarians will have to be made within the context of broad post provisioning according to priority needs in the system.
QUESTION 2499
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 03/09/2010
(INTERNAL QUESTION PAPER: 26-2010)
Dr J C Kloppers-Lourens (DA) to ask the Minister of Basic Education:
Whether her department has put measures in place to lessen the effect that the general teachers' strike in August 2010 will have on learners; if not, why not; if so, what are the relevant details? NW3072E
REPLY
Provincial Departments of Education had developed recovery programmes and established learning centers to support learners during the strike period. The Department of Basic Education, in collaboration with partners, had also implemented relevant programmes to support learning during the strike. Among these were daily broadcasts of lessons on the Public Broadcaster, both on radio and television. Print media houses had also made available study material to provide for revision papers.
The Department and Provincial Departments of Education have also planned interventions post the strike period to ensure that recovery programmes are intensified. In this regard, Provincial Departments of Education will retain selected learning centres to support learners. Other mechanisms for recovery of learning will include extended teaching time, extra classes, study camps and the use of technology to support learning.
QUESTION 2393
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 27/09/2010
(INTERNAL QUESTION PAPER: 25-2010)
Dr J C Kloppers-Lourens (DA) to ask the Minister of Basic Education:
Whether (a) her department or (b) any of its entities has signed any contractual agreements with a certain company (name furnished) or any of its affiliates (i) in the (aa) 2006-07, (bb) 2007-08, (cc) 2008-09 and (dd) 2009-10 financial years and (ii) during the period 1 April 2010 up to the latest specified date for which information is available; if so, (aaa) what is the nature of each contract, (bbb) what is the monetary value of each contract, (ccc) what is the (aaaa) start and (bbbb) end date of each contract, (ddd) what are the details of the process that was followed for the signing of each contract, (eee) who else tendered for each contract that was awarded and (fff) what amount did each tenderer quote in each case? NW2962E
REPLY
(a) No the Department of Basic Education has not signed any contractual agreement with General Nyanda Security Advisory (GNS) in this financial year, i.e. April 2010 to August 2010 (The Department came into existence in April 2010).
(b) The Department's public entities have their own regulatory Framework regarding this matter. They do not require the Minister's permission to enter into business contracts with companies.
QUESTION 2328
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 27/08/2010
(INTERNAL QUESTION PAPER: 25-2010)
Dr C P Mulder (FF Plus) to ask the Minister of Basic Education:†
(1) (a) In how many newspapers has her department placed a certain advertisement (details furnished), (b) what did the total costs of the advertisement amount to and (c) from which part of her department's budget will the costs be recouped;
(2) how many educators in every government school in each province fall under each of the five respective categories of years of service that are mentioned in the advertisement;
(3) whether she will (a) investigate cases in which individual educators do not received the salary packages as set out in the advertisement and (b) effect corresponding corrections to their salaries; if not, why not, in each case; if so, (i) what course of action will she take in tackling this issue and (ii) what are the further relevant details;
(4) whether she will make a statement on the matter? NW2896E
Response:
(1) (a) six, (b) R1.3 million, (c) DG's office
(2)
Province |
Number of Educators Per Notch and Years of Service |
||||
Notches |
|||||
R150 105 |
R153 129 |
R160 920 |
R194 421 |
R220 278 |
|
Years of Service |
|||||
1 |
5 |
10 |
20 |
30 |
|
EASTERN CAPE |
991 |
2080 |
1137 |
1280 |
119 |
FREE STATE |
745 |
416 |
644 |
306 |
67 |
GAUTENG |
2066 |
1475 |
1018 |
789 |
324 |
KZN |
4094 |
3650 |
1427 |
1364 |
144 |
LIMPOPO |
2373 |
922 |
1313 |
1154 |
263 |
MPUMALANGA |
869 |
744 |
825 |
746 |
100 |
NORTH CAPE |
256 |
202 |
217 |
151 |
25 |
NORTH WEST |
973 |
442 |
794 |
362 |
81 |
WEST CAPE |
809 |
727 |
557 |
497 |
132 |
(3) a. Yes, salary queries of all educators whether brought by individuals or
by their labour unions to the attention of the department are
immediately investigated.
b. Yes, if there are unintended errors, they will be corrected.
i) Provincial Education Departments will be requested to investigate
each query and provide feedback to the DBE, who will in turn respond to the educator.
ii) In cases of unintended errors, such errors will be corrected by the
Provincial Education Departments and reports on this provided to DBE.
c. There will be no public statement made on this issue because all cases after being attended to, my department contacts the affected individuals detailing the merits of the case or rectifying the unintended errors that might have occurred.
QUESTION 2324
DATE OF PUBLICATION O INTERNAL QUESTION PAPER: 27/08/2010
(INTERNAL QUESTION PAPER: 25-2010)
Ms F I Chohan (ANC) to ask the Minister of Basic Education:
What is her department's intention with regard to reconsidering the Common Tasks of Assessment (CTAs) for grade 9 in view of concerns that they are ineffective in offering a systemic measure of learning at this level? NW2864E
REPLY
The Common Tasks for Assessment (CTAs) have been discontinued with effect from 2010 following the Council of Education Ministers' (CEM) approval of the recommendations of the Curriculum Implementation Review Report. For 2010, the CTA will be replaced by a formal end-of-year assessment and, together with school-based assessment, contribute to the final assessment mark of learners in Grade 9.
Provinces will be responsible for the development, moderation, implementation and post-examination moderation of the external assessment. The development process will be determined provincially with schools.
As a systemic measure of learning at the grade 9 level, the Department will conduct national assessments which will be independently verified for quality by credible agents identified by the Department. These assessments will be piloted in a small sample of schools in February 2011 and then rolled out to all the schools in 2012.
QUESTION NUMBER: 2311
ACCESS NUMBER: NW2807E
WRITTEN REPLY TO PARLIAMENT ON:
Ms D Carter (Cope) to ask the Minister of Basic Education
(1) Whether Outcomes-Based Education (OBE) is being scrapped in its entirety across all grades simultaneously; if not, what is the position in this regard; if so, what are the relevant details?
REPLY
(1) Outcomes-Based Education means different things. In the National Curriculum Statement it was contained in the design features of learning outcomes and assessment standards. These structured the form of the curriculum and expressed its aims and content, but in too complicated a manner.
The National Curriculum Statement Grades R – 12 has been refined and repackaged to make it more accessible for teachers. Through this process, learning outcomes and assessment standards as design features, which have complicated the NCS, were removed. The refined and repackaged curriculum will be presented in the Curriculum Assessment Policy Statements (CAPS), which will show the following:
· The general aims of the South African curriculum;
· The specific aims of each subject;
· Clearly delineated topics to be covered per term and
· The required number and type of assessments per term.
The refined and repackaged National Curriculum Statement Grades R – 12 will be incrementally implemented as follows:
Foundation Phase (Grades R – 3) in 2011;
Intermediate Phase (Grades 4 – 6) in 2012;
Senior Phase (Grades 7 – 9) in 2012; and
Further Education and Training Phase (Grades 10 – 12) in 2012.
QUESTION 2292
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 20/08/2010
(INTERNAL QUESTION PAPER: 23-2010)
Ms D Carter (Cope) to ask the Minister of Basic Education:
Whether her department has put mechanisms in place with regard to the work ethic and professionalism of educators in our schools; if not, why not; if so, what mechanisms? NW2806E
REPLY:
The South African Council for Educators, a statutory body established to enhance the status of the teaching profession and promoting the development of educators and their professional conduct, runs programmes for teachers in this area. Training sessions on a professional Code of Conduct are presented to teachers. SACE also conducts disciplinary hearings for breaches of conduct of teachers. EHRM WILL PROBABLY ADD
QUESTION 2251
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 20/08/2010
(INTERNAL QUESTION PAPER: 23-2010)
Mr J R B Lorimer (DA) to ask the Minister of Basic Education:
Whether her department and/or any of its entities has purchased any 2010 Fifa World Cup Soccer tournament (a) clothing or (b) other specified paraphernalia; if not, what is the position in each case; if so, in each case, (i) what are (aa) the details and (bb) the total cost of the items purchased, (ii)(aa) how many items have been purchased and (bb) why, (iii)(aa) to whom has each of these items been allocated and (bb) why have these items been allocated to these persons and (iv)(aa) on what basis was the decision taken to purchase each of these items and (bb) on whose authority was the decision taken to make these purchases?NW2759E
RESPONSE
Department of Basic Education
This question was circulated to all Branches in the Department of Basic Education for a response. All managers and their subordinates have responded that their units have not, at any time, purchased any 2010 FIFA World Cup Soccer tournament clothing or other specified paraphernalia out of voted funds or any other funds of the Department of Basic Education.
ENTITIES of the Department of Basic Education
Education Labour Relations Council
The Council indicated that they did not purchase any items in relation to the 2010 FIFA
World Cup, both during the period leading up to the World Cup, as indicated in the ELRC Annual Report for 2009/10, as well as in the new financial year up to the end of the World Cup.
South African Council for Educators
The Council did not spend its resources on the World Cup related matters.
UMALUSI
Umalusi purchased Bafana Bafana supporters T - Shirts for staff members. 85 T - shirts were bought at a cost of R42,075. All the T shirts were purchased in May 2010 for the benefit of staff members in the spirit of national support for the country's hosting of the World cup tournament and in conjunction with the organisation's Wellness programme. The decision was taken by Senior Management and approved by the CEO.
QUESTION 2219
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 20/08/2010
(INTERNAL QUESTION PAPER: 23-2010)
2219. Mr J R B Lorimer (DA) to ask the Minister of Basic Education:
(1) Whether her department or any of its entities has (a) purchased or (b) leased any buildings for administration (i) in the (aa) 2008-09 and (bb) 2009-10 and (ii) for the 2010-11 financial years; if not, why not; if so, in each case, (aaa) what is the cost of the building, (bbb) what is the size of the building, (ccc) why was it bought or leased, (ddd) what will be its use, (eee) who will occupy it and (fff) approximately how many persons will occupy the total space of each building;
(2) whether her department and any of its entities intends purchasing or leasing any buildings for administration for the (a) 2011-12, (b) 2012-13 and (c) 2013-14 financial years; if not, why not; if so, in each case, (i) what is the cost of each building, (ii) what is the size of each building, (iii) why will it be bought or leased, (iv) for what will it be used, (v) who will occupy it and (vi) approximately how many persons will occupy the total space of each building? NW2727E
REPLY:
A. Department of Basic Education – 2010/11 Financial Year
1. (a) and (b) including (i) (aa) to (ii) (fff)
No. The Department of Basic Education (DBE) came into existence in April 2010 due to the split of the former Department of Education (DoE) into the Departments of Basic Education and Higher Education and Training. Before that time, the former DoE had entered into a Public Private Partnership (PPP) agreement concerning its office accommodation. The Department of Basic Education merely took over the agreement and moved into the new building when it was completed.
2. No. The DBE does not intend purchasing or leasing any buildings for administration for the (a) 2011-12, (b) 2012-13 and (c) 2013-14 financial years. This is as a result of its new office accommodation that it is currently occupying under the Public Private Partnership agreement.
B. DBE's PUBLIC ENTITIES
Question 1 |
ELRC |
SACE |
UMALUSI |
(a) Purchasing of buildings |
No |
No |
No |
(b)(i)(aa) Leasing of buildings in 2008/09 |
Yes in provinces |
Yes |
No |
(b)(i)(bb): Leasing of buildings in 2009/10 |
Yes in provinces |
Yes |
No |
(b)(ii) Leasing of buildings in 2009/10 |
Yes in provinces |
Yes |
No |
(aaa) : Costs 2008/09 2009/10 2010/11 |
R1 019 919 R 740 147 Budgeted: R917 820 |
R49 585 R46 616 No decision taken as yet |
0 0 |
(bbb): Size |
778.33 sqm |
608.34 sqm |
N/A |
(ccc): Reason for buying or leasing |
To accommodate Provincial staff |
Growth in staff numbers |
N/A |
(ddd): Its Use |
Used as provincial Administration Office |
Used as Administration Office for Staff |
N/A |
(eee):Who will occupy it? |
Provincial staff |
SACE staff |
N/A |
(fff): Persons per space |
2 staff members per province |
23 Staff Members |
N/A |
Question 2 |
ELRC |
SACE |
UMALUSI |
(a), (b)and (c) Whether the entities intend to purchase or lease during 2011/12 to 2013/14 financial years |
Yes, The Council will be renewing the lease agreement in the next financial years with the conditions remaining the same. |
No, The Council did not take any decision to purchase or lease a building in the next financial years. |
No, The Council has no intention of purchasing or leasing a building in the next financial years because the Council owns the building that it occupied. |
(i) Cost of each building |
Estimated R917 820 |
N/A |
N/A |
(ii) Cost of each building |
778.33 square meters |
N/A |
N/A |
(iii) Reason for buying or leasing |
Provincial Offices |
N/A |
N/A |
(iv): Its Use |
Administration and secretarial services. |
N/A |
N/A |
(v): Who will occupy it? |
Administrator and Secretary |
N/A |
N/A |
(vi): Persons per space |
Two staff members per province |
N/A |
N/A |
QUESTION 2190
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 20/08/2010
(INTERNAL QUESTION PAPER: 23-2010)
2190. Dr J C Kloppers-Lourens (DA) to ask the Minister of Basic Education:
Whether she has taken any steps to secure (a) an 8.6% salary increase and (b) a housing allowance of R1 000 per month, backdated to 1 April 2010 for members of the education sector; if not, why not; if so, what steps? NW2696E
REPLY,
No, the Minister has not taken any steps to secure (a) an 8.6% salary increase and (b) a housing allowance of R1 000 per month, backdated to 1 April 2010 for members of the education sector. The reason being these matters are addressed at the Public Service Co-ordinating Bargaining Council (PSCBC) level as they affect the whole of the public sector. The Department of the Public Service and Administration (DPSA) is the lead employer at the PSCBC.
QUESTION 2188
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 20/08/2010
(INTERNAL QUESTION PAPER: 23-2010)
Dr J C Kloppers-Lourens (DA) to ask the Minister of Basic Education:
1. Whether her department has formulated a policy to provide guidance to educators (a) on how to plan and spend their working day and (b) prescribing a minimum amount of time which should be spent on (i) preparation, (ii) teaching, (iii) assessment, (iv) marking and (v) administration; if not, why not; if so, what are the relevant details;
2. Whether these guidelines place an obligation on teachers to work overtime where necessary; if not, why not; if so, what are the relevant details? NW2694E
Response
1. The education sector has a regulatory policy to provide guidance to educators through Personnel Administration Measures (PAM) in terms of the Educators' Employment Act, 1998 .These measures cover full-time educators that are school based with regard to workload during the formal school day and outside the formal school day.
(a) All educators should be at school during the formal school day, which should not be less than 7 hours per day.
(b) The 7 hour day includes the breaks and the period(s) in which the learners are not at school. The allocation of subjects, timetable and resultant scheduled teaching time are determined by the principal in consultation with the staff according to the subject, phase or learning area.
2. The measures place an obligation for educators to work outside the formal school day. This work is not defined as overtime since there is no extra remuneration and it includes:
i) Planning, preparation and evaluation
ii) Extra and co-curricular duties
iii) Professionals duties
iv) Professional development
QUESTION 2165
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 20/08/10
(INTERNAL QUESTION PAPER: 23-2010)
Ms D Carter (Cope) to ask the Minister of Basic Education:
(1) Whether, in light of her budget speech, she has undertaken any audits on the national education infrastructure management system; if not, why not; if so, what are the relevant details;
(2) whether she is now able to disclose the results of the last audit that was undertaken on the national education infrastructure management system; if not, why not; if so, (a) what were the outcomes of the audit and (b) are the relevant details? NW2594E
REPLY:
(1)
The National Education Infrastructure Management System (NEIMS) was an audit that was completed in 2007. The system is being updated on a quarterly basis with information received from provinces
(2)
The report was released in September 2007 and is available on the website of the department. To update the report, provinces assess schools where projects were completed and submit these assessment forms to the Department. In January 2010, 11 updated reports were published on the website of the Department. The January 2010 update when compared with the September 2007 report indicates that there is progress in terms of providing basic services to schools.
QUESTION 2164
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 20/08/2010
(INTERNAL QUESTION PAPER: 23-2010)
Ms D Carter (Cope) to ask the Minister of Basic Education:
Whether a detailed programme and material has been (a) designed and (b) prepared to equip teachers for Schooling 2025; if not, why not; if so, what are the relevant details? NW2593E
REPLY:
Schooling 2025 is not a new curriculum but an action plan to help the system set clear targets to be achieved in all aspects of the schooling system by 2025 in order for the schooling system to address the needs of the majority of South Africans.
The Department of Basic Education has therefore strengthened its teacher development and support programmes specifically to support teachers improve their teaching skills, subject knowledge and computer literacy. In response to the Curriculum Implementation Review of 2009, Curriculum and Assessment Policy documents (CAPs) have been developed for all subjects in Grades R – 12 to package in a coherent manner all relevant curriculum and assessment policy requirement (expectations) per subject, per phase. These will be in the schools by January 2011 in the Foundation Phase, and in schools by January 2012 for the rest of the grades. These also provide more specified content to be covered in all the subjects, in all grades. In addition workbooks to address specific challenges in numeracy, literacy, language and mathematics have also been developed for teachers in Grades 1-6. Training for teachers and subject advisors will begin soon, staring with the Foundation Phase in 2010, and for the rest of the grades in 2011.
QUESTION 2152
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 13/08/2010
(INTERNAL QUESTION PAPER: 21-2010)
Ms D Carter (Cope) to ask the Minister of Basic Education:
Whether her department had carried out an analysis of absenteeism of educators to determine on which days they were more likely not to report for work; if not, when will such an analysis be undertaken; if so, what are the relevant details? NW2592E
REPLY
According to research on educator leave commissioned by the Department of Basic Education in 2009 (Report published in 2010) which analysed recorded leave data on PERSAL and data collected through visits to a sample of schools, the pattern of leave taking is that educators are absent more frequently on Mondays and Fridays.
Just over three quarters of all leave instances recorded on the PERSAL system were of one or two days in duration not requiring a medical certificate.
From the findings of this particular study it is estimated that 25% of absence is due to sick leave being taken, which is the highest of all absences.
QUESTION 2102
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 13/08/2010
(INTERNAL QUESTION PAPER: 21-2010)
Ms D Carter (Cope) to ask the Minister of Basic Education:
Whether her department has taken any steps against educators who have been (a) reporting late for work, (b) leaving early, (c) continuously staying away from duty or (d) absenting themselves for long periods at a time without valid reasons; if not, why not; if so, (i) what steps and (ii) what are the further relevant details in each case? NW2503E
Reply:
1. My Department regards (a) reporting late for work, (b) leaving early, (c) continuously staying away from duty or (d) absenting themselves for long periods at a time without valid reasons as acts of misconduct and has taken steps in dealing with them. The steps taken are provided for in section 18 of the Employment of Educators Act (EEA), (Act 76 of 1998), read with Schedule 2 of the Act.
2. Educators who (c) continuously stay away from duty or (d) absent themselves for long periods at a time without valid reasons are also dealt with in terms section 14.1 (a) of the EEA. In terms of this Act, educators who have been absent for a period exceeding 14 consecutive days without the permission of the employer and without proving valid reasons are deemed to be discharged from employment.
3. Depending on the circumstances and merits of each case, reported misconduct cases undergo a formal disciplinary processs resulting in sanctions ranging from Counselling and rehabilitations, Verbal warnings, Written warnings, Final written warnings, Fines, Suspensions without pay, Demotions, Dismissals, Not guilty, Cases withdrawn to Combinations of sanctions
QUESTION 2101
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 13/08/2010
(INTERNAL QUESTION PAPER: 21-2010)
Ms D Carter (Cope) to ask the Minister of Basic Education:
Whether her department has made any alternative plans to accommodate the 9 092 learners affected by the closure of 19 schools at Tlakgameng Village in North West owing to service delivery protests and the destruction of schools; if not, why not; if so, what plans? NW2502E
Response:
The response from the North West Provincial Education Department with regards to the schools that are in Tlakgameng Village in the North West Province is that portions of only 5 schools in the village were damaged during the protest by the community. The affected schools are:
1. Sebitoane
2. Shupu
3. Thuso-Thebe
4. Tasman
5. Seitsang
The Provincial Department investigated the availability of unused mobile classrooms to relocate them to Tlakgameng Village. To date only 6 mobile classrooms have been identified for relocation against 13 needed. Unfortunately, the communities where the mobile classrooms are located are refusing to release them.
A team has been dispatched to assess the cost of the damage with the view to exploring the possibility of shifting funds to renovate the damaged schools as no provision was made in the current budget allocation for these schools. In the interim, learners are accommodated in classrooms that were not affected by the damage.
QUESTION 1975
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 30/07/2010
(INTERNAL QUESTION PAPER: 18-2010)
1975. Dr J C Kloppers-Lourens (DA) to ask the Minister of Basic Education:
Whether, with regard to the establishment of the Ministerial Project Committee on
Curriculum and Assessment Policy Statements and/or the Ministerial Committee
for the Reduction of Learning Areas in the Intermediate Phase in the GET Band, she has invited (a) Higher Education South Africa and/or (b) any of the three national teachers' unions to nominate persons for appointment to these committees; if not, why not, in each case; if so, what are the relevant details in each case ? NW2361E
REPLY:
(a) I appointed the members of the Ministerial Project Committees for Curriculum and Assesment Policy based on their expertise and knowledge of the areas that needed to be addressed. These appointments were not driven by stakeholder representation and I therefore did not consult any organization or constituency in this regard.
(b) The names of the appointed members on the Ministerial Committees were published in Government Notice, No 32832 of 29 December 2009 and Notice No 32924 of 3 February 2010 ,respectively.
QUESTION 1952
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 26/07/2010
(INTERNAL QUESTION PAPER: 17-2010)
Dr J C Kloppers-Lourens (DA) to ask Minister of Basic Education
(1) Whether her department has a career counselling programme in place at all
schools; if not, why not; if so, (a) how many schools in each province have
such a programme in place and (b) how many schools in each province do not have the
programme in place;
REPLY
(1) Career counselling in schools is offered as part of Life Orientation, a subject of the National Curriculum Statement, which is compulsory for all learners from Grades 1to12.
(a) All primary and secondary public schools offer Life Orientation as a compulsory subject.
(b) None.
QUESTION 1951
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER
(INTERNAL QUESTION PAPER: 17-2010)
Mr J R B Lorimer (DA) to ask the Minister of Basic Education:
(1) Whether her department has put out any tenders for the building of schools (a) in the 2009-10 financial year and for the (b) 2010-11 financial year; if so, (i) how many have been awarded and (ii) when did construction begin;
(2) whether any of the projects have been completed; if not, what is the position in this regard; if so, what are the relevant details? NW2339E
Answer
The Department of Basic Education is not responsible for the issuing of tenders and the implementation of projects. This function lies with the Provincial Education Departments who further enlist the services of Provincial Departments of Public Works or other implementing agents to manage this function.
QUESTION 1950
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 26/07/201
(INTERNAL QUESTION PAPER: 17-2010)
Mr J R B Lorimer (DA) to ask the Minister of Basic Education:
(1) Whether her department has conducted any forensic audits into the National School Nutrition Programme in the past five years; if not, why not; if so, (a) what were the reasons for the audit, (b) what were the (i) findings and (ii) recommendations of the audit and (c) what action did her department take as a result;
(2) whether the findings were made public; if not, why not; if so, what are the relevant details;
(3) what was the total cost of training the (a) nine provincial and (b) 162 district coordinators of the National School Nutrition Programme? NW2338E
REPLY
(1) No forensic audits were conducted by the Department into the National School Nutrition Programme in the past five years. The reason for not conducting forensic audits is that no allegations, which could have resulted or necessitated to forensic audits were received from the Public, National Anti Corruption Hotline (Public Service Commission) and/or the Auditor-General of South Africa.
(2) N/A
(3) In the 2009/10 financial year, a total of 19 workshops were conducted to a total of 1 367 district monitors and volunteer food handlers in Free State, KwaZulu Natal, Limpopo, Mpumalanga and North West. The workshops were aimed at improving the quality of meals, food safety and hygiene in schools thereby developing implementers' skills in menu planning. The total expenditure incurred on the 19 workshops was R205 050.
QUESTION 1949
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 26/07/2010
(INTERNAL QUESTION PAPER: 17-2010)
Mr J R B Lorimer (DA) to ask the Minister of Basic Education:
Whether her department has an established (a) tendering process and (b) guideline for its National School Nutrition Programme; if not, why not; if so, what are the relevant details? NW2337E
Answer:
(a) The national Department of Basic Education (DBE) coordinates, oversees, monitors and evaluates the National School Nutrition Programme (NSNP) to ensure adherence to policies and all relevant legislation. Programme implementation, including the procurement of goods and services for the NSNP, is the mandate of the Provincial Education Departments. Each province's tender board develops and advertises tender specifications for the procurement of both food items and equipment.
(b) In January 2004 the then Department of Education developed guidelines on the implementation, monitoring and reporting of the programme. The document was provided to all provinces for distribution to all schools participating in the programme. The document highlights the areas such as:
In preparation for the extension of the programme to secondary schools in 2009, the Department developed a Guide for Secondary Schools (available on www.education.gov.za) which has been distributed to each new cohort of secondary schools as they join the programme.
Annually, a Conditional Grant Framework for the NSNP is drawn up, gazetted and published according to the Division of Revenue Act. The Conditional Grant Framework stipulates the conditions to which provincial departments must adhere in their implementation the programme.
QUESTION 1891
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 26/08/2010
(INTERNAL QUESTION PAPER: 17-2010)
Dr J C Kloppers-Lourens (DA) to ask the Minister of Basic Education:
(1) How does the current physical sciences curriculum for Grades 10 to 12 differentiate between the needs and aptitudes of learners who want to follow academically-oriented careers and those who want to become artisans;
Reply:
The current Physical Sciences curriculum provides the basic content and skills that are necessary for learners who want to follow either an academically oriented career or become artisans. The National Curriculum Statement also offers: Electrical Engineering, Civil Engineering, Mechanical Engineering and Engineering Graphics and Design that cater more for learners who would like to follow careers in the technical field, like artisans.
(2) whether she has been informed that educators find it difficult to offer the subject to both of these groups of learners; if not, what is the position in this regard; if so, what are the relevant details;
Reply:
The Department is aware of the challenges facing teachers of Physical Sciences generally. There are many factors that contribute to teacher effectiveness in the classroom and all of these factors are being addressed by the Department. However the Department has developed curriculum support materials to support both teachers and learners. These include exemplar papers, study guides and other electronic and print media, irrespective of the presumed capabilities or presumed career choice of learners.
(3) whether her department has conducted any investigation into (a) the reason for poor Grade 12 physical sciences results in the past two years, (b) the difficulties experienced by educators in offering the subject to the different groups of learners and (c) the feasibility of introducing a more engineering-oriented form of physical sciences as an alternative to the current physical sciences curriculum for Grades 10 to 12; if so, what are the relevant details in each case; if not,
Reply:
(a) The examiners and moderators have written reports on the performance of learners in the grade 12 examinations and have pointed out areas that pose a challenge in Physical Sciences. The Council for Quality Assurance in General and Further Education and Training has also reported on the challenges of the Physical Sciences Curriculum in the Umalusi 2009 Report.
(b) Some of these challenges are being addressed in the NCS Implementation Review process that is underway.
There is no policy at this stage to introduce an engineering form of Physical Science. The matter will be considered
QUESTION 1890
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 26/05/2010
(INTERNAL QUESTION PAPER: 17-2010)
Dr J C Kloppers-Lourens (DA) to ask the Minister of Basic Education:
(1) Whether the approved sum of R254 million allocated to the provision of work book packs for Grades R to 6 will (a) be a cost-saving approach and (b) result in a surplus; if not, why not; if so, what are the relevant details in each case;
(2) whether the (a) publishing industry was excluded from the development and production of these workbook packs for Grades 1 to 6 and (b) tender submission fees will be refunded to the various publishing companies who have submitted tenders; if not, what is the position in this regard; if so, what (i) are the reasons and (ii) justification in each case;
(3) whether any of the panels responsible for the development of these workbooks have been appointed; if not, why not; if so, what is the required (a) composition of each panel and (b) expertise of each panel member appointed;
(4) whether the development process has started; if not, (a) why not and (b) when is it envisaged to start; if so, what are the relevant details;
(5) whether her department has measures in place to deal with the problems regarding the (a) translation of documents into all African languages and (b) standardisation of these languages?
REPLY
1. The allocated funds for the workbooks will be used for development, printing and distribution of the workbooks to all learners in Grades 1-6 in public schools. The decision to develop the workbooks using internal system capacity will realise a cost saving measure for development of the workbooks. The realised savings will be used to ensure that adequate numbers of workbooks are printed and the appropriate teacher support programmes are implemented to support the use of workbooks.
2. (a) The development of workbooks for Grades 1-6 has used the available internal capacity available in the education system. This process complements the workbooks that are developed by the publishing industry to address literacy and numeracy.
(b) The were no submission fees levied for the submission of tender bids in the previous tender on workbooks development that was cancelled.
3. Yes, the Department of Basic Education has appointed a team for the development of the workbooks. This team, including a number of expert developers on short term contracts, comprises a number of African language expert writers also experienced in educational material production who will ensure that the versioning and translating of material is done to the highest standards, numeracy and reading experts, design and layout experts, and people who are familiar with the large scale production of educational material and the training of educators in their use. Virtually all the staff have been employed by the Department in a similar capacity before.
All the writers for the African language materials have a strong linguistic and phonetic background and have published basic textbooks previously. The majority of African Language writers are members of the PANSALB. The writers have all participated in one or more of the following:
· in the translation of the Foundations for Learning milestone documents
· the versioning or translation of the assessment guidelines
· as reviewers for the aforementioned
· as writers for the Kha Ri Gude materials
· as writers for the ABET level 2 materials
· as matric examiners for one of the African languages.
The maths experts comprise maths researchers, academics/teacher trainers and other writers who have previous publishing experience. Components of the materials will be piloted in typical schools.
4. Yes, the development process of workbooks started in June 2010.
5. The workbooks' development teams include some of the best expertise in the African languages which has been deployed to ensure that the versioning and translation of the materials in all South Africa's official languages is done to the highest standards. Some of the writers were involved in the development of the Kha Ri Gude materials which has already won a national award because of its multi-lingual versioning. All the African language writers concerned are well aware of the issues related to African language standardisation given their roles in teacher training, universities and their previous writing of materials for the school system. They have also been engaged in standardisation of concepts in PanSALB.
QUESTION 1875
DATE OF PUBLICATION OF INTERNAL QUESTIONPAPER: 04/06/2010
(INTERNAL QUESTION PAPER: 16-2010)
Dr J C Kloppers-Lourens (DA) to ask the Minister of Basic Education:
Whether her department provided any guidelines to schools in respect of the impact of the 2010 Fifa Soccer World Cup tournament on school hours; if not, why not; if so, what are the relevant details? NW2183E
REPLY:
The Council for Education Ministers resolved that Provincial Education Departments will develop and implement programmes for learners during the soccer world cup.
These programmes are intended to engage learners in pedagogically productive activities while keeping them safe in this period. These plans have been covered in the media, a summery of the activities planned include the following:
· Programmes that are focused on preparing matriculants for the final examinations at the end of the year.
· Provinces are offering a variety of interventions for matriculants including help lines staffed by subject experts, winter schools or camps for learners across districts.
· Government is also working closely with organizations such as UNICEF and other non government organisations to ensure that youngsters are also positively engaged in activities including safety awareness and school enrichment and cultural programmes.
UNICEF South Africa has scheduled twenty one (21 sports festivals in school communities around the country during school holidays, creating opportunities for children to celebrate the World Cup in their own communities.
QUESTION 1874
DATE OF PUBLICATION OF INTERNAL QUESTIONPAPER: 04/06/2010
(INTERNAL QUESTION PAPER: 16-2010)
Dr J C Kloppers-Lourens (DA) to ask the Minister of Basic Education:
(1) Whether she has found that there is a shortage of educators; if not, what is the position in this regard; if so, how will she deal with such shortage;
(2) whether she will make a statement in this regard? NW2167E
REPLY:
(1) Our analysis of available research reveals that the existing shortage is not in overall quantity but in the quality and distribution of educators. The shortage is mainly in certain subject areas and in rural and remote schools. Hence the strategy of the Department has been two-pronged. Firstly, improving the ability of the system to recruit and retain educators by improving the conditions of service for educators. Since the introduction of the Occupation Specific Dispensation (OSD) in 2008, conditions of service for educators were largely improved particularly in monetary terms. On average the income of educators has improved by 38% during this period. Also, other elements such as career pathing opportunities for classroom-based educators were addressed to ensure that they grow both in terms of job enrichment and compensation without them having to take up managerial positions. Other retention strategies include the provision of teacher incentives targeting the scarcity areas and the Teacher Laptop Initiative aimed at improving the working conditions for educators. These are incentives for teachers teaching in rural/remote areas, subject/learning area specific incentives and hard-to-teach areas. Secondly, most importantly recruitment has also been extended to ensure the supply of new teachers into the system. Through the Funza Lushaka bursary scheme the department is contributing directly to the supply of teachers. For example in the 2008-09 financial year about 9200 teacher education students at all 23 higher education institutions were funded through the Funza Lushaka bursary scheme. The bursaries focus on shortage subjects/learning areas/phases such as mathematics, science, languages and foundation phase teaching.
(2) The challenges are being addressed both by improving the retention and the supply of educators in identified areas of shortage. At this stage there is no necessity for a statement to be made.
QUESTION 1856
DATE OF PUBLICATION OF INTERNAL QUESTIONPAPER: 04/06/2010
(INTERNAL QUESTION PAPER: 16-2010)
Mr J R B Lorimer (DA) to ask the Minister of Basic Education:
(1) (a) Upon which research findings was the decision based to use numeracy/mathematics and literacy workbooks as an intervention or attempt to improve learner competence in these two fields and (b)(i) how and (ii) when will the effectiveness of the workbooks be measured;
(a) The Department of Basic Education is increasingly strengthening assessment and measurement activities to provide credible evidence for interventions and support to improve performance in literacy and numeracy. These are monitored through periodic systemic evaluations and annual national assessments. The Systematic Evaluation Report 2006 has also shown that learners at schools where the necessary resources (this includes workbooks) are provided, available and used effectively have 49% chance of performing better than the average performance be learners. The workbooks contain daily activities that outlines the key skills that learners need to improve literacy and numeracy competence in a systematic way.
(b) The effectiveness of the Workbooks will be measured through feedback from teachers, both during their development and during their use in schools in 2011. The results of the Annual National Assessments will further provide an indication of the contribution of the workbooks to learner performance.
(2) whether she has considered to delay the roll-out of these books until 2011; if not, why not; if so, what are the relevant details;
The development of workbooks has coincided with the development of the Curriculum and Assessment Policy Statements (CAPS) which will specify the content and topics that must be taught on a term by term basis. It is planned that the CAPS will be introduced in schools from 2011. It is therefore critical that the workbooks are aligned to the CAPS documents to support teaching and learning. Thus, the workbooks will be introduced in schools in 2011 having incorporated the critical developmental aspects of the CAPS documents.
(3) whether any measures are in place to ensure accountability for the allocated R750 million for this project; if not, why not; if so, what are the relevant details;
The Department complies with the provision of the Public Finance Management Act (PFMA). The plan for the development and distribution of workbooks to schools is consistent with the provisions of the PFMA.
(4) whether any quality assurance processes are in place to ensure that the new material meets the requirements of the National Senior Certificate (NSC) and will ensure value for money; if not, why not; if so, what are the relevant details;
Yes, the material will be developed in line with the curriculum. It will be developed by subject and language experts to ensure that the quality of materials is maintained.
(5) what steps will be taken before the schools begin in 2011 to ensure that educators are trained in the effective use of the workbooks without detracting from the overall context of the NSC? NW2140E
The workbooks will be easy to use material that will require minimal mediation beyond their development. The Department has also ensured that the workbooks are piloted with a variety teachers and schools during their development to ensure that the final product takes into account teacher experiences and professional comments ahead of time. In addition teacher guides will be provided to facilitate effective utilisation of the workbooks.
QUESTION NO 707
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 12/03/2010
INTERNAL QUESTION PAPER:
Mr M M Swathe (DA) to ask the Minister of Basic Education:
Whether her department intends taking any action with regard to deteriorating schools in rural areas; if not, why not; if so, what are the relevant details? NW834E
Draft response
In the 2009/2010 Basic Education Budget speech I have identified rural schools as a key area of focus for my Department. I indicated that my Department will be partnering with the Ministry of Rural Development, as well as with other relevant Ministries such as public works, water affairs and transport to alleviate the conditions at rural schools.
In that regard the Council of Education Ministers (CEM) established a cluster on rural development, infrastructure and budgetary aspects at the CEM meeting of 27 June 2009. The Cluster has been tasked to develop an integrated national implementation strategy for the advancement of quality education and promotion of access to education at rural and farm schools. The implementation strategy will be based on the key focus areas of the Framework.
My department is also working with provincial education departments to develop a National Framework for Quality Education in Rural Areas. The overall aim of the framework is to improve the quality of education and identifies the following key focus areas for action:
a) Improving the quality of teaching and learning in rural and farm schools.
b) Attracting and retaining learners and educators at rural and farm schools.
c) Improving infrastructure at rural and farm schools.
d) Building effective school governance and the management of rural and farm schools.
e) Promoting advocacy and sustainable partnerships to implement programmes directed at broader rural devel
QUESTION 1164
DATE OF PUBLICATION OF INTERNAL QUESTION PAER: 19/04/2010
(INTERNAL QUESTION PAPER: 10-2010)
Mr J R B Lorimer (DA) to ask the Minister of Basic Education:
(1) Whether any additional (a) primary and/or (b) secondary schools are to be built in the Phomolong area; if not, why not; if so, (i) how many schools are to be built and (ii) when will they be completed;
(2) what is the (a) actual and (b) optimal number of learners for the (i) Phomolong Primary School and (ii) Phomolong Secondary School? NW1322E
REPLY:
(1) (a) None (b) None. No new Primary or Secondary schools are planned to be built in the Phomolong area. (i) N/A (ii) N/A
(2) (a) actual number of learners in Phomolong P/Schools = (see TABLE A hereunder)
(b) optimal number of learners in Phomolonng P/S = ( See TABLE A hereunder)
TABLE A
Name of school |
Classrooms |
Actual No. learners |
Optimal no. learners |
Bahale S/S |
22 |
1058 |
770 |
Reiketseditse I/S |
19 |
787 |
703 |
Kweetsa P/S |
25 |
1008 |
1000 |
Moso P/S |
24 |
913 |
960 |
Phomolong P/S |
21 |
613 |
840 |
Total |
111 |
4379 |
4273 |
Learner classrooms ratio for S/S= 35:1
Learner classroom ratio for I/S = 37:1
Learner classroom ratio for P/S= 40:1
Statistics in TABLE A indicate that there is a shortage of 8 classrooms for Secondary (S/S), and 2 for Intermediate (I/S) and a surplus of 7 classrooms for Primary (P/S). This information will used to plan for the provision of the required classrooms during the current Medium Term Expenditure Framework (MTEF) 2010/11 to 2012/13.
QUESTION 1165
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 19/04/2010
(INTERNAL QUESTION PAPER: 10-2010)
Mr J R B Lorimer (DA) to ask the Minister of Basic Education:
Whether her department, in consultation with the department of Transport, intends to reduce the speed limit around all schools; if not, why not; if so, (a) when will this be done and (b) what will the speed limit be reduced to? NW1323E
RESPONSE
The speed limits are determined by the Road Traffic Management Corporation who knows the zones allocated per area. They also determine the requisite speed limits around schools depending on location. The speed limit is also determined by the nature of the zone and might differ according to the residential status of the area.
Since the determination is done by RTMC, the department is unable to ascertain exactly when speed limits would be reduced at a particular school.
QUESTION 832
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER
(INTERNAL QUESTION PAPER)
Mr J R B Lorimer (DA) to ask the Minister of Basic Education:
1) Whether any provincial Members of the Executive Council have granted permission for teachers to be away from schools for any period of the day during the school term for trade union events; if not, what is the position in this regard; if so, what are the relevant details;
(2) whether it is the policy of her department to support the closure of schools during the school term for any periods for trade union events; if not, what is the position in this regard; if so, what are the relevant details? NW967E
Answer
1. I am not aware of any Provincial Member of the Executive Council that has granted permission for teachers to be away from schools for any period of the day during the school term for trade union events. However, I have requested my Department to verify from Provincial Education Departments whether such permission was granted and the relevant details. I will provide the information when it is available..
2. No, it is not the policy of the Department to support the closure of schools during the school term for any period for trade union events. However, if the Honourable Member has such information, I will appreciate to have details thereof in order to conduct investigations and take appropriate action where applicable.
QUESTION 839
Mr J R B Lorimer (DA) to ask the Minister of Basic Education
Whether each Provincial Education Department has announced its goals for 2010; if so, what are these goals for each province; if not, (a) why not, (b) what steps has the department taken to obtain this information and (c) when is it expected that the outstanding information will be supplied.
REPLY:
No.
Departments have different priorities. However, Schooling 2025 and the Basic Action Plan will ensure that basic sector departments align their priorities and plans accordingly for purposes of monitoring and accountability on set outcomes and targets. Consultation processes are ongoing and once finalized all departments will have properly aligned plans and priorities. Departments will be accorded an opportunity to adjust their plans and priorities to respond to sector outcomes and targets.
QUESTION 844
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 23/03/2010
(INTERNAL QUESTION PAPER: 8-2010)
844. Dr J C Kloppers-Lourens (DA) to ask the Minister of Basic Education:
(1) Whether she received an invitation to participate in the initiative of the three teachers' unions, SAOU, Naptosa and Sadtu, to enter into a social contract with other social partners and stakeholders in education, aiming at establishing all schools in SA as centres of excellence; if not, what is the position with regard to this initiative; if so,
Response
The Minister of Basic Education met with all three teacher unions (SAOU, Naptosa and Sadtu) to discuss the social contract. At the meeting, all parties agreed that the social contract was a follow up to the Quality Learning and Teaching Campaign (QLTC) launched by all education stakeholders in October 2008. Consequently all parties agreed on the importance of making the campaign a sustainable programme.
(2) whether she has accepted the invitation; if not, why not; if so, what are the relevant details;
Response
The Minister has agreed to be part of the social contract as it gives expression to the QLTC. Already, a steering committee consisting of all Education Unions, School Governing Body Associations, Provincial Education Departments and the Department of Basic Education meets on a regular basis. One of the immediate outcomes for the coming period the development of an action plan for the implementation of the QLTC.
(3) whether she will make a statement on the matter? NW980E
Response
The Minister has, on a number of occasions, made pronouncements on the QLTC.
QUESTION 832
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER
(INTERNAL QUESTION PAPER)
Mr J R B Lorimer (DA) to ask the Minister of Basic Education:
1) Whether any provincial Members of the Executive Council have granted permission for teachers to be away from schools for any period of the day during the school term for trade union events; if not, what is the position in this regard; if so, what are the relevant details;
(2) whether it is the policy of her department to support the closure of schools during the school term for any periods for trade union events; if not, what is the position in this regard; if so, what are the relevant details? NW967E
Answer
1. I am not aware of any Provincial Member of the Executive Council that has granted permission for teachers to be away from schools for any period of the day during the school term for trade union events. However, I have requested my Department to verify from Provincial Education Departments whether such permission was granted and the relevant details. I will provide the information when it is available..
2. No, it is not the policy of the Department to support the closure of schools during the school term for any period for trade union events. However, if the Honourable Member has such information, I will appreciate to have details thereof in order to conduct investigations and take appropriate action where applicable.
QUESTION 1087
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 30/03/2010
(INTERNAL QUESTION PAPER: 7-2010)
1087. Mr D A Kganare (Cope) to ask the Minister of Basic Education:
(1) (a) How many teachers (i) have been given laptops in each province in accordance with the Laptops For Teachers initiative as announced in the Government Gazette of 8 May 2009 (details furnished) and (ii) received training to maximise the use of these laptops and (b) how much did each province (i) budget for and (ii) spend on these laptops;
(2) whether each province spent the money budgeted for these laptops; if not, why not; if so, what are the relevant details;
(3) (a) what type of training was given and (b) by whom;
(4) whether these laptops are utilised to their maximum by teachers; if not, why not;
(5) whether the provision of these laptops has improved the quality of teaching; if not, what is the position in this regard; if so, which instrument is she using to assess the impact of the initiative? NW1238E
REPLY
(1) (a) (i) It must be explained that teachers are not given laptops, qualifying teachers are paid a monthly allowance that is aimed at contributing to their acquiring of the ICT package (laptop, software, connectivity). The implementation of the Teacher Laptop Initiative is still at an early stage only one province (North West) started implementation in the last month of the 2009/10 financial year and; (ii) no information is available at this stage
(b) (i) and (ii) Most PEDs will start implementing in 2010/11 financial year. One of the reasons why implementation did not commence in July 2009 as stated in the policy is that PEDs did not have funds for the 2009/10 financial year.
(2) As explained above PEDs had no funds for 2009/10 financial year.
(3) (a) and (b) no information available at this stage
(4) Mechanisms will be put in place to monitor the usage. At this stage the existing mechanisms will only monitor the possession of the laptop not the usage. However, all educators are expected to sign a code of conduct in which they will commit to further the objectives of the initiative by using the facility for teaching and learning.
(5) A formal evaluation will be conducted after a significant number of educators have obtained and used the ICT package for at least a year.
QUESTION 586
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 5/3/2010
(INTERNAL QUESTION PAPER: 6-2010)
Mr J R Lorimer (DA) to ask the Minister of Basic Education:
(1) (a) Which schools in each province have vacant principal's posts and (b) since what date has each of these posts been vacant;
(2) whether each of these schools has an acting principal in place; if not, why not; if so, when was every acting principal appointed;
(3) what is the average length of time in each province that principals' posts have remain (a) unfilled and (b) unfilled by a permanent appointment? NW702E
REPLY
EASTERN CAPE DEPARTMENT OF EDUCATION
The vacancies should be considered in the light of the following contextual factors:
1.1 The ECDoE- has for the past two to three years has not been advertising school principal posts in schools with less than 100 learners as it seeks to embark on rationalisation of schools that are very small.
1.2 Some of the vacancies are in schools with less than 100 learners which are therefore not being advertised hence the lengthy vacancy periods.
1.4 Whereas some of the vacant posts have been advertised it does occur that filling is delayed due to disputes.
1.5 The last major principal bulletin was issued in April 2009 and the one intended to be released towards the end of 2009 was delayed due to technical labour related issues.
1.6 The Department's policy for school based educator posts allows for the appointment of acting principals in terms of the relevant ELRC Collective Agreements. Hence between April 2009 and December 2009, 404 acting principals were appointed. Acting appointments are renewed or extended as the need arises.
1.7 The acting appointment information is based on what has been received and what has been implemented on PERSAL: cases which are still being processed at school/ circuit and district level are not reflected as there are no records thereof at this point in time
QUESTION 587
DATE OF PUBLICATON OF THE INTERNAL QUESTION PAPER
(INTERNAL QUESTION PAPER: 6-2010)
Mr J R Lorimer (DA) to ask the Minister of Basic Education:
(1) Whether any vacancy lists have been published in each specified province in each of the three most specified years for which information is available; if so, on what date was each of these lists published;
(2) whether any province is intending to publish vacancy lists in 2010; if not, why not; if so, when? NW703E
REPLY
(1) Vacancy lists have been published by the following provinces on the dates indicated below.
EASTERN CAPE
Year |
Volume |
Number of Posts |
Description of Vacancy List |
2007 |
|||
01 June 2007 |
Volume 1/2007 |
166 |
Principal posts at public schools and Education Therapist posts at special schools |
27 July 2007 |
Volume 2/2007 |
99 |
Educator posts at public FET Colleges |
30 November 2007 |
Volume 3/2007 |
165 |
Principal posts |
2008 |
|||
07 March 2008 |
Volume 2/2008 |
114 |
Mathematics and science post Level 1 Educator posts |
18 April 2008 |
Volume 3/2008 |
932 |
Mathematics and mathematical Literacy Post level 1 Educator posts |
11 June 2008 |
Volume 4/2008 |
194 |
Principal posts |
09 July 2008 |
Volume 5/2008 |
282 |
Post level 1 Educator posts |
06 October 2008 |
Volume 6/2008 |
248 |
FET College Lecturer posts |
06 October 2008 |
Volume 7/2008 |
87 |
Principal posts |
21 October 2008 |
Volume 8/2008 |
1685 |
HOD & Deputy Principal posts |
13 November 2008 |
Volume 7/2008 Addendum |
99 |
Principal posts |
13 November 2008 |
Volume 9/2008 |
319 |
HOD & Deputy Principal posts |
2009 |
|||
28 January 2009 |
Volume 1/2009 |
462 |
Post level 1 Educator posts |
31 March 2009 |
Volume 1/2009 Addendum |
453 |
Post level 1 Educator posts |
22 June 2009 |
Volume 1/2009 Errata |
52 |
Post level 1 Educator posts |
23 April 2009 |
Volume 2/2009 |
240 |
Principal posts |
22 June 2009 |
Volume 3/2009 |
835 |
HOD & Deputy principal |
18 August 2009 |
Volume 4/2009 |
6 |
Principal, Post level 1 and Occupational Therapist posts |
NORTH WEST
Year of publication |
Number of publication |
Date of publication |
Date of assumption of duty |
2009 |
Open Vacancy List No 1 of 2009 [Educator posts Post level 1] |
February 2009 |
1 April 2009 [Extended to 1 July 2009] |
Open Vacancy List No 2of 2009 [Promotional posts] |
February 2009 |
1 April 2009 [Extended to 1 July 2009] |
|
Addendum Open Vacancy List No 3 of 2009 |
March 2009 |
Withdrawn |
|
Addendum Open Vacancy List No 4 of 2009 |
March 2009 |
Withdrawn |
|
Open Vacancy List No 5 of 2009 [Educator posts Post level 1] |
March 2009 |
1 April 2009 [Extended to 1 July 2009] |
|
Open Vacancy List No 6 of 2009 [Promotional posts] |
March 2009 |
1 April 2009 [Extended to 1 July 2009] |
|
Open Vacancy List No 7 of 2009 [Only Principal posts] |
August 2009 |
1 October 2009 |
|
Open Vacancy List No 8 of 2009 [Educator posts Post level 1] |
October 2009 |
1 January 2010 |
|
Open Vacancy List No 9 of 2009 [Promotional posts] |
October 2009 |
1 January 2010 |
|
2008 |
Open Vacancy List No 1 of 2008 [Only Principal posts] |
July 2008 |
1 September 2008 |
2007 |
Open Vacancy List No 1 of 2007 [Only Principal posts] |
June 2007 |
1 July 2007 |
WESTERN CAPE
The Western Cape Education Department published 2 vacancy lists per year:
Year |
Date of Publication |
2007 |
22 February 2007 and 31 May 2007 |
2008 |
8 February 2008 and 6 August 2008 |
2009 |
9 February 2009 and 6 August 2009 |
Information with regard to Free State, Gauteng, Kwa-Zulu Natal, Limpopo, Mpumalanga, and Northern Cape not available at the time of responding to this question. The information has however been requested.
(2) The following provinces intend publishing vacancy lists in 2010 as stipulated below.
EASTERN CAPE
The Eastern Cape Education Department is issuing final post establishments to schools on 12 March 2010 and is planning to publish its first vacancy list by 14 May 2010. It is also planned to issue vacancy lists on a quarterly basis thereafter.
NORTH WEST
The following Open Vacancy Lists will be published in 2010:
Date of publishing |
Post Description |
Date of assumption of duty |
April 2010 |
Open Vacancy List Promotional Posts |
1st July 2010 |
July 2010 |
Open Vacancy List Educator Posts [Post level 1] |
1st January 2011 |
July 2010 |
Open Vacancy List Promotional Posts |
1st January 2011 |
WESTERN CAPE
The Western Cape Education Department will be issuing 5 vacancy lists in 2010.
Dates as follows:
Vacancy List |
Description of posts |
Date |
Vacancy List 1/2010 |
Principals posts |
9 February 2010 |
Vacancy List 2/2010 |
Deputy Principal and Departmental Head posts |
12 April 2010 |
Vacancy List 3/2010 |
Post Level 1 posts |
13 July 2010 |
Vacancy List 4/2010 |
All Promotion posts |
3 August 2010 |
Vacancy List 5/2010 |
Post Level 1 posts |
3 August 2010 |
Information with regard to Free State, Gauteng, Kwa-Zulu Natal, Limpopo, Mpumalanga, and Northern Cape not available at the time of responding to this question. The information has however been requested.
NATIONAL COUNCIL OF PROVINCES
FOR WRITTEN REPLY
QUESTION 310
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 26/08/2010
(INTERNAL QUESTION PAPER: 23-2010)
Mr S H Plaatjie (COPE-NW) to ask the Minister of Basic Education:
(1) Whether each educator has received a computer laptop as promised in terms of the e-Education initiative; if not, how far is the implementation in this regard; if so, how many of the 360 000 educators in the system have received computer laptops;
(2) whether all educators are being trained on how to integrate the Information and Communications Technology (ICT) into their curriculum; if not, why not; if so, what are the relevant details? CW406E
REPLY
(1) As part of the Teacher Laptop Initiative, educators who purchase an ICT
package in line with the specified requirements will have access to a
monthly allowance of R130.00. The allowance will contribute towards
payment for the ICT facility. At this stage none of the Provincial
Education Departments (PEDs) have implemented the allowance.
However, the reports received from the PEDs as at the middle of August
2010 were six of the nine provinces (Free State, KwaZulu-Natal,
Limpopo, Mpumalanga, North West and Western Cape) indicated that
they would commence implementation within the 2010/11 financial year.
Potentially, based on the plans and existing funding, about 143 000
educators will be eligible to apply for and receive the allowance. It should,
however, be noted that the final figure will depend on the actual number
of educators who show interest and apply for the allowance.
.
(2) Self-training software and material is included in the minimum specifications of the package the teacher is required to purchase. This
includes basic skills training in using the computer technology in everyday life and ICT skills for teachers which involves specific aspects of using ICT for teaching and learning. These training materials could also be used by schools, districts and PEDs for organized training for groups. PEDs and teacher unions will organize training sessions as the uptake of the Laptops allowances rises.
QUESTION 313
(INTERNAL QUESTION PAPER)
Mr A M Mpontshane (IFP) to ask the Minister of Basic Education:
How many schools in each province still need (a) libraries, (b) laboratories and (c) toilets? NW337E
REPLY:
The total number of schools (primary and secondary ordinary) need:
(a) Libraries
Province |
Number of Schools without libraries |
Eastern Cape |
5128 |
Free State |
1194 |
Gauteng |
846 |
KwaZulu-Natal |
4632 |
Limpopo |
3642 |
Mpumalanga |
1527 |
North West |
1374 |
Northern Cape |
432 |
Western Cape |
690 |
National |
19465 |
(b) laboratories
Province |
Number of Schools without laboratories |
Eastern Cape |
5184 |
Free State |
1279 |
Gauteng |
1223 |
KwaZulu-Natal |
5128 |
Limpopo |
3699 |
Mpumalanga |
1636 |
North West |
1428 |
Northern Cape |
431 |
Western Cape |
953 |
National |
20961 |
(c) Toilets
Province |
Number of Schools |
Eastern Cape |
524 |
Free State |
80 |
Gauteng |
4 |
KwaZulu-Natal |
135 |
Limpopo |
44 |
Mpumalanga |
17 |
North West |
37 |
Northern Cape |
3 |
Western Cape |
2 |
National |
846 |
Note: The above mentioned schools have no sanitation facilities.
QUESTION 314
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 19/02/2010
(INTERNAL QUESTION PAPER 2/1020)
Mr A K Mpontshane (IFP) to ask the Minister of Basic Education:
(1) Whether teenage pregnancies continue to be a problem in schools; if not, what is theposition in this regard; if so, what is the statistical exposition of the situation;
(2) whether her department has provided guidelines to help schools deal with teenage pregnancies; if not, why not; if so, how effective have these guidelines been in assisting schools to curb teenage pregnancies? NW338E
Draft response
Teenage pregnancy is amongst the major concerns facing young people in South Africa today. It is one that compromises their future, as well as their emotional and physical well being. Moreover, it is a phenomenon that goes against the kind of society we want to live in, and the kind of generation that we want to raise.
Since 2007, when the Department released the Measures for the Prevention and Management of Learner Pregnancy (Annexure 1), the Department has focused on working with education stakeholders focusing on ways in which teachers, schools and school communities can prevent and manage teenage pregnancy when it occurs. These initiatives have included the first three editions of the Genderations series, support materials for teachers which appeared in the Teacher newspaper between September and November 2008.
In January and February 2009, the Department held District workshops in three provinces (Mpumalanga, Limpopo and Eastern Cape), focusing on teenage pregnancy, as well as sexual harassment and violence in schools. These workshops and other discussions on teenage pregnancy have shown that teachers and officials struggle to manage teenage pregnancy, in particular the policies that focus on keeping girls in school and ensuring that they return to education after giving birth. There is uneven implementation of the return to school policy, and reports have been received that some principals have used the Measures document, to prevent girls from returning to school after giving birth. All provinces are working hard to ensure that this does not happen.
In 2008, the Department commissioned research on teenage pregnancy with a focus on school-going learners. The study examined the prevalence, determinants, as well as effects of teen pregnancy in South Africa. The study came about through recognising the huge public concern about teenage pregnancy, in particular amongst schoolgirls.
In August 2009, the Department convened a national seminar to release the research report. The research report highlighted the following:
- That there is a decline in teenage fertility in South Africa;
- That remaining in the education system is a strong factor in preventing teenagers from falling pregnant;
- That learner pregnancies are concentrated in Kwazulu-Natal, Eastern Cape as well as Limpopo provinces (predominantly rural);
- That learner pregnancies are more concentrated in schools located in poor neighbourhoods, schools that are under-resourced; and schools with a significant age differential / age mixing between learners; and
- That older adolescents (17-19) account for > 90% of teen fertility, and that rates are higher among African (71/1000) & Coloured (60/1000) teens than among White (14/1000) & Indian (22/1000) teens.
Whilst the study's conclusion is that there is a decline in teenage fertility – the prevalence of teenage pregnancy in South Africa, specifically in public schools, is unacceptably high.
The report is available on the Department's website at www.education.gov.za and has been presented to a number of stakeholders, including the Portfolio committee on Basic Education, a joint sitting with the Portfolio Committee on Women, children and persons with disabilities.
Certain determinants of teenage pregnancy occur within the private domain. It is therefore mainly within families, churches and communities that some remedies must evolve and be implemented. A strong partnership is required between Government, civil society, faith based organizations, learners, school governing bodies, the unions, the media and other sectors of our society in order to address this issue successfully.
NATIONAL COUNCIL OF PROVINCES
FOR WRITTEN REPLY
QUESTION 318
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 03/09/2010
(INTERNAL QUESTION PAPER: 24-2010)
Mr M J R de Villiers (DA-WC) to ask the Minister of Basic Education:
(1) Whether all provincial departments of education have complied with the provisions of the Division of Revenue Act, Act 12 of 2009, in the 2009-10 financial year; if not, (a) which provincial departments have failed to comply and (b) what are the details of non-compliance in each case; if so, what are the relevant details;
(2) whether any measures were being taken to bring the non-compliant provinces in line with the provisions of the said act; if not, why not; if so, what are the relevant details;
(3) whether she will make a statement on the non-compliance of certain provincial departments? CW413E
REPLY
1. All Provincial Education Departments complied with section 12 of the Division of Revenue Act, 2009 by submitting monthly and quarterly reports to the national Minister of Basic Education as required.
2. Not applicable
3. Not applicable
NATIONAL COUNCIL OF PROVINCES
FOR WRITTEN REPLY
QUESTION 231
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 04/06/2010
(INTERNAL QUESTION PAPER: 15-2010)
Mr K A Sinclair (COPE-NC) to ask the Minister of Basic Education:
Whether any scientific investigation has taken place or will take place this year to determine whether language deficiency among school learners, in respect of home language as well as English, was constituting a fundamental failure in education; if not, what is the position in this regard; if so, what are the relevant details? CW302E
Reply
The Systemic Evaluation of 2006, showed language to be one of the key predictors of performance- where learners whose home language is the same as the Language of Teaching and Learning (LoLT), learners have a 49% chance of performing better.
International research studies further confirm that learning in the home language yields cognitive advantages for school learners, especially in the early years of schooling. It affirms their self-worth and identity, they demonstrate increased lively participation in classroom processes; their levels of self- assurance are raised as is their critical engagement with their teacher. Conversely, children all over the world who are submerged in an education system through an additional language demonstrate loss of self- confidence and low esteem.
It has been a practice in the majority of schools to use home languages as the (LoLT) in the Foundation Phase (Grades R-3) and switch to English as the LoLT from Grade 4 onwards. This abrupt transition to English as LoLT has not been without its challenges. Hence the Minister of Basic Education has recommended that English be taught as a subject from Grade 1. This will ease learners into using English as LoLT in Grade 4.
The DBE will continue to strengthen the teaching and learning of home languages and English as a First Additional Language through a variety of support programmes.
NATIONAL COUNCIL OF PROVINCES
FOR WRITTEN REPLY
QUESTION 233
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 04/06/2010
(INTERNAL QUESTION PAPER: 15-2010)
Mr M J R de Villiers (DA-WC) to ask the Minister of Basic Education:
(1) Whether any schools were found to be dysfunctional in 2009; if not, what is the position in this regard; if so, (a) how many in each province, (b) which schools and (c) what were the reasons for this in each case;
(2) whether the district managers informed her department in this regard; if not, what is the position in this regard; if so, what are the relevant details;
(3) whether any action has been taken against district managers who failed to inform her department; if not, why not; if so, (a) what action, (b) against whom was the action taken and (c) what steps were taken to address the problems in each case? CW304E
RESPONSE
(1) The Department of Basic Education assessed the performance of schools in the 2009 National Senior Certificate Examinations. The findings indicated that there were 506 schools that achieved between 0 -20% in the NSC. Of these 19 schools achieved 0%. In response to this investigation the DBE developed the Rapid Assessment and Remediation Initiative to decisively respond to schools that have dramatically underperformed. This was with a view to diagnosing the challenges that have contributed to the underperformance in schools and introduce short term interventions that address these problems. The assessment indicates that these schools are dysfuntional and require major interventions in terms of infrastructure, management, human resource development and teacher development.
(a) The following table shows the number of schools in each province.
PROVINCE NAME |
CENTRE NAME |
EASTERN CAPE |
108 |
FREE STATE |
4 |
GAUTENG |
11 |
KWAZULU-NATAL |
119 |
LIMPOPO |
186 |
MPUMALANGA |
70 |
NORTH WEST |
5 |
NORTHERN CAPE |
2 |
WESTERN CAPE |
1 |
TOTAL |
506 |
(b) The list of schools per province is attached at ANNEXURE A.
(c) The provincial reports have identified the following factors to have contributed to the reported underperformance of the schools.
1.1 The lack of leadership by principals at schools demonstrated by the lack of management competences and the lack of supervision of the work of teachers and learners.
1.2 School management teams which do not understand their roles and responsibilities and are unable to monitor curriculum delivery in schools.
1.3 Vacant and unfilled teacher posts which hamper curriculum delivery in schools.
1.4 The prevalence of teacher absenteeism, limited teaching and contact time and late coming, all of which compromise curriculum delivery.
1.5 Learners' problems associated with absenteeism and truancy, drug and alcohol abuse, ill discipline, and teenage pregnancy and in places habitual late coming of learners to school.
1.6 Curriculum planning at the level of the school which results in inappropriate subject offerings and combinations, as well as ineffective time tabling
1.7 Teachers subject knowledge gaps have also contributed to the underperformance.
1.8 Lack and/or shortage of textbooks and relevant learning and teaching support materials.
1.9 Lack of support to schools from the School Governing Bodies and parents
Although not mentioned by provinces, the Department of Basic Education has also noted that there are instances where district support of schools is inadequate. Schools have been left to implement school improvement plans yet they do not have the necessary capacity to do so.
NATIONAL COUNCIL OF PROVINCES
FOR WRITTEN REPLY
QUESTION 234
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 04/06/2010
(INTERNAL QUESTION PAPER: 15-2010)
Mr M J R de Villiers (DA-WC) to ask the Minister of Basic Education:
(a) What are the details of the Teacher Performance Appraisal System (TPAS) of her department, (b) what role-players are involved in the development of the system, (c) when will the system be completed and (d) what process will be followed to implement the system? CW305E
Answer:
(a) The Department of Basic Education (DBE) has been implementing the Integrated Quality Management System (IQMS) since 2003. The system is used to identify needs for teacher development purposes as well as evaluate educators for payment of rewards for good performance.
Due to the challenges that have been experienced in implementing the system, a decision was taken at the Teacher Development Summit held in June 2009, that the IQMS be revised through delinking instruments for Performance Measurement(PM) from that of Developmental Appraisal (DA). A simplified and streamlined instrument for both DA and PM needs to be developed.
In line with the above decision, a new Teacher Performance Appraisal system (TPAS) is being developed. The system will have the following components:
1. Purpose
The purpose of the TPAS, amongst others, is to assess the levels of competence of educators, to enhance good performance and to improve the quality of teaching and learning in schools.
2. Roles and responsibilities
The principal will be responsible for assessing teachers with the assistance of the School Management Team (SMT).
3. Performance Appraisal Instrument
The performance standards in the current IQMS instrument for educators will be streamlined and simplified.
4. Implementation process
It is proposed that the performance appraisal of educators will be conducted annually by the principal during the 1st quarter of the subsequent school year. There will also be informal quarterly assessments. This will allow for the appraisal to be holistic and be based on the educator's overall performance over the previous 12 months.
5. Moderation
The moderation process will form an integral part of the system in order to validate and ensure consistency in the application of the TPAS. The moderation of the educators' scores will be conducted by the district office, under the supervision of the District Director.
(b) The DBE will be responsible for developing the system in consultation with the unions represented in the Education Labour Relations Council (ELRC).
(c) It is expected that the system will be finalize in the ELRC by the end of 2010, for implementation in 2011.
(d) Once the system has been finalized, the DBE will be responsible for the training of all principals and circuit managers. This will be followed by an advocacy campaign for all educators.
NATIONAL COUNCIL OF PROVINCES
FOR WRITTEN REPLY
QUESTION 238
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 04/06/2010
(INTERNAL QUESTION PAPER: 15-2010)
Mrs E C van Lingen (DA-EC) to ask the Minister of Basic Education:
(1) Whether there is a policy in place with regard to the (a) maintenance of school hostels and (b) presenting of such an annual budget to each provincial department; if not, why not; if so, (i) what formula is used to calculate such maintenance budget, (ii) how does this calculation relate to the size of the hostel building, (iii) what percentage of the education budget should be utilised for such maintenance and (iv) what are the further relevant details;
(2) (a) what is the maintenance budget in the Eastern Cape for each school hostel, (b) in which towns are they located, (c) what is the total number of learners residing in each hostel and (d) how do school hostels feature in the school rationalisation programme of her department? CW309E
Reply
(1) (a) The Department of Basic Education is currently in the process of developing a Hostel policy to guide the building and maintenance of hostels. The policy will be finalised by March 2011.
(b) The Department of Basic Education currently does not have figures to indicate how much provinces have set aside for the maintenance of hostels specifically, as the maintenance budget is not aggregated per hostel. Provinces have only recently began to set aside a small percentage of their total infrastructure budget allocations for the maintenance of all facilities. This percentage is determined by the provinces based on their budget allocation and pressures. However, a request has been sent to provinces to provide information on what has been set aside for hostel maintenance and the information will be provided as soon as it is available.
(2) (a) There is currently no maintenance budget for each school hostel in the Eastern Cape due to a lack of funds. Each school however receives a day to day maintenance allocation and the schools with hostels are expected to use this allocation for minor maintenance on their schools and hostels. (see the attached spread sheet ) The major renovations at hostels are referred to the Infrastructure unit at the provincial office. In the current plan for the 2010/11 financial year the following hostels appear for renovations:
Jansenville HS – R19 000.00
Nyanga SSS – R 94 000.00
Spandau HS – R 104 000.00
A large amount of the infrastructure budget had to be spent on new hostels in the past two financial years. In total an amount of R 355 million was spent on schools with hostels; which includes a Youth Care Centre at a cost of R 255 million.
(b) On the attached spread sheet there is a field that indicates in which town a school with a hostel is situated.
(c) Only the enrolment of the pupils at the schools with hostels is available on the spread sheet
(d) The rationalization process of schools in the Eastern Cape is still in the consultation phase and when schools with hostels eventually merge, so will their hostels.
NATIONAL COUNCIL OF PROVINCES
FOR WRITTEN REPLY
QUESTION 244
DATE OF PUBLICATION OF INTERNAL PUBLICATION: 23/07/2010
(INTERNAL QUESTION PAPER: 16-2010)
244. Mr D B Feldman (COPE-Gauteng) to ask the Minister of Basic Education:
Whether her department will support the running of a school pilot project to determine whether vocabulary deficit is the fundamental problem underlying educational failure in South African schools; if not, why not; if so, (a) when and (b) where will this project be done with the help of those willing to contribute voluntarily to this effort? CW315E
REPLY
(a) No. The department will not consider running a pilot project to determine whether vocabulary deficit is the fundamental problem underlying educational failure. This is because vocabulary is one part of a broad spectrum of aspects to ensure that learners become literate.
(b) The department, has put in place various initiatives that address poor performance in Literacy. These include:
· the Foundations for Learning programme through which teachers have been given clear guidelines on the key aspects to be taught and learnt in each quarter and the minimum time allocation for each aspect; the necessary resources to support teaching and learning and assessment. In addition, the necessary resources such as lesson plans and teaching and learning materials such as charts; books and other manipulatives have also been provided. These are intended to develop literacy skills in young people.
· the Annual National Assessments, through which learner performance is measured each year. The literacy results for 2009, indicate an improvement in Grade 3 scores. In 2011, a full scale evaluation will be conducted to assess the impact of the various initiatives to improve literacy.
· the provision of age appropriate reading materials in relevant languages to learners in the early grades through the Drop All and Read project and are other initiatives to inculcate a love for reading in the early years. In 2011 the Department will also provide learners with workbooks to support literacy programmes.
QUESTION 1657
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 28/05/2010
(INTERNAL QUESTION PAPER: 15 – 2010)
1657. Mr M Waters (DA) to ask the Minister of Basic Education:
(1) Whether her department (a) has undertaken any HIV/Aids education campaigns at any schools (i) in the (aa) 2007-08, (bb) 2008-09 and (cc) 2009-10 financial years and (ii) during the period 1 April 2010 up to the latest specified date for which information is available; if not, what is the position in this regard; if so, (i) which (aa) schools, (bb) provinces and (cc) grades were included in this HIV/Aids education campaign;
(2) whether her department is planning to undertake such campaigns in the 2010-11 financial year; if not, why not; if so, (a) which (i) schools, (ii) provinces and (iii) grades were included in this HIV/Aids education campaign, (bb) which organisation presented the HIV/Aids education campaign and (cc) what was the cost in each financial year;
(3) whether she intends extending the HIV/Aids education campaign to other schools and grades; if not, why not; if so, (a) when, (b) to which schools, (c) to which grades and (d) what is the estimated budget? NW1919E
Response:
The primary response towards HIV and AIDS in the school setting is through the HIV and AIDS Life Skills Education Programme that was introduced in the General Education and Training Band (Grades 4-9) in 2000. In 2005, the programme was extended to the Foundation Phase (Grades R-3) and the FET Band (schools and colleges – Grades 10-12). In order to ensure a mainstreamed response, the programme is implemented in all schools through the curriculum. However, on an annual basis, a number of schools are selected by provinces for focused implementation. Such focused implementation includes advocacy campaigns targeted at the broader school community.
The programme is funded through a conditional grant from National Treasury. The provincial budget allocation for the HIV and AIDS Life Skills Education Programme is outlined in Table 1. The allocation for advocacy campaigns represents approximately 3-7% of the total provincial allocation for the Life Skills Education Programme. Provinces also work with a range of institutions to supplement and expand the reach of the programme.
Table 1: Budget allocation for the HIV and AIDS Life Skills Education Programme:
2007/8–2012/3
Province |
2007/08 |
2008/09 |
2009/10 |
2010/11 |
2011/12 |
2012/13 |
R'000 |
R'000 |
R'000 |
R'000 |
R'000 |
R'000 |
|
Eastern Cape |
26 797 |
28 543 |
30 167 |
32 189 |
34346 |
35322 |
Free State |
9 218 |
9 800 |
10 341 |
10 866 |
11772 |
12561 |
Gauteng |
22 416 |
23 886 |
25 253 |
26 202 |
28175 |
29217 |
KwaZulu-Natal |
35 292 |
37 610 |
39 765 |
42 686 |
45114 |
46876 |
Limpopo |
23 005 |
24 495 |
25 882 |
28 322 |
28088 |
30012 |
Mpumalanga |
13 010 |
13 848 |
14 626 |
15 392 |
16388 |
17486 |
Northern Cape |
3 454 |
3 648 |
3 828 |
4 084 |
4357 |
4649 |
North West |
11 493 |
12 229 |
12 912 |
12 912 |
14700 |
15685 |
Western Cape |
13 010 |
13 848 |
14 626 |
15 392 |
16388 |
17486 |
Total |
157 695 |
167 907 |
177 400 |
188 045 |
199 328 |
209 294 |
A request was made to provinces to report on HIV and AIDS education campaigns conducted since 2007 as well as plans for the 2010-2011 financial year. Reports were received from six provinces (Free State, KwaZulu-Natal, Limpopo, Mpumalanga, Northern Cape & Western Cape). Responses received from provinces thus far are summarised in Tables 2-4 as attached.
QUESTION 1668
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 28/05/2010
(INTERNAL QUESTION PAPER: 15 – 2010)
Dr J C Kloppers-Lourens (DA) to ask the Minister of Basic Education:
(1) Whether she or her department has any plan to stop bullying in schools; if not, why not; if so, what are the relevant details;
(2) whether her department has a policy document that provides guidance to educators on how to deal with bullying in schools; if not, (a) why not, (b) when is it envisaged for such a document to be developed and (c) what guidelines are used in the absence of such a document; if so, (i) what are the relevant details and (ii) where can a copy of the document be obtained;
(3) (a) what is the role of educators in addressing this problem and (b) what (i) information and (ii) training does her department provide;
(4) whether the curriculum provides for (a) discouraging learners to participate in bullying activities, (b) informing learners of the dangers of such a culture, (c) guiding learners to develop coping strategies and (d) punishing offending learners; if not, why not, in each case; if so, what are the relevant details in each case? NW1930E
REPLY
(1) Bullying is an offence; a violation of a child's right to physical and psychological safety and is in direct contrast with my Department's objective to create safe, caring and child-friendly schools. In order to curb incidences of bullying in schools my Department has developed an example Code of Conduct for Learners to guide School Governing Bodies, principals and teachers to draw up their own context-specific Codes of Conduct for Learners. Section 8(4) of the SA Schools Act provides that the Code of Conduct of a school binds all learners attending a school. All learners are expected to sign a statement of commitment to the Code of Conduct. The administration of the Code of Conduct is the responsibility of the Disciplinary Committee of the School.
(2)(i) The examplar Code of Conduct for Learners addresses inappropriate learner behaviour, such as bullying, and describes the disciplinary system to be implemented by the school concerning transgressions by learners. The Code of Conduct applies to all learners while they are on the school premises or when they are away from the school representing it or attending a school function. Schools are therefore responsible to provide an environment for the delivery of quality teaching and learning by promoting the rights and safety of all learners, teachers and parents; ensuring learners' responsibility for their own actions and behaviours; prohibiting all forms of unfair discrimination and intolerance and eliminating disruptive and offensive conduct.
Furthermore my Department has implemented the Hlayiseka Early Warning System, which serves as a tool for SGBs, principals, teachers, learners and parents to identify and manage risks and threats of violence. The key pillars of this system include the development and integration of physical, reactive and proactive systems to ensure safe and healthy schools. A learner survey form is provided to identify incidences of bullying, the immediate impact thereof and coping strategies applied by learners to put an end to bullying. The survey on bullying provides schools with an indication of the prevalence thereof amongst learners and to develop intervention strategies to combat bullying.
In March 2010 my department has trained nine schools, which are part of a Ministerial pilot project, on Positive Discipline and Classroom Management. The programme not only focuses on the notion of disciplining learners but also includes issues such as accepting responsibility for their behaviour, respect the rights of others, solving of problems through negotiation, making choices and decisions that will benefit themselves or that are in the best interest of others. It is envisaged that provinces will roll out this programme to schools.
(2)(ii) The Code of Conduct has been distributed to all provinces for further distribution and implementation to schools. An electronic copy of the Code of Conduct has been uploaded on the Departmental website. Hard copies are available in provincial and district offices within the units responsible for School Safety. Provinces have since 2007 rolled out and implemented the Hlayiseka Early Warning System to identified schools.
(3)(a) The Code of Conduct includes a list offences that learners should not commit and has graded these according to degree and intensity. The list is coupled with corresponding corrective sanctions. The role of educators is to ensure that for every offence a learner commits, a corresponding corrective sanction is carried out with that particular learner.
(b) In terms of bullying or any other inappropriate behaviour by learners, schools take the responsibility to deal with it in terms of the Code of Conduct for Learners. Either district or provincial education officials support schools in terms of information and training programme.
4(a) Life Orientation as a compulsory learning area addresses through the teaching of life skills all behaviour that infringes upon the dignity and well-being of others in a comprehensive way. This focuses on both potential victim and perpetrator
(b)and(c) It is through the teaching of Life Skills and transfer of knowledge that learners are informed and empowered to develop the necessary coping mechanisms and strategies to deal with behaviour that infringes on their rights and well-being.
(d) Disciplinary measures against bulling are executed in terms of the Code of Conduct for Learners.
QUESTION 972
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 30/03/2010
(INTERNAL QUESTION PAPER: 7-2010)
Mr J R B Lorimer (DA) to ask the Minister of Basic Education:
Whether any former employees of her department and/or the previous Department of Education are on contract to her department; if not, what is the position in this regard; if so, what (a) are their names, (b) is the (i) payment and (ii) value of their contracts, (c) is the nature of work each person is currently performing, (d) is each contract's (i) start and (ii) end date and (e) are the reasons for their contracts being necessary?
REPLY:
a) PW Morkel
MM Ramarumo
JP Rault-Smith
RB Swartz
b)(i) PW Morkel : Deputy Director - Salary level 12
MM Ramarumo : Deputy Director - Salary level 12
JP Rault-Smith : Director - Salary level 13
RB Swartz : Chief Executive Officer - Salary level 15
(ii) PW Morkel : R520 527.00 pa
MM Ramarumo : R448 521.00 pa
JP Rault-Smith : R780 228.00 pa
RB Swartz : R1 099 824.00 pa
c) PW Morkel: Manage the finalisation of the PPP project and the relocation of the Department of Basic Education to new premises.
MM Ramarumo: Assist with the revision of learner support materials before the print run of books for 600 000 learners for 2010.
JP Rault-Smith: Assist with the reading toolkits for grades 1 to 3, the LTSM Catalogue plan for grades R to 3, the development of school library services and the conclusion of Inclusive Education field test.
RB Swartz: To manage the establishment of NEEDU in the Department.
d)(i) PW Morkel : 01/11/2006
MM Ramarumo : 09/03/2010
JP Rault-Smith : 01/08/2009
RB Swartz : 17/08/2009
d)(ii) PW Morkel : 31/07/2010
MM Ramarumo : 17/12/2010
JP Rault-Smith : 30/04/2010
RB Swartz : Until the post is suitably filled
e) In all cases YES.
QUESTION 973
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 30/03/2010
(INTERNAL QUESTION PAPER: 7-2010)
Mr JRB Lorimer (DA) to ask the Minister of Basic Education:
How many posts in her department at the level of Chief Director and upwards are occupied by (a)(i) former and (ii) current members of the SA Democratic Teachers Union (SADTU) and (b)(i) former and (ii) current office bearers/officials of SADTU? NW1116E
Answer:
(a)(i) This information is not available as the Department does not ask for such information and is also not required to ask for such information if appointments are made.
(ii) This information is not available as the Department does not ask for such information and is also not required to ask for such information if appointments are made.
(b)(i) This information is not available as the Department does not ask for such information and is also not required to ask for such information if appointments are made.
(ii) This information is not available as the Department does not ask for such information and is also not required to ask for such information if appointments are made.
QUESTION 1607
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 21/05/2010
(INTERNAL QUESTION PAPER: 2010)
Mr J R B Lorimer (DA) to ask the Minister of Basic Education:
(1) Whether any forensic audits have been instituted by her department into its administration or the administration of its entities (a) in the (i) 2007-08, (ii) 2008-09 and (iii) 2009-10 financial years and (b) during the period 1 April 2010 up to the latest specified date for which information is available; if not, what is the position in this regard; if so, in each case, (aa) what was the subject of the audit, (bb) what was the finding of the audit, (cc) which entity or company or person was used to conduct the audit and (dd) what was the cost of the audit;
(2) whether the results of the audits have been made public; if not, why not; if so, (a) when and (b) what are the further relevant details;
(3) whether any criminal or disciplinary proceedings have been instituted as a result of the audits; if not, what is the position in this regard; if so, what are the relevant details? NW1870E
REPLY: FORENSIC AUDITS – ADMINISTRATION OF THE DEPARTMENT OF BASIC EDUCATION
1) (a) Yes – Forensic audits were instituted as follows:
(i) 2007-08 4
(ii) 2008-09 3
(iii) 2009-10 1
(b) 1/ 4/2010 to 25/5/2010 1
NB: All public entities under the Department of Basic Education have their own internal audit units as required by the PFMA and conduct forensic audits on their own.
(aa) Subjects of Audits
· 2007-2008
(1) FET Study Guide ( No correct tender procedures were followed when books were procured)
(2) No proper procedures were followed when state vehicle was sold: Volvo S80
(3) UNESCO website ( Not following procurement process )
(4) Non compliance with the Supply Chain Management policy.
· 2008-2009
(1) Unfair Appointments (Relatives and friends appointed unfairly by the Department)
(2) Contract Appointment (Official employed on a contract basis and work from home but still receive leave entitlement.
(3) Staff member conduct remunerated work outside Public Services without approval and utilise state equipment to do the work
· 2009-2010
(1) Bright Side Services - Service provider was using a VAT number of a different company
· 1/4/2010 – 25/5/2010
Development of a database for Whole School Evaluation that never functioned properly after installation.
(bb) FINDINGS
· 2007-2008
(1) FET Study Guide
The investigation revealed that necessary approval was obtained and no irregularities were discovered
(2) Volvo S80
No irregularities were discovered during the audit.
(3) UNESCO website
No irregularities were discovered during the audit.
(4) Noncompliance with the Supply Chain Management
The matter was investigated and it was found that the Department did not adhere to the Supply Chain Policy to obtain services .Quotations were also split so that the amounts were small enough to meet the ceiling amount applicable to price quotations, thus avoiding Tender process.
· 2008-2009
(5) Unfair Appointment
The matter was investigated and it was found that proper procedures were followed when appointing the officials.
(6) Contract Appointment
The matter was investigated and no irregularities were found.
(7) Remunerative work outside Public Service
No irregularities were found.
· 2009-2010
(8) Bright Side Services
The matter is under investigation by SARS
· 1/4/2010 – 25/5/2010
(1) Development of a database for Whole School Evaluation
The investigation is pending
(cc) Company or person used to conduct the audit
(1) Non compliance with the Supply Chain Management policy
OMA Chartered Accountants was appointed to conduct the investigation.
ALL OTHER INVESTIGATIONS MENTIONED ABOVE WERE CONDUCTED INTERNALLY BY THE DEPARTMENT'S INTERNAL AUDIT DIRECTORATE
(dd) Non compliance with the Supply Chain Management Policy
Cost: R201 752, 64
OTHER CASES (INTERNALLY CONDUCTED)
No cost
(2) (a) Noncompliance with the Supply Chain Management policy
The Department report the matter as irregular expenditure in the annual report of 2007-08. The matter was also reported to the PSC and the Auditor General
All cases received via the anti- corruption hotline were reported to Public Service Commission.
All cases were also reported to the Audit Committee.
(3) Yes.
· Noncompliance with the Supply Chain Management Policy:
Three officials were charged with financial misconduct and disciplinary proceedings have been instituted. The officials were discharged.
· Remunerated work outside the Public Service:
The staff member was suspended for the duration of the investigation.
QUESTION 632
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 15/03/2010
(INTERNAL QUESTION PAPER 7-2010)
Ms F I Chohan (ANC) to ask the Minster of Basic Education
Whether her department intends transferring reform schools throughout the country to the Department of Social Development; if not, what is the status of reform schools; if so, (a) how many schools are affected and (b) what are the further relevant details. NW585E
ANSWER
The Department of Basic Education intends to transfer all Reform Schools to the Department of Social Development as prescribed in the Children's Act of 2005.
(a) Five Schools will be affected.
(b) At present there are three fully fledged Reform Schools and two Reform Schools Programmes attached to Schools of Industries in four of the nine provinces. Those provinces with a Reform School or Reform School Programme are Eastern Cape, KwaZulu Ntal, Mpumalanga and the Western Cape. Learners sentenced to a Reform School from Free State, Gauteng, Limpopo, Northern Cape and North West are admitted to a Reform School in another province. Most of the time those learners are admitted to Ethokomala Reform School in Mpumalanga.
The two Reform School Programmes are at Gali Tembani Youth Care Centre in Eastern Cape and Newcastle Youth Care Centre in KwaZulu Natal. These Reform School Programmes at Gali Tembani Youth Care Centre and Newcastle Youth Care Centre are operative.
The three Reform Schools are Eureka Special Youth Care Centre, Kraaifontein Special Youth Care Centre and Ethokomala Reform School. Eureka Special Youth Care Centre and Ethokomala Reform School are operative whilst Kraaifontein Special Youth Care Centre closed down in December 2009.
The two Western Cape Reform Schools (Eureka and Kraaifontein) have a bed capacity of 120 and the Ethokomala Reform School has a bed capacity of 160. The Reform School Programme in Eastern Cape has a bed capacity of 76 whilst the Reform School Programme in KwaZulu Natal has a bed capacity of 20.
School's Name |
Province |
Town |
Bed Capacity |
Operative Yes/No |
Gali Tembani |
Eastern Cape |
Queenstown |
76 |
Yes |
Newcastle |
KwaZulu Natal |
Newcastle |
20 |
Yes |
Ethokomala |
Mpumalanga |
Kinross |
160 |
Yes |
Eureka |
Western Cape |
Rawsonville |
120 |
Yes |
Kraaifontein |
Western Cape |
Kraaifontein |
120 |
No |
QUESTION NO. 633 INTERNAL QUESTION PAPER NO. 7 NW670E
DATE OF PUBLICATION: 15 March 2010
Dr L L Bosman (DA) to ask the Minister of Water and Environmental Affairs:
(1) (a) How many persons in the (i) commercial sector and (ii) the subsistence sector have permits to conduct trek netting in False Bay, (b) in each case, what was the most recent total allowable catch for a season as allowed by the department and (c) what was the official tonnage landed from trek netting in False Bay in (i) 2008 and (ii) 2009;
(2) whether action was taken against any permit holders who over-caught in (a) 2008 and (b) 2009; if not, why not; if so, what are the relevant details;
(3) whether fisheries officers are as a matter of course on site whenever catches from trek netting are landed; if not, why not; if so, what are the relevant details?
Dr L L Bosman (DA) SECRETARY TO PARLIAMENT
HANSARD
PAPERS OFFICE
PRESS
633. THE MINISTER OF WATER AND ENVIRONMENTAL AFFAIRS ANSWERS:
(1)(a)(i) Five.
(1)(a)(ii) None.
(1)(b)(i) The total allowable effort was five tons in the commercial sector.
(1)(b)(ii) Nil in the subsistence sector.
(1)(c) Tonnage is not officially known as research has focused on the number of nets, which is stated in the total allowable effort.
(2) The notion of over-catching, in terms of tonnage, in a total allowable effort environment is not relevant. There were also no known cases of more nets being used than permitted in both 2008 and 2009.
(3) The current permit conditions do not place an obligation on the trek net fishers to submit their catch to the Fishery Control Officers (FCOs) or notify them when they launch their nets. This situation is however currently under review as there have been recent incidents of the harvesting of under-sized fish and has not been reported to FCOs.
QUESTION NO 634
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 15/03/2010
(INTERNAL QUESTION PAPER: 7-2010)
Mr R B Bhoola (MF) to ask the Minister of Basic Education:
(1) Whether all schools in KwaZulu-Natal have received laptops in terms of the laptop initiative programme for schools; if not, which schools have not received laptops;
(2) whether occupational-specific dispensation agreements have (i) been finalised and (ii) concluded with all educators in KwaZulu-Natal; if not, why not; if so, what are the relevant details in each case? NW755E
REPLY:
(1)
The Teacher Laptop Initiative is directed at school-based educators not schools. It offers an opportunity for school based educators to own and use an ICT package (laptop, teaching and learning software and connectivity) for teaching and learning. It is aimed at
both contributing towards the policy of integrating ICT in teaching and learning and the improvement of the conditions of service for educators by providing a monthly allowance for the qualifying educators.
The Province intends providing 41805 teachers with the laptop allowance for the financial year 2010/2011. The remaining educators will receive in the financial year 2011/2012.
(2)
Programmatic payments were made in December 2009 and January 2010. The targeted date for the finalization of the remaining exception cases (31179) is end of the financial year 2009/2010.
QUESTION 632
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 15/03/2010
(INTERNAL QUESTION PAPER 7-2010)
Ms F I Chohan (ANC) to ask the Minster of Basic Education
Whether her department intends transferring reform schools throughout the country to the Department of Social Development; if not, what is the status of reform schools; if so, (a) how many schools are affected and (b) what are the further relevant details. NW585E
ANSWER
The Department of Basic Education intends to transfer all Reform Schools to the Department of Social Development as prescribed in the Children's Act of 2005.
(a) Five Schools will be affected.
(b) At present there are three fully fledged Reform Schools and two Reform Schools Programmes attached to Schools of Industries in four of the nine provinces. Those provinces with a Reform School or Reform School Programme are Eastern Cape, KwaZulu Ntal, Mpumalanga and the Western Cape. Learners sentenced to a Reform School from Free State, Gauteng, Limpopo, Northern Cape and North West are admitted to a Reform School in another province. Most of the time those learners are admitted to Ethokomala Reform School in Mpumalanga.
The two Reform School Programmes are at Gali Tembani Youth Care Centre in Eastern Cape and Newcastle Youth Care Centre in KwaZulu Natal. These Reform School Programmes at Gali Tembani Youth Care Centre and Newcastle Youth Care Centre are operative.
The three Reform Schools are Eureka Special Youth Care Centre, Kraaifontein Special Youth Care Centre and Ethokomala Reform School. Eureka Special Youth Care Centre and Ethokomala Reform School are operative whilst Kraaifontein Special Youth Care Centre closed down in December 2009.
The two Western Cape Reform Schools (Eureka and Kraaifontein) have a bed capacity of 120 and the Ethokomala Reform School has a bed capacity of 160. The Reform School Programme in Eastern Cape has a bed capacity of 76 whilst the Reform School Programme in KwaZulu Natal has a bed capacity of 20.
School's Name |
Province |
Town |
Bed Capacity |
Operative Yes/No |
Gali Tembani |
Eastern Cape |
Queenstown |
76 |
Yes |
Newcastle |
KwaZulu Natal |
Newcastle |
20 |
Yes |
Ethokomala |
Mpumalanga |
Kinross |
160 |
Yes |
Eureka |
Western Cape |
Rawsonville |
120 |
Yes |
Kraaifontein |
Western Cape |
Kraaifontein |
120 |
No |
QUESTION 136
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 11/02/2010
(INTERNAL QUESTION PAPER)
Mr Smiles (DA) to ask Minister of Basic Education:
1. (a) Of which (i) 10 subjects of the 2009 Senior Certificate examination were the marks increased and (ii) six subjects were the marks decrease, (b) by what margin were the respective subjects adjusted, (c) what are the primary reasons in each case and (d) what criteria was followed for each of the respective subjects:
2. whether any difficulties were experienced with regard to any of those 16 subjects which prohibited providing the matriculants of 2009 with results; if not, why not; if so, what measures?
3. whether there are any measures in place to avoid the incomplete and late release of matric results; if not, why not; if so, what measures? NW144E
RESPONSE
1 (a) It needs to be noted that the standardization of marks, in terms of the General and Further Education and Training Quality Assurance Act, no 58 of 2001, is the responsibility of the Quality Assurance Council, Umalusi. Therefore, if any additional information, to that which is provided in this response is required, it should be directed to the Quality Assurance Council. It also needs to be mentioned that standardisation of examination marks is an international practice necessary to take care of the variation in the standard of question papers and the variation in the standard of marking that may occur from year to year and across examining bodies.
(i) The 10 subjects for which marks were adjusted upwards are the following:
· English Home Language
· Sesotho Home Language
· Setswana Home language
· Mathematics
· Mathematics Paper 3
· Accounting
· Economics
· Engineering Graphics and Design
· Physical Science
· Geography
(ii) The six subjects where the marks were decreased are the following:
· Afrikaans Home Language
· Isindebele Home Language
· Siswati Home Language
· Tshivenda Home Language
· Agricultural Management Practice
· Hospitality Studies
In the remaining 42 subjects the raw marks of the candidates were accepted.
(b) It is not possible to indicate the exact adjustments per subject, since these adjustments are scaled depending on the segment of the mark distribution that needs to be adjusted to bring the distribution of 2009 to be comparable to previous years. As a principle the adjustments cannot exceed 10% of the maximum marks in that subject. In most subjects the adjustments ranged between 1 to 5%.
(c) The primary reasons for the adjustment of the marks is that the question paper was either too difficult, and therefore marks are adjusted upwards or the question paper was less demanding than previous years, and therefore marks are adjusted downwards. This practice ensures that candidates writing the examination in 2009 are neither advantaged or disadvantaged.
(d) The Quality Assurance Council determines norms for each subject which are based on the performance of learners over the last three to five years. The marks of the current examination are compared to the distribution of the previous history and adjustments are made based on sound statistical analysis, supported by qualitative data.
2. The standardization of the examination marks was finalised on 30 December 2009 and these decisions were captured on the examination computer system on the evening of 30 December 2009, and all results were processed and released on 7 January 2010. The standardization of results did not in any way contribute to Grade 12 candidates not receiving their results.
3. Incomplete results will occur in every examination due to a number of reasons which include, inter alia, candidates being irregular in one or two papers, candidates not submitting their school based assessment marks, candidates not pitching to write a paper, etc. In the 2009 examination there was a very small number of outstanding marks which were due to the reasons listed above.
QUESTION 143
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 11/02/2010
(INTERNAL QUESTION PAPER)
Dr JC Kloppers-Lourens (DA) to ask Minister of Basic Education
What are the (a) names, (b) location, (c) number of grade 12 learners and (d) pass rate at each of each 429 schools that received a matric pass rate of less than 20% in 2009? NW155E
RESPONSE
The response to the above questions (a), (b), (c) and (d) are included in the attached Excel spreadsheet. In terms of the latest data, there are 446 schools that obtained a pass rate of below 20%.
QUESTION 144
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 11/02/2010
(INTERNAL QUESTION PAPER)
Dr J C Kloppers-Lourens (DA) to ask the Minister of Basic Education:
What are the details of the formulas and calculations used to determine the (a) top performing schools and (b) top performing learners after each National Senior Certificate examination? NW152E
RESPONSE
a) The top performing schools are determined by each provincial education department, taking note of the contextual factors of each of the school. The criteria used by the PEDs, include inter alia, the following:
· No. of candidates enrolled.
· No. of total passes.
· No. of university entrance passes.
· Quintile ranking of the school.
b) The criteria for the top performing learner are nationally determined and include the following:
· Only candidates that offered two official languages, will be considered.
· Life Orientation and Mathematics Paper 3 are excluded.
· The total mark for six subjects is calculated as follows:
§ Total of two languages (as specified above)
§ Total of the candidate's four best remaining subjects.
· The maximum mark for all subjects must be 400.
QUESTION 145
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 11/02/2010
(INTERNAL QUESTION PAPER)
Dr J C Kloppers-Lourens (DA) to ask the Minster of Basic Education
1. Whether all examination panels follow the same prescribed guidelines in order to ensure balanced examination papers with the right standards; if not, why not; if so, what procedures are the relevant details;
2. whether an examination panel is dissolved and a new panel reconstituted if it was found that the standard of a particular paper had been flawed; if not, why not; if so, what procedures re followed;
3. whether her department has taken any steps to ensure that the level of difficulty for subjects will be correct for the next National Senior Certificate examination; if not, why not; if so, what are the relevant details? NW153E
RESPONSE
Dr J C Kloppers-Lourens (DA) to ask the Minster of Basic Education
1. The standard for the National Senior Certificate (NSC) question papers is derived from the National Curriculum Statement (NCS) and Subject Assessment Guidelines. These documents stipulate the learning outcomes and assessment standards on which questions are based. In addition, Examination Guidelines further clarify the format of the question paper, mark allocation, assessment criteria, cognitive levels and the scope and depth of the content to be assessed.
The National Curriculum Statement (NCS), Subject Assessment Guideline and Examination Guideline are specific to the subject and provides the standard to which question papers in the subject must comply.
In addition, the setting of question papers follows a rigorous process of internal and external moderation. During internal moderation, a subject specialist appointed by the Department of Basic Education, moderates the question paper, memorandum and accompanying analysis grid using a set of agreed criteria to ensure that there is compliance to policy in all respects. This is followed by external moderation where a team of independent subject specialists appointed by Umalusi, the Quality Assurance Council, review the question paper, memorandum and analysis grid to ensure that the question paper is of the highest quality and standard.
The Department of Education also benchmarked selected question papers, which included Physical Science, Mathematics, Life Sciences, History, Accounting and English First Additional language, with three international examining bodies. This exercise found that the South African Grade 12 question papers were of comparable standards with question papers of the same level in those countries.
2. At the end of each examination the question papers are reviewed and if a flaw is identified, this is thoroughly interrogated to ascertain the reasons for the flaw. The flaw could arise due to an interpretation of the curriculum statement, the assessment or the examination guidelines, given that this is the only the second year of implementing the new curriculum. If however members of a panel are found to be incompetent or negligent in the setting of the question papers, their appointment will be immediately terminated. The DoBE also conducts an annual performance evaluation of all examiners and where a panel is deficient in certain skills, additional examiners are appointed to strengthen the team.
3. Out of a total of 197 question papers written by candidates in the 2009 NSC examination, the level of difficulty was found to be appropriate in all the question papers except for Mathematics P1, Accounting and Physical Science. The performance in these subjects was very poor compared to previous years.
It is important to note that with 2008 being the first year of implementation, it was agreed that the cognitive demand of the Mathematics question paper would be phased in over a three year period. Hence, the Mathematics question paper was regarded as being easy by the public in 2008. The cognitive demand of these papers was raised in 2009, as part of the phased in plan of the DoBE. In the case of Physical Science, it has been observed that the Physical Science curriculum is too extensive for Grade 12 and the curriculum is currently under review. The performance in Accounting has also been poor and this has been identified to be a problem related to teaching and learning of the subject, which is also being currently addressed. The responses from the public and the candidates are useful and are expected with the implementation of the new curriculum. These comments will be looked at very closely and every effort will be made to make sure that more appropriate question papers are set in 2010, in these subjects.
Therefore I am convinced that my Department is doing all that is possible to ensure that the 2010 question papers, in the selected subjects are of the appropriate standard.
QUESTION 149
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 11/02/2010
(INTERNAL QUESTION PAPER)
Mr G G Boinamo (DA) to ask the Minister of Basic Education:
1 Whether it is the policy of her department to accept donations from media houses in exchange for the right to publish matric results one day prior to the official release date; if so, what are the relevant details; if not,
2. Whether she has been informed of certain persons in her department (names and details furnished) who allegedly accepted such donations to make this information available; if so, (a) what action has been taken against these persons and (b) what measures are in place to ensure that the media will be granted equal access to matric results on the same date and time in the future? NW 158E
RESPONSE
1. It is not the policy of the Department of Basic Education to accept donations from media houses in exchange for the publication of results in the print and electronic media.
2. However, the Department of Basic Education, did explore the option of requesting a voluntary donation from the media houses, with a view to using such funds to establish a bursary fund that could be used to support indigent candidates. However, the concept was shelved in view of the limited time that was available to set up and administer such a fund. This concept will be further explored in the planning of the release of the 2010 results.
Parliamentary Question 475
NATIONAL ASSEMBLY
Mrs J D Kilian (Cope) to ask the Minister of Basic Education:
(1) (a) How many legal advisers were appointed permanently to her staff complement, (b) how are legal firms or practitioners selected and (c) how often is the list of legal practitioners revised;
(2) whether her (a) Ministry and (b) department from time to time obtain legal services from private legal firms or practitioners; if so,
(3) whether a specific panel of legal firms or practitioners were selected for her (a) Ministry and (b) department; if so, (i) which legal firms or practitioners were selected to serve on the panel for her (aa) Ministry and (bb) department and (ii) what are the names of these firms or practitioners;
(4) (a) what amounts were paid out to the respective firms in (i) 2008 and (ii) 2009 and (b) what was the total cost of outsourced legal services in (i) 2008 and (ii) 2009? NW551E
ANSWER
(1) The Department of Basic Education currently has four legal advisors: the Director: Legal Services, one senior legal administration officer, and two legal administration officers.
(b) As provided for in the State Attorney Act, the Department uses the State Attorney's office as its attorneys of record. Except in exceptional circumstances and on advice of the State Attorney's office, the Department does not employ private attorneys' firms or practitioners. The Department therefore does not use a panel of attorneys. An example of exceptional circumstances is if there is a conflict of interest in that the State Attorney represents two or more departments that have conflicting defences and it would not be ethical to represent all of the departments. Another example is if the State Attorney's office does not have the capacity to perform the legal services required by the Department. In such instances, the Department is guided by the State Attorney's office as to the choice of attorney. The State Attorney may, in terms of its mandate, employ an advocate (who can only be appointed by an attorney). In respect of the choice of advocate, the Department is guided by the State Attorney's office; the choice of advocate is determined by that office's internal policies.
2. Whether her (a) Ministry and (b) department from time to time obtain legal services from private legal firms or practitioners;
The Department of Education has not, in the past 10 years, made use of private legal firms, except with regard to court cases that were inherited from the University of Vista on the closure of that university, in which case, for practical reasons, the State Attorney's office allowed some private firms to continue with some of the cases in which they had been involved on behalf of the University of Vista prior to its closure.
The State Attorney's office does, in complex cases and as is provided for by its mandate, makes use of private advocates from the Pretoria Bar or other bar councils in other parts of the country. The choice of advocate is determined in terms of the internal policies of that office. The State Attorney did appoint advocates in some of the court cases of the Department of Education. In such a case, the cost is initially borne by the State Attorney's office and is then recovered from the Department.
3. See 1 and 2 above.
4. The Department paid the following amounts to the State Attorney's office, mainly in respect of the appointment of advocates from the Bar Council:
2008/9: R504 560, 51
2009/10: R937 116, 47
QUESTION 788
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 23/03/2010
(INTERNAL QUESTION PAPER: 8-2010)
Mr R B Bhoola (MF) to ask the Minister of Basic Education:
(1) What plans does she have to deal with the challenges schools have in funding its security?
(2) What are her plans to give schools policy directives with regard to the form of disciplining of learners after the abolishment of corporal punishment in schools? NW918E
REPLY:
(1) Provincial departments of education have incrementally implemented the provisioning of security officers at schools. The appointment of security officers focused on schools located within the 169 "hotspot areas" (areas identified by SAPS as areas with high crime rates). The Northern Cape has appointed security officers at 72 schools, in Gauteng 43 schools have received security officers, and in the Western Cape the Bambanani Project in partnership with Community Safety has been extensively implemented in schools within the "hotspot areas" A total number of 174 schools are currently benefiting from the Bambanani Project. In KwaZulu Natal the responsibility for the appointment of security officers at schools falls within the ambit of Human Resource Management, and it is estimated that 2000 schools have benefited from this programme.
The Free State, Eastern Cape, Mpumalanga, North West and Limpopo provinces rely on schools to appoint private security agencies where the need arises.
(2) Since the abolishment of Corporal Punishment in schools the Department has developed guidelines for teachers on Alternatives to Corporal Punishment. The document was distributed to provinces and extensive training for principals, teachers and SGB members was done in all provinces. Additionally the Department has partnered with Girls and Boys Town to training nine schools (one school per province) presenting with high levels of crime and violence on Positive Discipline and Classroom Management. This training started in February 2010. It is envisaged that provinces will roll out this programme to more schools where teachers experience challenges regarding the behaviour of learners.
The Department has also developed and distributed to provinces an example Code of Conduct for Learners at all Public Schools to serve as an example for schools to develop their own context specific codes of conduct for learners.
QUESTION 4
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 11/02/2010
(INTERNAL QUESTION PAPER)
Mrs C Dudley (ACDP) to ask the Minister of Basic Education:
1. Whether there is a shortage of high schools in the city and suburbs of Port Elizabeth; if not, what is the position in this regard; if so, what are the relevant details;
2. whether this situation is common to other cities; if so, what are the relevant details;
3. whether her department is taking any steps to address this situation; if not, why not; if so, what steps? NW5E
REPLY:
1. Whether there is a shortage of high schools in the city and suburbs of Port Elizabeth; if not, what is the position in this regard; if so, what are the relevant details;
School infrastructure delivery is the competence of Provincial Departments of Education. Therefore provincial departments must determine the shortage, plan and prioritize and address the issues within the available budget allocation to provide infrastructure in the relevant province. .The province concerned (Eastern Cape) has been requested to provide the required information.
2. whether this situation is common to other cities; if so, what are the relevant details;
As it is a provincial responsibility and each MEC responsible for schools in his or her province must identify school infrastructure needs and to provide schools accordingly. This request has been referred to all the provinces for a response.
3. whether her department is taking any steps to address this situation; if not, why not; if so, what steps? NW5E
As above
QUESTION 7
(DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 19/02/2010)
(INTERNAL QUESTION PAPER)
Mr R A Lees (DA-KZN) to ask the Minister of Basic Education:
Whether there are any educators employed at schools in KwaZulu-Natal who (a) have less than a Grade 12 qualification, (b) have a Grade 12 qualification but with no further education and (c) have a Grade 12 qualification as well as further education but where such further education is not appropriate for learners of the grades they are teaching; if so, how many educators are employed on a (i) permanent and/or (ii) temporary or casual basis to teach (aa) Grades 1 to 6 and (bb) Grade 7 to 12 in each district and school in each case? CW10E
REPLY:
This information is not readily available within the Department of Basic Education and therefore a request has been made to the Kwa-Zulu Natal Provincial Department of Education to provide the information.
QUESTION 18
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 11/02/2010
(INTERNAL QUESTION PAPER)
Mr A P van der Westhuizen (DA) to ask the Minister of Basic Education:
(1) Whether clarity has been reached on whether her Department or the Department of Higher Education will in future be responsible for Umalusi: if not, why not; if so, what are the relevant details:
(2) Whether Umalusi will in future still be quality assuring those learners studying towards the National Certificate (vocational) at FET colleges, if not, to what institution will this responsibility be allocated,: if so, what are the relevant details.
(3) Whether there are any developments affecting the governance or functioning of Umalusi that were brought about by the separation of education into two departments, if not, why not; if so, what are the relevant details. NW20E
RESPONSES
(1) Umalusi will report to the Minister of Basic Education. The changes to the relevant pieces of legislation that will regularise this arrangement are currently dealt withiny the Department of Basic Education (DBE).
(2) The status quo for quality assurance of the NC(V) qualifications by Umalusi remains. Changes to the quality assurance and certification regime will only be considered if the NC(V) qualification structure is changed to the extent that it alters the basis for the award of the NC (V) certificates. In view of the response above, draft protocol agreements between the Minister: DBE and Minister: DHET have been drawn up for specific functions and infrastructure related to FET College exams and certification to be accommodated in the DBE.
(3) The protocol agreements are still in draft form. Details will follow its finalisation.
QUESTION 1307
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 11/04/2010
(INTERNAL QUESTION PAPER: 11-2010)
Mr P F Smith (IFP) to ask the Minister of Basic Education:
(1) What is the average number of hours spent on teacher-student contact instruction per year, in light of the international average of 1000 hours;
(2) whether this has been found to be sufficient; if not, (a) why not and (b) what steps are being taken to improve the matter; if so, on what were her findings based? NW1537E
Reply
(1). The average teacher-learner contact time is 26.1 hours per week. There are 42 weeks in the school calendar hence the average number of hours spent on teacher- per year is 1097.25 hours. On average, South African schools spend learner contact instruction 97.25 hours more compared to the international average of 1000 hours.
(2) The Department is concerned about the quality of teaching during teacher student contact instruction process based on the competence skills that learners acquire. In this regard, the Department has planned to improve the quality teaching through integrated number of interventions which is based on teacher development activities praision of appreciation learning and teaching Support Materials.
QUESTION 1316
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 11/04/2010
(INTERNAL QUESTION PAPER: 11-2010)
Mr N J J van R Koornhof (Cope) to ask the Minister of Basic Education:
(1) (a) How many teachers are expected to take part in Census 2011 and (b) for what period;
(2) whether she foresees any disruption of teaching during that time; if not, what is the position in this regard; if so, what are the relevant details? NW1546E
REPLY:
(1) No information is currently available of how many teachers are expected to take part in Census 2011.
(2) The Minister does not forsee any disruption of teaching time during this period since the process is managed according to Chapter 7 of the Employment of Educators Act, section 33(1)(b) which indicates that no educator shall without the permission of the employer perform or undertake remunerative work outside the educator's official duty or work.
Therefore the educator would have to apply for permission through his line manager (the Principal) who will make a recommendation to the authorizing authority in the relevant Province.
QUESTION 1846
DATE OF PUBLICATION OF INTERNAL QUESTIONPAPER: 04/06/2010
(INTERNAL QUESTION PAPER: 16-2010)
Mr J R B Lorimer (DA) to ask the Minister of Basic Education:
(1) Whether the Eastern Cape province have more than the standard allocation of school educators; if not, what is the position in this regard; if so, (a) how long has it had a surplus of educators, (b) what effect has this surplus had on results and (c) what has been the cost of this surplus in each year since it had the surplus;
(2) whether this surplus of educators allow for smaller classes; if not, why not; if so, what are the relevant details;
(3) whether she has any plans in place to reduce the number of educators to conform to teacher allocation in other provinces; if not, why not; if so, what are the relevant details? NW2128E
REPLY:
(1) The national guideline with regards to the Learner Educator Ratio (LER) is the maximum of 1:40 for primary and 1:35 for secondary schools. There is no guideline in terms of the minimum LER. The average LER in the Eastern Cape Department of Education (ECDoE) is currently at 1:30. The educator post allocations in the ECDE are in line with the budget as determined by the MEC each year.
(a) There are no surplus educators.
(b) There are no surplus educators.
(c) No surplus educators thus no cost.
(2) At this stage any surplus would not lead to smaller classes due to infrastructure constraints.
(3) The ECDoE seeks to continuously conform to the national LER guidelines and to determine its post establishment in line with the approved national post provisioning norms and in consultation with labour unions. The Department of Basic Education is supporting the ECDoE in this process.
QUESTION 1210
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 19/04/2010
INTERNAL QUESTION PAPER: 10-2010
Dr J C Kloppers-Lourens (DA) to ask the Minster of Basic Education:
(1) Whether her department has a policy on the translation of exam question papers for the National Senior Certificate Examinations; if not, why not; if so, (a) in which languages are each of the papers initially set, (b) who is responsible for the translation of each paper, (c) who ensures that all translations are correct and that certain learners are not prejudiced by insufficient translations and (d) what are the details of the process or procedure followed with the translations process;
(2) whether language scrutinisers are in any way involved in the process; if not, why not; if so, what are the relevant details;
(3) who is responsible for proofreading the papers;
(4) whether any examiners are given the opportunity to check the final products; if not, why not; if so, what are the relevant details;
(5) who is responsible for the final quality control and signing off of each of the papers? NW1369E
RESPONSE
Dr J C Kloppers-Lourens (DA) to ask the Minster of Basic Education
In response to your questions relating to the Grade 12 2009 National Senior Certificate Examinations please take note of the following procedures followed in the setting, moderation and quality assurance of national question papers which will assist in contextualizing the Grade 12 National Senior Certificate Examinations of 2009.
National question papers go through a stringent process of setting, moderation and quality assurance. Question papers are set by a panel of examiners comprising of a 2- 4 subject experts. The question paper, accompanying memorandum together with all annexures or addendums and analysis grid are submitted for internal moderation. An internal moderator who is recognized as a leader in the subject is brought in to thoroughly interrogate the paper to ensure that it is of the appropriate standard and of the highest quality. Thereafter, the question paper is submitted to the external Quality Assurance Council, Umalusi, who engage the services of the top subject specialists in the country from Higher Education, Subject advisory services, practicing teachers, etc, who finally moderate the question paper based on agreed criteria. Umalusi approves the paper and thereafter there is an intensive process of editing, quality control, proofreading and final approval of paper. It is a requirement that the final print ready copy is approved and signed off by the external moderator before the question paper is handed over for printing and distribution. This process ensures that the question papers are of the highest quality and standard.
1. The setting, moderation and translation of question papers is addressed in the Regulations on the Conduct, Administration and Management of the National Senior Certificate (NSC). In addition the Heads of Education Department have approved the Norms and Standards for the handling of question papers, which also covers the translation of question papers.
(a) Question papers are set in English and thereafter translated into Afrikaans.
(b) Each panel of examiners is constituted in such a way that one examiner is proficient in Afrikaans. It is preferred that translation is done by the examining panel to ensure that language registers and terminology peculiar to the subject are adequately and correctly translated. In the rare case where none of the examiners or the internal moderator is able to do the translation, the translation may be done by the Language Editing unit of the Department of Basic Education (DBE).
(c) The translation that is done by the member of the examining panel is quality assured by the DBE Language editors to ensure that there is correlation between the English and Afrikaans versions of the question paper.
2. Special language editors are appointed to check the language in the papers, after the paper has been edited, translated and moderated, so as to ensure that the language is pitched at the right level and also to ensure that the language accurately captures the essence of the question.
3.+ 4 The final proof reading of each question papers is done by the chief examiner, internal moderator and external moderators who are required to sign a declaration indicating that they have proofread and are satisfied that the question paper, memoranda and all accompanying annexures are correct in every aspect, in terms of content and in terms of the technical aspects relating quality of question papers.
Therefore the final product is only handed over to provincial education departments for printing, after it has been approved by the chief examiner, internal moderator and external moderator.
5. The final quality control and signing off of each paper is the responsibility of the internal moderator (appointed by the DBE) and the external moderator (appointed by Umalusi).
QUESTION 493
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER:
(INTERNAL QUESTION PAPER: 6-2010)
Ms F I Chohan (ANC) to ask the Minister of Basic Education:
(1) Whether the levy of the SA Council of Educators (SACE) of R6,00 per teacher per month will be increased to R20,00 per teacher per month in order to meet rising expenditure at the SACE; if not, what is the position in this regard; if so,
(2) whether she will make a statement on the matter? NW582E
Response
No, the levy will not be increased from R6 per teacher per month to R20 per teacher per month.
The SACE council made a decision to request an increase in the monthly levies from R6 to R20 per educator per month, and requested the Minister to consider this increase, as they are required to in terms of the SACE Act.
Following this request the Minister held discussions with the SACE Council, on the 6th October 2009, to explore issues related to SACE's funding. The Council was persuaded that the levy increase requested be reduced from an additional R14 per educator per month (totalling R20) to R9 per educator per month (totalling R15).
The Department received a letter from SACE dated 3 November 2009 requesting the Minister to consider the Council's new proposal to increase the levy from R6 to R15 per educator per month.
(2) The Minister is currently considering this request. Once all the facts and relevant issues have been taken into account the minister will make a decision. Once the decision is made the Minister will consider whether she will make a statement on the matter.
QUESTION 494
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 5/03/2010
(INTERNAL QUESTION PAPER: 6-2010)
Ms F I Chohan (ANC) to ask the Minister of Basic Education:
What was the total salary expenditure for the SA Council of Educators (SACE) for the (a)(i) 34 permanent and (ii) eight temporary staff members in the 2007-08 financial year, (b)(i) 39 permanent and (ii) four temporary staff members in the 2008-09 financial year and (c) what is the breakdown of the (i) salary, (ii) fringe benefits and (iii) bonus increases in each case? NW583E
Response
(a)(i) R7 032 320
(ii) R104 302
(b)(i) R8 873 823
(ii) R18 357
(c) 2008/09
EXECUTIVES
NAME |
BASIC |
P/BONUS |
FRINGE BENEFIT/OTHER |
TOTAL |
BRIJRAJ R (CEO) |
613 660 |
164 953 |
408 999 |
1 187 612 |
MAPINDANI GM (CFO) |
387 428 |
130 225 |
434 489 |
952 142 |
TOTAL |
1 001 088 |
295 178 |
843 488 |
2 139 754 |
TOTAL OTHER |
||||
STAFF MEMBERS |
3 539 062 |
437 772 |
2 227 817 |
6 204 651 |
GRAND TOTAL |
4 540 150 |
732 950 |
3 071 305 |
8 344 405 |
Total Executives and other staff 8 344 405
Salary provisions 529 418
Temporary staff 19 357
TOTAL 8 893 180
2007/08
EXECUTIVES
NAME |
BASIC |
P/BONUS |
FRINGE BENEFIT/OTHER |
TOTAL |
BRIJRAJ R |
525 683 |
83 541 |
351 213 |
960 437 |
GALLIE M |
427 465 |
71 294 |
381 082 |
879 841 |
MAPINDANI GM |
277 044 |
44 028 |
290 517 |
611 589 |
TOTAL |
1 230 192 |
198 863 |
1 022 812 |
2 451 867 |
TOTAL OTHER |
||||
STAFF MEMBERS |
2 466 760 |
176 826 |
1 594 850 |
4 238 436 |
GRAND TOTAL |
3 696 952 |
375 689 |
2 617 662 |
6 690 303 |
Total Executives and other staff 6 690 303
Salary provisions 342 017
Temporary staff 104 302
TOTAL 7 136 622
QUESTION 495
DAT OF PUBLICATION OF INTERNAL QUESTION PAPER:
(INTERNAL QUESTION PAPER: 6-2010)
Ms F I Chohan (ANC) to ask the Minister of Basic Education:
Whether all stakeholder unions have agreed in specific terms to the purchase by the SA Council of Educators (SACE) of a property of R12 100 000 and the improvements and/or reconstruction of the building projected cost of R49 281 812; if not, (a) who and (b) on what basis; if so, when was this agreement (i) sought and (ii) reached? NW584E
Response
At the outset we wish to point out that Council does not seek specific mandates or agreements from any of the Stakeholders participating in Council regarding impending decisions in Council. Council strives initially to arrive at a Council position on all issues pertaining to its work, including finances and infrastructure. Thereafter Council engages with Stakeholders and other interested parties to explain the rationale of its decisions.
Further, in response to this question, we are informed by Sections 5(d) and 6 of Act no. 31 of 2000 (South African Council for Educators Act of 2000).
Of particular reference to this question is that all Stakeholders indicated in the question form part of the SACE Council, and were present when the decision on the purchase of the building and the subsequent decision to increase the levies to cater for amongst others, the refurbishment of the building, were taken. The attendance register and the minutes in this regard are available on request.
Furthermore, based on the decision of Council to increase the monthly levies to R20.00 per educator, consultations were held with the Minister as stipulated by the SACE Act.
UESTION 117
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 11/02/2010
(INTERNAL QUESTION PAPER)
Dr W G James (DA) to ask the Minister of Basic Education:
How many science teachers are employed in public schools in each province, (b) what (i) is the name, (ii) are qualifications for each teacher, (c) at what school does each teach and (d) what was the matric pass rate for the school? NW124E
REPLY:
a) The table below shows the number of science teachers per province. This is the latest data available based on the EMIS survey that was undertaken in 2008. Data that specifies what subject each teacher is teaching, which is the basis for this inquiry, is not readily available from any of the regular data sources in the Department. The information is in an aggregated form as set out in the table below based on the survey that was undertaken in 2008. (This survey covered all the schools offering mathematics and science in Grade 12).
b) (i) no names can be made available as explained above (ii) qualification level and numbers given in the table below.
c) as explained above no specifics can be given
d) as explained above no specifics can be given
Table 1: Number of Science teachers per province
Province |
Number Qualified (REQV13+) |
Number Unqualified (REQV 12-) |
Eastern Cape |
1334 |
216 |
Free State |
692 |
273 |
Gauteng |
2671 |
179 |
KwaZulu-Natal |
1510 |
405 |
Limpopo |
2498 |
386 |
Mpumalanga |
674 |
60 |
North West |
209 |
44 |
Northern Cape |
922 |
72 |
Western Cape |
842 |
76 |
Total |
11352 |
1711 |
Source: EMIS Mathematics and Science survey 2008
NATIONAL COUNCIL OF PROVINCES
FOR WRITTEN REPLY
QUESTION 197
Ms M W Makgate (ANC-NW) to ask the Minister of Basic Education:
1. Which directorate of her department is responsible for the payments of service providers for learner transport? CO245E
REPLY:
1. There is no directorate in the Department of Basic Education that is responsible for payments of service providers as this is the competency of the Provincial Departments of Education.
QUESTION 526
DAT OF PUBLICATION OF INTERNAL QUESTION PAPER: (INTERNAL QUESTION PAPER)
Mrs P C Duncan (DA) to ask the Minister of Basic Education:
(1) Whether any steps are being taken to ensure that children and youth with disabilities are receiving quality education; if not, why not; if so, what are the relevant details;
Yes, the Department of Basic Education is taking steps to ensure that children and youth with disabilities are receiving quality education.
1. In 2008 as part of the Inclusive Education Field Test, the Department of Basic Education conducted a situational analysis to assess the needs of special schools and full-service schools. A total of 33 sampled special schools and 4 full-service schools across the country were visited. The findings of the situational analysis revealed that these institutions are contending with acute shortage of resources, making it difficult to provide quality and inclusive education to learners they serve.
2. Flowing from the findings of the situational analysis, between July and December 2009 the Department rolled out a tender to procure and supply assistive devices to 10 of the 37 schools visited. Through this tender:
· R9 million worth of assistive devices, material resources and assistive technology were supplied to the 10 selected schools (7 special and 3 full-service schools) in order to reduce the state of neglect that pervaded special schools in rural and remote areas.
· Learners with physical disabilities were fitted with appropriate, customized wheelchairs with fittings, standing and seating devices.
· Schools for learners with visual impairment were supplied with IT equipment to mitigate the effects of visual loss, such as computers with relevant software, desktop magnifiers, Perkins Braillers, etc.
· 80 Desktop computers were supplied to the schools.
· Devices and therapy packs for hearing-impaired learners were also supplied.
· Alternative and augmentative communication (AAC) software was supplied to enhance teaching and learning of children with communication problems.
· Training was provided in all schools on the use, management and maintenance of the devices and software, including a programme on fine-motor development for foundation phase learners.
The following schools were the beneficiaries:
SCHOOL |
PROVINCE |
Ebhotwe |
Eastern Cape |
Agape |
Western Cape |
Thiboloha |
Free State |
Silindokuhle |
Mpumalanga |
Re-Tlameleng |
Northern Cape |
Thuthukani |
KZN |
Tshilidzini |
Limpopo |
Vukuzenzele |
Eastern Cape |
Mphuphuthe |
North West |
3. The Department of Basic Education further rolled out a second phase of this tender process between January and March 2010 and 23 of the 37 schools were the added beneficiaries of two computers each, loaded with AAC software. The supply of the equipment happened concurrently with the training of teachers on the usage of such devices. The following schools were the beneficiaries:
Province |
School |
Eastern Cape |
Nompumalanga |
Eastern Cape |
Ebhotwe |
Eastern Cape |
Zanokhanyo |
Free State |
Tswellang |
Free State |
Leboneng |
Free State |
Letlotlo |
Gauteng |
Ezibeleni |
Gauteng |
Nokuthula |
KwaZulu Natal |
Khalipha |
KwaZulu Natal |
Inanda |
KwaZulu Natal |
Sondelani |
Limpopo |
Tshilidzini |
Limpopo |
Tshisaulu |
Limpopo |
Mokgalabye |
Limpopo |
Bosele |
Mpumalanga |
Kamagugu |
North West |
Meerhof |
North West |
Ikalafeng |
Northern Cape |
Kimberley T.C. |
Northern Cape |
Jannie Brink |
Northern Cape |
Learamele |
Northern Cape |
Boitumelo |
Western Cape |
Noluthando |
4. In February 2009, the Department engaged the services of a consultant on a one-year contract to develop a strategy for improving the quality of education for learners with visual loss. 26 Schools serving visually impaired learners were visited to audit services.
5. The Department supplied 25 schools with Brailled and enlarged print books through the Ithuba Books Project for learners with visual impairment in 2009.
6. A plan for procuring prescribed textbooks in Braille and Large Print copies for Blind and partially sighted learners has been drawn up for 2010/11. This is quite an involved process requiring:
· skilled translation and contraction from written text to Braille text;
· costly equipment in the form of embossing, printing and binding machinery and special Braille paper;
· Personnel to man the machines and package the Braille copies.
7. Visually impaired teachers across provinces are participating in a Training Project for Visually Impaired Educators to improve their curriculum delivery through the use of innovative technology.
(2) whether any steps are being taken to ensure that there is sufficient schools with the required, structural and communication accessibility for children and youth with disabilities; if not, why not; if so, what are the relevant details?
The Department is taking gradual steps to ensure that there are sufficient schools with the required, structural and communication accessibility for children and youth with disabilities.
1. Education White Paper 6: Special Needs Education, Building an Inclusive Education and Training System, recommends the conversion of ordinary schools to full-service/inclusive schools as one of the first steps of building an inclusive system.
2. In line with the recommendation, the Department identified 30 ordinary schools for conversion into full-service/inclusive schools of which 10 were allocated funding for physical upgrading. R10 million has already been spent in the process.
3. Eight of the 10 ordinary schools have been fully converted into full-service schools and the remaining two are nearing completion. Table below indicates the 10 schools that were identified for conversion into full-service schools:
PROVINCE |
SCHOOL |
STATUS |
LIMPOPO |
Mokgalabye primary |
Complete |
Tshisahulu primary |
Complete, |
|
MPUMALANGA |
Tenteleni Primary |
Nearing completion |
NORTH WEST |
Mphuphuthe primary |
Phase 1 Complete Phase 2: is in progress |
FREE STATE |
Letlotlo primary |
Nearing completion |
KWAZULU NATAL |
Sondelani primary |
Complete |
Dover primary |
Complete |
|
WESTERN CAPE |
J D Crawford |
Complete |
EASTERN CAPE |
Ebhotwe primary |
Complete |
Zanokhanyo primary |
Phase 1 Complete Phase 2: is in progress |
Over and above environmental accessibility which is achieved through physical upgrading, the selected full-service schools have participated in other Inclusive Education activities including advocacy, training on Screening, Identification, Assessment and Support (SIAS) and Inclusive Learning Programme (ILP) as well as other activities initiated by the provinces. The capacity building that full-service schools have received and continue to receive prepares them for inclusivity and therefore relieves special schools of burden due to long lists of referrals.
5. The responsibility for the physically upgrading of the remaining 20 selected full-service schools is in progress and has been taken over by provinces.
QUESTION 904
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 23/03/2010
(INTERNAL QUESTION PAPER: 8-2010)
Mrs. J D Kilian (Cope) to ask the Minister of Basic Education:
(1) Whether the SA Democratic Teachers' Union (Sadtu) tabled a formal proposal with the Education Labour Relations Council (ELRC) to amend the constitution of the ELRC so as to increase the current threshold for the participation of teacher unions; if not, what is the position in this regard; if so,
(2) whether she has considered any findings on the impact that Sadtu's proposal will have on the (a) constitutional right to freedom of association, (b) right to fair labour practices and (c) right to engage in collective bargaining; if not, what is the position in this regard; if so, what are the relevant details;
(3) whether she will make a representation to Cabinet to endorse and implement Sadtu's proposal; if not, why not; if so, how will the labour rights and interests of the other teachers' unions and their members be protected if such unions are excluded from the ELRC;
(4) whether she has conducted a risk assessment of the (a) financial, (b) legal and (c) constitutional consequences of endorsing this proposal; if not, why not; if so, what are the relevant details;
(5) whether she will make a statement on the matter? NW1045E
ANSWER:
(1) Whether, or not SADTU or any other union in the ELRC has submitted a proposal can only be answered by the ELRC. I am mindful of the rules governing bargaining and would not want to jeopardize this process. However should any such proposals have been tabled, research may have to be conducted and/or legal opinions may be obtained before any decision is made by council.
The state is the employer party in the ELRC and constitutes 50% of council. There can be no decision of council without the agreement of the state as employer and the state will only agree to proposals, and make decisions that accord with the constitution of this country and the relevant legislation.
(2) (a) All constitutional rights can only be limited in accordance with section 36 of the constitution.
(b) Section 14 & 16 of the LRA gives only majority unions in workplaces the right to trade union representatives and to disclosure of information;
Furthermore section 23(1)(d) makes collective agreements binding on employees who are not members of a registered trade union or trade unions party to the agreement if – that trade union or those trade unions have as their members the majority of employees employed by that employer in the workplace. The ELRC has enshrined these legal principles in their constitution and would continue to provide a basis for the right to fair labour practices.
(c) The right to Collective Bargaining and the formation of workplace forums are covered by the LRA. However admission to a Bargaining Council is directed by the Constitution of that Bargaining Council. It should be noted that such constitution must be registered and approved by the Registrar of Labour Relations in the Department of Labour.
(3) It is not my intention to make any representation to Cabinet on behalf of or in support of any trade union. The position of the employer party in the ELRC will be based on the values and principles enshrined in the constitution, the prescripts of the legislation, and the best interest of the basic education sector broadly.
(4) No, I will be guided by discussions in the ELRC and await a report on the processes within the ELRC before I make a full assessment on the matter.
(5) It would be premature to pronounce on any position prior to the discussions in the council of the ELRC, where the matter would be fully addressed.
QUESTION 1002
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 30/03/2010
(INTERNAL QUESTION PAPER: 7-2010)
Mr J R B Lorimer (DA) to ask the Minister of Basic Education:
(1) (a) How many (i) local mathematics and physical science teachers have been recruited to teach in public schools in each province through the Incentives for Educators policy as published in Gazette No 30678 (details furnished) and (ii) of those recruited are currently still employed in public schools and (b) what is the annual value in rand of the incentives paid to individual teachers;
(2) whether there is a salary range; if so, what is the range? NW1147E
REPLY
(1) (a) (i) and (ii) Presently none of the Provincial Education Departments(PEDs) are implementing the incentive for mathematics and science teachers. The gazette No 30678 on Incentives for Educators is not confined only to teaching mathematics and science, but is also for remote schools and hard to teach schools;
(b) The annual value in rand of the incentives that could be paid to individual teachers is approximately R14 140.80 before tax.
The policy stipulates that the minimum payment for incentives must be 10% of the starting salary (R141 408) of a qualified educator at REQV 14. At this stage the amount is approximately R1 178.40 per month before tax.
QUESTION 1025
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 30/03/2010
(INTERNAL QUESTION PAPER: 7-2010)
Mr J J van der Linde (DA) to ask the Minister of Basic Education:
(1) How will she ensure that school sports create an environment to promote healthy living and participation within a sporting culture;
(2) whether she will take any steps to solve the problem of sufficient, qualified physical development and movement specialists to offer life orientation subjects in all schools; if not, why not; if so, what are the relevant details? NW1171E
REPLY:
(1) In the 2009 National School Sport Calendar, the Department declared that each school should introduce at least two sport codes for each school term for both boys and girls. It further encouraged both intra and inter school sport leagues for both recreational and competitive purposes. As part of encouraging the promotion of healthy living and participation within a sporting culture for the broader school community, the Department will be establishing School Sport Leagues in at least two districts per province during the current financial year.
The Departments of Basic Education and Sport and Recreation South Africa are finalising the drafting of the school sport policy with all stakeholders that will ensure the maximum participation of all learners in school sport programmes.
(2) Yes. The Department of Basic Education, in partnership with the provinces is rolling out a national Physical Education plan. In the 2010/2011 financial year the focus is on educators and subject advisors for the Foundation Phase. LTSM has been developed in partnership with the Red Cap Foundation and distributed to all provinces. The 5 day training workshops were held successfully in the following provinces: Eastern Cape, North West, and Free State to date.
ANNEXURE A TO NA-QUES 1022 OF 2010
FINANCIAL MISCONDUCT (FORENSIC / DISCIPLINARY CASES FINALISED DURING THE PERIOD 1 APRIL 2009 TO 31 MARCH 2010) |
||||
NAME AND CONTACT DETAILS OF EMPLOYEE RESPONSIBLE FOR COMPLETION OF REPORT: Tshuba Mogashoa Tel: (012) 312-8131 |
||||
NO OF OFFICIALS |
(c) CHARGES AGAINST EMPLOYEE |
FINDINGS OF DISCIPLINARY ENQUIRY |
SANCTION IMPOSED |
(d) AMOUNT INVOLVED |
7 |
Theft of toner cartridges, laptop and projector |
Guilty |
Final Written warning |
+-R21 942.00 |
1 |
Fraud :Child support grant |
Guilty |
Final written warning |
R4 580.00 |
1 |
Fraud :Child support grant |
Guilty |
Final written warning |
R2 840.00 |
1 |
Fraud :Child support grant |
Guilty |
Final written warning |
R5 280.00 |
1 |
Misused of hired vehicle |
Guilty |
Final Written warning |
R963.00 |
1 |
Engaging in transaction or action that is in conflict with or infringement of execution of official duties. |
Guilty |
Final Written warning |
R17 658.00 |
1 |
Alleged theft of 01 official computer |
Guilty |
Dismissal |
R11 100.00 |
1 |
Fraudulent S & T claims, and Subsidised Cell phone |
Resigned before disciplinary hearing |
Resigned before disciplinary hearing |
R11 326.53 |
2 |
Misuse of official transport and petrol card |
Guilty |
Written warning |
R418.70 |
2 |
Alleged financial mismanagement |
Matter transferred to new employer to effect disciplinary action. (Dept of Transport: KZN) |
Matter transferred to new employer to effect disciplinary action. (Dept of Transport: KZN) |
R201 913.80 |
1 |
Fruitless and wasteful various expenditures |
Matter transferred to new employer to effect disciplinary action. (Dept of Transport: KZN) |
Matter transferred to new employer to effect disciplinary action. (Dept of Transport: KZN) |
R200 135.11 |
QUESTION 1531
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 21/05/2010
(INTERNAL QUESTION PAPER: 2010)
Mr J R B Lorimer (DA) to ask the Minister of Basic Education:
Whether her department and/or any of its entities have purchased any tickets for (a) the 2010 Fifa World Cup Soccer tournament, (b) the Cape Town International Jazz Festival and (c) any other entertainment event in the (i) 2009-10 financial year and (ii) during the period 1 April 2010 up to the latest specified date for which information is available; if not, what has been the position in each case; if so, in each case, (aa) what is or has been the date of the event, (bb)(i) how many tickets have been purchased and (ii) why, (cc) what has been the total cost of the tickets and (dd)(i) to whom has each of these tickets been allocated and (ii) on what was the decision for the allocation of these tickets based? NW1787E
RESPONSE
The above question has been circulated to all directorates in the Branch for Social Responsibility and Support Services. All managers and their subordinates have responded that their units have not purchased any 2010 FIFA World Cup Tickets or Cape Town International Jazz Festival Tickets or tickets to any other entertainment event during the 2009-10 financial year.
11 December 2010 - NW2409
Ngcobo, Mr S to ask the Minister of Basic Education to ask the Minister of Basic Education
(1) Whether, given that in recent weeks videos and images have been shared on social media of learners engaging in acts of bullying and intimidation and the fact that learner-on-learner bullying has physical and psychological elements that affect the victim and the perpetrator, and given that her department has encouraged schools to adopt codes of conduct that emphasise preventive disciplining when it concerns bullying and intimidation, her department had devised protocols to investigate incidents of bullying as cases of learner-on-learner bullying become increasingly widespread; if not, why not; if so, has she found that the specified protocols involve offering psychological support to (a) victims and (b) perpetrators; (2) whether her department has undertaken investigations into learner-on-learner bullying; if not, why not; if so, what total number of the specified cases have resulted in learners being (a) suspended and/or (b) expelled from schools?
Reply:
There are endemic risks to using technology; and e-safety education is pivotal in ensuring that learners, teachers and also parent / care-givers are fully equipped to anticipate potential harmful practices and to mitigate the same. The Department of Basic Education has developed Guidelines on e-Safety in Schools to educate learners towards responsible, accountable and ethical use of ICT in education. The Guidelines on e-Safety in Schools provided have been distributed to all the Districts and Schools in support of SGBs and School Safety Committees to address incidents of ICT misuse, including prevention of bullying, and cyberbullying in particular.
The Department of Basic Education also rolled-out bullying prevention campaigns in support of districts to manage school violence including bullying and cyberbullying. The Safety Coordinators in Districts are responsible for supporting School Governing Bodies and their Disciplinary Committees regarding daily occurrences of violence in schools.
District Psycho-Social Support Teams are responsible for the training and supporting the School-based Support Teams (SBSTs) to provide psycho-social support to learners experiencing physical and psychological effects arising from intimidation and bullying perpetrated by other learners,.
30 December 2009 - Questions: Minister of Basic Education
MPs to ask the Minister of Basic Education
Reply:
QUESTION 1664
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 16/10/09
(INTERNAL QUESTION PAPER 22-2009)
Mrs P de Lille (ID) to ask the Minister of Basic Education:
(1) (a) How many (i) quintile 1 and (ii) 2 (aa) primary and (bb) high schools are on the National Feeding Scheme (NFS) and (b) what percentage of these schools receive it in each province;
(2) how many NFSs have been rolled out in quintile (a)(i)1 and (ii) 2 schools in each province in each year during the past five years up to the latest specified date for which information is available and (b) at what cost in each case;
(3) whether she intends rolling out the NFS to more quintile 1 and 2 schools; if not, why not; if so, what are the relevant details;
(4) whether the roll-out of the NFS has been experiencing any delays; if not, what is the position in this regard; if so, what delays? N2120E
REPLY:
1.
A total of 6 769 (100%) Q1 and 4 571 (99.5%) Q2 primary schools as well as 2 902 (99.7%) secondary schools are currently on the programme. The numbers provided on Table A are based on national quintiles as gazetted.
Table A: Quintile 1 and 2 primary schools and Q1 secondary schools coverage
Province |
Q1 Primary schools |
Q2 Primary schools |
Q1 Secondary schools |
|||
Number of schools |
% receiving |
Number of schools |
% receiving |
Number of schools |
% receiving |
|
Eastern Cape |
1 770 |
100 |
1 402 |
100 |
1 402 |
100 |
Free State1 |
856 |
100 |
140 |
95 |
89 |
100 |
Gauteng |
202 |
100 |
378 |
100 |
42 |
100 |
KwaZulu-Natal |
1 576 |
100 |
1 040 |
100 |
487 |
100 |
Limpopo |
997 |
100 |
790 |
100 |
574 |
100 |
Mpumalanga2 |
438 |
100 |
389 |
100 |
76 |
97 |
Northern Cape |
208 |
100 |
124 |
100 |
90 |
100 |
North West |
461 |
100 |
203 |
100 |
132 |
100 |
Western Cape |
261 |
100 |
105 |
100 |
10 |
100 |
Total |
6 769 |
100 |
4 571 |
99.5 |
2 902 |
99.7 |
Explanatory notes for variances:
1. Free State
Seven Q2 primary schools are not covered. Two are former technical schools that have recently been converted to primary schools; two are schools that were closed in previous years and were reopened in 2009; two schools, whose quintile status was not stated, have been ranked Q2 in 2009; one school is a newly- built school. All these schools will be included in the 2010/11 financial year.
2. Mpumalanga
Two Q1 primary schools in Wakerstroom have been excluded upon request by Regional Management. The schools are fee-paying boarding schools that predominantly cater for learners from foreign countries.
According to the Conditional Grant Framework, it is a required that Q1-3 primary schools and Q1 secondary schools be included in the programme in terms of the official national quintiles as gazetted by the Minister. There are variances between provincial and national quintiles. As a result, provinces provide meals to more schools over and above national quintile
2.
Number of learners in quintile 1 to 3 primary schools as at April 2009
The table below shows statistics on the number of quintile 1 to 3 primary and quintile
1 secondary schools that benefited from the programme from 2005/06 to 2009/10 financial years and the costs (expenditure) incurred.
Table B: Q1 to 3 primary and Q1 secondary schools and budget from 2005/06 to 2009/10
Province |
2005/6 |
2006/7 |
2007/8 |
2008/9 |
2009/10 |
|||||
Schools |
Cost (R'000) |
schools |
Cost (R'000) |
Schools |
Cost (R'000) |
Schools |
Cost (R'000) |
Schools |
Budget (R'000) |
|
EC |
5 144 |
211 769 |
5 046 |
166 642 |
4 978 |
291,488 |
4 986 |
472 149 |
5 039 |
362 291 |
FS |
1 416 |
60 628 |
1 643 |
80 078 |
1 472 |
68,004 |
1 472 |
80 907 |
1 427 |
87 082 |
GP |
1 025 |
91 580 |
1 122 |
98 262 |
1 143 |
116,656 |
1 491 |
115 742 |
1 491 |
189 141 |
KZN |
3 090 |
198 975 |
3 453 |
254 404 |
3 619 |
242,430 |
3 808 |
341 943 |
3 924 |
408 404 |
LP |
2 753 |
191 072 |
2 711 |
212 363 |
2 622 |
192,901 |
2 601 |
253 199 |
2 601 |
287 065 |
MP |
1 366 |
76 577 |
1 321 |
83 100 |
1 478 |
110,504 |
1 490 |
121 753 |
1 357 |
161 392 |
NC |
311 |
28 706 |
445 |
29 199 |
440 |
37,132 |
440 |
58 991 |
440 |
41 147 |
NW |
1 465 |
107 072 |
1425 |
120 635 |
1 154 |
88,254 |
1 092 |
117 093 |
1 057 |
115 562 |
WC |
859 |
49 318 |
873 |
45 956 |
993 |
53,074 |
992 |
81 285 |
998 |
87 229 |
TOTAL |
17 429 |
1 015 697* |
18 039 |
979 324 |
17 899 |
1,200,443 |
18 372 |
1 643 062 |
18 334 |
1 739 313 |
* An adjusted budget of R200 million was received in the 2005/06 financial year, making the expenditure higher than 2006/07.
Table C: Quintile 1 Secondary schools as at 2009/10
Province |
2009/10 |
|
Schools |
Budget (R'000) |
|
Eastern Cape |
182 |
81 420 |
Free State |
90 |
23 221 |
Gauteng |
42 |
38 329 |
KwaZulu-Natal |
451 |
94 992 |
Limpopo |
560 |
90 973 |
Mpumalanga |
78 |
46 177 |
Northern Cape |
60 |
9 357 |
North West |
148 |
30 211 |
Western Cape |
114 |
14 652 |
Total |
1 725 |
429 332 |
3. Based on National Funding norms the programme has been rolled out to all quintile 1 to 3 primary schools and quintile 1 secondary schools. In the current financial year (2009/10), provinces received funds for preparation to extend feeding to quintile 2 secondary schools. Feeding will start in the next financial year.
4. The Department did not experience any delays in extending feeding to quintile 1 secondary schools, except for Free State Province which could not start feeding in April 2009. However all the provinces are currently feeding the required quintiles as planned.
NATIONAL ASSEMBLY
FOR WRITTEN REPLY
QUESTION 2319
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 29/11/09
(INTERNAL QUESTION PAPER 29-2009)
Dr JC Kloppers- Lourens (DA) to ask the Minister of Basic Education:
(1) Whether she intends implementing a longer school year for learners to resolve the problems in the education system; if not, why not; if so, when;
(2) whether the issue of school management and the many vacant posts for headmasters will be dealt with as a matter of urgency; if not, why not; if so, what are the relevant details? NW3030E
REPLY:
The Minister does not intend implementing a longer school year. The current 200 day school year is in line with international practice. The Minister's focus is on ensuring that more effective us is made of the days we currently have in a school year. The Quality Learning and Teaching Campaign (QLTC) is aimed at achieving that.
On the issue of management, the Department is taking principals and aspiring principals through an Advanced Certificate in Education in School Leadership, to improve the quality of leadership in schools. Selected candidates receive full bursaries for the course. The department is planning to finance about 1330 principals in the ACE programme in 16 Higher Education institutions across the country.
(2) As at the end of October 2009, the Department of Basic Education recorded 5200 vacant principal posts.
[Source: PERSAL - October 2009]
The filling of such posts is a provincial competency since they are the employer. Provincial Department of Education advertises promotional posts on a regular basis.
It must however be noted that no Principal post remains vacant while the process of recruitment is underway. There is always an acting official who takes up the responsibilities and accountability of the principal position until the post is filled in a permanent capacity.
On the issue of management, the Department is taking principals and aspiring principals through the ACE School Leadership qualification to improve the quality of leadership in schools. Selected candidates receive full bursaries for the course. The department is planning to finance about 1330 principals in the ACE programme in 16 Higher Education institutions across the country.
Following on the Presidential interaction with school principals, the Minister has reconfigured the Council of Education Ministers (CEM) into 3 Clusters to deal effectively with most issue raised by the principals in order for the department to support them better.
NATIONAL ASSEMBLY
QUESTION FOR ORAL REPLY
QUESTION NUMBER 2317
DATE OF PUBLICATION: 20 November 2009
Mr P J C Pretorius (DA) to ask the Minister of Finance:
(1) Whether the Land Bank has changed its model of calculating interest on outstanding
loans since 1994; if so, (a) when was the model changed, (b) what are the details of
the changes and (c) why was it regarded necessary for the change;
(2) whether the debtors concerned were informed of the full details and implications of
such changes at the time when the decision was made; if not, why not; if so, how
were they informed;
(3) whether the decision to change the model was taken by the board; if not, who took
the decision; if so, on what date was the decision taken;
(4) whether existing loan agreements were amended upon the introduction of a new
model; if not, why not; if so,
(5) whether (a) such amendments were communicated to all debtors concerned and (b) it
is envisaged that the existing model will be amended further; if not, why not; if so,
what are the relevant details in each case?
REPLY
1. Yes.
(a) The model was changed in 1999 when the Bank changed its banking system.
(b) The change was in the methodology of calculating interest – from nominal annual
compounded annually (NACA) (simple) to nominal annual compounded monthly
NACM (compound).
(c) The new model calculates the interest according to the industry norm (all banks
charge interest on the NACM basis).
2. Yes. The debtors were informed of the change by way of a letter. The interest rates
were reduced at that time to eliminate the impact of the change.
3. No. The decision was taken by the Lank Bank's Interest Rate Committee and signed
off by the Chief Executive Officer in 1999.
4. No. The existing loan agreements were not amended, nor were addendums prepared
for the existing agreements. This was as a result of a lack in administrative controls at
the time – once again a legacy issue.
5. (a) No. There were no amendments.
(b) No. The model complies with the normal market practice and an interest
recalculation model is being used to quantify possible differences where
claims are submitted.
NATIONAL ASSEMBLY
FOR WRITTEN REPLY
QUESTION 2319
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 29/11/09
(INTERNAL QUESTION PAPER 29-2009)
Dr JC Kloppers- Lourens (DA) to ask the Minister of Basic Education:
(1) Whether she intends implementing a longer school year for learners to resolve the problems in the education system; if not, why not; if so, when;
(2) whether the issue of school management and the many vacant posts for headmasters will be dealt with as a matter of urgency; if not, why not; if so, what are the relevant details? NW3030E
REPLY:
The Minister does not intend implementing a longer school year. The current 200 day school year is in line with international practice. The Minister's focus is on ensuring that more effective us is made of the days we currently have in a school year. The Quality Learning and Teaching Campaign (QLTC) is aimed at achieving that.
On the issue of management, the Department is taking principals and aspiring principals through an Advanced Certificate in Education in School Leadership, to improve the quality of leadership in schools. Selected candidates receive full bursaries for the course. The department is planning to finance about 1330 principals in the ACE programme in 16 Higher Education institutions across the country.
(2) As at the end of October 2009, the Department of Basic Education recorded 5200 vacant principal posts.
[Source: PERSAL - October 2009]
The filling of such posts is a provincial competency since they are the employer. Provincial Department of Education advertises promotional posts on a regular basis.
It must however be noted that no Principal post remains vacant while the process of recruitment is underway. There is always an acting official who takes up the responsibilities and accountability of the principal position until the post is filled in a permanent capacity.
On the issue of management, the Department is taking principals and aspiring principals through the ACE School Leadership qualification to improve the quality of leadership in schools. Selected candidates receive full bursaries for the course. The department is planning to finance about 1330 principals in the ACE programme in 16 Higher Education institutions across the country.
Following on the Presidential interaction with school principals, the Minister has reconfigured the Council of Education Ministers (CEM) into 3 Clusters to deal effectively with most issue raised by the principals in order for the department to support them better.
QUESTION 1009
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 28/08/09
(INTERNAL QUESTION PAPER 12-2009)
Dr JC Kloppers-Lourens (DA) to ask the Minister of Basic Education:
(1) Whether any drug raids have been conducted on schools in any province since 1 January 2009 up to the latest specified date for which information is available; if so, (a) which schools were raided in each province and (b) what was the outcome of the raid in each case;
(2) whether any policies are in place to assist learners to cope with the psychological consequences of these raids; if not, what is the position in this regard; if so, what are the policies? NW1232E
REPLY:
(1) (a) Information on drug raids in schools is maintained at provincial level. A request has been made to provinces to avail information as requested. Provincial reports received thus far are outlined in Table 1 below, indicating a total of 172 schools in two provinces - Eastern Cape (4 schools) and Western Cape (168 schools). School level data is currently only available for the Eastern Cape (see Table 1).
(b) The outcome of the raids was as follows: Cannabis was found during the raids in the Eastern Cape schools. No drugs or substances were found in the Western Cape schools.
Table 1: Random search and seizure per province, January-September 2009
Province |
No. of schools |
Outcome |
Assistance provided to learners |
EC |
4 schools · Green Point Senior Secondary · Kei Road Comprehensive School · Kuyasa Senior Secondary School · Hector Peterson High School |
Cannabis was found in all four schools |
Counseling received from SANCA and a social worker |
WC |
168 high risk schools* |
No drugs or substances were found |
Safe schools call centre offers counseling and debriefing |
*School level data for WC not available
It is important to note that in accordance with the Education Law Amendment Act of 2007, random search and seizure procedures are only undertaken when fair and reasonable suspicion has been established that substances are being used on the school premises. In this regard, searches are conducted after taking into account all relevant factors, including:
(i) the best interest of the learner in question or of any learner at the
school;
(ii) the safety and health of the learner/s in question or of any learner at the school;
(iii) reasonable evidence of illegal activity; and
(iv) all relevant evidence received.
The Guidelines for the Management and Prevention of Drug Use/Abuse by Learners in all Public Schools and Further Education and Training Institutions have been designed to balance the privacy and psychological integrity of the child against the need to respond both reasonably and proportionally to suspected illegal activity. In this regard, random search and seizure procedures are conducted in a manner that does not traumatise learners. The Department also works in partnership with a wide range of stakeholders, including the SAPS and NGOs such as SANCA and FAMSA, in educating learners, educators and parents on the dangers of drug and substance use; and providing a supportive environment to enable those learners found using drugs to access treatment, care and support. At all times parental involvement is actively sought and encouraged
FOR WRITTEN REPLY
QUESTION 1008
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 28/08/09
(INTERNAL QUESTION PAPER 12-2009)
Dr JC Kloppers-Lourens (DA) to ask the Minister of Basic Education:
(1) With regard to applications for learners to be expelled since 1 January 2008 up to the latest specified date for which information is available, (a) how many applications were made in each province, (b) for what alleged offences and (c) how many of these applications for each specified offence were accepted;
(2) (a) how many decisions to approve expulsions were made for the same period, (b) for what specified offences were they approved and (c) how many appeals with regard to each specified offence were successful? NW1232E
REPLY:
QUESTION 1
EASTERN CAPE PROVINCE
1 (a) Seven applications were received.
1(b) Alleged offences |
1(c) Applications accepted |
Consumption of liquor at a school function |
Application was not approved |
Physical abuse and bullying of another learner |
Application was not approved |
Assault |
Application was not approved |
Disrespectful to educators |
Application was not approved |
Possession of dagga |
Application was not approved |
Assault and attempt to stab another learner |
Application was not approved |
Assault grievous bodily harm on another learner |
01 |
TOTAL |
01 |
FREE STATE PROVINCE
1 (a) 30 applications were received.
1(b) Alleged offences |
1(c) Applications accepted |
Stabbing |
02 |
Possession of pornographic materials |
01 |
Possession and smoking of dagga during school hours |
02 |
Consuming alcohol during school hours |
02 |
Repeatedly leaving school without permission, failure to do and submit homework, displaying arrogant and disrespectful behaviour towards educators and failure to ware uniform |
05 |
Assault |
02 |
Assault on educator |
01 |
Continuous disregard of school rules and disruptive behaviour |
01 |
Theft of school property, possession of dangerous weapon and threatening an educator with a dangerous weapon |
04 |
Possession knife |
05 |
Endangering safety of other learner by attempting to throw another learner from second floor of the school |
01 |
Robbing another learner cell phone |
01 |
Sexual harassment against an educator |
01 |
TOTAL |
28 |
GAUTENG PROVINCE
1(a) 130 applications were received.
(b) Alleged offences |
(c) Applications accepted |
Assault |
14 |
Theft |
05 |
Drug related |
01 |
Class disruptions |
01 |
Sexual harassment |
01 |
Carrying of illegal fire arm |
01 |
TOTAL |
23 |
KWAZULU-NATAL PROVINCE
1(a) 11 applications were received.
1(b) Alleged offences |
1(c) Applications accepted |
Assault and threatening a fellow learner with a dangerous weapon |
02 |
Possession of dangerous weapon and peddling of banned substance |
01 |
Deliberate and persistent defiance of authorities and possession of cigarettes |
01 |
Use of habit–forming drug |
02 |
Stabbing another learner |
02 |
Substance abuse and breaking school rules |
01 |
Possession, consumption of alcohol and sexual harassment of a learner |
01 |
Attempted assault |
01 |
TOTAL |
11 |
LIMPOPO PROVINCE
1(a) Eleven applications were received.
1(b) Alleged offences |
1(c) Applications accepted |
Repeated use of dagga, cigarette and alcohol |
01 |
Malicious damage to property, intimidation of educators, inciting other learners, and disruption of teaching and learning |
03 |
Repeated use of dagga alcohol, cigarette, undisciplined |
01 |
Alcohol abuse, vandalism to school property and disruptive behaviour |
01 |
Disrespectful |
01 |
Consistent misconduct, fighting, possession of dangerous weapon |
04 |
TOTAL |
11 |
MPUMALANGA PROVINCE
1(a) 23 applications were received.
1(b) Alleged offences |
1(c) Applications accepted |
Possession of dangerous weapons |
02 |
Theft |
02 |
Assault |
06 |
Use of drugs |
01 |
Disruptive behaviour |
05 |
TOTAL |
16 |
NORTHERN CAPE PROVINCE
1(a) 23 applications were received.
1(b) Alleged offences |
1(c) Applications accepted |
Possession of dangerous objects |
06- 5 applications were not approved |
Under influence of alcohol |
06 applications were not approved |
Possession of drugs |
04 applications were not approved |
Assault |
04 applications were not approved |
Intimidation and vandalism |
01 application was not approved |
Malicious damage to property |
01 application was not approved |
Insolence |
01 application was not approved |
TOTAL |
01 application was approved (possession of dangerous objects) |
NORTH WEST PROVINCE
1(a) Six applications were received.
1(b) Alleged offences |
1(c) Applications accepted |
Fighting with another learner |
01 |
Bullying |
01 |
Use of dangerous weapons, drugs and bullying |
01 |
Bullying other learners |
01 |
Involved in stabbing of another learner |
01 |
Stabbing another learner with a pair of scissors |
01 |
TOTAL |
06 |
WESTERN CAPE PROVINCE
1(a) 337 applications were received.
1(b) Alleged offences |
1(c) Applications accepted |
Absenteeism/ truancy |
02 |
Alcohol related |
18 |
Arson bomb threats/ vandalism |
05 |
Assault and violence |
67 |
Assault with a weapon (physical harm) |
48 |
Drug dealing and distribution |
34 |
Drug possession and use (under influence) |
68 |
Sexual harassment |
06 |
Sexual misconduct and rape |
13 |
Verbal abuse and threats |
23 |
Disgraceful behaviour |
09 |
Disregard of authority and instructions |
04 |
Possession of dangerous weapons |
20 |
Theft and fraud |
20 |
TOTAL |
337 |
QUESTION 2
EASTERN CAPE PROVINCE
2(a) One decision was made to approve expulsion.
2(b)
Offence |
Number approved |
Assault and attempt to stab another learner |
01 |
TOTAL |
01 |
2(c) No appeal was received.
FREE STATE PROVINCE
2 (a) 28 decisions were made to approve expulsions.
2(b)
Offences |
Number approved |
Stabbing |
02 |
Possession of pornographic materials |
01 |
Possession and smoking of dagga during school hours |
02 |
Consuming alcohol during school hours |
02 |
Repeatedly leaving school without permission, failure to do and submit homework, displaying arrogant and disrespectful behaviour towards educators and failure to ware uniform |
05 |
Assault |
02 |
Assault on educator |
01 |
Continuous disregard of school rules and disruptive behaviour |
01 |
Theft of school property, possession of dangerous weapon and threatening an educator with a dangerous weapon |
04 |
Possession knife |
05 |
Endangering safety of other learner by attempting to throw another learner from second floor of the school |
01 |
Robbing another learner cell phone |
01 |
Sexual harassment against an educator |
01 |
TOTAL |
28 |
2(c) No appeals were received.
GAUTENG PROVINCE
2(a) 23 decisions were made to approve expulsions.
2(b)
Offences |
Number approved |
Carrying of an unlicensed fire arm |
01 |
Theft |
05 |
Assault |
14 |
Drugs |
01 |
Sexual harassment |
01 |
Class disruptions |
01 |
TOTAL |
23 |
2(c) One appeal was received and it was successful.
KWAZULU-NATAL PROVINCE
2(a) 11 decisions were made to approve expulsions.
2(b)
Offences |
Number approved |
Assault and threatening a fellow learner with a dangerous weapon |
02 |
Possession of dangerous weapon and peddling of banned substance |
01 |
Deliberate and persistent defiance of authorities and possession of cigarettes |
01 |
Use of habit–forming drug |
02 |
Stabbing another learner |
02 |
Substance abuse and breaking school rules |
01 |
Possession, consumption of alcohol and sexual harassment of a learner |
01 |
Attempted assault |
01 |
TOTAL |
11 |
2(c) One appeal was received and it was successful.
LIMPOPO PROVINCE
2(a) Eleven decisions were made to approve expulsions.
2(b)
Offences |
Number approved |
Repeated use of dagga, cigarette and alcohol |
01 |
Malicious damage to property, intimidation of educators, inciting other learners, and disruption of teaching and learning |
03 |
Repeated use of dagga alcohol, cigarette, undisciplined |
01 |
Alcohol abuse, vandalism to school property and disruptive behaviour |
01 |
Disrespectful |
01 |
Consistent misconduct, fighting, possession of dangerous weapon |
04 |
TOTAL |
11 |
2(c) No appeals were received.
MPUMALANGA PROVINCE
2(a) Sixteen decisions were made to approve expulsions.
2(b)
Offences |
Number approved |
Possession of dangerous weapons |
02 |
Theft |
02 |
Assault |
06 |
Use of drugs |
01 |
Disruptive behaviour |
05 |
TOTAL |
16 |
2(c) One appeal was received and it was successful.
NORTHERN CAPE PROVINCE
2(a) One decision was made to approve expulsion.
2(b)
Offence |
Number approved |
Possession of dangerous objects |
01 |
TOTAL |
01 |
2(c) No appeal was received.
NORTH WEST PROVINCE
2(a) Six decisions were made to approve expulsions.
2(b)
Offences |
Number approved |
Fighting with another learner |
01 |
Bullying |
01 |
Use of dangerous weapons, drugs and bullying |
01 |
Bullying other learners |
01 |
Involved in stabbing of another learner |
01 |
Stabbing another learner with a pair of scissors |
01 |
TOTAL |
06 |
2(c) Two appeals were received and they were successful.
WESTERN CAPE PROVINCE
2(a) 337 decisions were made to approve expulsions.
2(b)
Offences |
Number approved |
Absenteeism/ truancy |
02 |
Alcohol related |
18 |
Arson bomb threats/ vandalism |
05 |
Assault and violence |
67 |
Assault with a weapon (physical harm) |
48 |
Drug dealing and distribution |
34 |
Drug possession and use (under influence) |
68 |
Sexual harassment |
06 |
Sexual misconduct and rape |
13 |
Verbal abuse and threats |
23 |
Unacceptable behaviour |
09 |
Disregard of authority and instructions |
04 |
Possession of dangerous weapons |
20 |
Theft and fraud |
20 |
TOTAL |
337 |
2(c) No appeals were received.
QUESTION 1015
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 28/08/09
(INTERNAL QUESTION PAPER 12-2009)
Mr MH Steele (DA) to ask the Minister of Basic Education:
Whether her department has provided any information to the KwaZulu-Natal Department of Education on the involvement of a certain official (details furnished) who did not disclose her directorship of a holding company and the fact that she has shares in a subsidiary of that company which did business with the department of education and received a tender from the department (details furnished); if not, why not; if so, what information was provided? NW1240E
REPLY:
The Department did communicate to the KwaZulu-Natal Department of Education regarding the case of Ms Mpati and provided the KwaZulu-Natal Department of Education with all the detail available regarding the Report of the Auditor-General. The province was requested to bring the matter to the attention of the official and take the necessary corrective action to ensure that her previous declarations are corrected accordingly. The gravity of the situation in terms of bringing the Department in disrepute was highlighted. A follow up discussion was held with the provincial department. It was indicated that there may be inaccuracies in the Report of the Auditor-General. This will be followed up by the provincial department.
QUESTION 1466
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 25/09/09
(INTERNAL QUESTION PAPER 12-2009)
Mr D A Kganare(Cope) to ask the Minister of Basic Education:
(1) (a) What amount did her department budget for the implementation of the Occupation Specific Dispensation (OSD) and (b) what will it cost her department to implement the recently-signed OSD agreement;
(2) what amount (a) did her department budget for the laptop-for-every-educator project and (b) will be spent on this project in the 2009-10 financial year;
(3) whether any other programmes or projects were cancelled or postponed owing to the implementation of the OSD; if so, (a) which programmes or projects, (b) what was the estimated cost of each of these programmes or projects and (c) what impact will this postponement or cancellation have on delivery of quality education? NW1825E
REPLY:
(1) (a) My department does not budget for personnel costs in provinces. The projected cost for the Collective Agreement 1 of 2008, which catered for the Establishment of a Framework for the OSD for educators in public education amounted to R7 billion, which was made available to provinces through the equitable share.
(b) The projected cost for Collective Agreement 4 of 2009 which, caters for the finalisation of matters linked to the OSD in education amounts to R4, 135 billion.
(2) (a) R550 million has been projected for the lap top initiative for 2009/2010.
(b) Provincial Education Departments (PEDs) who have the resources available in this financial year may cover all educators who are eligible. Those PEDs who did not budget for this item because conclusion of the determination happened late in the financial year may phase in the initiative over two years starting 1 July 2009. My department is in a process of assessing which provinces will implement in the 2009/10 financial year to what amount.
(3) I am not aware of any programmes or projects that have been cancelled or postponed due to the implementation of OSD. The cost of the latest OSD will be funded from additional funds to be allocated to Provinces.
- Lack of a feasible turnaround strategy
- The applications were outside the legislative mandate of the IDC
- Insufficient information
- Contravention of minimum wage legislation
- Funding was no longer required.
NATIONAL ASSEMBLY
FOR WRITTEN REPLY
QUESTION 1575
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 09/10/09
(INTERNAL QUESTION PAPER 20-2009)
Mr D C Smiles (DA) to ask the Minister of Basic Education
(1) Whether her department organized or hosted (a) an imbizo, (b) a seminar, (c) conference and (d) any other function during the period 1 January 2006 up to the the latest specified date for which information is available; if so (i) on what date, (ii) what was the total amount spent on each, (iii) what is the breakdown of the cost in each case and (iv) how many guests attended in each case;
(2) Whether there were any related costs for the travel and accommodation of guests for each of the events; if so, in each case, (a) what were the costs and (b) what was the breakdown of these costs;
(3) Whether any member of the Cabinet was present at any of these events; if so, (a) who, (b) in what capacity and (c) why ? NW1981E
REPLY:
1. I was only appointed in May 2009, therefore I can only account for the period starting in May 2009. No IMBIZO was held in 2009.
2. The DoBE Teenage Pregnancy Report was launched at a seminar hosted by UNICEF; costs can be ascertained with UNICEF.
3. No conferences have been hosted by the DoBE during my term of office to date.
4. No functions have been hosted by the DoBE during my term of office to date.
5. The National Teacher Development summit was hosted by the ELRC and ETDP SETA.
6. The President's Interaction with principals was co-hosted by the DoBE, which contributed R 300,000.00 and by the private sector. The President was present in his capacity as President of South Africa. The MEC's for Education and the Premiers also attended as leaders of Government in their various capacities.
QUESTION 1544
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER : 09/10/09 (INTERNAL QUESTION PAPER 20-2009
DR JC Kloppers-Lourens (DA) to ask the Minister of Basic Education :†
Whether the department has any plans to introduce political literacy as part of its broad curriculum; if not why; if so, what are the relevant details? NW1949E
Reply:
No. The National Curriculum Statement is a high knowledge curriculum that is informed by the principles of human rights, inclusivity, environmental and social justice. As an example, Life Orientation, a compulsory subject for all learners, deals with Citizenship in detail. It covers the following areas:
Bill of Rights: Content, rights and responsibilities of South African citizens, role of government. Incidences of human rights violations and impact on individual and society.
Diversity: Various contexts of citizenship; diversity in day-to-day relationships and society at large.
Various political parties, interest groups, lobbying groups, etc. and their principles, processes and procedures in addressing the interests of civil society.
Participation in and/or involvement in constitutions, elections, representation of constituencies, mandates, lobbying, advocacy, running of meetings.
Participation in local community structures, such as non-governmental organisations (NGOs), community-based organisations (CBOs), faith-based organisations (FBOs), Community Police Forums, Representative Councils of Learners (RCLs), community clubs, etc.
QUESTION 52
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 8/06/2009
(INTERNAL QUESTION PAPER 01-2009)
Ms JC Klopper- Lourens (DA) TO ASK THE Minister of Basic Education:
In respect of each of the seven most recent years for which information is available, (a) how many enquiries were conducted into educators for misconduct and (b) with regard to each enquiry whether the charges of misconduct was upheld, (i) what was the charge in each case, (ii) what was the penalty and (iii) what is the name of the educator concerned?
W54E
REPLY:
(a)
· In 2006, 484 enquiries were conducted into educators for misconduct where 452 of them were upheld;
· In 2007, 411 enquiries were conducted where 269 of them were upheld
· In 2008, 700 enquiries were conducted where 522 of them were upheld.
(b)
(i) The charges conducted against the educators consist mainly of theft, acts of corruption, fraud, negligence, absenteeism, assault, rape, working while under the influence of liquor or intoxicating substance, etc.
(ii) The penalties ranged from a written warning to dismissal.
(iii) I cannot provide the names of the perpetrators concerned as records are with SACE and the various provincial departments of education.
QUESTION 356
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 03/07/2009
(INTERNAL QUESTION PAPER 05-2009)
Ms JC Kloppers- Lourens (DA) to ask the Minister of Basic Education:
(1) Whether she purchased a new vehicle on her new appointment to office; if so, (a) why, (b) what make and model is the vehicle (c) what did the vehicle cost and (d) (i) what accessories were included in excess of the vehicle's purchase price and (ii) what was the cost of such accessories; if not,
(2) Whether she inherited an existing vehicle; if so, (a) what was the make and model (b) how old is the vehicle? NW416E
REPLY:
Pretoria |
Cape Town |
(1) Yes |
Yes |
(a) The vehicle was allocated as official vehicle in Cape Town to the Minister of Higher Education and Training. |
To replace the existing vehicle which will reach its end of life in August 2009. |
(b) Range Rover Sport TDV8 |
BMW 730D |
(c) (c) R807 000.00 |
R894 500.00 |
(d)(i) Mudguards |
Not applicable |
(ii) R2 592.18 |
Not applicable |
(2) No |
Yes |
(a) Not applicable |
2004 Mercedes Benz E320 |
(b) - |
5 Years |
QUESTION 1140
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 04/09/09
(INTERNAL QUESTION PAPER 12-2009)Mr D C Smiles (DA) to ask the Minister of Basic Education:
Whether her department provides (a) basic health, (b) hearing and/or (c) sight tests to school learners; if not, what is the position in this regard; if so, (i) in what grades are these tests conducted and (ii) what budget was made available for the provision of such tests in each of the three most recent financial years for which information is available? NW1473E
REPLY:
(a) The Department has adopted a holistic approach to the early identification of barriers to learning by conducting provincial campaigns termed Lethimpilo Campaign. One of the key strength of the campaign is that it provides an integrated service delivery to school communities. Through this initiative, various potential barriers to learning, beyond health, are also identified and addressed through partnership with other government departments and civil society.
(b) and (c) Services provided include health screening of learners (visual, auditory, oral as well as assessing immunization status), birth registration (Department of Home Affairs), social security (Department of Social Development), food production (Department of Agriculture), and sports and recreation amongst others. Learners, as well as community members who are screened receive on-site treatment where possible. Referrals are also made to local institutions for further assessment and management.
(i) The programme has targeted at least 10,000 Grade 4 learners per province. In 2007, the campaign was conducted in FS, MP, LP and NW provinces. In 2008, the campaign was extended to NC and EC.
(ii) Table 1 depicts the budget allocations for the screening activities over the years 2007-2009 for which information is available.
Table 1: Budget allocations for school health screening, Health Promotion Directorate
Financial Year |
2007/8 |
2008/9 |
2009/10 |
Amount |
R5.6m |
R2.8m |
R2.5m |
Budgetary challenges have limited the full reach of this initiative. Therefore, in an effort to increase the reach of, and to institutionalise health screening within the education system, the Department is presently working in collaboration with the Department of Health and other key stakeholders, to source further funds and to develop an implementation plan.
QUESTION 1139
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 04/09/09
(INTERNAL QUESTION PAPER 12-2009)
Mr D C Smiles (DA) to ask the Minister of Basic Education:
(1) How many educators were employed in each province in each of the three most recent financial years for which information is available;
(2) how many days in total were taken by educators as (a) ordinary leave, (b) special leave and (c) sick leave in each of the three most recent financial years for which information is available? NW1472E
REPLY:
(1) The number of educators employed in each province in each of the three most recent financial years for which information is available
Province |
2006/07 |
2007/08 |
2008/09 |
EC |
65 314 |
62 167 |
64 565 |
FS |
23 275 |
22 734 |
23 295 |
GP |
46 370 |
49 916 |
50 715 |
KZN |
81 548 |
84 100 |
84 977 |
LP |
55 128 |
56 546 |
56 432 |
MP |
30 922 |
31 485 |
32 087 |
NW |
31 346 |
26 117 |
25 428 |
NC |
6 562 |
8 193 |
8 428 |
WC |
28 654 |
24 895 |
25 522 |
Totals |
369119 |
366 153 |
371 449 |
(2) The number days in total taken by educators as (a) ordinary leave, (b) special leave and (c) sick leave for which information is available at the time of this response is for 2008/09 financial year
Category Description |
TOTAL |
Sick-full pay (workdays) |
79 848 |
Special (work days) |
83 16 |
Vacation - full pay (work days) |
131 83 |
Total |
101 347 |
QUESTION 486
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 10/07/09
(INTERNAL QUESTION PAPER 06-2009)
Mr D Smiles to ask the Minister of Basic Education:
(1.)Whether her department has conducted a diagnostic study of the Grade R sector across the provinces; if not, why not; if so, (a) what methodology was applied, (b) when will the findings and recommendations be released, (c) who conducted the study and (d) what was the cost;
(2) Whether all provinces participated in the study; if not, (a) which provinces did not participate and (b) what corrective measures were taken to make up for their non participation;
NW548E
REPLY:
(1) Yes
1 (a) A team of researchers and Technical Assistants (TA's) used the following methodology:
· Literature review – national legislation, policy, plans, enabling documentation etc, as well as provincial plans and reports
· National Interviews: Department of Education and stakeholders
· Provincial interviews and site visits: Provincial, district and school management and staff engaged in Grade R as well as teachers/practitioners and other stakeholders
· Focus groups/workshops in some provinces, and several national engagements, one involving provincial ECD managers
1(b)
The findings and recommendations of the reports were discussed with senior officials from the provinces at a meeting convened by the Department on the 28th and 29th July 2009. These have now been forwarded to the Minister for her consideration and advise.
1(c)
The Department of Education requested the Technical Assistance Unit of the National Treasury to contract the services of the Centre for Education Policy Development (CEPD) to conduct the diagnostic study.
1(d)
i. Professional fees R1 322 304.00
ii. Disbursement costs R 186 928.00
iii. Vat @14% R 185 122.56
Total costs R1 694 354.56
(2) All provinces participated in the study
QUESTION 488
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 10/07/09
(INTERNAL QUESTION PAPER 06-2009)
Mr D Smiles to ask the Minister of Basic Education:
(1) How many (a) students qualified as teachers and (b) newly-qualified teachers took up posts in schools in each of the past three academic years;
(2) how many grade 1 teachers are currently not qualified;
(3) how many (a) applications for admission to teacher training colleges were approved in each of the past three academic years and (b) of these applications were for the (i) mathematics, (ii) science, (iii) accounting and (iv) English language disciplines?
NW550E
REPLY:
1 (a) Total number of graduations of new teachers over the preceding four years for which data is available are shown in Table1 below.
Table 1: Number of new graduates entering teaching 2005 - 2008
Programme |
2005 |
2006 |
2007 |
2008 |
B Ed |
3590 |
4027 |
4112 |
3669 |
PGCE |
1171 |
2049 |
1951 |
1942 |
Total Graduations |
4761 |
6076 |
6063 |
5611 |
Source: Higher Education Information Management System (HEMIS
Note: Data for 2008 is preliminary, as final audited data for 2008 will only become available at the end of July 2009.
1 (b) 378 969 educators were employed in public schools either on a temporary or permanent basis as at the end of May 2009. Permanently employed educators constituted the majority (340 647). The number employed on a temporary basis stood at 38 322. Of this total, exactly 29 809 were appointed within the current year, with 25 775 appointed on a temporary basis and 4 034 on a permanent basis. The provincial breakdowns of 2009 appointments are shown in Table 2 below
Table 2: Number of educators appointed in 2009, either temporarily or on a permanent basis, per province
2009 APPOINTMENTS |
|||
Province |
Temporary |
Permanent |
Total |
Eastern Cape |
2 459 |
663 |
3 122 |
Free State |
1 757 |
150 |
1 907 |
Gauteng |
3 326 |
1 488 |
4 814 |
Kwazulu Natal |
7 254 |
450 |
7 704 |
Limpopo Province |
3 345 |
190 |
3 535 |
Mpumalanga |
669 |
34 |
703 |
North West |
1 819 |
50 |
1 869 |
Northern Cape |
1 209 |
221 |
1 430 |
Western Cape |
3 937 |
788 |
4 725 |
TOTAL |
25 775 |
4 034 |
29 809 |
Source: PERSAL 200905 |
(2) Currently it is not possible to accurately provide this information on all Grade 1 teachers. PERSAL is able to provide us with the REQV classification of teachers employed within public schools, but we are not able to filter out the Grade R educators at this stage. EMIS forms, which are self reported, could be used to identify teachers teaching Grade 1 classes, however, they do not have accurate information about qualifications. The DoE is currently working on developing fields for the PERSAL system that would enable the drawing of reports on teachers' qualification type, teaching specializations and experience. Once the system has been developed we will be in a position to draw accurate reports on teacher qualifications in relation to specific grades and subject taught.
While we cannot provide accurate data with respect to Grade 1 teachers, recent research into teacher qualifications carried out by the HSRC for the Department of Education does give some insight into the qualifications of foundation phase teachers in a statistically significant sample of schools nationally. 7380 serving teachers in 580 public schools took past in the survey. There were 1424 Foundation Phase teachers in the sample, and of these 93% were professionally qualified.
3 (a) The first time registrations into teaching at Higher Education Institutions over the last four academic years are shown in Table 3
Table 3: First-time entrants at HEIs 2005 - 2008
Programme |
2005 |
2006 |
2007 |
2008 |
B Ed |
6 289 |
6 428 |
7 958 |
9082 |
PGCE |
3 860 |
4 498 |
4421 |
4971 |
Total first time Registrations |
9 049 |
10 026 |
12 379 |
14053 |
Source: Higher Education Information Management System (HEMIS) |
Note: Data for 2008 is preliminary. Audited enrolment data for 2008 will only be available at the end of July 2009.
3 (b). Currently it is not possible to provide figures of registrations disaggregated to the various disciplines. Higher Education Institutions do not report the names of qualifications in a consistent manner, for example some abbreviate the name, some use the Latin name and some also use the Afrikaans name. There are some cases where a specialisation may be included. However in most education qualifications the specific phase, learning area or subject specialisation is not recorded. From 2010 all public institutions will report on registrations and graduations using the new classification of educational subject matter categories. This will enable us to disaggregate the data form HEMIS in terms of the specialisations. Institutions will also be required to use the approved designator and qualifier for a qualification in terms of the HEQF, which will enable accurate reports on students registered for education qualifications to be generated.
QUESTION 2062
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 02/11/09
(INTERNAL QUESTION PAPER 26-2009)
Dr JC Kloppers- Lourens (DA) to ask the Minister of Basic Education:
- Whether South Africa is moving towards conventional teaching with less emphasis on group work; if not, what is the position in this regard ; if so what are the relevant details;
- What is her department's current approach to teaching? NW271E
REPLY:
1. 'Conventional' teaching requires the use of multiple approaches by teachers to respond to both the subject or skill being taught and the different learning styles of different children. No one approach is can be Different approaches will have value and relevance in a classroom.
2. There is no single teaching approach that is advocated by the Department of Education as this would go against all that is central to good teaching practice and good education. Different teaching styles are appropriate in different contexts, and all have a place in the classroom.
NATIONAL ASSEMBLY
FOR WRITTEN REPLY
QUESTION 1708
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 16/10/2009
(INTERNAL QUESTION PAPER 22-2009)
Ms G G Boinamo (DA) to ask the Minister of Basic Education:
(1) What amount was spent by her department on (a) hotel accommodation, (b) restaurant expenses and (c) travel costs (i) in the 2008-09 financial year and (ii) during the period 1 April 2009 up to the latest specified date for which information is available, for (aa) her, (bb) her deputy minister, (cc) specified officials of her department and (dd) any other specified individuals;
(2) Why did each individual use the specified accommodation in each case? NW2200E
REPLY:
(1) (i) (a) (b) (c) (aa) (bb) (cc) (dd) Not applicable for the 2008/09 financial year. The establishment of the Department of Basic Education and the subsequent appointment of the Minister of Basic Education occurred during May 2009.
(ii) During the period 1 April 2009 up to 30 September 2009
The breakdown of restaurant expenses for her, her Deputy Minister, and Officials in the offices of the Minister are included in the expenditure on accommodation.
Period 1 April 2009 up to 30 September 2009
(aa) Minister:
(a) & (b) Hotel accommodation & Restaurant (meal) expenses from 1 May 2009 – 30 September 2009: R 58 266.23
(c) Travel costs from 1 May 2009 – 30 September 2009: R116 620.08
(bb) Deputy Minister:
(a) & (b) Hotel accommodation & Restaurant (meal) expenses from 1 May 2009 – 30 September 2009: R 34 236.11
(c) Travel costs from 1 May 2009 – 30 September 2009: R111 761.07
(cc) Not applicable
(dd) Not applicable
(3) Accommodation includes hotel accommodation while an official residence was not yet ready for occupation. In each case it was the most cost effective and appropriate accommodation available when the bookings were made. Travel costs of the Minister include travel to Kenya (twice) and Tunisia as Chair of the Council of Ministers of Education in Africa (COMEDAF).
QUESTION 169
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 13/10/09
(INTERNAL QUESTION PAPER 21-2009)
Mr D A Kganare (Cope) to ask the Minister of Basic Education:
(1) Whether any assessment has been done on the impact of Dinaledi schools; if not, why not; if so, when;
(2) whether she will make the findings available to the public; if not, why not; if so, when;
(3) whether there is a programme to increase the number of Dinaledi schools; if not, what is the position in this regard; if so, which criteria will be applied to determine which schools qualify as Dinaledi schools;
(4) whether provinces play any role in identifying schools; if not, why not; if so, what are the relevant details;
(5) whether her department or provincial departments provide any support to ensure the success of these schools; if not, why not; if so, what are the relevant details? NO1294E
REPLY:
1) The preliminary assessment on the impact of Dinaledi schools has been positive. There are 500 Dinaledi schools, principally in rural and township areas, whose learner population makes up approximately 7% of the number of learners who sit for the Matric exam. These learners have, however, contributed to approximately 24% of the passes of 50% and more in mathematics. This clearly indicates a positive result. Furthermore, there has been an increased participation of girl learners in the learning areas of Mathematics and Science with girl learners achieving excellent results. This is in keeping with the objective of the Dinaledi (MST initiative) to promote participation in the areas of Mathematics and Science among girl learners. Given the positive results the Department has embarked on an in-depth study as to ascertain what were the positive aspects of the initiatives which contributed to its success and to what extent it could be expanded.
2) Yes. The final results of the study will be available to interested parties and stakeholders when the study has been concluded.
3) The Department has decided to retain the number of Dinaledi Schools at 500 and to increase the support of these schools. After the assessment has been completed, consideration will be given to the expansion of the initiative.
4) The selection of Dinaledi schools occurs in collaboration with the provinces. The Department of Education sets the criteria of schools to participate in the Dinaledi project. The criteria include the potential of the school in Maths and Science, the number of learners enrolled, consistent performance and access to opportunity.
5) Yes, there is a unit at the DoBE that provides support and oversight of Dinaledi schools. It monitors the schools and keeps a database of support for Dinaledi schools. Provincial coordinators for Maths, Science and Technology provide support to schools. The Department has provided, text books, study guides, scientific calculators and science kits to Dinaledi schools. In addition teacher training is conducted in Mathematics and Science content on an ongoing process. Over the past three years approximately 2200 teachers from Grades 11 – 12 received content knowledge training which has ostensibly impacted positively on schools.
Learners are also entered into the Mathematics Olympiads. Approximately 250 of the 500 schools have been adopted by the private sector and parastatal provided schools with extended support in terms of resources.
NATIONAL ASSEMBLY
FOR ORAL REPLY
QUESTION 175
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 13/10/09
(INTERNAL QUESTION PAPER 21-2009)
Mr DC Smiles (DA) to ask the Minister of Basic Education:
Whether her department intends implementing the recent recommendations made in the new guidelines on sex education by the UNESCO, if not why not; if so, (a) when, (b) to what extend will her department implement the recommendations in respect of five-year old to eight year old children and (c) what consultation plans will be followed with parents? N0 2074E
REPLY:
UNESCO's International Guidelines on Sexuality Education is based on research in 87 countries and input provided by experts in specialsed NGOs and other UN agencies. Education is recognised as one of the best weapons we have to reduce the HIV infection rate and to improving the sexual and reproduction health of young people across the world. Many young men and women do not have access to the knowledge that could help them make informed decisions about their bodies and their health. These guidelines aim to fill this gap.
The guidelines provide an explanation of what sexuality education is and why it is important to ensure that young people have access to it. They are organised around six key concepts:
· Relationships;
· Values, Attitudes and Skills;
· Culture, Society and Law;
· Human Development;
· Sexual behavior; and
· Sexual and reproductive health.
Each topic is linked to learning outcomes for four age categories: 5-8 years, 9-12 years, 12-15 years and 15-18 years.
The Department will consider the guidelines and then determine if any of them will be adopted for South Africa. If any of the guidelines will have implications for our Life Skills or Life Orientation Learning Programmes the department will consult all relevant stakeholders in this regard.
QUESTION 1505
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 09/10/09
(INTERNAL QUESTION PAPER 20-2009)
Mr A P van der Westhuizen (DA ) to ask the Minister of Basic Education:
(1) What was the average of the raw marks achieved by candidates in the National Senior Certificate Examination in November 2008 before the inclusion of year marks and statistical adjustments by Umalusi, for (a) Mathematics (i) Paper 1, (ii) Paper 2 and (iii) Paper 3, (b) Accounting and (c) Physical Science (i) Paper 1 and (ii) Paper 2;
(2) what would have been the final mark per subject of a candidate who achieved a raw mark of 20% in the examination papers and for whom a year mark of 50% was submitted if both this year mark and the mark achieved in the examinations reflected the average of the marks for the learner cohort of a particular school for Mathematics Paper 1 and Paper 2, Accounting and Physical Science? NW1909E
REPLY:
(1) The raw marks achieved by candidates in the NSC, prior to the inclusion of school based assessment (SBA) marks and the statistical adjustments, are regarded as an incomplete measure of the learner's performance and are therefore not analysed or included in our reporting on learner performance. Both the inclusion of SBA marks and the statistical adjustment of marks are internationally recognized components in the summation of a learner's performance and there are sound educational reasons for the inclusion of both these components. Therefore, analyzing learner performance, with these two components excluded is a fruitless exercise.
(2) The practice of statistically adjusting the school based assessment (SBA) marks to the examination marks, is based on the principle that the SBA marks should not deviate significantly from the examination marks, in a cohort where all other conditions have remained relatively similar. Therefore, the SBA marks should not deviate by more than 5 -10% from the examination marks. In a subject where a learner obtained 20% in the examination and 50% in the SBA, the SBA will be adjusted to 25% so that it lies within the acceptable range. This practice is also based on the researched position that SBA marks have a lower reliability than examination marks. The centralized setting of the question papers and the controlled conditions relating to the writing and marking of examinations, accords examination marks a higher reliability and therefore in the absence of a more reliable benchmark, the examination is used as an anchor in this statistical adjustment process.
QUESTION 1577
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 09/10/09
(INTERNAL QUESTION PAPER 20-2009)
Mr D C Smiles (DA) to ask the Minister of Basic Education:
(1) Whether her department developed and adopted a policy providing guidelines for the appointment of persons with a criminal record; if so, (a) when was the policy (i) developed and (ii) adopted and (b) where can a copy of the policy be obtained; if not,
(2) whether her department has any plans in place to develop and adopt such a policy; if not, why not; if so, what are the relevant details;
(3) whether her department does any pre-employment screening of potential employees for criminal records; if not, why not; if so, what are the relevant details;
(4) whether any employees with criminal records are currently employed by her department; if so, (a) how many and (b) what is their (i) job level and (ii) occupational category? NW1983E
REPLY:
(1) No. The Department of Basic Education does not, as yet, have a policy providing guidelines for the appointment of persons with a criminal record.
(2) A policy providing guidelines for the appointment of persons with criminal records is currently under development and will be functional as soon as the Departments has satisfied itself with the legal aspects around it.
(3) Not applicable at the moment.
(4) Not applicable at the moment.
QUESTION 1296
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 18/09/09
(INTERNAL QUESTION PAPER 17-2009)
Mr M H Steele(DA) to ask the Minister of Basic Education:
(a)(i)What is the (aa) identity number, (bb) Persal number and (cc) occupation each of the nominated members of her department's 2008-09 Audit Committee and (ii) by whom is each of the audit committee members employed, (b) on which dates did the audit committee meet in the 2008-09 financial year and (c) what records are there for each of these meetings? NW1643E
REPLY:
(a)(i) INFORMATION REGARDING AUDIT COMMITEE MEMBERS
(aa) Members
S Sithole
MC Ledwaba
MJ Froneman
Dr CP Madiba
C Mpati
(bb) Persal number
S Sithole 19475527
MC Ledwaba 18696589
MJ Froneman 12091260
Dr CP Madiba 15758761
C Mpati 61082341
(cc) Occupation
S Sithole Chartered Accountant
MC Ledwaba Chief Financial Officer
MJ Froneman Consultant
Dr CP Madiba Director District Development
C Mpati General Manager Adult Literacy Campaign
(ii) Employed
S Sithole Partner at Sithole Incorporated Chartered Accountants
MC Ledwaba City of Polokwane
MJ Froneman Government Finance Projects Cc
Dr CP Madiba National Department of Education (Temporary basis)
C Mpati Kwa Zulu Natal of Education
(b) Dates of Audit Committee Meetings for 2008/2009
8 May 2008
29 May 2008
28 July 2008
30 September 2008
1 December 2008
19 March 2009
(C) Records of Audit Committee Meetings
Minutes of each audit committee meeting are kept and also distributed to each audit committee member, external auditors and the accounting officer.
QUESTION 1278
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 18/09/09
(INTERNAL QUESTION PAPER 17-2009)
Ms S P Lebenya-Ntanzi (IFP) to ask the Minister of Basic Education:
Whether she intends introducing sign language as an official school subject; if not, why not; if so, (a) what is the timeframe for establishing a process to recognise sign language as a school subject and (b) what are the further relevant details? NW1299E
REPLY:
Yes.The Department of Basic Education in cooperation with PANSALB has already commenced with the development of Sign Language to be listed in the National Curriculum Statement Grades R-12.
The first step in the development process is to develop terminology for Sign Language. The terminology list, once finalised must be verified and authenticated by the National Language Board. PANSALB will assist the Department of Basic Education in this regard.
Furthermore, information must be obtained of the level at which the language subject will be offered. Languages are currently offered at three language levels, namely Home, First Additional and Second Additional Language levels.
Once Sign Language has been standardised, a Ministerial Task Team must be established with the aim of determining what expertise is needed and to invite experts in the identified fields of Sign Language to serve on a Subject Working Group.
It is imperative that all groupings in the aurally impaired community are identified because there must be consensus on what exactly Sign Language is and whether South African Sign Language is the only or best option. It is also important that all official languages will be accommodated in the chosen version of Sign Language.
The Subject Working Group will commence with its duty as spelt out in the Terms of Reference as developed by the Ministerial Committee. The Subject Working Group will develop the following required policy and guideline documents:
Ø Subject Statements which form the national education policy framework and stipulate the learning outcomes, assessment standards and content required for Sign Language;
Ø Learning Programme Guidelines to assist teachers with the interpretation of the Subject Statements, especially with regard to the conduct of School-Based Assessment; and
Ø Subject Assessment Guidelines to assist teachers with the composition of the School-Based Assessment and Practical Assessment Tasks of Sign Language as outlined in the Subject Assessment Guidelines.
Once the above policy and guideline documents have been developed, they must be published for public comment in the Government Gazette.
The above process takes approximately ten months.
The implementation date is to a large extent dependent on whether all groupings of the aurally impaired community have agreed to the curriculum.
Other factors that could influence the planned date for implementation, are the availability of qualified teachers in Sign Language and the availability of suitable and acceptable teaching and learning support material
It is imperative that all groupings in the aurally impaired community are identified because there must be consensus on what exactly Sign Language is and whether South African Sign Language is the only or best option. It is also important that all official languages will be accommodated in the chosen version of Sign Language.
The Subject Working Group will commence with its duty as spelt out in the Terms of Reference as developed by the Ministerial Committee. The Subject Working Group will develop the following required policy and guideline documents:
Ø Subject Statements which form the national education policy framework and stipulate the learning outcomes, assessment standards and content required for Sign Language;
Ø Learning Programme Guidelines to assist teachers with the interpretation of the Subject Statements, especially with regard to the conduct of School-Based Assessment; and
Ø Subject Assessment Guidelines to assist teachers with the composition of the School-Based Assessment and Practical Assessment Tasks of Sign Language as outlined in the Subject Assessment Guidelines.
Once the above policy and guideline documents have been developed, they must be published for public comment in the Government Gazette.
Other bodies/organisations to be involved are:
Ø The South African Qualifications Authority (SAQA) for the registration of qualifications on the National Qualifications Framework (NQF);
Ø Umalusi, the Council for General and Further Education and Training Quality Assurance as Quality Council, which must develop and implement policy and criteria for the development, registration and publication of qualifications; and the quality assurance thereof; and
Ø Higher Education South Africa (HESA), which must consider if a subject qualifies to be regarded as a gateway subject for entrance to a Bachelor's degree at a university. Currently there are only 18 of the 29 National Senior Certificate subjects identified for university admission. These gateway subjects are listed in paragraph 4 of the Minimum Admission Requirements for Higher Certificate, Diploma and Bachelor's Degree Programmes requiring a National Senior Certificate (NSC), published in Government Gazette, No, 31231 of 11 July 2008.
If Sign Language is to be developed at Home and First Additional Language level, the implementation thereof should commence at General Education and Training (GET) Level before there can be any implementation at Further Education and Training (FET) Level.
The duration of the National Senior Certificate qualification which is based on the National Curriculum Statement Grades 10-12 is three years, namely Grades 10, 11 and 12. A learner must offer all subjects selected, including Sign Language for all three grades, Grades 10-12. In view of this, the implementation of a newly developed subject should be incrementally, starting with Grade 10 in January of the year after approval of the subject.
Only Sign Language at Second Additional Language level can be directly implemented at FET level.
The above process takes approximately 10 months. The implementation date is to a large extent dependent on whether all groupings of the aurally impaired community have agreed to the curriculum.
Other factors that could influence the planned date for implementation, are the availability of qualified teachers in Sign Language and the availability of suitable and acceptable teaching and learning support material
QUESTION 506
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 10/07/09
(INTERNAL QUESTION PAPER 06-2009)
Mr GG Boinamo to ask the Minister of Basic Education:
1. Whether any function was organised to mark the occasion of the delivery of her budget vote in 2009; if so, (a) what total amount was spent on this function, (b) from which budget was the money allocated, (c) what amount was spent on (i)food and refreshments, (ii) venue, (iii) entertainment, (iv) staff and (v) transport and (d) how many persons were invited to attend this function? NW569E
REPLY:
1. Yes
(a) R267 044.57
(b) The Communications budget
(c) (i) R47 673.99
(ii) None
(iii) R20 500
(iv) None
(v) None
(d) 250
QUESTION 507
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 10/07/09
(INTERNAL QUESTION PAPER 06-2009)
Mr G G Boinamo (DA) to ask the Minister of Basic Education:
(1) Whether her department makes use of private security firms; if so, how much money was spent on such firms in 2008;
(2) whether these firms are used on a contractual basis; if so, (a) how many contracts did her department take out in this regard in 2008, (b) with which firms were these contracts taken out, (c) for what specific purpose was each contract taken out and (d) what was the value of the contract in each case;
(3) why is there a need for her department to use a private security firm as opposed to state security? NW570E
REPLY:
(1) No.
(2) Not applicable.
(3) Not applicable.
QUESTION 189
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 13/10/09
(INTERNAL QUESTION PAPER 21-2009)
Ms N Gina (ANC) to ask the Minister of Basic Education:
Whether any plans are in place to ensure that schools are not disrupted by service delivery protests at this critical period when learners need to prepare for examinations; if not, why not; if so, what plans? NO2095E
REPLY:
The Minister of Basic Education has taken all reasonable and necessary steps to ensure that learning and teaching takes place without disruption in our schools.
We share the concern that service delivery protests already may impact negatively on school activities. We are advised that in the areas affected by service delivery protests the Provincial Departments have measures in place.
Limpopo (Moutse)
Two camps were established to accommodate learners – boys were moved to Makhado Multipurpose Centre in Vhembe region and girls were moved to Tivumbeni Multipurpose Centre in Mopani. Since the establishment of the camps, the community expressed their commitment to support learners to write their exams.
However, in case there are any disruptions, the Provincial Department will set up a writing centre outside Moutse and provide the learners with transport to the centre.
Mpumalanga (Mathafeni and Sakhile)
The Circuit Managers are on high alert to move learners to other schools within the circuits in case there are any disruptions. The Provincial Legislature was briefed yesterday about the details of the planned intervention in order to afford learners an opportunity to write their exams
QUESTION 193
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 13/10/09
(INTERNAL QUESTION PAPER 21-2009)
Mrs F F Mushwana (ANC) to ask the Minister of Basic Education:
When will all schools be transformed into inclusive structures that will make them accessible to all learners, including those with disabilities? NO2099E
REPLY:
According to the implementation plan of the National Minimum Norms and Standards for School Infrastructure, provinces will apply Minimum Functionality norms and standards to all new schools, and where possible and when the budget is available, upgrading and maintenance to existing schools with the target to have all schools meeting the minimum functionality target.
This includes the programme to convert existing schools into full service schools as per White Paper 6 on Inclusive Education. The target for all schools to meet the optimum functionality is 2030 or earlier. This includes having all schools accessible to all learners. The achievement of this target, however, is dependent on the availability of sufficient funding.
QUESTION 194
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 13/10/09
(INTERNAL QUESTION PAPER 21-2009)
Mrs M T Kubayi (ANC) to ask the Minister of Basic Education:
What is her department's state of readiness with regard to the examinations? NO2100E
REPLY:
The Department of Education (DoE) is ready to implement the 2009 National Senior Certificate examinations. The DoE has used the first implementation of the NSC examination in 2008 as a platform on which to build and improve on the examination systems and processes. The challenges presented in the 2008 examination constituted the specific focus in the 2009 preparations. The DoE monitors and supports the PEDs on an ongoing basis and a dedicated state of readiness audit was conducted in each of the PEDs in July 09.
All question papers have been set and externally moderated by the Quality Assurance Council, Umalusi and have been submitted to provincial education departments for printing. PEDs are finalizing their printing and packing of question papers which will be delivered to examination centres on a daily basis in most of the PEDs, as a security measure. The registration of candidates has been finalized and the internal assessment marks are currently being moderated at the provincial level and will be collected and captured on the computer system by 15 November 09. The official commencement of the NSC examination will be on 02 November 09, by the time at which all non-official languages and practical subjects would have been completed.
The monitoring teams from the DoE and PED will visit examination centres during this stage to ensure that examinations are conducted in accordance with policy. Marking centres have been established and prospective markers have been screened and appointed.
Much progress has been made towards complete modernization of the administration system by introducing an Integrated Examination Computer System (IECS) which is already at its advance stages. In this regard multiple back-up systems run by SITA and monitored by Government Information Technology Office (GITO) have been put in place. The Minister of Basis Education will receive daily progress reports from all 10 130 national and international examination centres. Of the total number of examination centres 8 124 will be schools, 1 294 ABET, as well as 8 centres in Namibia and Swaziland. The Department is ready to provide examinations services to all South Africans travelling abroad. In this regard our embassies throughout the world play a significant part as emissaries of our national examination system. In respect of this we have received requests in Athens in Greece as well as in Perth in Australia. All processes are on track for the release of the results on 7 January 2010 and the DoE is confident that barring minor incidents which are expected in an examination of this magnitude, the 2009 examination will be successfully administered.
QUESTION 195
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 19/06/09
(INTERNAL QUESTION PAPER 03-2009)
Ms JC Kloppers- Lourens (DA) to ask the Minister of Basic Education:
(a) How many vacancies for school principal posts existed in each province as at the latest specified date for which information is available and (b) when will these vacancies be filled in each case? NW242E
REPLY:
(a) The number of vacant Principal posts as at the end of January 2009 is as follows:
Provincial breakdown of principal vacancy rates
Province |
Vacancies |
Total Principal posts |
Eastern Cape |
1 783 |
7 169 |
Free State |
366 |
1 958 |
Gauteng |
278 |
2 276 |
KwaZulu Natal |
837 |
6 413 |
Limpopo Province |
705 |
4 443 |
Mpumalanga |
243 |
2 062 |
North West |
235 |
2 149 |
Northern Cape |
105 |
706 |
Western Cape |
268 |
1 795 |
TOTAL |
4 820 |
28 71 |
(b) The frequency of vacancy lists per province is as follows for this year:
Province |
Report |
Eastern Cape |
Vacancy list will be released in the last term for appointment in January 2010 |
Free State |
Vacancy list released in first and second term and assumption of duty on 1 October 2009 |
Gauteng |
A vacancy list to be released in July 2009 for filling 1 October 2009 |
KwaZulu-Natal |
No Report available at the time of response |
Limpopo |
No Report available at the time of response |
Mpumalanga |
A vacancy list to be released in July 2009 |
North West |
Vacancy list released in the second term and appointments made for assumption of duty on first July 2009 |
Northern Cape |
No confirmation of the issuing of further vacancy lists in 2009 |
Western Cape |
The vacancy list will be released in August 2009 for possible filling of posts in January 2010 |
QUESTION 197
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 19/06/09
(INTERNAL QUESTION PAPER 03-2009)
Ms JC Kloppers- Lourens (DA) to ask the Minister of Basic Education:
(1) What was the backlog of textbooks in each province as at the latest specified date for which information is available;
(2) whether her department has taken any steps to rectify this situation; if not, (a) why not and (b) when will these backlogs be eliminated; if so; what steps;
(3) whether officials in her department have been held responsible for these backlogs; if not, why not; if so, (a) which officials and (b) what? NW243E
REPLY:
1 Although the procurement of textbooks is a provincial competence, the Department of Basic Education decided to conduct a survey in schools with the aim of determining the availability of textbooks in Grades 10-12. The number of school that responded and returned the survey back to the Department of Basic Education is 509, which represents 9% of secondary schools in South Africa. As indicated above only 509 surveys were returned and captured by the Department.
It is difficult to conclude that the budget given to schools is inadequate from the information provided by provinces. Not all schools provided information relating to budgets.
From the information gathered from schools, not many schools have retrieval systems in place. The table below shows the number of schools surveyed and the number of schools with retrieval systems in place.
Province |
Number of schools |
Number schools retrieval system |
Eastern Cape |
78 |
68 |
Free State |
66 |
43 |
Gauteng |
174 |
125 |
Kwa-Zulu Natal |
24 |
18 |
Limpopo |
50 |
35 |
Mpumalanga |
28 |
15 |
Northern Cape |
15 |
8 |
North West |
53 |
41 |
Western Cape |
21 |
16 |
Total |
509 |
369 |
From the analysis of the survey, it is evident that many learners are not allowed to take textbooks home. The lack of textbooks impacts negatively on their performance. See table below.
Province |
Number of schools |
Number of schools allowing learners to take textbooks home |
Eastern Cape |
78 |
67 |
Free State |
66 |
41 |
Gauteng |
174 |
116 |
Kwa-Zulu Natal |
24 |
15 |
Limpopo |
50 |
35 |
Mpumalanga |
28 |
15 |
Northern Cape |
15 |
8 |
North West |
53 |
42 |
Western Cape |
21 |
17 |
Total |
509 |
356 |
2. It is evident that textbook availability in schools is a problem and the Department of Education together with provincial education departments need to provide a solution to the shortage of textbooks in schools. The shortages maybe ascribed to the following:
· Inadequate budget.
· Number of subjects offered by schools.
· Procurement practices by schools.
· Lack of retrieval systems in schools.
The report was presented to provinces and their response was positive. The report allowed provinces to engage with the fact that not all learners have seven textbooks despite good intentions of provinces. From the analysis, it was agreed that proposal to draft a policy on the funding and procurement of textbooks should be developed.
3. The General Education and Training Branch has initiated a process of developing a national catalogue, which will also include an audit of LTSM in schools. However, as with FET, provincial Departments of Education are responsible for the procurement of LTSM.
4. The Department of Education is not directly involved in the procurement and dissemination of textbooks and therefore no officials could be held responsible.
QUESTION 199
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 13/10/09
(INTERNAL QUESTION PAPER 21-2009)
Dr JC Kloppers (DA) to ask the Minister of Basic Education:
(1) Whether any research has been done on the average amount of time spent by educators actively teaching the curriculum in classrooms per day; if not, why not; if so what are the relevant details;
(2) Whether any plans have been drawn up to improve the number of hours spent by educators in classrooms, if not; why not; if so what are the relevant details
NO2106E
REPLY:
(1) The last comprehensive study on teacher workload was conducted in 2005 by the HSRC for the Education Labour Relations Council (ELRC) entitled "Educator Workload in South Africa". In summary the study found that, on average, educators spent less time on teaching than required. The study made several recommendations which included, among others, improvement of administrative support to schools; reduction of class sizes and; reduction of learning areas in the curriculum; reduction of required assessment and recording and reporting.
(2) Measures in regards to teaching loads do exist and it is the responsibility of the Principal to allocate the minimum teaching time and Districts to monitor this. These measures are stipulated in section 3 of the Personnel Administration Measures (PAM) in (G.N. 222 of 1999 published in Government Gazzette No. 19767, as amended and updated on a regular basis). In summary the PAM stipulates that all post level one educators shall be at school for the minimum of seven hours per day. Out of that time 85%-92% and 85%-90% in primary and secondary school respectively shall be allocated to teaching. The Department has commissioned a report to review and reform the implementation of the curriculum, with a particular focus on the reduction of the administrative burden on teachers and an increase in teaching time.
A final draft report has been received and discussed in the Council of Education Ministers meeting and the final report is imminent. Among the preliminary recommendations is a reduction in administrative workload which the Department supports.
QUESTION 200
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 13/10/09
(INTERNAL QUESTION PAPER 21-2009)
Rev K R J Meshoe (ACDP) to ask the Minister of Basic Education:
Whether she has found that the poor matric results are as a result of outcomes-based education (OBE); if not, what is her conclusion based on; if so, what are the further relevant details? NO2108E
REPLY:
The National Senior Certificate (NSC) which is the new curriculum that replaces the old "matric" was implemented for the first time in 2008. The new curriculum which adopts an outcomes based approach to teaching, learning and assessment, incorporates the best practices that are designed to improve on the limitations of the old curriculum. Given that this curriculum was implemented for the first time in 2008, and that it is a significant change from the old, the performance in 2008 cannot be compared to previous years. The new NSC curriculum must be evaluated in the context of what this curriculum has produced and how does it better equip learners for further education and the world of work. The performance in 2008 will serve as a baseline for future comparative studies. However, one the biggest achievements of the new curriculum is that 343 000 learners have exited the system with either Mathematics or Mathematical literacy as part of their qualification, compared to the 184 000, that exited the system with Mathematics in 2007. Making Mathematical knowledge and skills available to the broader population of learners is certainly a remarkable gain.
The new curriculum is internationally comparable and therefore cannot be linked to poor performance. There are issues relating to the implementation of the new curriculum, which include, inter alia, effective advocacy of the new policy, teacher training, availability of appropriate learner and teacher support material, advisory and assessment support to teachers, which my Department is dealing with in a decisive manner. My Ministry is committed to improving learner performance in the education system and will therefore leave no stone un-turned in ensuring that this goal is achieved.
QUESTION 665
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 07/08/09
(INTERNAL QUESTION PAPER 07-2009)
Mr DC Smiles (DA) to ask the Minister of basic Education:
Whether her department has any statistics on the breakdown of matric candidates in 2008 in terms of race; if not, what is the position in this regard; if so, (a) how many (i) black, (ii) coloured, (iii) Indian, (iv) white, (v) Asian and (vi) other learners wrote the 2008 Senior Certificate examinations in each province and (b) how many of these learners (i) failed, (ii) passed, (iii) passed with matric exemption, (iv) passed with merit and (v) passed with distinction? NW751E
REPLY:
Statistics on the break down of candidates who wrote the Grade 12 NSC examination in 2008, in terms of race is available
(a) (i) to (vi) See table 1 column 1.
(b) (i) See table 1 column 3.
(b) (ii) See table 1 column 2.
(b) (iii) See table 1 columns 4, 5 and 6 for the types of passes which allows candidates admission to Higher Education.
(b) (iv) The NSC in 2008 did not make provision for "Pass with merit" in 2008.
(b) (v) The NSC in 2008 did not make provision for "Pass with distinction" in 2008.
TABLE 1 - NSC Nov 2008 - Race data per province |
|||||||
1 |
2 |
3 |
4 |
5 |
6 |
||
Province Name |
Race |
Wrote |
Passed |
Failed |
Pass Bachelor |
Pass Diploma |
Pass Higher Certificate |
EASTERN CAPE |
Asian |
34 |
32 |
2 |
25 |
6 |
1 |
EASTERN CAPE |
Black |
52,998 |
24,120 |
28,878 |
5,401 |
8,796 |
9,722 |
EASTERN CAPE |
Coloured |
4,053 |
3,115 |
938 |
807 |
1,420 |
864 |
EASTERN CAPE |
Indian |
155 |
149 |
6 |
101 |
37 |
10 |
EASTERN CAPE |
Unspecified |
14 |
12 |
2 |
5 |
4 |
3 |
EASTERN CAPE |
White |
3,130 |
3,097 |
33 |
2,108 |
901 |
78 |
EASTERN CAPE Total |
60,384 |
30,525 |
29,859 |
8,447 |
11,164 |
10,678 |
|
FREE STATE |
Asian |
114 |
92 |
22 |
43 |
24 |
23 |
FREE STATE |
Black |
26,050 |
17,728 |
8,322 |
3,865 |
7,418 |
6,373 |
FREE STATE |
Coloured |
743 |
550 |
193 |
147 |
273 |
122 |
FREE STATE |
Indian |
28 |
27 |
1 |
18 |
6 |
3 |
FREE STATE |
Unspecified |
1 |
1 |
0 |
1 |
0 |
0 |
FREE STATE |
White |
3,278 |
3,246 |
32 |
2,219 |
945 |
64 |
FREE STATE Total |
30,214 |
21,644 |
8,570 |
6,293 |
8,666 |
6,585 |
|
GAUTENG |
Asian |
164 |
153 |
11 |
105 |
34 |
10 |
GAUTENG |
Black |
71,687 |
50,446 |
21,241 |
14,565 |
19,397 |
14,678 |
GAUTENG |
Coloured |
4,553 |
3,719 |
834 |
1,306 |
1,419 |
854 |
GAUTENG |
Indian |
2,367 |
2,306 |
61 |
1,567 |
476 |
172 |
GAUTENG |
Unspecified |
19 |
18 |
1 |
14 |
3 |
1 |
GAUTENG |
White |
15,291 |
15,155 |
136 |
10,051 |
4,488 |
449 |
GAUTENG Total |
94,081 |
71,797 |
22,284 |
27,608 |
25,817 |
16,164 |
|
KWAZULU-NATAL |
Asian |
1,035 |
444 |
591 |
100 |
164 |
177 |
KWAZULU-NATAL |
Black |
126,090 |
67,238 |
58,852 |
16,657 |
25,697 |
24,447 |
KWAZULU-NATAL |
Coloured |
1,613 |
1,433 |
180 |
630 |
567 |
233 |
KWAZULU-NATAL |
Indian |
8,792 |
8,258 |
534 |
4,282 |
2,987 |
980 |
KWAZULU-NATAL |
Unspecified |
23 |
23 |
0 |
21 |
2 |
0 |
KWAZULU-NATAL |
White |
2,919 |
2,905 |
14 |
2,156 |
680 |
66 |
KWAZULU-NATAL Total |
140,472 |
80,301 |
60,171 |
23,846 |
30,097 |
25,903 |
|
LIMPOPO |
Asian |
79 |
75 |
4 |
51 |
17 |
3 |
LIMPOPO |
Black |
87,171 |
46,981 |
40,190 |
10,041 |
16,743 |
19,677 |
LIMPOPO |
Coloured |
134 |
89 |
45 |
27 |
41 |
20 |
LIMPOPO |
Indian |
3 |
1 |
2 |
1 |
0 |
0 |
LIMPOPO |
Unspecified |
9 |
5 |
4 |
2 |
2 |
1 |
LIMPOPO |
White |
1,386 |
1,379 |
7 |
921 |
423 |
23 |
LIMPOPO Total |
88,782 |
48,530 |
40,252 |
11,043 |
17,226 |
19,724 |
|
MPUMALANGA |
Asian |
599 |
237 |
362 |
60 |
77 |
94 |
MPUMALANGA |
Black |
50,563 |
24,910 |
25,653 |
4,815 |
9,327 |
10,376 |
MPUMALANGA |
Coloured |
243 |
197 |
46 |
76 |
78 |
42 |
MPUMALANGA |
Indian |
132 |
130 |
2 |
74 |
41 |
10 |
MPUMALANGA |
Unspecified |
10 |
4 |
6 |
0 |
2 |
2 |
MPUMALANGA |
White |
2,429 |
2,405 |
24 |
1,468 |
864 |
56 |
MPUMALANGA Total |
53,976 |
27,883 |
26,093 |
6,493 |
10,389 |
10,580 |
|
NORTH WEST |
Asian |
24 |
20 |
4 |
14 |
4 |
1 |
NORTH WEST |
Black |
29,479 |
19,005 |
10,474 |
4,057 |
7,601 |
6,987 |
NORTH WEST |
Coloured |
511 |
399 |
112 |
115 |
174 |
97 |
NORTH WEST |
Indian |
104 |
99 |
5 |
81 |
15 |
1 |
NORTH WEST |
Unspecified |
5 |
4 |
1 |
2 |
0 |
1 |
NORTH WEST |
White |
2,962 |
2,943 |
19 |
1,944 |
896 |
83 |
NORTH WEST Total |
33,085 |
22,470 |
10,615 |
6,213 |
8,690 |
7,170 |
|
NORTHERN CAPE |
Asian |
17 |
13 |
4 |
6 |
5 |
1 |
NORTHERN CAPE |
Black |
5,023 |
3,286 |
1,737 |
673 |
1,296 |
1,230 |
NORTHERN CAPE |
Coloured |
3,965 |
2,989 |
976 |
660 |
1,395 |
887 |
NORTHERN CAPE |
Indian |
16 |
15 |
1 |
12 |
2 |
1 |
NORTHERN CAPE |
Unspecified |
6 |
4 |
2 |
2 |
0 |
2 |
NORTHERN CAPE |
White |
950 |
944 |
6 |
584 |
329 |
26 |
NORTHERN CAPE Total |
9,977 |
7,251 |
2,726 |
1,937 |
3,027 |
2,147 |
|
WESTERN CAPE |
Asian |
53 |
52 |
1 |
38 |
12 |
2 |
WESTERN CAPE |
Black |
11,767 |
7,051 |
4,716 |
1,815 |
2,602 |
2,286 |
WESTERN CAPE |
Coloured |
22,398 |
17,896 |
4,502 |
5,159 |
7,778 |
4,439 |
WESTERN CAPE |
Indian |
421 |
408 |
13 |
296 |
83 |
16 |
WESTERN CAPE |
Unspecified |
645 |
610 |
35 |
359 |
198 |
36 |
WESTERN CAPE |
White |
8,408 |
8,376 |
32 |
6,500 |
1,674 |
117 |
WESTERN CAPE Total |
43,692 |
34,393 |
9,299 |
14,167 |
12,347 |
6,896 |
|
Grand Total |
554,663 |
344,794 |
209,869 |
106,047 |
127,423 |
105,847 |
QUESTION 263
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 26/06/09
(INTERNAL QUESTION PAPER 04-2009)
Mr GR Morgan (DA) to ask the Minister of Basic Education:
- Whether her department has a policy on the use of South African Sign Language (SASL) as (a) language of study and (b) an examinable language; if not, what is the position in this regard; if so, what is the policy;
- Whether the policy is reflected at provincial level; if not, why not; if so what are the relevant details,
- How many learners (a) studied and (b) wrote matric exams on SASL in each of the most recent years? NW313E
REPLY:
1. Yes, the Department of Basic Education has several policies that have relevance to the South African Sign Language. Firstly, The Language in Education Policy (14 July 1997) published in terms of the National Education Policy Act (Act 27 of 1996) states that in terms of the Constitution of the Republic of South Africa, the government, and thus the Department of Education, recognizes that our cultural diversity is a valuable national asset and hence is tasked, among other things, to promote multilingualism, the development of the official languages, and respect for all languages used in the country, including South African Sign Language and the languages referred to in the South African Constitution.
The Revised National Curriculum Statement, Gr R – 9, 2002 states that the Languages Learning Area Statement includes all eleven official languages as well as languages approved by the Pan South African Language Board (PANSALB) such as South African Sign Language (p.19, Overview). It must however be noted that the process of standardising South African Sign Language, although far advanced, has not yet been completed by PANSALB.
Although Education White Paper 6 on Building an Inclusive Education and Training System, July, 2001, published in terms of the National Education Policy Act (Act 27 of 1996) does not make specific reference to SASL, it emphasises that language and medium of learning and teaching are critical barriers to learning that have to be addressed in education (Section 2.2.6.1). SASL is thus used as a medium of instruction in schools for deaf learners. Several Guidelines that have been developed to strengthen the implementation of the Departmental policies have emphasised the strengthening of SASL as a medium of instruction for Deaf learners (e.g. Guidelines to Ensure Quality Education and Support in Special Schools and Special School Resource Centres, 2007; the National Strategy on Screening, Identification, Assessment and Support, 2008; Guidelines for Inclusive Learning Programmes, 2005). The Department has also ensured that the capacity of teachers at schools for the Deaf are strengthened in the area of SASL by several nationally organised training programmes between 2006 and 2008.
SASL is not an examinable subject. The National Senior Certificate: A Qualification at Level 4 on the National Qualifications Framework (NQF), 2005, does not list SASL as a nationally approved subject that complies with the programme requirements of the NCS Grades 10 – 12 (General) under either Group A or Group B. Provision is made in the policy for the recognition of subjects not listed in the National Curriculum Statement Grades 10 – 12 (General) provided that formal application is made to the Department of Basic Education according to set procedures. Such a process has not yet been formally initiated by the SASL interest groups.
2. All the above-mentioned policies are carried out by Provincial Departments of Education. The Department of Basic Education identifies priority areas of development and monitors whether these are implemented. One of the priority areas has been the strengthening of educational standards in all special schools. This includes continued professional teacher development in the use of SASL as a medium of instruction. All curriculum policies are implemented at provincial level.
3. No learners have studied SASL as a subject, nor written the National Senior Certificate examination in SASL, as PANSALB has not finalised the development of the SASL as a language. A curriculum has therefore not yet been developed for the study and examination of SASL as a subject. SASL is used as a medium of instruction in a number of special schools.
QUESTION 262
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 26/06/09
(INTERNAL QUESTION PAPER 04-2009)
Dr JC Kloppers - Lourens (DA) to ask the Minister of Basic Education:
- Whether teachers are required to contribute towards the Unemployment Insurance Fund (UIF), if so, (a) what conditions apply to their joining and (b) what reasons might result in a teacher not contributing to the UIF; if not, (i) why not and (ii) what other provision is made for teachers who lose their jobs? NW312E
REPLY:
1 In terms of section 4 of the Unemployment Insurance Contributions Act, No. 4 of 2002 (the Act), the Act applies to all employers and employees, other than, inter alia, employers and employees in the national and provincial spheres of government.
1(a) They may not join at all
1(b) They are prohibited to join by law
1(b)(i) They are required to contribute towards the Government Employees' Pension Fund (GEPF)
1(b)(ii) Government employees contribute to the Government Employees Pension Fund (GEPF), and upon termination of service, pension benefits are paid to the former government employees.
QUESTION 995
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 28/08/09
(INTERNAL QUESTION PAPER 12-2009)
Mr D Smiles to ask the Minister of Basic Education:
What (a) is the status of the recapitalisation plans for 100 technical schools as indicated in Budget Vote 13 (details furnished), (b) are the relevant frameworks, including timeframes, (c) is the relevant budget for the (i) 2009-10, (ii) 2010-11 and (iii) 2011-12 financial years and (d) are the names per province of each of the technical schools that will be the beneficiaries of this project? NW1218E
REPLY:
a) The Department of Basic Education (DoBE) has established an inter-provincial steering committee comprised of officials of the DoBE and provincial coordinators for technology subjects. The steering committee is responsible for coordinating the implementation of the recapitalization project. In addition, the Department has finalized the process to appoint a suitable provider to audit selected technical schools to be considered for recapitalization. The audit will assess infrastructure needs, equipment requirements, teacher and learner support and learning and teaching requirements in the selected schools.
b) The Department has developed a framework for the implementation of the recapitalization of technical schools. The first phase of the process will be used for planning purposes and will take place in 2009/10 financial year. This will include a report of the audit of schools and the development of business plans for the recapitalization process.
The second phase of the process will commence in 2010/11 financial year and will include the procurement and delivery of the relevant support to schools. The process will also include the monitoring of schools to ensure compliance with the business plans and the conditions for the recapitalization grant.
The third phase will take place in the 2011/12 financial year and will include the finalization of procurement and delivery of relevant support to schools.
c) The budget allocated for the recapitalization of technical schools is as follows:
2009-10: R4.6 million
2010-11: R80 million
2011-12: R200 million
d) The names of schools to be recapitalized will be informed by the outcomes of the audit process of technical schools.
QUESTION 687
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 07/08/09
(INTERNAL QUESTION PAPER 07-2009)
Mrs AT Lovemore (DA) to ask the Minister of basic Education:
Whether, in light of the current recession and the consequent shortfall in state revenue, her department has introduced any austerity measures to reduce its expenditure with regard to (a) official vehicles, (b) travel, (c) travel by departmental officials, (d) accommodation and household help or (e) any other aspects of government business; if not, what is the position in this regard; if so, what are the relevant details? NW781E
REPLY:
The Department has the following austerity measures to reduce expenditure:
(a) Any official vehicle purchased is done in accordance with the Ministerial handbook for use in Pretoria and Cape Town.
(b) As far as travel is concerned, one has to take into account that travelling remains an unavoidable expense in order to effectively meet the many responsibilities of a National Department of Education. As indicated under (a) any expenses incurred for travel will be done within the official guidelines and parameters set by government.
(c) Travel by Departmental officials has been reduced substantially in order to reduce costs. Where possible the number of officials traveling is reduced. Overnight accommodation is limited and is only arranged if it is a necessity. Telephone/video conferencing is also utilised where possible to save costs on both travel and accommodation.
(d) Accommodation and household help is treated in accordance with the Ministerial handbook.
(e) Cost containment measures are applied with the normal operations of the Department. In support of cost containment measures and the Cost Containment Guidelines issued by National Treasury, the accounting officer issued a circular to senior managers to request them to ensure that spending plans should be closely interrogated in terms of the overall need and value of the programme, before proceeding. Managers were also requested to identify any possible savings/under-expenditure that could be utilised for unfunded areas.
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 13/11/09
(INTERNAL QUESTION PAPER 28-2009)
QUESTION 2201
Mr PF Smith (IFP) asked the Minister of Basic Education:
Whether physical education and/or sport are a standard part of the curriculum in public schools; if not, (a) why not and (b) when will it be a standard part of the curriculum; if so, what are the relevant details? NW2762E
Minister of Basic Education: Mrs A Motshekga REPLY:
Yes, Physical Education forms an integral part of the public schools' curriculum and is part of the Life Orientation curriculum. Life Orientation is one of the eight learning Areas that all schools have to offer to Grade R-9 learners during the General Education and Training band and one of the fundamental (i.e. compulsory) subjects that all Grade 10-12 learners must offer as part of their 7 (seven) package for a National certificate.
Not applicable
Not applicable
QUESTION 1353
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 18/09/09
(INTERNAL QUESTION PAPER 17-2009)
Dr J C Kloppers-Lourens (DA) to ask the Minister of Basic Education:
Whether she has taken any steps to release the results of the remarked scripts of November 2008 of the National Senior Certificates examinations; if not, why not; if so, what steps? NW1709E
REPLY:
The results of the re-marked scripts relating to the 2008 National Senior Certificate (NSC) examination were released on 27 February 2009. Subsequent to the release of the re-mark results, candidates were offered the opportunity of writing the supplementary examinations in February/March 09. The results of the supplementary examination were released on 28 April 09. The Department of Education monitors on a continuous basis the provincial education departments and I am not aware of any re-mark results that have not been released.
QUESTION 1352
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 18/09/09
(INTERNAL QUESTION PAPER 17-2009)
Dr J C Kloppers-Lourens (DA) to ask the Minister of Basic Education:
(1) What is the state of readiness of her department for the National Senior Certificate Examinations (NSCEs) for 2009;
(2) whether any problems are forseen for the upcoming NSCEs; if so, what problems;
(3) whether any plans are in place to avoid the problems which occurred with the 2008 NSCEs; if not, why not; if so, what plans? NW1708E
REPLY:
(1) The Department of Education is ready and confident that the 2009 National Senior Certificate examination will be successfully administered. The Department of Education supports and monitors the provincial education departments on an ongoing basis through on-site audits of examination systems and processes, regular reporting and feedback, inter-provincial meetings and teleconferences. This approach has assisted in identifying the shortcomings as they occur, and rectifying them immediately.
(2) There are no problems that are foreseen at this stage. All possible problems have been identified and plans have been put in place to address them effectively.
(3) Clear plans have been put in place to ensure that all candidates received their results timeously. The problem of not releasing the results all the candidates on the scheduled release date, in 2008, emanated from the new emphasis being placed on school based assessment (SBA) by the Department of Education. Improved control systems were put in place to ensure that candidates are not resulted if the SBA is outstanding, a process that was not in place in previous years. This year all Provincial Education Departments have established quarterly monitoring systems that will ensure that schools are assessing their learners on a continuous basis and defaulting schools will be identified and remedial measures will be initiated, to ensure that moderated SBA marks are collected. The computer system that was implemented for the first time, in the 2008 examination, has successfully processed the 2009 supplementary examination results and is being further enhanced and improved to ensure that there are no glitches in the 2009 NSC examination. The results of the 2009 examination will be released on 7 January 2010 an this will allow school principals and the officials in the Provincial Education Departments more time to verify and check all results before they are released.
QUESTION 1871
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 23/10/09
(INTERNAL QUESTION PAPER 22-2009)
Dr JC Kloppers- Lourens (DA) to ask the Minister of Basic Education:
1. Whether (a) she, (b) her deputy minister, (c) any specified officials and (d) any other persons have been issued with a government or official credit card; if so, what are the relevant details for her, her deputy minister and holder of a credit card in respect of the name (i) name, (ii)job title, (iii) credit limit, (iv) outstanding amount as at the latest specified date for which information is available, (v) monthly expenses incurred for each month since receiving the credit card, (vi) reason for such persons being issued with credit card and (vii) uses that such a credit card is intended for;
2. whether any such credit cards are over their credit limit; if so (a) whose credit cards are over the limit and (b) what is the reason for the credit cards exceeding the limit;
3. Whether any action has been taken against such persons for exceeding their credit card limits; if not, why not, if so, what are the relevant details? NW2433E NW2286
REPLY:
(1) (a), (b) & (c) No
(1) (i) to (vii) Not applicable
(2) (a) and (b) Not applicable
(3) Not applicable
QUESTION 1870
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 23/10/09
(INTERNAL QUESTION PAPER 22-2009)
Dr JC Kloppers- Lourens (DA) to ask the Minister of Basic Education:
(1) In respect of each version of the 2008-09 annual report of the annual reports of each statutory and other entity reporting to his department, (a) what was the (i) budgeted cost, (ii) actual cost and (iii) breakdown of cost in respect of (aa) printing, (bb) graphic design, (cc) other costs and (dd) unit cost of each annual report and (b) how many copies of each were (i) produced and (ii) distributed;
(2) whether any version of the abovementioned reports was retracted or withdrawn; if so, (a) how many times were each annual report withdrawn or retracted, (b) what (i) were the reasons for each withdrawal or retraction and (ii) was the amount spent on each version and (c) how many copies were withdrawn in each case;
(3) how was the decision taken to award the contract to the (a) graphic design company and (b) printing company;
(4) whether (a) any of those public entities that fall under his department held a function on tabling their 2008-09 annual report; if so, in each case (i) what was the name of the public entity, (ii) how much did the function cost, (iii) what is the breakdown of that cost, (iv) where was the function held and (v) how many guests were invited?
QUESTION (1a) |
i) Public Entity Budgeted cost of the Annual Report |
ii) Actual cost of the Annual Report |
iii) Breakdown of cost in respect of |
|||
PUBLIC ENTITY |
Printing |
Graphic Design |
Other costs |
Unit cost of each Annual Report |
||
Education Labour Relations Council (ELRC) |
269 500 |
216 734 |
153 085 |
0 |
63 649 |
84.00 |
South African Council for Educators (SACE) |
100 000 |
79 309 |
79 309 |
0 |
0 |
51.83 |
Umalusi |
214 671 |
91 081 |
52 611 |
40 470 |
0 |
46.54 |
Question (1b) |
i) How many copies were produced? |
ii) How many copies were distributed |
Public Entity |
2008/09 |
2008/09 |
ELRC |
1 700 |
1 650 |
SACE |
1 530 |
1 185 |
Umalusi |
2 000 |
1 250 |
ELRC |
SACE |
Umalusi |
|
QUESTION 2 (b) |
NO version retracted or withdrawn from Parliament |
NO version retracted or withdrawn from Parliament |
NO version retracted or withdrawn from Parliament |
QUESTION 3 |
Through evaluation of competitive quotations. |
The Council's procurement policy was applied in awarding the tender to design and printing company. In this case the work was done as a package for both design and printing. |
The Graphic design and Printing contract was awarded to The Ideaology Communications & Design Company. Their quotation was compared with two competing companies. |
QUESTION 4 (b) |
No function held. |
No function held. |
No function held. |
QUESTION 285
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 03/07/09
(INTERNAL QUESTION PAPER 05-2009)
Mr DA Kganare (COPE) to ask the Minister of Basic Education:
- (a) How many educators have been trained in the use of computers, (b) who trained them, (c) when they were trained, (d) how was the service provider appointed and (e) who paid them for training;
- whether these service providers are accredited; if not, why were they were appointed;
- when will the (a) roll-out of providing each educator with a laptop resume and (b) last educator get a laptop? NW337E
REPLY:
1.(a)
Teacher training in ICT
• training in basic ICT skills 52 915
• the use of ICT training for administration 31 091
• teacher training in ICT integration 23 980
• training in technical support 22 361
• teachers offering Computer Applications Technology 1 578
1(b)
Provinces are responsible for teacher development in schools. Each province has an ICT in Education Teacher Development Programme. They make use of a range of in-house e-learning specialists, Higher Education Institutions (Universities and universities of Technology), NGOs such as School Net SA and private sector such as Microsoft 'Partners in Learning' and Intel 'Teach to the Future 'and EduNova.
1(c)
Central to the implementation of ICT is the continuous development of managers, administrators and teachers. The National Department of Education is responsible for policy and support to provinces. In this regard the Department of Basic Education has implemented the following teacher development and support processes to support the attainment of the e-Education goals:
· Guidelines for teacher training and professional development in ICT were published (Department of Education, 2007). This document presents an important milestone, in that it attempts to adequately address the ICT training needs of teachers and managers.
· Module 12 of the Principals' ACE was developed by the Department of Education and focuses on the management of and with ICT in schools. The programme is currently being piloted with 400 school principals;
· An interactive CD containing Subject advisors training in the use of ICT was developed. This forms the basis for a programme for the integration of ICT into teaching and learning and the support thereof for Subject Advisors;
· Partnership programmes for the development of ICT skills of teachers through the Microsoft's Partners in Learning, Intel's Teach, the School Net SA Teacher Development Framework, and other programmes; and
· The Thutong Educational Portal was developed to provide a platform for teachers to access resources, communicate, collaborate and contribute to the resource pool of the portal.
1(d)
Provincial Education Departments remunerate service providers that have been tendered.
2.
All service providers employed by provinces are at least accredited through the ISETT SETA. Teacher development is a continuous process.
3 (a)
The implementation of the teacher laptop initiative began 1 July 2009.
3 (b)
The initiative is phased in over two years according to the seniority of the educator. As this is a condition of service, it will continue indefinitely since we have teachers entering the profession on a daily basis.
QUESTION 288
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 03/07/09
(INTERNAL QUESTION PAPER 05-2009)
Mr MH Hoosen (ID) to ask the Minister of Basic Education:
1. Whether her department has, in terms of section 45(1) of the Criminal Law (Sexual Offences and Related Matters) Amendment Act, Act 32 of 2007, applied for clearance certificates for all educators from the Registrar of the National Register for Sex Offenders; if not, why not; if so, (a) what is the total number of educators whose particulars are contained in the register and (b) how often does her department apply to the Registrar for clearance certificates for educators? NW340E
REPLY:
1.
My Department has not, in terms of section 45(1) of the Criminal Law (Sexual Offences and Related Matters) Amendment Act, Act 32 of 2007, applied for clearance certificates for all educators from the Registrar of the National Register for Sex Offenders.
The reason for not applying for clearance certificate is that the office of the Registrar for the National Register for Sex Offenders is currently capturing court orders that have been issued since June 2008. These orders are with regards to sexual offences committed by employees working directly or indirectly with children.
Only when the electronic capturing of court orders has been completed, will the office of the Registrar for the National Register for Sex Offenders start screening the orders in relation to which Department the offenders are employed.
Thereafter, the relevant Departments will be contacted and supplied with clearance certificates application forms that they have to complete on behalf of those employees that have committed sexual offences and returned to the above-mentioned office.
(b) Not applicable
(c) Not applicable
QUESTION 201
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 13/10/09
(INTERNAL QUESTION PAPER 21-2009)
Rev K R J Meshoe (ACDP) to ask the Minister of Basic Education:
Whether her department intends replacing outcomes-based education (OBE); if not, why not; if so, when? NO2109E
REPLY:
In July 2009 the Minister of Education appointed a team of curriculum experts to review problems with the implementation of the National Curriculum Statement. Over 500 written submissions were received on this matter and the Review Team conducted hearings and interviews with over 200 teachers. The recommendations of teachers and the Review Team are being considered by the Department of Education and the Minister will make a statement on the National Curriculum Statement and support for its implementation by the end of October 2009.
QUESTION 220
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 26/06/09
(INTERNAL QUESTION PAPER 04-2009)
Mr GR Morgan (DA) to ask the Minister of Basic Education:
- How much capital expenditure has been devoted to the construction of university residences in each of the past 15 years, (b) how much has been spent on maintenance of existing residences in each of these years and (c) what are the current (i) occupation rates for student and (ii) management capacity in residences in each university;
- Whether his department will conduct an audit of university residences; if not, why not; if so, what are the relevant details? NW267E
REPLY:
1. The Department of Higher Education and Training will, during 2010, be undertaking a study of student housing in the public higher education system. The study will focus on the system's need for additional student housing, and on the ways in which expansion could be financed. The Department will draw on lessons learned from the 2010/11 to 2011/12 residence expansion process funded by government, institutions and the private sector. The implementation of these expansion plans will lead to the number of student housing places rising by 7 000 by the 2011 academic year, from the current total of 100 000. This expansion programme includes provision for the major renovation of 2 000 existing residence places, primarily in smaller rural universities.
2. Yes and relevant details are provided above (referred to -1).
QUESTION 907
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 21/08/09
(INTERNAL QUESTION PAPER 10-2009)
Dr JC Klopper-Lourens (DA) to ask the Minister of basic Education:
- Whether her Director- General signed a performance contract with her; if not, why not; if so, when;
- Whether all senior managers in her department signed performance contracts with the Director-General; if not, (a) which senior managers did not sign, (b) for what reason and (c) when will it be done; if so, on which date each senior manager sign a performance contract? NW1063E
REPLY:
1 Yes the Director-General did sign a performance agreement, on 25 August 2009.
2. No, not all senior managers signed performance agreements with the Director-General
(a) The following senior managers did not sign the performance contracts:
o Carelse VC
o Mabizela M
o Matlole A
o Hoyi NW
o Motaung N
(b) Performance Agreements of Carelse VC and Mabizela M are in the process of being signed and will be forwarded to the DPSA soon, and that of Matlole A, Hoyi NW and Motaung N are delayed owing to changes in their respective job descriptions.
(c ) As soon as the Director-General has taken a final decision on the matters raised in these three officials' new job descriptions, they will be finalised.
QUESTION 1629
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 09/10/09
(INTERNAL QUESTION PAPER 20-2009)
Mr N D du Toit (DA) to ask the Minister of Basic Education:
(1) Whether all (a)(i) offices and (ii) sites of his department and (b) entities reporting to him adhere to the Occupational Health and Safety Act, Act 85 of 1993; if not, (aa) why not, (bb) which facilities fail to adhere to the Act, (cc) where are they situated and (dd) what (aaa) aspects of the Act does each such facility not comply with and (bbb) action has been taken in each case; if so, what are the relevant details;
(2) (a) how often should each facility be inspected and (b) when last was each facility inspected?
NW2035 E
REPLY:
(1) (a) (i) and (ii) The Department of Basic Education is not functional yet and is currently making use of the facilities and resources of the Department of Education. The Department of Education is stationed in three buildings in central Pretoria and they all adhere to the Occupational Health and Safety Act.
(b) At the moment it is not clear if the public entities which report to the Minister adhere to the Occupational Health and Safety Act. This information will be obtained and submitted to you as soon as possible.
(2) The buildings of the Department of Education are checked on a monthly basis for compliance and any deviations from the Occupational Health and Safety Act are corrected immediately.
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 21/08/09
(INTERNAL QUESTION PAPER 10-2009)
Mrs C Dudley (ACDP) to ask the Minister of Basic Education:
- What was the urgency that resulted in a last minute change of design to the 2008 National Senior Certificate delaying its distribution to August;
- whether she has been informed of the difficulties experienced by learners as a result of the delay; if not, what is the position in this regard; if so,
- whether she will take any steps in this regard; if not, why not; if so, what steps? NW1090E
REPLY:
- The National Senior Certificate is being issued for the first time this year, following the first National Senior Certificate examinations in 2008. As a new qualification, this Certificate needed to be designed afresh, so there are no"last minute changes of design"as indicate in the question.
It may be recalled that the old Senior Certificates did not carry the Coat of Arms, and only reflected the Umalusi logo. This is inappropriate for a government issued, national certificate, and created problems for students who took the certificate oversea, only to be asked whether the certificate had any official status. It was therefore agreed that the new National Senior Certificate should indicate it is a properly endorsed and official certificate of the government of South Africa, by carrying the Coat of Arms of Republic.
The initial draft version of the new Certificate developed by Umalusi showed the Coat of Arms in the one Corner of the page- in clear contravention of the guidelines pertaining to the use of national symbols. The Department, working with Umalusi, therefore agreed on a new design which would place the Coat of Arms at the centre, in accordance with protocol. Umalusi would remain as the issuer of the Certificate, duly signed by the Chief Executive Officer Dr. Rakometsi. The acquisition of the high quality paper required has followed the approval of this design , and the new Certificates are being issued at present.
While the delay may be regrettable, I believe it would have been even more problematic to have issued this first cohort of Senior Certificate recipients with an inferior product. The new design is one that any matriculant would be proud to display, with international and national currency.
- I am not aware of any difficulties being encountered in this regard, since all students have a full "Statement of Results", which is all that most employers and higher education institutions require. If any student is experiencing genuine difficulties they are welcome to contact the Department of Education, but none have been raised with us to date.
QUESTION 1174
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 04/09/09
(INTERNAL QUESTION PAPER 12-2009)
Mr D C Smiles (DA) to ask the Minister of Basic Education:
Whether her department uses temporary employment services and/or labour brokers; if so, (a) why, (b) how many positions have been filled by temporary employment services in the (i) 2006-07, (ii) 2007-08 and (iii) 2008-09 financial years, (c) what percentage of the total staff complement did temporary employment services contribute in each of these years and (d) how much money has been spent on temporary employment services in each year? NW1509E
REPLY:
The Department of Basic Education does not make use of temporary employment services and/or labour brokers.
a. Not Applicable
b. Not Applicable
c. Not Applicable
d. Not Applicable
QUESTION 451
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 10/07/09
(INTERNAL QUESTION PAPER 06-2009)
Dr CP Mulder (FF Plus) to ask the Minister of Basic Education:
(1) In respect of the latest specified date for which information is available; in how many (a) single medium schools was the medium of instruction (i) only one of the country's 11 indigenous languages and (ii) only English and (b) dual medium schools was the medium of instruction one of the 11 indigenous languages and English;
(2) How many (a) single medium schools were there in April 1994 which used (i) one of the 11 indigenous languages and ( ii)only English as medium of instruction and (b) dual medium schools were there in April 1994 which used an indigenous language and English as medium of instruction?
NW512E
REPLY:
1(ai and aii)
Table 1 below shows the number of single medium schools that used 11 South African official languages in 2008. Please note that a single medium school is defined as one that offers only one medium of instruction in every grade of the school.
Table 1: Number of single medium schools by language and by province in 2008
Province |
Afrikaans |
English |
IsiNdebele |
IsiXhosa |
IsiZulu |
SePedi |
SeSotho |
SeTswana |
Sign Language |
SiSwati |
TshiVenda |
XiTsonga |
EC |
212 |
1 772 |
0 |
269 |
4 |
0 |
1 |
0 |
0 |
0 |
0 |
0 |
FS |
91 |
294 |
0 |
0 |
5 |
0 |
35 |
1 |
0 |
0 |
0 |
0 |
GT |
254 |
1 198 |
0 |
1 |
16 |
3 |
9 |
6 |
0 |
0 |
4 |
0 |
KZ |
31 |
2 243 |
1 |
4 |
128 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
LP |
45 |
1 432 |
1 |
0 |
0 |
70 |
0 |
0 |
0 |
0 |
16 |
16 |
MP |
95 |
599 |
10 |
0 |
34 |
11 |
0 |
2 |
0 |
33 |
0 |
25 |
NC |
248 |
86 |
0 |
2 |
0 |
0 |
0 |
26 |
0 |
0 |
0 |
0 |
NW |
95 |
520 |
0 |
0 |
0 |
0 |
0 |
62 |
0 |
0 |
0 |
0 |
WC |
687 |
366 |
0 |
2 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
SA |
1 758 |
8 510 |
12 |
278 |
187 |
84 |
45 |
97 |
0 |
33 |
20 |
41 |
Source: DoE EMIS Annual School Survey 2008
1(b)
The term "dual medium of instruction" refers to the employment of two languages as media of instruction, wherein a teacher switches from one medium of instruction to another during a lesson on a 50:50 percent basis. In this instance, the teacher repeats the instruction in another language.
For a school to be classified as dual medium school, all learners of that school should be receiving the tuition through dual medium of instruction. Such information is not collected from schools as it is very difficult to collect.
The Department does however collect information on parallel medium schools. It defines a parallel medium school as one that offers more than medium of instruction in all grades of the school.
Table 2 below shows the number of parallel medium schools where English is one of the media of instruction in 2008.
Table 2: Number of parallel medium schools by languages and by province in 2008
Province |
English\\Afrikaans |
English\\IsiNdebele |
English\\IsiXhosa |
English\\IsiZulu |
English\\SePedi |
English\\SeSotho |
English\\SeTswana |
English\\SiSwati |
English\\TshiVenda |
English\\XiTsonga |
EC |
146 |
0 |
3 086 |
9 |
0 |
24 |
1 |
0 |
0 |
1 |
FS |
84 |
0 |
7 |
56 |
2 |
732 |
69 |
0 |
0 |
14 |
GT |
185 |
2 |
22 |
114 |
53 |
89 |
107 |
1 |
6 |
0 |
KZ |
52 |
0 |
145 |
3 053 |
0 |
0 |
0 |
0 |
0 |
0 |
LP |
41 |
3 |
0 |
3 |
1 456 |
0 |
45 |
2 |
469 |
283 |
MP |
65 |
48 |
2 |
320 |
59 |
7 |
30 |
262 |
0 |
77 |
NC |
70 |
0 |
7 |
0 |
0 |
0 |
139 |
0 |
1 |
0 |
NW |
50 |
3 |
4 |
1 |
0 |
16 |
834 |
0 |
3 |
0 |
WC |
372 |
0 |
123 |
0 |
0 |
2 |
0 |
0 |
0 |
0 |
SA |
1 065 |
56 |
3 396 |
3 556 |
1 570 |
870 |
1 225 |
265 |
479 |
375 |
Source: DoE EMIS Annual School Survey 2008
2(ai and aii)
Please note that the information for 1994 is not readily available, however the earliest date for which data can be provided is 1998. The 1998 data should be treated with caution and should not be used for comparison with the 2008 data as it is not of very good quality.
Table 3 shows the number of single medium schools that used 11 South African official languages in 1998
- Table 3: Number of single medium schools by language and by province in 1998
Province |
Afrikaans |
English |
IsiNdebele |
IsiXhosa |
IsiZulu |
SePedi |
SeSotho |
SeTswana |
Sign Language |
SiSwati |
TshiVenda |
XiTsonga |
EC |
274 |
1 824 |
0 |
296 |
1 |
1 |
6 |
4 |
0 |
0 |
0 |
0 |
FS |
115 |
465 |
2 |
0 |
2 |
0 |
44 |
4 |
0 |
0 |
0 |
0 |
GT |
251 |
1 118 |
2 |
2 |
25 |
11 |
14 |
7 |
0 |
0 |
1 |
1 |
KZ |
35 |
2 693 |
10 |
14 |
466 |
4 |
1 |
2 |
0 |
0 |
1 |
0 |
LP |
61 |
2 034 |
3 |
0 |
2 |
210 |
6 |
8 |
0 |
0 |
73 |
41 |
MP |
72 |
658 |
6 |
0 |
46 |
3 |
5 |
29 |
0 |
0 |
1 |
0 |
NC |
- |
- |
- |
- |
- |
- |
- |
- |
- |
- |
- |
- |
NW |
87 |
667 |
0 |
1 |
0 |
0 |
3 |
72 |
0 |
0 |
0 |
0 |
WC |
- |
- |
- |
- |
- |
- |
- |
- |
- |
- |
- |
- |
SA |
895 |
9 459 |
23 |
313 |
542 |
229 |
79 |
126 |
0 |
0 |
76 |
42 |
Source: DoE EMIS Annual School Survey 1998 (Please note that a "-" indicates that no information was received from the province
2(b)
Table 4 below shows the number of parallel medium schools where English is one of the media of instruction in 1998.
Table 4: Number of parallel medium schools by languages and by province in 1998
Province |
English\\Afrikaans |
English\\IsiNdebele |
English\\IsiXhosa |
English\\IsiZulu |
English\\SePedi |
English\\SeSotho |
English\\SeTswana |
English\\SiSwati |
English\\TshiVenda |
English\\XiTsonga |
EC |
143 |
0 |
3 214 |
1 |
0 |
30 |
1 |
0 |
0 |
0 |
FS |
92 |
1 |
10 |
127 |
2 |
1 252 |
89 |
0 |
1 |
0 |
GT |
175 |
0 |
19 |
131 |
61 |
96 |
48 |
0 |
10 |
13 |
KZ |
70 |
1 |
34 |
1 914 |
0 |
7 |
1 |
0 |
0 |
0 |
LP |
45 |
2 |
4 |
6 |
803 |
36 |
19 |
0 |
281 |
255 |
MP |
55 |
45 |
1 |
423 |
65 |
22 |
165 |
0 |
0 |
0 |
NC |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
NW |
38 |
1 |
5 |
0 |
1 |
20 |
1 149 |
0 |
0 |
1 |
WC |
- |
- |
- |
- |
- |
- |
- |
- |
- |
- |
SA |
618 |
50 |
3 287 |
2 602 |
932 |
1 463 |
1 472 |
0 |
292 |
269 |
Source: DoE EMIS Annual School Survey 1998 (Please note that a "-" means that no information was received from the province.
QUESTION 2200
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 13/11/09
(INTERNAL QUESTION PAPER 28-2009)
Mr PF Smith (IFP) to ask the Minister of Basic Education:
How many (a) non-model C schools have sports fields and (b) of these were built since 1994? NW2761E
REPLY:
(a) NEIMS (National Education Infrastructure Management System) does not make provision for model C or non-model C schools. Attached the number of public ordinary schools with and without sport fields.
(b) NEIMS also does not make provision for the progress of infrastructure delivery from 1994 but only indicate the number of public schools in the country as was assessed in 2006.
QUESTION 2244
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 13/11/09
(INTERNAL QUESTION PAPER 28-2009)
Mr DC Smiles to ask the Minister of Basic Education:
Whether any plans are in place to ensure that the workbooks for the grade 1 to 7 learners are (a) delivered at the (i) right time and (ii) right place and (b) of the right (i) quality and (ii) quantity with specific reference to (aa) procurement process, (bb) distribution plans and (cc) the relevant timeframes to successfully complete the project; if not, why not; if so, what plans in each case? NW2953E
REPLY:
The Department of Basic Education has cancelled the order of Workbooks. The Department will provide further update on the matter as required.
QUESTION 86
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 08/06/09
(INTERNAL QUESTION PAPER 01-2009)
Dr PWA Mulder (FF Plus) to ask the Minister of Basic Education:
1. With reference to her reply to question 1990 of 23 November 2007, how many (a) Afrikaans single- medium schools and (b) Afrikaans parallel- medium schools and (c) Afrikaans dual-medium schools were there at the beginning of (i) 1994 and (ii) 2009;
2. (a) How many Afrikaans dual -medium schools have changed to English-medium schools since 1994, (b) in which provinces these schools are and (c) why the Afrikaans dual-medium schools changed to English-medium schools? NW89E
REPLY:
Question 1 (a and b).
The reply to question 1990 of 23 November 2007 is unfortunately not available to the Ministry and could not be obtained in the short period of time.
The information used to answer the above questions is extracted from the Annual School Survey raw data, hence it is provisional.
The following definitions were applied in answering the above questions:
Single-Medium School - It is a school that uses one language of learning and teaching for all learners in a school, in all grades.
Parallel-Medium School- It is a school that offers two or more media of instruction in different classes in the same grade, for all grades of the school.
Schools that have single-medium according to phases or grades are not included.
Schools that are Afrikaans parallel-medium for one phase or for particular grades are not included.
Please note that we do not have information for 1994. The earliest date for which we have reliable information is 2002. The latest date we have the information for is 2008.
The response to questions 1(a) and (b) is contained in table 1 and table 2.
Table 1: Afrikaans Single Medium Schools in 2002 and in 2008
|
||||||||||||||||||||||||||||||||||
Source: 2002 and 2008 Annual Survey for Ordinary schools |
Table 1 above shows the number of single medium schools that used Afrikaans in 2002 and in 2008.
Table 2: Afrikaans Parallel (Afrikaans/English) Medium Schools in 2002 and in 2008
|
|||||||||||||||||||||||||||||||||
Source: 2002 and 2008 Annual Survey for Ordinary schools |
Table 2 above shows the number of parallel-medium schools that used Afrikaans and English as media of instruction in 2002 and in 2008. These are schools that used English and Afrikaans as the LOLTs for all Grades of the schools.
Question 1(c)
Afrikaans dual-medium schools that changed to English medium schools since 2002.
The term "dual medium of instruction" refers to the employment of two languages as media of instruction, by means of alternation, in a situation in which the same learner receives tuition in both languages. A teacher switches from one medium of instruction to other repeating the same instructions on a 50:50 percent basis.
For a school to be classified as a dual-medium school, all learners of that school should be receiving the tuition through dual-medium of instruction. Such information is not collected from schools as it is very difficult to collect.
Question 2(a) and 2(b)
Table 3: Afrikaans Single Medium Schools that changed to Dual (Afrikaans/English) Medium Schools or to English Single Medium Schools since 2002.
We do not have any information on dual medium schools as indicated in response to Question 1(c). The information relating to parallel medium of instruction schools is provided in table 3.
Province |
2002 |
2008 |
Differences |
EC |
221 |
213 |
8 |
FS |
113 |
92 |
21 |
GT |
266 |
255 |
11 |
KZ |
45 |
32 |
13 |
LP |
39 |
46 |
-7 |
MP |
27 |
96 |
-69 |
NC |
289 |
248 |
41 |
NW |
78 |
98 |
-20 |
WC |
736 |
687 |
49 |
Total |
1814 |
1767 |
47 |
Negative sign might mean that more Afrikaans schools were build since 2002 or some schools changed from parallel to single (Afrikaans) or the quality of 2002 data in some provinces was poor in 2002.
Question 2(c)
Reasons for change
The communities in the area of some of the schools have changed. English is more popular as a medium of instruction. In response to the growing number of learners wanting English as LOLT, the schools have introduced English as the second medium of instruction.
The declining number of Afrikaans speaking learners forces the schools to revert to parallel-medium (Afrikaans/English) schools.
Some parents preferred that their children be taught in English because:
- This could increase employment opportunities.
- To prepare their children for Higher Education.
- To prepare their children to be able to face challenges of modern life such as being able to complete banking forms, or any type of forms.
QUESTION 100
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 12/06/2009
(INTERNAL QUESTION PAPER 02-2009)
Ms JC Klopper-Lourens (DA) to ask the Minister of Basic Education:
(1) Whether there are any educators registered who are not South African citizens; if so, (a) how many and (b) which countries did they come from;
(2) Whether her department has any plans to increase the number of foreign teachers in our schools; if not, why not; if so, what are the relevant details?
NW106E
REPLY:
(1)
Yes there are educators employed who are not South Africans. According to PERSAL, there are about 2354 foreign educators employed by the Department of Education. The majority of foreign educators are from Zimbabwe, followed by India with a few spread amongst other countries, such as:
Democratic Republic of Congo, Ghana, Zambia, Nigeria, Ethiopia, Malawi, Botswana, Lesotho, Kenya, Uganda, Cameroon and Sudan.
TOTAL NUMBER PER COUNTRY OF FOREIGN EDUCATORS EMPLOYED BY THE DEPARTMENT OF EDUCATION |
|
NAME OF COUNTRY |
TOTAL PER COUNTRY |
NAMIBIA |
40 |
LESOTHO |
62 |
BOTSWANA |
33 |
SWAZILAND |
38 |
ALGERIA |
2 |
EGYPT |
6 |
GHANA |
310 |
KENYA |
21 |
MADEIRA |
2 |
MALAWI |
9 |
MAURITIUS |
3 |
MOSAMBIQUE |
7 |
UGANDA |
83 |
ZIMBABWE |
793 |
REPUBLIC OF CONGO |
4 |
TANZANIA |
3 |
ZAMBIA |
34 |
ALBANIA |
1 |
BELGIUM |
6 |
BULGARIA |
1 |
DENMARK |
1 |
WEST GERMANY |
5 |
FRANCE |
2 |
REPUBLIC OF IRELAND |
3 |
ITALY |
1 |
NETHERLANDS |
12 |
AUSTRIA |
1 |
PORTUGAL |
1 |
RUMANIA |
3 |
SPAIN |
1 |
SWEDEN |
1 |
UNITED KINGDOM |
13 |
ENGLAND |
18 |
WALES |
1 |
SCOTLAND |
10 |
USSR |
1 |
CYPRUS |
1 |
INDIA |
711 |
INDONESIA |
1 |
PAKISTAN |
6 |
SRI-LANKA |
3 |
CHINA |
1 |
BRAZIL |
1 |
CANADA |
1 |
UNITED STATES OF AMERICA |
5 |
AUSTRALIA |
3 |
NEW ZEALAND |
1 |
CUBA |
2 |
CAMEROON |
22 |
ETHIOPIA |
4 |
NIGERIA |
43 |
CENTRAL AFRICAN REPUBLIC |
2 |
RWANDA |
3 |
SENEGAL |
1 |
SIERRA LEONE |
1 |
BANGLADESH |
4 |
IRAN |
1 |
SOMALIA |
2 |
GUIANA |
1 |
PALESTINIAN |
2 |
GRAND TOTAL |
2354 |
(2)
Yes, the Department of Education has plans to increase the number of foreign teachers in our schools where it necessitates filling pots that cannot be filled with suitable qualified South Africans. The main aim of the Department will not be confined to having educators in class for delivery of the subject matter, but it is to ensure that there is a transfer of skills from foreign educators to the local educators and learners and/or vice versa.
As a point of departure, the process of Foreign Educator Recruitment must be seen as an intervention by our Government to address the shortage of skilled Mathematics, Science and Technology educators in the country. The shortage of Mathematics, Science and Technology educators in our country poses a serious challenge given the fact that these subjects are seen as key to driving our economic development as a country.
To justify this, in April 2007 the Minister of Home Affairs announced the specific occupational categories and professional classes as well as applicable quotas within which foreigners may apply for quota work permits in terms of section 21(1) of the Immigration Act, 19 of 2004. A quota of 1000 educators was allocated to the Department of Education for professionals teaching Mathematics, Science and Technology. Currently the Department of Home Affairs allocated a quota of 4000 work permits to our Department.
Interaction was made with about 50 countries requesting them to assist in the recruitment of educators specializing in Mathematics, Science and Technology. Countries like Egypt, India and Kenya showed interest in our request and they are prepared to assist with educators.
The Department also established a data base for unemployed educators and published an advertisement in the local news papers regarding the data base for unemployed educators, both local and foreign, specializing in Mathematics, Science and Technology. This advert did well for the Department in the sense that most of the CVs received were from the foreign educators.
The Department has also appointed a Service Provider to assist with the management of the recruitment and selection process of foreign educators.
QUESTION 1222
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 11/09/09
(INTERNAL QUESTION PAPER 16-2009)
Dr J C Kloppers-Lourens (DA) to ask the Minister of Basic Education:†
Whether her department intends establishing a physical science syllabus more aligned with engineering for learners who are interested in a technical field of study; if not, why not; if so, what are the relevant details? NW1561E
REPLY:
No, the Department is not aware of any factors that require a change in the Physical Science Curriculum. The Subject Statement for Physical Sciences in the National Curriculum Statement (NCS) specifies the standards of knowledge and skills in science to be achieved at each grade. The content is organized around six core knowledge areas which would prepare learners to follow further studies in both the pure and applied sciences, like engineering, medicine, etc. The curriculum provides learners with the opportunity obtain a good foundation in scientific knowledge, skills and processes that is necessary for further studies in both the pure and applied sciences career pathways.
There is no need to change the curriculum for Physical Science at this stage.
QUESTION 1220
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 11/09/09
(INTERNAL QUESTION PAPER 16-2009)
Mr J Schmidt (DA) to ask the Minister of Basic Education:
(1) Whether she will consider revising or changing the current Morkel model used to determine the number of educators allocated per school; if not, why not; if so, (a) how will it be revised and (b) when will a revised model be in place;
(2) whether she will consider giving relief to principals and School Management Team (SMT) members so that they will have free periods to allow them to complete the increasing amount of administrative work expected of them; if not, why not; if so, what are the relevant details? NW1559E
REPLY:
(1) The current post distribution model, that the member refers to as the "Morkel model", is merely a tool to distribute posts to schools, given an available budget. The available budget is appropriated via the Provincial Legislature.
Yes, I am in the process of considering an alternative model –
(a) which will distribute posts according to actual class size per grade per subject; the size of the school; curriculum requirements with regard to learner contact time per week, per phase per subject; language needs per grade; ensure that each phase has a post irrespective of the number of learners and lastly that schools serving the poorest learners are allocated proportionally more posts.
(b) Currently the model is being piloted to determine its impact on the current system as well as its financial implications.
The Council of Education Ministers (CEM), will in their meeting of 1 and 2 October 2009 consider a report on the testing of the model and consider recommendations on the outcomes made to it by the Heads of Education Committee (HEDCOM).
(2) The draft revised model will provide for the Principal of a school to be relieved from teaching, however the option to teach or not will be left to the individual Principal concerned. As for the remaining members of management, they will still be required to teach the required number of hours. If the post allocation to a school is managed correctly on the timetable of a school, then sufficient time could be made available for administrative duties.
QUESTION 1203
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 14/09/09
(INTERNAL QUESTION PAPER 16-2009)
Mr GG Boinamo (DA) to ask the Minister of Basic Education:
(1) Whether her Deputy Minister or her department purchased a new vehicle on the Deputy Minister's appointment to office; if so, (a) why, (b) what make and model is the vehicle, (c) what did the vehicle cost and (d)(i) what accessories were included in excess of the vehicle's purchase price and (ii) what was the cost of such accessories; if not,
(2) Whether he inherited an existing vehicle; if so, (a) what was the make and model and (b) how old is the vehicle? NW1542E
REPLY:
(1) No
(a) Not applicable
(b) Not applicable
(c) Not applicable
(d) (i) Not applicable
(ii) Not applicable
PRETORIA |
CAPE TOWN |
(2) The vehicle which was used by the Deputy Minister when he was the Minister of Justice and Constitutional Development was transferred to the Department of Basic Education in Pretoria when he was appointed as Deputy Minister. |
In Cape Town he inherit an existing vehicle which was used by the previous Deputy Minister |
(a) BMW 750i (b) 2008 |
Audi Q7 2008 |
QUESTION 577
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 10/07/09
(INTERNAL QUESTION PAPER 06-2009)
Dr J C kloppers-Lourens (DA) to ask the Minister of Basic Education:
Whether there are any schools that had a zero matric pass rate in each of the past five years up to 31 December 2008; if so, (a) how many, (b) what are their names, (c) where are they situated, (d) what was the total number of (i) educators employed and (ii) educator posts available, (e) how many of these educators (i) resigned, (ii) died, (iii) retired, (iv) were dismissed and (v) were hired and (f) how many of these vacant posts were for (i) science, (ii) maths, (iii) biology, (iv) accountancy, (v) English first language and (vi) English second language?
NW643E
REPLY:
There are no schools that have consistently obtained zero pass rate in each of the past years up to 31 December 2008.
QUESTION 578
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 10/07/09
(INTERNAL QUESTION PAPER 06-2009)
Dr J C Kloppers-Lourens (DA) to ask the Minister of basic Education:
(a) What was the total number of schools in (i) 1995, (ii) 2000, (iii) 2005 and (iv) during the period 1 January 2009 up to the latest specified date for which information is available and (b) how many schools in each of these years had (i) running water, (ii) toilets, (iii) electricity, (iv) telephones, (v) sports fields and (vi) libraries? NW644E
REPLY:
(a) The total number of public schools from EMIS data in (i) 1995 (not available) (ii) 2000 was 27 760(iii) 2005 was 25570 and (iv) as at 11 June 2009 was 24693.
(b) Data is not available for the exact years as requested, however the following data is available:
Number of ordinary public schools |
1996 |
2000 |
2007 |
1 June 2009 |
|
Total number of schools according to the SRN & NEIMS |
26734 |
27 760 |
25154 |
24693 |
|
SRN (School Register of Needs - 1996 & 2000 NEIMS (National Education Infrastructure Management System – (2007 & 2009) |
(i) Water (Municipal, boreholes, mobile water -tanker) |
17366 |
19331 |
22254 |
22427 |
(ii)Toilets |
25981 |
*26319 |
*23827 |
23929 |
|
(iii)Electricity(Grid, generators and solar) |
11174 |
14891 |
19384 |
21252 |
|
(iv)Telephones (cell, fax, internet, landlines & two way radio) |
13076 |
18403 |
*24524 |
*24517 |
|
(v)Sport fields |
No record |
20715 |
20807 |
||
(vi)Libraries |
4766 |
5108 |
5205 |
5260 |
*The decrease in number of schools with toilets and telephones is related to the decrease in number of schools from 2000 to 2009
QUESTION 579
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 10/07/09
(INTERNAL QUESTION PAPER 06 - 2009)
Dr. W G James (DA) to ask the Minister of Higher Education and Training:
What has been the (a) expected and (b) actual number of graduates at each (i) university, (ii) technikon and (iii) further education and training (FET) colleges, in each of the past five years up to and including 2008?
NW645E
REPLY:
UNIVERSITIES AND TECHNIKONS
INSTITUTION NAME |
Actual 2003 |
Actual 2004 |
UNIVERSITIES |
||
University of Cape Town |
5.1 |
5.2 |
University of Durban Westville |
1.9 |
(2) |
University of Fort Hare |
0.9 |
1.2 |
Medical University of South Africa |
0.8 |
0.7 |
University of Natal |
7.6 |
(2) |
University of the North |
1.1 |
1.5 |
University of the Free State |
4.5 |
5.1 |
University of Port Elizabeth |
2.9 |
4.2 |
Potchefstroom University |
6.0 |
(3) |
University of Pretoria |
9.2 |
10.7 |
Rand Afrikaans University |
5.8 |
7.1 |
Rhodes University |
2.4 |
1.7 |
University of South Africa |
10.6 |
14.5 |
University of Stellenbosch |
5.3 |
5.3 |
University of the Western Cape |
2.2 |
2.3 |
University of Witwatersrand |
4.1 |
4.7 |
University of Zululand |
1.9 |
2.1 |
Vista University |
2.4 |
(4) |
University of Transkei |
1.4 |
1.1 |
University of the North West |
1.1 |
(3) |
University of Venda |
1.3 |
1.3 |
University of KwaZulu-Natal |
8.3 |
|
North West University |
9.6 |
|
Sub Total: Universities |
78.5 |
86.6 |
INSTITUTION NAME |
Actual 2003 |
Actual 2004 |
TECHNIKONS |
||
Cape Technikon |
3.1 |
3.4 |
Technikon Northern Gauteng |
1.6 |
(5) |
Mangosuthu Technikon |
0.9 |
0.9 |
ML Sultan Technikon |
(1) |
(1) |
Natal Technikon |
(1) |
(1) |
Technikon Free State |
1.4 |
1.9 |
Peninsula Technikon |
2.1 |
2.2 |
Port Elizabeth Technikon |
2.0 |
1.9 |
Technikon Pretoria |
6.0 |
(5) |
Technikon SA |
2.7 |
(6) |
Vaal Triangle Technikon |
2.1 |
2.3 |
Technikon Witwatersrand |
1.9 |
2.1 |
Border Technikon |
0.8 |
0.8 |
Technikon North West |
0.6 |
(5) |
Eastern Cape Technikon |
1.5 |
1.2 |
Durban Institute of Technology |
3.1 |
3.8 |
Tshwane University of Technology |
9.8 |
|
Sub Total: Technikons |
29.8 |
30.3 |
TOTAL: UNIVERSITIES AND TECHNIKONS |
108.3 |
116.9 |
NUMBER OF GRADUATES AND OUTPUT TARGETS ( '000 ) |
||||
Institution |
Actual 2005 |
Actual 2006 |
Actual 2007 |
2010 target: approved October 2007 (A) |
Cape Peninsula University of Technology |
5.7 |
6.8 |
6.9 |
7.0 |
University of Cape Town |
6.1 |
5.3 |
5.4 |
6.2 |
Central University of Technology |
2.1 |
2.3 |
2.3 |
2.4 |
Durban University of Technology |
4.3 |
4.4 |
4.7 |
4.7 |
University of Fort Hare |
1.8 |
1.9 |
1.6 |
2.1 |
University of Free State |
5.2 |
5.4 |
4.7 |
6.2 |
University of Johannesburg |
10.1 |
10.2 |
9.5 |
10.2 |
University of KwaZulu-Natal |
8.3 |
8.6 |
7.6 |
9.8 |
University of Limpopo |
3.0 |
3.3 |
4.1 |
3.6 |
Mangosuthu Technikon |
1.2 |
1.9 |
1.8 |
1.6 |
Nelson Mandela Metropolitan University |
5.4 |
4.9 |
6.0 |
5.9 |
North West University |
7.7 |
9.8 |
11.3 |
10.1 |
University of Pretoria |
11.6 |
11.4 |
10.9 |
11.9 |
Rhodes University |
2.1 |
1.9 |
1.8 |
2.1 |
University of South Africa |
14.1 |
13.8 |
14.3 |
20.3 |
University of Stellenbosch |
5.5 |
5.6 |
5.7 |
6.2 |
Tshwane University of Technology |
9.4 |
9.1 |
9.8 |
10.1 |
Vaal University of Technology |
2.3 |
2.4 |
2.7 |
3.0 |
University of Venda |
1.6 |
1.8 |
1.9 |
1.9 |
Walter Sisulu University |
2.7 |
3.5 |
3.0 |
3.6 |
University of the Western Cape |
3.0 |
2.8 |
3.1 |
4.0 |
University of the Witwatersrand |
5.0 |
4.9 |
5.4 |
6.4 |
University of Zululand |
2.1 |
2.2 |
2.0 |
2.6 |
TOTAL |
120.3 |
124.2 |
126.5 |
141.9 |
(A) NOTES: The graduate targets for 2010 are based on agreed upon targets with the institutions and approved by the Minister in 2007.
Notes: |
(1) See Durban Institute of Technology |
(2) See University of KwaZulu-Natal |
(3) See North West University |
(4) Campuses Incorporated into University of Pretoria, RAU |
University of the Free State, University of Port Elizabeth, Technikon Free State, |
Potchefstroom University and UNISA |
(5) See Tshwane University of Technology |
(6) See University of South Africa |
FET COLLEGE GRADUATES: 2004 – 2008
Year |
Nr of Passes |
2004 |
135337 |
2005 |
138122 |
2006 |
152484 |
2007 |
132256 |
2008 |
127335 |
NOTES: The above figures reflect those students who passed 7 subjects. Students who passed 5 and 6 subjects out of the 7 were excluded.
QUESTION 580
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 10/07/09
(INTERNAL QUESTION PAPER 06-2009)
Dr J C Kloppers-Lourens (DA) to ask the Minister of basic Education:
(1) With reference to the senior certificate results for each of the past five years up to 31 December 2008, which have been the (a) six high performing districts, (b) 60 average districts and 13 districts that needed recovery intervention;
(2) Whether her department has implemented any recovery interventions; if not, why not; if so, what are the relevant details? NW646E
REPLY:
Question 1
Education in South Africa is administered through 82 districts spread in 9 different provinces. With reference to this question the districts will be classified as follows:
(i) High performing districts: those that have consistently obtained between 75-100% pass rate over the last five years.
(ii) Average districts; those that have consistently obtained between 50 – 74.9% over the last five years.
(iii) Districts that needed recovery intervention: those that have consistently performed below 60% in the last five years. These districts are considered to be districts at risk, therefore require special intervention.
(a) The table below presents the list of the high performing districts over the last five years:
Province name |
Disctrict name |
2008 |
2007 |
2006 |
2005 |
2004 |
FREE STATE |
XHARIEP |
75.76 |
75.8 |
78.6 |
83.3 |
77.12 |
GAUTENG |
GAUTENG WEST DISTRICT |
82.2 |
78.9 |
87.5 |
77.95 |
81.66 |
GAUTENG |
SEDIBENG EAST DISTRICT |
81.91 |
86.8 |
82.5 |
80.09 |
79.77 |
KWAZULU-NATAL |
UMLAZI |
75.15 |
75.3 |
77 |
61.52 |
83.39 |
NORTHERN CAPE |
NAMAQUA |
90.38 |
85.5 |
84.3 |
88.27 |
90.17 |
NORTHERN CAPE |
SIYANDA |
76.26 |
72.8 |
74.5 |
80.94 |
86.66 |
WESTERN CAPE |
BREEDE RIVIER/OVERBERG |
87.23 |
79.7 |
83 |
85.82 |
85.86 |
WESTERN CAPE |
CENTRAL METROPOLE |
77.26 |
84.4 |
85.3 |
69.95 |
83.82 |
WESTERN CAPE |
NORTHERN METROPOLE |
76.79 |
82.8 |
87.5 |
86.43 |
87.66 |
WESTERN CAPE |
SOUTH CAPE/KAROO |
77.26 |
83.1 |
84.7 |
84.74 |
88..93 |
WESTERN CAPE |
WESTCOAST |
89.43 |
82 |
85.9 |
89.38 |
89.99 |
(b) The following districts as presented in the table below have consistently obtained between
50 – 74.9% over the last five years.
Province name |
Disctrict name |
2008 |
2007 |
2006 |
2005 |
2004 |
EASTERN CAPE |
CRADOCK |
63 |
65.6 |
64.1 |
62.1 |
58.58 |
EASTERN CAPE |
EAST LONDON |
60.52 |
56.2 |
65.2 |
58.5 |
58.79 |
EASTERN CAPE |
GRAAFF-REINET |
70.1 |
64.7 |
68.7 |
66.7 |
71.89 |
EASTERN CAPE |
GRAHAMSTOWN |
66.63 |
51.8 |
64.7 |
54.3 |
63.6 |
EASTERN CAPE |
UMTHATHA |
51.68 |
57.3 |
61.7 |
55.5 |
51.85 |
EASTERN CAPE |
QUEENSTOWN |
58.16 |
61.6 |
62.6 |
63.1 |
57.56 |
FREE STATE |
THABO MAFUTSANYANA |
68.44 |
64.8 |
73.3 |
70.7 |
71 |
KWAZULU-NATAL |
ILLEMBE |
51.14 |
63.6 |
62.6 |
66.06 |
68.31 |
KWAZULU-NATAL |
OTHUKELA |
58.98 |
62.5 |
61.9 |
55.7 |
68.16 |
KWAZULU-NATAL |
VRYHEID |
56.02 |
62 |
61.1 |
73.86 |
73.15 |
LIMPOPO |
GREATER SIKHUKHUNE |
54.96 |
52.5 |
51.3 |
58.37 |
67.16 |
LIMPOPO |
MOPANI |
69.22 |
55.2 |
55.9 |
68.91 |
72.67 |
LIMPOPO |
VHEMBE |
65.38 |
60 |
55.9 |
65.14 |
69.93 |
LIMPOPO |
WATERBERG |
70.11 |
55.8 |
55.7 |
62.04 |
69.51 |
NORTH WEST |
BOJANALA EAST REGION |
58.45 |
62.5 |
64.8 |
62.86 |
62.86 |
NORTH WEST |
BOPHIRIMA REGION |
66.88 |
62.1 |
61.9 |
51.47 |
56.28 |
NORTH WEST |
CENTRAL REGION |
59.42 |
57.1 |
58.5 |
54.53 |
60.3 |
It must be noted that there are several districts that are regarded as average in terms of their performance in that they have demonstrated fluctuating performances between the years. Annexure A provides a list of all districts performances in the last five years.
(c) In terms of the districts that required the recovery plan, the Department of Education declared that all districts should develop their district improvement plans and implement the recovery programmes to improve schools thereby the overall district performance. However, special attention would be given to all districts that have consistently performed below 60% in the last five years. There are only nine (9) districts that have consistently obtained below 60% over the last five years.
Province name |
District name |
2008 |
2007 |
2006 |
2005 |
2004 |
EASTERN CAPE |
BUTTERWORTH |
36.78 |
46.1 |
58.5 |
49 |
45.88 |
EASTERN CAPE |
IDUTYWA |
32.94 |
55 |
55 |
44.1 |
38.11 |
EASTERN CAPE |
FORT BEAUFORT |
43.25 |
51.5 |
53.1 |
55.2 |
53.97 |
EASTERN CAPE |
KING WILLIAMS TOWN |
47.75 |
52.6 |
51.5 |
47.7 |
47.12 |
EASTERN CAPE |
LIBODE |
51.95 |
58.3 |
53.6 |
43.9 |
39.81 |
EASTERN CAPE |
LUSIKISIKI |
37.05 |
44.5 |
44.5 |
42.7 |
38.2 |
EASTERN CAPE |
MT FRERE |
39.51 |
44.7 |
48.9 |
49.5 |
46.94 |
EASTERN CAPE |
ENGCOBO |
33.14 |
52.8 |
55.8 |
54.8 |
45.74 |
EASTERN CAPE |
STERKSPRUIT |
50.77 |
54.7 |
48.4 |
45.2 |
37.75 |
Question 2
The Department of Education is continuously engaged with programmes to improve the quality of learner achievement at all grades. The National Strategy for Learner Attainment (NSLA) has become the flagship programme in all provincial education departments. This strategy was launched by the Minister of Education, Ms Naledi Pandor, MP, in 2004, as a transversal programme, to raise the level of achievements of all learners across the system. The NSLA consists of planned and sustained sets of related operations, projects and activities, with short and long term objectives of raising learner performance and ensuring improved quality learner achievement in all schools
.
In keeping with the relevant prescripts of the National Education Policy Act (1996) as well as the Education Laws Amendment Act 31(2007), all provinces have identified underperforming schools and developed Provincial Improvement Plans which are aligned to the main objectives of the National Strategy for Learner Attainment (NSLA). The Education Laws Amendment Act, section 58 (b), which was promulgated in October 2007, specifically addresses the role of the Heads of Departments in identifying underperforming schools and developing provincial strategies to address under performance in schools. Provinces have ensured that all schools, particularly schools that have performed under 60% have developed their school improvement plans and the implementation of these plans are being monitored and supported by the districts. All provinces have allocated dedicated financial and human resources to address the objectives of the NSLA.
To support the implementation of the new curriculum and to ensure high levels of achievement in Grade 12, the Department of Education is also conducting, inter alia, the following activities:
(a) All schools that are underperforming have been visited by departmental officials including the senior management of the province. In many cases officials of the department including the senior management have been allocated a school to adopt and mentor.
(b) Capacity development workshops on management and leadership are being conducted for the principals of underperforming schools. In cases of schools that are serial underperformers mentorship programmes have been instituted.
(c) Provinces have appointed additional subject advisors to strengthen onsite support to teachers in the area of curriculum implementation with specific focus on content knowledge.
(d) The Department of Education are monitoring if the exemplar question papers provided to schools for all subjects to assist teachers and learners in their preparation for the examination are being used in their daily teaching and learning.
(e) Provincial education departments have successfully reduced the backlog in physical infrastructure and in the provision of textbooks. In many schools, each learner has a textbook for each subject.
(f) The first edition of Study Mate, which is free, was distributed to schools via the provincial and district offices at the beginning of the second term. This edition is a survival kit for Grade 12 learners and consists of tips by expert subject specialists on how to approach the examination. It also consists of the examination timetable and other hints and tips.
(g) The Department of Education and Independent Newspapers has produced the second edition of Study Mate which consist of examinations of November 2008 and the supplementary National Senior Certificate examination papers with memoranda. The tabloid books were made available in June 2009 directly from Independent Newspapers.
(h) DVDs with expert teacher and Department of Education curriculum specialists will assist learners with examination papers, explain common mistakes and give useful tips. These will be available as a package with Study Mate (Past papers).
(i) The Department of Education together with SABC launched Matrix Uploaded, a programme for Grade 11 and 12 learners in Mathematics, Mathematics Literacy, Physical Science, English (First Additional Language), Accounting, Life Orientation and Life Sciences on SABC 1, Monday to Friday, from 14h00 to 15h00 which started on 1 st June 2009.
(j) The Department of Education has collaborated with Liberty Life and Independent Newspapers to produce a new edition of Maths 911 for Grade 11 and 12 Learners. 125 000 of these books will be sponsored by Liberty Life and distributed free to 125 000 learners nationally. Parents can purchase these books directly from Independent Newspapers.
(k) Further support for the Maths 911 books will be available in the weekly Matric Matters which appears in the Independent Newspapers and on the Mindset Channel on DSTV.
(l) The Department of Education together with AVUSA media will publish a 48-page tabloid book comprising exemplar examination papers for Grade 12 learners. This will be available in October 2009 in the Sunday Times.
QUESTION 597
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 07/08/09
(INTERNAL QUESTION PAPER 07-2009)
Mr AM Mpontshane (IFP) to ask the Minister of basic Education:
1) Whether her department contracted Jabulani Mabaso, owner of Indiza who supplied school text books and stationery to the KwaZulu-Natal Education Department; if not, what is the position in this regard; if so, what are the relevant details;
(2) who are the co-owners of the said company;
(3) whether her department has monitored the case where the said person was found to have defrauded the KwaZulu-Natal Education Department of R200 million; if not, why not; if so, what is the current state of affairs;
(4) whether she will make a statement on the matter? NW673E
REPLY:
1) No. The KwaZulu-Natal Education Department is responsible and accountable for their procurement processes and contracts and not the Department of Basic Education
2) I don't know
3) Not applicable
4) No
QUESTION 1786
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 16/10/09
(INTERNAL QUESTION PAPER 22-2009)
Dr J C Kloppers-Lourens (DA) to ask the Minister of Basic Education:
(1) (a) Why have some of the 2008 matriculants not yet received their certificates and (b) when is it expected that they will receive their certificates;
(2) whether she will make a statement on the matter? NW2286E
REPLY:
1. There has been a general delay in the release of all National Senior Certificates for the 2008 matriculants. This was caused by the re-designing of the certificate by the Quality Assurance Council, Umalusi, in light of the implementation of the new curriculum and qualification. The bulk of the certificates were issued to candidates by the end of September 2009. The only candidates that have not received their certificates, at this stage, are those that wrote the supplementary examination in March 2009. These candidates will receive their certificates by the beginning of November 2009. In cases where candidates have informed the Department of any difficulties with the Higher Education sector, the Department of Education has intervened on behalf of the candidates and no candidate should be disadvantaged because of this delay.
2. It is not necessary for the Minister to make a statement at this stage, given that the Quality Assurance Council, which is the certifying body did make a statement on this matter in July 09.
QUESTION 1785
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 16/10/09
(INTERNAL QUESTION PAPER 22-2009)
Dr J C Kloppers-Lourens (DA ) to ask the Minister of Basic Education:
Whether she intends taking any steps with regard to grade 12 learners who do not return to school after their final school examination, but only report to their respective schools to write their National Senior Certificate examination, if not, why not; if so, what steps? NW2285E
REPLY:
The Department of Education as part of its drive to ensure that maximum time is allocated to teaching and learning has since 2008, with the implementation of the new curriculum in the FET band, re-structured the commencement of the writing of the final NSC examinations, to commence early in November or late October. This decision was also taken in response to the previous practice of candidate's failure to return to school after the preparatory examinations. This new dispensation has been implemented in 2008 and in 2009 and PEDs have been requested to monitor the implementation of this new dispensation across all schools. There has been no reports of wide scale absenteeism of candidates from schools prior o the examination and my department will continue to monitor and support schools in this regard. If I am informed that absenteeism is on the increase then I will resort to punitive measures against candidates that refuse to maximize the teaching time made available to them.
QUESTION 1067
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 04/09/09
(INTERNAL QUESTION PAPER 12-2009)
Dr J C Kloppers-Lourens (DA) to ask the Minister of Basic Education:
Whether transport has been provided for learners in each specified province in each of the three most recent financial years; if not, why not; if so, (a) what was the total budget allocated for transport, (b) which transport providers were awarded tenders to provide transport, (c) what was the value of each of the tenders, (d) how many learners were provided with transport in terms of each of these tenders and (e) what criteria do learners need to comply with in order to qualify for transport? NW1328E
REPLY:
(a) Yes, learner transport has been provided to the specified provinces and the budget allocated in the three financial years is as indicated in the table below:
Provincial Education Department |
||||
Scholar Transport |
||||
Province |
CURRENT |
2008 MTEF |
||
2007/2008 |
2008/2009 |
2009/2010 |
2010/2011 |
|
R'000 |
R'000 |
R'000 |
R'000 |
|
Eastern Cape |
257 732 |
250 000 |
231 000 |
622 033 |
Free State |
37 500 |
40 800 |
44 800 |
- |
Gauteng |
46 165 |
34 080 |
91 307 |
37 754 |
KwaZulu-Natal |
- |
49000 |
87 000 |
139 940 |
Limpopo |
44 000 |
44 500 |
44 500 |
48 401 |
Mpumalanga |
145 269 |
157 670 |
164 718 |
185 380 |
Northern Cape |
52 051 |
61 915 |
74 316 |
91 110 |
North West |
- |
68 445 |
75 000 |
80 000 |
Western Cape |
100 241 |
105 253 |
112 439 |
140 629 |
TOTAL |
682 958 |
811 663 |
925 080 |
1 345 247 |
Where no amounts reflected, the figures are not available.
(b) Procurement is a provincial competence and as a result the Department of Education does not have this information on hand.
(c ) See (b) above
(d) See (b) above
(e) Each province determines its own criteria as to who qualifies for transport. In terms of the National Norms and Standards for School Funding. Poor learners should be provided with hostel facilities if they live more than one and half hours walking distance from the nearest available school, and therefore each province determines its own criteria as to who qualifies for transport if the travelling distance to their nearest available school is less than one and half hours walking distance
QUESTION 1066
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 04/09/09
(INTERNAL QUESTION PAPER 12-2009)
Dr JC Kloppers-Lourens (DA) to ask the Minister of Basic Education:
How many (a) primary and (b) secondary school teachers are qualified to teach (i) (aa) maths and (bb) mathematical literacy, (ii) English as (aa) first language and (bb) second language, (iii) religious studies, (iv) life science, (v) science and (vi) history in each province in each case and (c) learners in total were registered in 2009 at (i) primary and (ii) secondary schools.
REPLY
(a & b)(i - vi)
The recruitment process for educators is managed by Provincial Education Departments. The initial selection of educators, is in most cases, recommended by the School Governing Body to the Provincial Head of Department for approval. The utilization of educators in relation to the qualifications varies from year to year and even in the same year. The information being requested is thus not processed at the national Department of Education and may be sourced from the Provincial Education Department as the accountable employer.
(c) (i) and (ii)
Table 2: Number of learners in ordinary schools by province in 2009
Province |
(i) Primary (Gr 1 - 7) |
(ii) Secondary (Gr 8 – 12) |
Eastern Cape |
1 270 191 |
636 060 |
Free State |
376 320 |
249 416 |
Gauteng |
1 113 719 |
711 807 |
KwaZulu Natal |
1 620 902 |
1 027 218 |
Limpopo Province |
911 187 |
695 166 |
Mpumalanga |
598 294 |
386 769 |
Northern Cape |
164 887 |
90 193 |
North West |
468 785 |
276 266 |
Western Cape |
594 368 |
338 632 |
SA |
7 118 653 |
4 411 527 |
QUESTION 1068
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 04/09/09
(INTERNAL QUESTION PAPER 12-2009)
Dr J C Kloppers-Lourens (DA) to ask the Minister of Basic Education:
(1) (a) What amount was budgeted for the national school nutrition scheme, (b) how many schools and learners benefited from the scheme and (c) what total amount was actually spent in each province in every year since the inception of the programme;
(2) whether any problems have been identified with regard to the nutrition programme in each province; if so, (a) what problems and (b) what action has been taken to address these problems? NW1329E
REPLY:
(1)
(a) The current budget for feeding both quintile 1 – 3 primary schools and quintile 1 secondary school is R2, 4 billion. This also includes preparation budget for quintile 2 secondary schools.
(b) In the current financial year at least 6,364,901 learners in 18,334 primary schools and 895,723 learners in 1,725 quintile 1 secondary schools benefit from the school nutrition programme.
(c) The tables below reflect the budget and expenditure per province from 2006/7 to 2008/9
Expenditure by province as at 2006/07 financial year:
Provinces |
Allocation |
Provincial roll-over |
Total funds |
Total transferred as at 31 March 2007 |
Actual expenditure to date |
Balance |
% spent of total funds |
R'000 |
R'000 |
R'000 |
R'000 |
R'000 |
R'000 |
R'000 |
|
Eastern Cape |
233 882 |
32 225 |
266 107 |
233 882 |
166 642 |
99 465 |
62.62% |
Free State |
64 784 |
7 888 |
72 672 |
64 784 |
80 078 |
-7 406 |
110.19% |
Gauteng |
99 921 |
- |
99 921 |
99 921 |
98 262 |
1 659 |
98.34% |
Kwazulu Natal |
239 372 |
76 000 |
315 372 |
239 372 |
254 404 |
60 968 |
80.67% |
Limpopo |
202 039 |
202 039 |
202 039 |
212 363 |
-10 324 |
105.11% |
|
Mpumalanga |
84 549 |
84 549 |
84 549 |
83 100 |
1 449 |
98.29% |
|
Northern Cape |
29 647 |
2 263 |
31 910 |
29 647 |
29 199 |
2 711 |
91.50% |
North West |
95 529 |
5 869 |
101 398 |
95 529 |
120 635 |
-19 237 |
118.97% |
Western Cape |
48 313 |
48 313 |
48 313 |
45 956 |
2 357 |
95.12% |
|
Total |
1 098 036 |
124 245 |
1 222 281 |
1 098 036 |
979 324 |
131 642 |
80.12% |
EXPENDITURE |
ANNUAL ALLOCATION |
ROLL-OVER FROM 2006/07 |
TOTAL FUNDS |
TOTAL TRANSFE-RED |
ACTUAL EXPENDIT-RE |
BALANCE |
% SPENT OF ALLOCATION |
R'000 |
R'000 |
R'000 |
R'000 |
R'000 |
R'000 |
R'000 |
|
TOTALS |
1 152 938 |
66 351 |
1 219 289 |
1 219 289 |
1,200,443 |
18,846 |
100% |
Eastern Cape |
237 885 |
63 726 |
301 611 |
301 611 |
291,488 |
10,123 |
96.6% |
Free State |
68 023 |
68 023 |
68 023 |
68,004 |
19 |
100.0% |
|
Gauteng |
114 574 |
114 574 |
114 574 |
116,656 |
-2,082 |
101.8% |
|
Kwazulu Natal |
260 006 |
260 006 |
260 006 |
242,430 |
17,576 |
93.2% |
|
Limpopo |
192 694 |
192 694 |
192 694 |
192,901 |
-207 |
100.1% |
|
Mpumalanga |
106 604 |
106 604 |
106 604 |
110,504 |
-3,900 |
103.7% |
|
Northern Cape |
34 507 |
2 625 |
37 132 |
37 132 |
37,132 |
- |
100.0% |
North West |
87 916 |
87 916 |
87 916 |
88,254 |
-338 |
100.4% |
|
Western Cape |
50 729 |
50 729 |
50 729 |
53,074 |
-2,345 |
104.6% |
EXPENDITURE BY PROVINCES AS AT 31 MARCH 2009
EXPENDITURE |
ORIGINAL ALLOCATION |
REVISED ALLOCATION |
TOTAL TRANSFER-RED |
AMOUNT SPENT TO DATE |
BALANCE |
% SPENT OF ALLOCATION |
R'000 |
R'000 |
R'000 |
R'000 |
R'000 |
% |
|
TOTALS |
1 583 103 |
1 927 109 |
1 927 109 |
1 643 062 |
284 047 |
85.26% |
EASTERN CAPE |
339 816 |
413 658 |
413 658 |
472 149 |
- 58 491 |
114.14% |
FREE STATE |
82 498 |
100 425 |
100 425 |
80 907 |
19 518 |
80.56% |
GAUTENG |
172 111 |
209 510 |
209 510 |
115 742 |
93 768 |
55.24% |
KWAZULU-NATAL |
376 435 |
458 233 |
458 233 |
341 943 |
116 290 |
74.62% |
LIMPOPO |
252 901 |
307 856 |
307 856 |
253 199 |
54 657 |
82.25% |
MPUMALANGA |
136 606 |
166 290 |
166 290 |
121 753 |
44 537 |
73.22% |
NORTHERN CAPE |
48 483 |
59 019 |
59 019 |
58 991 |
28 |
99.95% |
NORTH-WEST |
103 144 |
125 557 |
125 557 |
117 093 |
8 464 |
93.26% |
WESTERN CAPE |
71 109 |
86 561 |
86 561 |
81 285 |
5 276 |
93.90% |
(2) In line with the Division of Revenue Act (DORA) provinces are required to submit business plans for analysis and approval of related activities. All business plans are supposed to meet the following minimum requirements as stipulated in the Grant Framework:
i) Provide meals to all Gazetted Quintile 1-3 primary school and quintile 1 secondary school learners for all school days;
ii) Comply with the recommended cost per meal per learner of the current year;
iii) Comply with recommended menus; and
iv) Feeding by 10:00 am
Summary of challenges per province:
Province |
Challenges |
Departmental Intervention |
Eastern Cape |
Province provided bread menu instead of a variety of meals |
Province requested to submit a plan for phasing out bread menu with the final business plan; menu plan has been provided |
Free State |
Non compliance with grant framework (guidelines) in respect of meal costs at R1,35 and R1,90 for primary and secondary schools respectively |
Withholding of funds due to non-submission of revised business plan |
Gauteng |
Only R4 million of the allocated R9, 015 million preparation budget (resources) for quintile 2 secondary schools was provided. The remaining was allocated for feeding. |
Province was advised that allocation is a once-off budget and could not be used for feeding. Business plan was amended and funds transferred |
Kwa Zulu Natal |
The feeding cost per meal cost was allocated at R1, 50 for primary schools instead of R1.80 inclusive of the honorarium for volunteer food handlers. |
Withholding of funds due to non-submission of revised business plan |
Limpopo |
Learner numbers were not in line with the gazetted numbers. |
Requested amendment of business plan which was approved. Provincial department co-funded the programme with equitable share |
Mpumalanga |
Leaner numbers were not in line with the gazetted numbers. |
Requested amendment of business plan which was approved. |
Northern Cape |
The province provides meals to quintile 1-5 primary and secondary schools learners from the conditional grant, which compromises the meal cost to R1,50 for both primary and secondary schools. |
Requested amendment of business plan which was approved. Provincial department co-funded the programme with equitable share |
North West |
The meal cost was allocated at R1,61 instead of R1.80 inclusive of the honorarium for volunteer food handlers. |
Requested amendment of business plan which was approved. |
Western Cape |
The meal cost was allocated at R1,74 for primary schools instead of R1.80 inclusive of the honorarium for volunteer food handlers. |
Requested amendment of business plan which was approved. |
After all the Department interventions, all business plans were finally approved as per Departmental Grant Framework. The Department further scheduled monitoring and support visits to all provinces to ensure compliance with NSNP guidelines.
Training and development workshops are also planned for the proper implementation of the programme in the current financial year.
EXPENDITURE
BY PROVINCES AS AT 31 MARCH 2008
QUESTION 11
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 08/06/09
(INTERNAL QUESTION PAPER 01-2009)
Ms Kloppers- Lourens to ask the Minister of Basic Education :
1. Whether any teachers / facilitator has been charged and/or convicted of any crimes against any learner (a) in 2006, (b) in 2007, (c) in 2008 and (d) during the period 1 January 2009 up to the latest specified date for which information is available; if so, (i) how many in each case, (ii) what are their names and (iii) at which schools did they work;
2. whether any of the teachers/ facilitators are still employed or have been re-employed since being convicted; if so, (a) what are their names (b) which schools do they currently teach at and (c) what were they convicted of ? NW12E
REPLY:
Questions 1 and 2:
The following information has been received from the South African Council for Educators (SACE).
It was unfortunately not possible to obtain such detailed information from all the provinces, but we managed to get a response from Free State, Eastern Cape, North West, Western Cape province on such short notice. We are unable to provide names of these educators owing to the legal implications that might have, as decisions on some of these cases are challenged through judicial processes. I can however supply updated information for 4 Provinces. The relevant information pertaining to the remaining provinces will be provided when received from such provinces or you may obtain the information from them directly.
SACE : Offices in 4 Provinces
QUESTION 896
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 21/08/09
(INTERNAL QUESTION PAPER 10-2009)
Mr GG Boinamo to ask the Minister of Basic Education:
- Why are the results of learners who wrote their supplementary examinations in June 2009 delayed until January 2010;
- Whether the results will be released, if not, why not; if so, when?
NW1052E
REPLY:
1. There is no delay in the release of the 2009 supplementary examination results. The 2009 National Senior Certificate (NSC) supplementary examination was written in February/March 2009 and all results were released on 30 April 09. In addition the Department of Education conducted the 2009 Senior Certificate examination that allows learners that failed to complete the Senior Certificate ("old matric") prior to 2008, to write their outstanding subjects in a special Senior Certificate examination in May/June 2009. The results of this examination were released on 31 July 2009. Results were available at examination centres where the candidates wrote the examination. Therefore, based on the information available to the Department of Education, there are no outstanding results.
2. Based on the explanation provided in (1), there are no results that are outstanding. However, if there are candidates that have not yet received their results, they are requested to make contact with the provincial education department, and these results will be made available to them, immediately.
QUESTION 1259
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 28/08/09
(INTERNAL QUESTION PAPER 12-2009)
Dr J C Kloppers-Lourens (DA) to ask the Minister of Basic Education:†
Whether her department is considering making mathematical literacy compulsary for al learners from grades 10 to 12; if not, why not; if so, what are the relevant details? NW1601E
REPLY:
Yes.On 18 July 2005 the Minister of Education approved the new policy document, National Senior Certificate: A qualification at Level 4 on the National Qualifications Framework (NQF).
Learners opting for the National Senior Certificate must offer a minimum of seven subjects listed in the above policy document, of which two official languages, Mathematics or Mathematical Literacy; and Life Orientation are compulsory subjects.
The purpose of including Mathematical Literacy in the National Curriculum Statement (NCS) is three fold. Mathematical Literacy should enable the learner to become:
A self-managing person: There are mathematical demands that are encountered on a daily basis, demands which people should be able to handle with confidence. Such demands range from an ability to handle financial issues such as hire purchase, mortgage bonds and investments to an ability to read a map.
A contributing worker: The workplace requires the use of fundamental numerical and spatial skills in order to efficiently meet the demands of the job, for example, dealing with work-related formulae, reading statistical charts, dealing with schedules, etc.
A participating citizen: For the fact that statistics is so often (mis)used to support opposing arguments, Mathematical Literacy should help learners acquire a critical stance with regard to mathematical arguments presented in the media and other platforms.
There is no intention to make Mathematical Literacy compulsory for all learners. Learners all do some form of mathematics. Based on their post-school intentions they can choose between mathematics and mathematical literacy.
QUESTION 1258
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 28/08/09
(INTERNAL QUESTION PAPER 12-2009)
Dr J C Kloppers-Lourens (DA) to ask the Minister of Basic Education:†
Whether since the publication of White Paper 6 in 2001 any policy documents regarding the implementation of inclusive tuition have been published; if not, why not; if so, what are the (a) status and (b) relevant details of such documents?
NW1600E
REPLY:
The Department of Education is finalizing a field test on White Paper 6 Which started in 2004 and is ending in 2009. The field test is preparing the Department for a further rollout of Inclusive Education. In the process, the following guideline documents were developed and are at different stages of endorsement by the Department:
§ Guidelines for Full-service/Inclusive Schools
§ Guidelines to Ensure Quality Education and Support in Special Schools and Special School resource Centres
§ Guidelines on Inclusive Learning Programmes
§ Draft strategy for Screening, Identification, Assessment and Support
QUESTION 1257
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 11/09/09
(INTERNAL QUESTION PAPER 16-2009)
Dr J C Kloppers-Lourens (DA) to ask the Minister of Basic Education:†
Whether, in light of the Development Bank of South Africa's (DBSA's) statistics on schools ,she or her department has formulated a turnaround strategy to address inequalities in education without lowering the standard of education in any school; if not, why not; if so, what are the relevant details? NW1599E
REPLY:
1. No fee schools - we have adopted a policy that ensures that poor learners are not expected to pay school fees. Currently there are over 14 000 no-fee schools in the country, benefiting over 5million (out of a total of about 12 million) learners.
2. Foundations for Learning Campaign (supply of workbooks, textbooks and teacher guides to schools - have begun improving and increasing this). The Presidency is supporting the Department to ensure that all learners and teachers receive the materials they need;
Quality Learning Campaign - focuses on a compact between teachers, parents and the government to improve teaching and learning (T&L)
4. Teacher Summit - for the first time Departments of Education spoke together with teachers via their Unions on what should be done to improve the quality of teaching and learning. The recommendations of the summit are being taken seriously by the Department. Mechanisms have been put in place to ensure that the Summit Declaration is not just a piece of paper.
5. Infrastructure - we have developed norms and standards that commit government to providing school buildings of a particular standard. The backlogs are great and will take many years to address - however we are committed to ensure that all schools are provided with the minimum infrastructure for them to work in an enabling environment. The Department is seeking creative ways to fund this backlog, especially that of libraries and laboratories. In the meanwhile, schools are encouraged to use science kits and to establish reading corners in classrooms.
6. In his research article (Building Education Beyond Crisis), Bloch indicates that the problems in education need to be worked on together with all stakeholders and role-players and proposes a "get-together" for this to occur. This recommendation is supported.
7. The Minister has commissioned a study to look into challenges facing the implementation of the curriculum.
QUESTION 1417
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 25/09/09
(INTERNAL QUESTION PAPER 12-2009)
Dr J C Kloppers-Lourens (DA) to ask the Minister of Basic Education:
Whether her department has taken steps in order to ensure that every school is in possession of a well-formulated and approved policy on violence that incorporates, amongst others, a safety plan; if not, why not; if so, what steps? NW1773E
REPLY:
The development of School Safety Plans for schools has been one of the priorities for the Department of Basic Education.
The Department, in conjunction with provinces, has identified and prioritised 585 high-risk schools for intervention. The Department has provided provincial officials and some schools with training on the Hlayiseka Early Warning System. This system serves as a tool for identifying and responding to security issues and threats, how to report and manage incidents appropriately, and how to monitor school safety over time.
The Hlayiseka programme, which was developed in partnership with the Centre for Justice and Crime Prevention also helps schools to develop Safety Plans and developing Codes of Conduct. Provinces have rolled out training on the Hlayiseka Tool to the identified high priority schools. The training involved principals, SGB members, LRC representatives, and teachers in the 585 schools. The training encourages schools to use this tool to inform the drafting of context specific School Safety Plans.
Provinces have been requested to provide reports on the roll out of Hlayiseka.
QUESTION 1416
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 25/09/09
(INTERNAL QUESTION PAPER 12-2009)
Dr J C Kloppers-Lourens (DA) to ask the Minister of Basic Education:
(1) Whether it is compulsory for Grade 12 learners with Mathematics to write Question Paper 3 when they intend to enrol for engineering degrees; if not, why not; if so, what are the relevant details;
(2) how many learners with Mathematics were registered for the 2009 National Senior Certificate examination;
(3) what is the (a) percentage of registered learners and (b) statistical racial breakdown according to (i) black, (ii) white, (iii) coloured and (iv) Indian learners who opted to write Mathematics Question Paper 3? NW1772E
Reply
(1) It is not compulsory for Grade12 learners to write Paper 3 when they intend to enrol for engineering degrees. Learners who have passed Mathematics P1 and P2 are eligible for engineering degrees because the concepts covered in both papers sufficiently prepare learners for degree purposes. Learners who have written Paper 3 show potential for higher order Mathematics and may have an advantage for engineering studies.
(2) 297443 learners have enrolled for Mathematics in the 2009 National Senior Certificate examination.
(3) (a) 2.09% of the total registered candidates and 4.08% of those writing Mathematics. 12 136 of learners are registered to write Maths paper III.
(b) (i) 5 793 full time black learners are registered to write Maths paper III.
(b) (ii) 3 708 full time white learners are registered to write Maths paper III.
(b) (iii) 918 full time coloured learners are registered to write Maths paper III.
(b) (iv) 1 606 full time Indian learners are registered to write Maths paper III.
QUESTION 1418
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 25/09/09
(INTERNAL QUESTION PAPER 12-2009)
Dr J C Kloppers-Lourens (DA) to ask the Minister of Basic Education:†
Whether, with reference to the shortage of libraries, librarians at schools and the library manifesto, she has taken any steps to address this problem; if not, why not; if so, (a) what steps and (b) what is the current state of affairs? NW1774E
REPLY:
Access to library services is a priority for the Ministry. Since 2006 the Department of Education has worked to expand access to library services within a practical and implementable framework, and has not limited itself to building standalone library structures, given the historical neglect of such services particularly for schools serving the poorest communities. Although a large number of schools remain without libraries, this number has decreased by over 2 000 since the year 2000. This is with particular reference to stand-alone libraries, and not the range of activities the Department is engaging in to expand access.
The approach adopted by the Department of Education has been a developmental one, which has looked at expansion of library services at different levels, including:
A focus on providing classroom library collections to strengthen support for NCS implementation and reading at class and grade level;
Mobile libraries to serve a number of schools that have no access to libraries. Currently there are 21 of these mobile libraries operating in different communities across the country and serving just under 500 schools;
Strengthening school collections in community libraries and stand alone school libraries that serve clusters of schools; and
Providing library books to schools whose libraries have inappropriate or inadequate library collections.
Access to library services has therefore been expanded for a number of schools, using the approaches above. Key vehicles that the Department has used include:
The QIDS UP project, which has, since 2006, provided books and/or library furniture to 1060 schools;
Norms and standards for physical infrastructure approved by both the Council of Education Ministers and the Heads of Education Committee in 2008 make it obligatory for all new schools to only be considered complete if they make provision for library facilities. These are awaiting the concurrence of the Minister of Finance for finalisation. They do however provide for a school library as a standard.
The Department of Education has also recently finalised guidelines for school library services, with provincial participation, to provide practical guidance to provinces and schools on how to ensure access to such services for all schools. They provide guidance on matters such as
Staffing both in terms of dedicated library staff and utilising teacher librarians and/or library assistants;
The administration of a library;
Resourcing, including a proposed mix between fiction and non-fiction materials;
Managing access to services where the library is on school premises or outside school premises and therefore a shared resource e.g. access times; library rules; provision for different languages; access for learners with disabilities and other related matters.
QUESTION 1974
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 23/10/09
(INTERNAL QUESTION PAPER 22-2009)
Ms A Mda (Cope) to ask the Minister of Basic Education:
(1) What (a) plans are in place to ensure that matric results will be announced timeously, (b) are targeted dates for issuing of final matric results in each province, (c) contingency plans for the exams prepared by her department; if not, why not; if so, what are the relevant details? NW 2539E NW2286E
REPLY:
(1) (a)A comprehensive plan is in place to ensure that the National Senior Certificate (NSC) results are released timeoulsy. This plan has been developed in conjunction with the provincial education departments and has been communicated to all key participants in the examination process.The matric results will be announced on 7 January 2010 and the reason for the change in the date of the release of the results is to allow the national and provincial officials more time to ensure accurate capture of all marks, to verify the processing of the results and to allow for more intensive checking of the final results before they are released to candidates.
(b) The NSC results will be released at all schools in all provinces at 08:00 on 7 January 2010.
(c) As part of the normal planning for all public examinations there are contingency plans for every aspect of the examination process. These cover, inter alia, the setting of question papers, the printing, packing and distribution of question papers, the writing of the examination, the marking process and the resulting and release of results. The DoE is confident that the system is prepared to cater for any eventuality in the examination process, without compromising the credibility of the examinations.
QUESTION 2099
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 02/11/09
(INTERNAL QUESTION PAPER 26-2009)
Mr PF Smith (IFP) to ask the Minister of Basic Education:
Whether dedicated incetives are provided to suitably-qualified teachers to improve the teaching of maths and science in the public school system; if not, why not; if so, what incentives? NW2755E
REPLY:
The policy on Incentives for Educators was declared in December 2007 (Government Notice no. 25, Gazette no. 30678). The aim of the policy is attract and retain educators in areas of scarcity. The policy provides for four types of incentives, namely, posts in schools situated in remote geographical areas; posts in subject/learning areas/phases which are difficult to fill. The policy identifies mathematics, science, ICT and some languages but also allows for Provincial Education Departments (PEDs) to identify scarce subjects/learning areas in terms of their own needs; posts that are in schools situated in the difficult urban zones of the country or the so-called hard-to-teach schools and lastly; the policy also allows for incentives to attached to posts, based on the request from the Principal and the SGB of the school after providing evidence that identified posts are difficult to fill.
To ensure quality, the policy prescribes that for an educator who occupies an incentivized post to be eligible to receive payment he/she must be fully qualified (REQV 13). It is, however, up to each PED to identify its needs and prioritise the types of incentives it is going to pay accordingly. As the priorities could differ across PEDs, therefore it is possible that not all PEDs will prioritise the incentives for scarce subjects.
QUESTION 2107
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 06/11/09
(INTERNAL QUESTION PAPER 27-2009)
Mr PF Smith (IFP) to ask the Minister of Basic Education:
1. What her department (a) has done, (b) is doing and (c) will be doing to improve South Africa's ranking in the forseeable future with reference to the World Economic Forum's Global Information Technology Report of 2008-2009, ranking South Africa at 110 AND 132 respectively for the quality of its education system, mathematics and science education compared to Tunisia's ranking of 17 and 7 in global terms? NW2757E
REPLY:
1. The Department of Basic Education is committed to ensuring quality education for all children in schools. The National Curriculum Statement implemented in Grade R – 12 which has been internationally benchmarked to ensure that it is responsive and provides learners with the 21st century skills. With effect from 2010 the Department of Basic Education will strengthen the implementation of the NCS in schools by alleviating the administration burden on teachers and providing sufficient time on teaching and learning. In particular, the Department will continue to strengthen the support for the teaching of Literacy and Numeracy in the early Grades in schools through the expansion of the Foundations for Learning in all schools up to Grade 6. There will be an annual national assessment conducted for learners in Grades 1-6 and 9 in all schools to assess progress in numeracy and literacy which are foundational skills for learning. The Department will further consolidate the Dinaledi Schools Project to ensure that the teaching of and performance in mathematics and science are improved. The performance of the Dinaledi schools in 2008 NSC examinations has demonstrated the value of dedicated teacher training in subject contact knowledge, and the availability of textbooks and other LTSM in the promotion of mathematics and science. The Department will sustain this support in schools.
QUESTION 1107
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 04/09/09
(INTERNAL QUESTION PAPER 12-2009)
Mr D C Smiles (DA) to ask the Minister of Basic Education:
In respect of each of the three most recent financial years for which information is available, what was the teacher learner ratio in each province? NW1368E
REPLY:
The leaner educator ratio for the three most recent financial years in each province:
Province |
2007/08 |
2008/09 |
2009/10 |
EC |
33.8 |
31.6 |
31.4 |
FS |
29.3 |
28.1 |
28.8 |
GP |
34.3 |
33.8 |
35.1 |
KZN |
33.2 |
32.1 |
34.2 |
LP |
31.5 |
30.8 |
30.1 |
MP |
33.0 |
32.2 |
31.3 |
NW |
28.2 |
30.1 |
31.5 |
NC |
32.0 |
31.2 |
31.5 |
WC |
38.0 |
36.7 |
37.7 |
QUESTION 1106
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 04/09/09
(INTERNAL QUESTION PAPER 12-2009)
Mr D C Smiles (DA) to ask the Minister of Basic Education:
(1) In each of the three most recent years for which information is available in each province, (a) how many incidents of (i) vandalism and (ii) theft of school property were reported and (b) what total amount was spent on (i) repairing the damage caused by these acts and (ii) improving security to prevent further incidents in each case;
(2) whether any strategies have been adopted to reduce (a) vandalism and (b) theft of school property; if not, why not; if so, what are the relevant details? NW1367E
REPLY:
1. In terms of the Public Finance Management Act, it is the responsibility of the Accounting officer of the Provincial Education Department to develop a risk assessment and mitigation strategy in regard to school property and other assets, and to manage these.
The department of Education therefore does not have the information requested, which should be obtained from the relevant Departments.
In terms of the Public Finance Management Act, it is the responsibility of the Accounting Officer of the Provincial Education Department to develop a risk assessment and mitigation strategy on the safety of school property.
2. A four - pronged strategy is used by the Department of Basic Education together with its provincial departments to address or limit vandalism and theft of school property. It does so by i) providing the required minimum security like fencing and security gates as stipulated in the Department's Minimum Norms and Standards for School Infrastructure, ii) deploying security personnel to schools, and iii) establishing sound working partnership with the South African Police Service (SAPS) which has seen the establishment of school safety teams and patrol of school vicinity which significantly reduces vandalism.
QUESTION 31
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 25/08/09
(INTERNAL QUESTION PAPER 11-2009)
31.Ms N Gina (ANC) asked the Minister of Basic Education
Whether her department has rolled out the nutrition programme to high schools; if not, why not; if so, (a) to how many and (b) to which high schools? NO1104E.
REPLY:
Yes. The Department of Education has extended the school nutrition programme to quintile 1 secondary schools with effect from April 2009.
(a) The programme reaches 796 129 learners in 2 723 Quintile 1 secondary schools. Plans are afoot to further extend the programme to learners in Quintile 2 and 3 secondary schools in 2010 and 2011 respectively, subject to the availability of funds.
(b) All Quintile 1 high schools. The names of these schools are obtainable from the Department of Education' Education Management Information System (EMIS) and is accessible on the website (http//:www.education.gov.za).
QUESTION 32
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 08/06/09
(INTERNAL QUESTION PAPER 01-2009)
Mr DC Smiles (DA) to ask the Minister of Basic Education :
1. Whether her department received reports from any of the provincial departments indicating shortages of staff and equipment at special schools in the 2008-09 financial year; if so, (a) from which provinces, (b) which special schools had such needs and (c) what was the extent of the shortages in each province;
2. Whether any corrective measures have been implemented to address the shortages; if so, what are the relevant details; if not;
3. Whether any corrective measures will be implemented in the future; if not, why not; if so, what measures? NW34E
REPLY:
- The Department of Basic Education is in possession of a special schools audit report of 2002 as well as reports from provinces in response to the findings of the audit. A further situational analysis was conducted in the second half of 2008 to establish the type of assistive devices required by special schools per province, using a sample of 30 special schools, this as part of the Department's tender on material and assistive devices, tender EDO 374. A report has been developed and will be published. In addition, provinces such as the North West, KwaZulu-Natal and Limpopo have conducted their own situational analyses of special schools to identify needs.
a) The audit report of 2002 was conducted in all special schools across provinces.
b) The list of special schools that were identified to be in need of more resources is attached.
c) The table below (Table 49 from the audit report of 2002) shows types of equipments and the count of what was available at the time of the audit.
Table 49: Number of items of furniture and equipment available for school management and administration per province
Prov |
Braille Printer |
Chairs |
Com- puter |
Cup-boards |
Desks/ Tables |
Dupl. Machine |
Fax |
Intercom |
Internet |
Photo Copiers |
Scanner |
Tele Phone |
Thermo form |
Type Writer |
Other |
EC |
2 |
2419 |
172 |
218 |
908 |
13 |
35 |
22 |
17 |
61 |
14 |
112 |
3 |
52 |
15 |
FS |
1 |
1112 |
76 |
115 |
735 |
14 |
19 |
13 |
15 |
27 |
10 |
109 |
1 |
14 |
13 |
GP |
5 |
4405 |
420 |
655 |
2971 |
45 |
93 |
103 |
78 |
141 |
46 |
623 |
3 |
63 |
96 |
KZN |
1 |
1414 |
150 |
398 |
1205 |
15 |
55 |
31 |
28 |
63 |
12 |
178 |
4 |
47 |
55 |
LP |
8 |
731 |
105 |
172 |
498 |
9 |
17 |
7 |
18 |
31 |
12 |
78 |
6 |
54 |
11 |
MP |
1 |
432 |
53 |
76 |
196 |
7 |
13 |
5 |
5 |
19 |
2 |
49 |
0 |
15 |
0 |
NC |
0 |
248 |
24 |
85 |
196 |
0 |
8 |
2 |
5 |
11 |
3 |
51 |
0 |
3 |
7 |
NW |
2 |
899 |
60 |
107 |
422 |
8 |
16 |
8 |
12 |
36 |
12 |
50 |
0 |
27 |
14 |
WC |
3 |
3358 |
274 |
591 |
1267 |
23 |
71 |
103 |
64 |
106 |
34 |
455 |
6 |
126 |
127 |
Total |
23 |
15018 |
1334 |
2417 |
8398 |
134 |
327 |
294 |
242 |
495 |
145 |
1705 |
23 |
401 |
338 |
- Approved Tender Number EDO 374 for the procurement of resources and assistive technology for a limited number of institutions by the Department of Basic Education provided a window of opportunity for Provincial Departments of Education to fast-track the procurement of equipment and assistive devices, using the 2008 MTEF allocations. KwaZulu-Natal, Limpopo and Western Cape have already submitted requests to the Department of Basic Education to participate in the national tender for procuring assistive devices and other equipments for their special schools. From the national tender, 7 special schools are in the process of receiving assistive devices.
- The Department is currently engaged in monitoring the supply, installation and training of end-users of equipment and assistive devices procured for schools through tender EDO374. Two provinces, namely the Western Cape and KwaZulu-Natal, filled several posts in the financial year 2008/9, utilizing available budget from their 2008 MTEF allocations. Eastern Cape, Limpopo, Mpumalanga and North West are in a process of advertising posts to strengthen districts and schools. The Department is also coordinating and monitoring provincial business plans for implementing the 2008 MTEF funding for Expansion of Inclusive Education. As a way forward, the Department will develop a manual that will be used by provinces when they procure material and assistive devices.
01 December 2008 - Questions: Minister of Education
MPs to ask the Minister of Education
Reply:
QUESTION 1844
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER 24/10/2008
(INTERNAL QESTION PAPER 32-2008)
Mrs D van der Walt (DA) to ask the Minister of Education:
(1) In respect of each province, (a) how many public schools are there, (b) how many of these schools do not have (i) classrooms, (ii) toilets (iii) fences, (c) how many posts for (i) maths and (ii) science teachers are vacant, (d) how many such teachers are needed to meet the current demand, (e) how much has her department spent to produce such teachers in each of the past fours years up to the latest specified date for which information is available and (f) what is the current teacher/ pupil ratio in public schools in each province,
(2) whether this figure improved in comparison to the same in 2004, if not, why not, if so, what are the relevant details? NW2636E
REPLY
1(a)
Table 1: Number of public schools
Provinces |
Schools |
Eastern Cape |
5,686 |
Free State |
1,614 |
Gauteng |
1,989 |
KwaZulu-Natal |
5,783 |
Limpopo |
4,023 |
Mpumalanga |
1,873 |
North West |
1,730 |
Northern Cape |
602 |
Western Cape |
1,451 |
Total |
24,751 |
Source: EMIS School Realities, 2008
1 (b) (i)
Table 2: Number of schools using facilities of other schools, as at 29 July 2008.
Source: NEIMS
1 (b) (ii)
Table 3: Operational schools without sanitation facilities, as at 29 July 2008
Province |
Schools |
Eastern Cape |
527 |
Free State |
55 |
Gauteng |
6 |
KwaZulu-Natal |
169 |
Limpopo |
75 |
Mpumalanga |
72 |
North West |
73 |
Northern Cape |
5 |
Western Cape |
22 |
Total |
1,004 |
Source: NEIMS
Note: These schools also include the platoon schools. These schools will be provided with sanitation either by provincial education departments or the DWAF programme.
1 (b) (iii)
Table 4: Operational schools without fencing or fencing in poor condition, as at 29 July 2008.
Province |
Schools |
Eastern Cape |
1,132 |
Free State |
146 |
Gauteng |
64 |
KwaZulu-Natal |
359 |
Limpopo |
364 |
Mpumalanga |
407 |
North West |
125 |
Northern Cape |
18 |
Western Cape |
108 |
Total |
2,723 |
Source: NEIMS
1 (c & d) I refer the Honourable Member to the answers I have already provided to questions NA 1560 (12 September 2008), NA 849 (30 May 2008), and NCOP 6 (26 February 2008).
1 (e)
Table 5: Funza Lushaka bursars and costs :
Year |
Bursars |
Rands |
2007 |
3,360 |
110 528 265 |
2008 |
4,974 |
164 466 668 |
1(f)
Table 6: Teacher/pupil ratio in public schools
Province |
Learner-Educator Ratio (Teacher/Pupil Ratio) |
|
State-paid and SGB-paid educators |
State-paid educators |
|
Eastern Cape |
31.7 |
33.5 |
Free State |
28.9 |
30.4 |
Gauteng |
32.4 |
36.4 |
KwaZulu-Natal |
32.5 |
34.5 |
Limpopo |
31.2 |
32.1 |
Mpumalanga |
31.6 |
33.0 |
North West |
29.8 |
31.4 |
Northern Cape |
29.8 |
31.7 |
Western Cape |
30.0 |
35.7 |
National |
31.4 |
33.7 |
Source: EMIS School Realities 2008
2.
Table 7: Projects completed by provincial departments from 2005 to July 2008.
Province |
Number of classrooms completed |
Schools provided with sanitation |
Schools provided with fences |
Eastern Cape |
412 |
396 |
101 |
Free State |
132 |
197 |
6 |
Gauteng |
199 |
33 |
24 |
KwaZulu-Natal |
4,818 |
1,158 |
101 |
Limpopo |
3,494 |
1,672 |
17 |
Mpumalanga |
657 |
1,178 |
4 |
North West |
975 |
261 |
124 |
Northern Cape |
92 |
20 |
5 |
Western Cape |
1,122 |
65 |
32 |
Total |
11,901 |
4,980 |
414 |
Source: NEIMS
Note: Since 2007 DWAF has provided another 67 schools with sanitation. The EU donor programme has also funded 141 new classrooms, sanitation for 27 schools and fencing for 9 schools.
Table 8: The teacher/pupil ratio in public schools in each province in 2005
Province |
Learner Educator Ratio (Teacher/Pupil Ratio) |
|
State-Paid and SGB -Paid Educators |
State-Paid Educators |
|
Eastern Cape |
33.0 |
34.8 |
Free State |
29.4 |
30.6 |
Gauteng |
31.6 |
36.7 |
KwaZulu-Natal |
34.3 |
36.7 |
Limpopo |
34.1 |
34.7 |
Mpumalanga |
33.5 |
35.4 |
North West |
31.1 |
32.4 |
Northern Cape |
31.9 |
34.2 |
Western Cape |
31.5 |
37.2 |
National |
32.8 |
35.2 |
Source: EMIS School Realities 2005.
Note: In 2005 the teacher/learner ratio in public schools was 35.2, while the current teacher/learner ratio in public schools is 33.7. This translates into 15,582 additional educators. There were 362,478 state-paid educators in public schools in 2005, while in 2008 there are 378,060 state-paid educators.
QUESTION 1846
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER 24/10/2008
(INTERNAL QESTION PAPER 32-2008)
Mr GR Morgan (DA) to ask the Minister of Education:
(1) Whether her department is investigating the incident that occurred on 17 September 2008 at Xolobeni Junior Secondary School where members of the SA Police Service are alleged to have administered corporal punishment to learners; if not, why not; if so, what are the relevant details,
(2) whether the principal of the school will be removed if he/she is found to have been complicit in the incident; if not, why not; if so, what are relevant details;
(3) whether her department will offer counselling services to the affected learners, if not, why not; if so, what are the relevant details;
(4) whether she will visit the school to assure learners that the matter is being dealt with and it will not recur; if not, why not; if so, what are the relevant details? NW2638E
REPLY:
(1) The Eastern Cape Education Department's preliminary report indicates that there are differences of fact and opinion in the statements made by the members of SAPS and the principal of the school. SAPS members say they searched for dangerous weapons and in the process forced those who resisted against the wall. The principal says the learners were beaten because they were violent and did not take instructions from him. The provincial authorities are conducting further investigations.
(2) The principal will be removed if he is found to be in contravention of the relevant legislation governing educators and schools.
(3) The Department will offer counselling services if there is a need to do so. However, a circuit manager visited the school on 24 October 2008 where she had an open session with the learners. There were no indications of traumatized learners unless they were absent from school on that day.
(4) I have delegated officials to visit the school.
QUESTION 1849
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER 24/10/2008
(INTERNAL QUESTION PAPER 32-2008)
Ms M Smuts (DA) to ask the Minister of Education:
(i) In respect of each province (a) what is the total number of (i) public schools as defined in the South African Schools Act, Act 84 of 1996 and (ii) Further education and training institutions as defined in the Further Education and Training Act, Act 98 of 1998 and (b) how many (i) public schools and (ii) FET institutions have computer laboratories or facilities for learners, (aa) with (bb) without internet connection,
(2) Whether any schools are making use of the facilities or assistance of Sentech (Pty) Ltd or the Universal Service and Access Agency of South Africa (USAASA); if not, why not; if so, which school in each province?
(3) Whether she has taken any steps to (??) electronic communications by these schools and institutions; if not, why not; if so, what steps? NW2641E
REPLY:
(1)
Table 1: Schools with computer laboratories and internet connections
Public Schools |
FET Colleges |
|
Total Number |
24 751 |
50 |
Institutions with computer laboratories or facilities for Teaching and Learning |
3 366 |
50 |
Institutions with Internet Connections |
1 768 |
50 (There is a mix of campuses/college that have internet, and data is not available for those that do not) |
(2) Only 3 schools in South Africa currently receive services from Sentech (Pty). Mpumalanga has procured the services of Sentech (VSAT) to connect all secondary and combined schools (525) in the province. No implementation has yet taken place. In 2007/8 the Universal Service and Access Agency of South Africa (USAASA) provided 241 computer laboratories/cyberlabs in schools. The majority of these schools are in under-serviced areas. USAASA is currently installing 20 computer laboratories/cyberlabs as part of the APEX 3 Project (FOSAD ISAD Dinaledi Connectivity Project).
(3) We communicate with schools, teachers and learners both through the post and digitally. In particular, we make use of the Thutong portal (www.thutong.org.za) to communicate with schools, teachers and learners on various topics, for example, matric examinations.
Additional information
Table 1: Data on provincial distribution of ICT facilities
Province |
Total number of Schools |
Number of schools with computer rooms 1 |
Number of schools with Internet connectivity2 |
Number of schools with electronic communication abilities3 |
EC |
5686 |
275 |
72 |
784 |
FS |
1614 |
290 |
199 |
219 |
GT |
1989 |
668 |
374 |
1601 |
KZN |
5783 |
583 |
239 |
247 |
LP |
4023 |
237 |
24 |
171 |
MP |
1873 |
119 |
31 |
952 |
NC |
1730 |
286 |
92 |
200 |
NW |
602 |
265 |
17 |
600 |
WC |
1451 |
643 |
720 |
720 |
Total |
24751 |
3366 |
1768 |
5494 |
1 EMIS 2008 Annual survey of schools
2 ICT in Education Audit conducted by SITA 2007/8
3 Provincial Departments of Education, as supplied to National for 2007/8
Table 2: SENTECH in Schools
Province |
Total number of Schools |
Number of schools that are making use of SENTECH services4 |
Notes |
EC |
5686 |
1 |
NEPAD e-School from the ORACLE Consortium |
FS |
1614 |
1 |
NEPAD e-School from the ORACLE Consortium |
GT |
1989 |
0 |
Gauteng OnLine (GOL) schools were serviced through a 3-year contract with Sentech. The contract was not renewed. GOL's connectivity has subsequently been placed in a bigger Gauteng network by GSSC that made use of iBurst. |
KZN |
5783 |
1 |
A project school installed by the DOC as part of their Cyberlab project |
LP |
4023 |
0 |
|
MP |
1873 |
525 |
Mpumalanga has procured the services of SENTECH VSAT to connect all secondary and combined schools in the province. No implementation has yet taken place. |
NC |
1730 |
0 |
|
NW |
602 |
0 |
|
WC |
1451 |
0 |
|
Total |
24751 |
3 (+525) |
4 Information provided by ICT Provincial Representatives on the ICT Inter-Provincial Working Group
Table 3: USAASA in schools
Province |
Total number of Schools |
Number of schools that have facilities provided by USAASA5 |
EC |
5686 |
41 |
FS |
1614 |
20 |
GT |
1989 |
2 |
KZN |
5783 |
43 |
LP |
4023 |
36 |
MP |
1873 |
37 |
NC |
1730 |
23 |
NW |
602 |
29 |
WC |
1451 |
10 |
Total |
24751 |
241 |
QUESTION 809
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 23/5/2008 (INTERNAL QUESTION PAPER 14-2008)
Mr C G Boinamo (DA) to ask the Minister of Education:
(1) Whether race is a factor used when determining salary scales in education; if not, what is the cause of salary disparities between educators of different races who have the same (a) qualifications and (b) employment experience; if so, what are the relevant details;
(2) whether her department has taken any steps to deal with these disparities; if not, why not; if so, what are the relevant details?
NWS74E
REPLY
(1) No, race no longer plays a role in determining teacher salaries. However, many African teachers were poorly qualified in the apartheid period and only upgraded their qualifications after 1994, and they may be paid less than other teachers who entered the profession with better qualifications to begin with. It is, therefore, possible for individuals with the same qualification and number of years of teaching experience to earn different salaries.
(2) Yes, the Department has made a concerted effort to overcome this problem through a number of collective agreements reached with the unions in the Education Labour Relations Council (ELRC). The following agreements recognised the qualifications of educators upgrading their qualifications from the lowest levels (former Department of Education and Training qualifications).
· ELRC Collective Agreement 3 of 1996: agreement on a three- year condition of service adjustment package for educators, which introduced the broad-banding salary system;
· ELRC Collective Agreement 4 of 1997: conditions of Service adjustment package for educators;
· ELRC Collective Agreement 5 of 2002: recognition of improved REQV;
In addition, further agreements were reached:
ELRC Collective Agreement 2 of 2005: salary progression for the period 01 July 1996 to 30 June 2002 addressed the backlogs due to a lack of salary progression;
- ELRC Collective Agreement 5 of 2006: improved career pathing for qualified post level educators and accelerated pay progression for all educators on applicable salary levels.
Most recently, the ELRC Collective Agreement 1 of 2008 on the Occupation Specific Dispensation for Educators, which was signed on 3 April 2008, provides for an investigation of the implementation of all these previous agreements by 30 September 2008. If it is found that matters that were to be addressed by the previous collective agreements were not fully addressed or have not been properly implemented, then a proposal will be made to correct these anomalies.
QUESTION 810
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 23/05/12008 (INTERNAL QUESTION PAPER 14-2008)
Mr G G Boinamo (DA) to ask the Minister of Education:
Whether her department in implementing inclusive education in all schools, has ensured that (a) there are enough educators who have been trained to facilitate the teaching of children with different learning disabilities, (b) classrooms have been made accessible to learners with physical disabilities and (c) the availability of transport for children with disabilities has been properly arranged; if not, how do children with disabilities access education; if so, what are the relevant details?
NWI500E
REPLY
(a) No, we do not have as many trained teachers to implement inclusive education as we would like, but we have been training teachers. In the 2006/7 financial year the Department trained 2,300 educators and district personnel on the Screening, Identification, Assessment and Support (SIAS) strategy and as well as on curriculum adaptation. Since April 2008 a further 800 educators and district officials have been trained. Training on SIAS, curriculum adaptation and assessment guidelines will be extended incrementally to educators in the mainstream.
Some barriers to learning, such as visual and hearing impairments, require that educators receive specialised training. In 2007 the Department, assisted by the Stockholm Institute of Education, trained 50 educators for learners with low vision and 39 educators to deal with hearing impairments. The same training will be conducted during 2008, this time bringing in local experts to work alongside the Swedish experts.
The Department is refining assessment guidelines for learners experiencing various barriers to learning including those that are disabled.
(b) Infrastructural adaptation is advanced in 10 of the 30 primary schools selected to become full-service schools in our pilot project. Physical infrastructure planners in the various provinces have been involved in the process to ensure that future construction of schools, classrooms and toilets, follows the guidelines/criteria for making schools accessible to all.
(c) The 397 special schools receive, as part of their budget allocation, subsidies for learner transport. The funding is intended for the purchase of school buses, the subsidisation of learner transport and for maintenance. The Department has made a bid to Treasury for an additional allocation in the 2008 MTEF allocation to strengthen learner transport for learners in special and full-service schools. In situations where learner transport is not a viable and cost-effective option, the Department makes hostel accommodation available.
QUESTION 849
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 30/05/2008
(INTERNAL QUESTION PAPER 15-2008)
Mrs D van der Walt (DA) to ask the Minister of Education:
(1) Whether all secondary schools have (a) qualified science teachers and (b) equipped science laboratories; if not, why not; if so, what are the relevant details in each case;
(2) what steps are being taken to ensure that these teachers can teach science to the learners?
NW1539E
REPLY
(1) (a) No, all secondary schools do not have qualified science teachers. According to a survey undertaken in 2007, 814 of the 4,588 schools offering Physical Sciences reported a shortfall.
The Department has a database of unemployed teachers that includes 734 Mathematics and Physical Sciences teachers. The teachers on the database are local unemployed teachers, retired teachers, teachers who have taken the voluntary-severance package and teachers from other countries. Provinces and schools are able to recruit teachers from this database.
(1) (b) No, secondary schools do not all have science laboratories. According to the National Education Infrastructure Management System (NEIMS), the percentage of schools without laboratories dropped from 75% in 1996 to 60% in 2006. Provinces are continuing to build laboratories from their equitable share allocation for infrastructure.
(2) The Department and the provincial departments are responding in a number of ways.
First, provinces provide equipment to all schools in the system. These include conventional equipment, as well as micro-science kits and small-scale equipment. The micro-science kits are more suitable for schools without laboratories. In addition, the Department has trained subject advisors on doing practical work using "everyday materials". These are materials that can be found in the environment and do not need to be purchased by schools. Subject advisors train teachers in clusters in the provinces on this work.
Second, the Department has provided all dinaledi schools with teacher support packs. These packs contain equipment for Physical Sciences and also serve as mobile laboratories. Relevant practical work that is essential to the understanding of scientific concepts can be done in classrooms as well as outside the classroom.
Third, provinces began providing 100 hours of training to teachers in dinaledi schools in 2006. These teachers are in the last year of their programme, a year in which mentors mentor teachers on their content knowledge.
Fourth, in February and May 2008, a total of 109 subject advisors in Physical Sciences were trained by experts from universities on content and practical work. Each subject advisor received a CD, which contained all the written materials and PowerPoint presentations. This will strengthen the support that subject advisors give to teachers in the classroom. Subject advisors train teachers in clusters in the provinces on this content and practical work.
Fifth, provinces use subject advisors, who have been trained by the Department and universities, to train teachers in all subjects during school holidays and on week-ends. To date, 4,824 Physical Sciences teachers have been trained in the provinces.
Sixth, provinces offer teachers bursaries to study the Advanced Certificate in Education (ACE) specializing in Physical Sciences. In 2006, 1,277 teachers enrolled for the ACE. This cohort will be graduating this year. To date R13,8 million has been awarded in bursaries.
Last, the Department has provided additional material – content framework, subject assessment guidelines, learning programme guidelines, examination guidelines, study mates – to support the teaching and learning of Physical Sciences.
QUESTION 856
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 30/05/2008
(INTERNAL QUESTION PAPER 15-2008)
Mrs D van der Walt (DA) to ask the Minister of Education:
(1) Whether Afrikaans-speaking students may apply for the funza lushaka bursary scheme; if not, (a) what is the position in this regard and (b) how many applications of such students were nevertheless received; if so, how many of these students received bursaries;
(2) whether she will review the criteria of this bursary scheme as a matter of urgency to allow for students of all languages to apply and qualify; if not, what is the position in this regard; if so, what are the relevant details?
NW1547E
REPLY
(1) Yes, Afrikaans-speaking students can apply for funza-lushaka bursaries. We do not know how many bursaries have been awarded Afrikaans-speaking students, but as seven of the twenty-two higher-education institutions use Afrikaans as a medium of instruction we can assume that there are a considerable number of Afrikaans-speaking beneficiaries (see table 1).
Table 1: Funza Lushaka bursaries at Afrikaans-medium universities, 2007, 2008
University |
Bursary allocation |
Bursary allocation |
Number of bursaries awarded 2008 |
University of Stellenbosch |
R 7,200,000 |
R 10,800,000 |
274 |
University of the Western Cape |
R 4,000,000 |
R 6,000,000 |
150 |
University of Pretoria |
R 7,200,000 |
R 10,800,000 |
270 |
University Johannesburg |
R 7,200,000 |
R 10,800,000 |
199 |
University of the Free State |
R 7,200,000 |
R 10,800,000 |
279 |
North West University |
R 7,200,000 |
R 10,800,000 |
219 |
UNISA |
R 6,000,000 |
R 8,000,000 |
472 |
Total |
R46,000,000 |
R 68,000,000 |
1,863 |
(2) The Department of Education reviews the priority areas for the bursary scheme annually and will do so again this year. The policy encourages students of all languages to apply.
QUESTION 891
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 30/05/2008
(INTERNAL QUESTION PAPER 15-2008)
Mr G G Boinamo (DA) to ask the Minister of Education:
Whether her department is planning to schedule an extra five weeks of schooling after the World Cup in 2010 to assist learners to catch up for the time lost as a result of the closure of schools during the World Cup; if not, why not; if so, what are the relevant details? NW1583E
REPLY
No, we have no plans to schedule an extra five weeks of school. The draft school calendar for 2010, which has been published for comment, has the same number of school days as any other year.
This is in compliance with national policy, which requires that there should be between 195 and 200 school days per year.
Therefore, there is no need for any catch-up days to be scheduled.
QUESTION 892
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 30/05/2008
(INTERNAL QUESTION PAPER 15-2008)
Mr G G Boinamo (DA) to ask the Minister of Education:
How many (a) qualified grade R educators have been trained to deal with grade R material in each of the past three years up to the latest specified date for which information is available, (b)(i) Grade R schools are currently operating across the country and (ii) what is the breakdown by province and (c)(i) Grade R children have graduated from these schools in each of the past three years and (ii) are currently enrolled in these schools?
NW1584E
REPLY
(a) There are 15,966 grade R educators teaching grade R this year, and provinces have trained all of them on the curriculum. We are currently conducting an audit of grade R educators to gather detailed information on the status of their qualifications.
(b) (i) There are currently 13,941 schools offering grade R.
(ii)
Table 1: Number of ordinary schools offering grade R by province |
|||||
Province |
2005 |
2006 |
2007 |
2008 |
|
Eastern Cape |
3,031 |
3,018 |
3,483 |
4,207 |
|
Free State |
394 |
426 |
481 |
508 |
|
Gauteng |
958 |
1,022 |
1,118 |
1,164 |
|
KwaZulu-Natal |
2,118 |
2,585 |
3,189 |
3,423 |
|
Limpopo |
2,045 |
2,223 |
2,107 |
2,221 |
|
Mpumalanga |
364 |
635 |
792 |
911 |
|
Northern Cape |
159 |
191 |
220 |
254 |
|
North West |
265 |
406 |
440 |
568 |
|
Western Cape |
683 |
709 |
650 |
685 |
|
Total |
10,017 |
11,215 |
12,480 |
13,941 |
Sources: SNAP Survey Databases, conducted on the 10th school day, as published in: Education Statistics in South Africa at a Glance in 2005; Education Statistics in South Africa 2006; School Realities 2007; School Realities 2008.
Public primary schools offer grade R if they have space or as soon as the provincial education department is able to provide the infrastructure required to offer grade R. Community-based sites also offer grade R. In terms of the Norms and Standards for Grade R, these sites have to register with the provincial education department as Independent Schools. This will ensure that they receive support, and will also allow the Department of Education to keep accurate statistics on the sites and learners catered for in these sites.
(c) (i) We do not know the number of grade R learners who move into grade 1, but unless there is a particular reason for holding a child back all grade R learners progress to grade 1. We are in the process of establishing a national tracking system for all learners from grade R to 12. This will provide us with accurate information on the learners in the system, including the number who progress from one grade to the next each year.
(c) (ii)
Table 2: Number of grade R learners in ordinary schools, by province, from 2005 to 2007 |
|||
Province |
2005 |
2006 |
2007 |
Eastern Cape |
105,231 |
106,045 |
112,889 |
Free State |
18,449 |
20,046 |
22,429 |
Gauteng |
41,073 |
48,774 |
49,931 |
KwaZulu-Natal |
79,276 |
95,802 |
118,884 |
Limpopo |
86,015 |
90,748 |
93,030 |
Mpumalanga |
14,171 |
23,897 |
34,962 |
North West |
9,737 |
13,663 |
16,143 |
Northern Cape |
6,598 |
7,682 |
8,423 |
Western Cape |
32,389 |
33,614 |
30,834 |
National |
392,939 |
440,271 |
487,525 |
Sources: SNAP Survey Databases, conducted on the 10th school day, as published in: Education Statistics in South Africa at a Glance in 2005; Education Statistics in South Africa 2006; School Realities 2007.
QUESTION 1555
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER 12/09/2008
(INTERNAL QESTION PAPER 27-2008)
Mrs D Van Der Walt (DA) to ask the Minister of Education:
(1) Whether any employees of the Education Labour Relations Council were found to have acted irregularly, resulting in fraudulent expenditure of R2 905 676, as identified by Auditor-General's March 2008 report; if so, (a) how many and (b) what are their positions in the Council;
(2) Whether any legal action was taken against those employees; if not, why not; if so, what action?
NW2300E
REPLY:
(1) Yes, a forensic audit implicated two ELRC employees in fraud and bribery. They are a Senior Manager: Dispute Prevention and Resolution Services and a Dispute Resolution Case Management Administrator.
(2) The ELRC dismissed the senior manager on 2 August 2007 and the administrator resigned on 15 August 2007. The matter was handed to the police for investigation. The case number is Lyttelton 37/04/2008 and Captain Johann van Staden is the investigating officer. He has forwarded the matter to the National Prosecuting Authority, but no decision has yet been taken on prosecution.
QUESTION 1558
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER 12/09/2008
(INTERNAL QUESTION PAPER 27-2008)
Mr GG Boinamo (DA) to ask the Minister of Education:
(1) Whether any schools had not had their full complement of textbooks delivered to them by 30 June 2008; if so, (a)(i) which schools and (ii) which provinces and (b) what caused these shortages;
(2) Whether any steps have been taken to (a) ensure all textbooks are delivered and (b) prevent the same problem from developing next year; if not, why not; if so, what steps in each case?
REPLY:
(1) Yes, by 30 June 2008 some high schools had not received all their textbooks. The DoE does not have a comprehensive audit of all these schools. However, between 50% and 75% of pupils in grades 10 and 11 had Mathematical Literacy and Mathematics textbooks, while 90% pupils in grade 12 had textbooks in a sample survey of 184 schools.
Mathematical Literacy
Grade 10 |
Grade 11 |
Grade 12 |
||||||
Enrolment |
NT* |
% |
Enrolment |
NT |
% |
Enrolment |
NT |
% |
15 628 |
4 419 |
28 |
11 998 |
2 853 |
24 |
8 859 |
565 |
6 |
*No Textbook
Mathematics
Grade 10 |
Grade 11 |
Grade 12 |
||||||
Enrolment |
NT* |
% |
Enrolment |
NT |
% |
Enrolment |
NT |
% |
19 914 |
8 553 |
43 |
12 946 |
3 624 |
28 |
10 647 |
1 179 |
11 |
*No Textbook
(2) The DoE interacts on a regular basis with publishers through the Publishers' Association of South Africa (PASA) and the African Publishers' Association (APA) and provinces. Provinces are responsible for textbook supply in their respective provinces.
For further particulars in answer to this part of the question, can I draw your attention to my answer to oral question 446 (13 November 2007). I attach it here for your convenience.
QUESTION 1561
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 12/09/2008
(INTERNAL QUESTION PAPER 27-2008)
Mrs D Van der Walt (DA) to ask the Minister of Education:
How many schools in each province did not have (a) sanitation, (b) water, (c) electricity, (d) science laboratories, (e) sports fields, (f) kitchen facilities for the preparations of meals as at the latest specified date for which information is available?
NW2306E
REPLY
(a) Sanitation
Province |
Schools without sanitation facilities as at March 2007 |
Projects completed by provincial depts. 2007/08 |
Completed by DWAF 2007/08 |
Projects planned for 2008/09 by provincial depts |
Planned by DWAF 2008/09 |
Planned by provincial depts. 2009/10 |
Planned by DWAF 2009/10 |
Eastern Cape |
579 |
70 |
19 |
242 |
115 |
0 |
442 |
Free State |
95 |
80 |
38 |
35 |
75 |
90 |
28 |
Gauteng |
6 |
17 |
0 |
28 |
28 |
5 |
46 |
KwaZulu-Natal |
167 |
321 |
0 |
200 |
77 |
200 |
132 |
Limpopo |
75 |
81 |
0 |
34 |
26 |
186 |
91 |
Mpumalanga |
72 |
80 |
0 |
21 |
20 |
71 |
143 |
North West |
73 |
50 |
0 |
40 |
15 |
50 |
53 |
Northern Cape |
8 |
27 |
1 |
7 |
54 |
25 |
0 |
Western Cape |
22 |
0 |
6 |
3 |
13 |
0 |
0 |
Total |
1,097 |
726 |
64 |
610 |
423 |
627 |
935 |
Source: Department of Education's National Education Infrastructure Management System (NEIMS), as assessed at 30 September 2007.
b) Water
Province |
Schools without water facilities as at March 2007 |
Projects completed by provincial depts. 2007/08 |
Completed by DWAF 2007/08 |
Projects planned for 2008/09 by provincial depts |
Planned by DWAF 2008/09 |
Planned by provincial depts. 2009/10 |
Planned by DWAF 2009/10 |
Eastern Cape |
1119 |
102 |
21 |
60 |
115 |
0 |
771 |
Free State |
298 |
44 |
56 |
54 |
62 |
90 |
191 |
Gauteng |
0 |
17 |
0 |
28 |
0 |
5 |
0 |
KwaZulu-Natal |
607 |
394 |
0 |
393 |
239 |
300 |
408 |
Limpopo |
350 |
103 |
0 |
34 |
58 |
186 |
257 |
Mpumalanga |
140 |
90 |
10 |
11 |
33 |
36 |
206 |
North West |
48 |
5 |
0 |
50 |
10 |
50 |
45 |
Northern Cape |
6 |
82 |
41 |
4 |
95 |
0 |
|
Western Cape |
0 |
0 |
3 |
3 |
0 |
0 |
0 |
Total |
2,568 |
837 |
90 |
674 |
521 |
762 |
1878 |
Source: Department of Education's National Education Infrastructure Management System (NEIMS), as assessed at 30 September 2007.
(b) Electricity
Province |
Schools without electricity supply as at March 2007 |
Projects completed by provincial depts. 2007/08 |
Completed by DME 2007/08 |
Projects planned for 2008/09 by provincial depts |
Planned by DME 2008/09 |
Planned by DME 2009/10 |
Eastern Cape |
1,206 |
101 |
334 |
240 |
140 |
391 |
Free State |
270 |
20 |
30 |
39 |
51 |
51 |
Gauteng |
13 |
2 |
0 |
28 |
1 |
0 |
KwaZulu-Natal |
1,586 |
80 |
260 |
1,139 |
257 |
0 |
Limpopo |
323 |
29 |
182 |
0 |
118 |
0 |
Mpumalanga |
243 |
1 |
67 |
110 |
70 |
|
North West |
93 |
24 |
11 |
26 |
32 |
0 |
Northern Cape |
23 |
0 |
3 |
0 |
15 |
8 |
Western Cape |
2 |
8 |
0 |
5 |
0 |
0 |
Total |
3,759 |
265 |
887 |
1,587 |
684 |
450 |
Source: Department of Education's National Education Infrastructure Management System (NEIMS), as assessed at 30 September 2007.
(c) Science laboratories
Province |
Schools without laboratories |
Projects planned for 2008 |
Eastern Cape |
2,862 |
12 |
Free State |
248 |
9 |
Gauteng |
188 |
52 |
KwaZulu-Natal |
1,540 |
54 |
Limpopo |
1,260 |
4 |
Mpumalanga |
526 |
64 |
North West |
485 |
0 |
Northern Cape |
126 |
0 |
Western Cape |
183 |
0 |
Total |
7,418 |
195 |
Source: Department of Education's National Education Infrastructure Management System (NEIMS), as assessed at 30 September 2007.
(d) Sports fields
Province |
Schools without sport facilities |
Projects planned for 2008 |
Eastern Cape |
394 |
0 |
Free State |
681 |
0 |
Gauteng |
293 |
27 |
KwaZulu-Natal |
1,870 |
0 |
Limpopo |
315 |
0 |
Mpumalanga |
112 |
297 |
North West |
128 |
0 |
Northern Cape |
115 |
0 |
Western Cape |
172 |
0 |
Total |
4,080 |
324 |
Note: Sports facilities, for use by schools and communities, are provided for under the Municipal Infrastructure Grant to local government.
Source: Department of Education's National Education Infrastructure Management System (NEIMS), as assessed at 30 September 2007.
(e) Kitchen facilities are only included for primary schools participating in the National School Nutrition programme, 191 projects are planned for 2008/09, made up of :
Free State - 77
KwaZulu Natal - 50
Mpumalanga - 64
Source: Department of Education's National Education Infrastructure Management System (NEIMS), as assessed at 30 September 2007.
QUESTION 1588
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER 12/09/2008
(INTERNAL QESTION PAPER 27-2008)
Mr LB Labuschagne (DA) to ask the Minister of Education:
Whether provision is made for the temporary appointment of experts in the fields of computer science and mathematics in the absence of a formal diploma in education; if not, why not; if so, what are the relevant details?
NW2336E
REPLY:
The Personnel Administration Measures (PAM) provide for the temporary appointment of unqualified teachers in a number of subjects. The Measures also provide for the temporary appointment of qualified teachers without specifying a subject to teach. Therefore, it is possible to appoint unqualified teachers to teach mathematics and computer science. However, qualified teachers have first preference, and first entrants into the profession in particular.
QUESTION 1590
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER 19/09/2008
(INTERNAL QUESTION PAPER 28-2008)
Mrs van der Walt (DA) to ask the Minister of Education:
(i) Whether options for a mechanism to accommodate indigent children in better equipped schools have been developed ; if so, what options;
(2) Whether any progress has been made in any of selecting these options for implementation; if not, what is the position in this regard; if so , (a)what are the relevant details and (b) when is it anticipated to be implemented? NW2307E
REPLY:
(1) We accommodate poor children in "better equipped schools" through the system of fee exemptions. The school funding norms provide a full exemption to parents who earn less than ten times the school fee, and a progressive scale of partial exemption to parents who earn less than thirty times the school fee. This policy has not changed and should be enforced in all schools. It should also be noted that the award of fee exemptions should be dealt with after, and separate from, any decision to admit a child to a school.
(2) We accept that a school should not carry the full burden of fee exemptions. Various policy options have been explored, and a draft proposal developed for amendments to the funding norms. The proposal will follow the usual consultative processes before any final decision is made.
QUESTION 621
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 9/05/2008
(INTERNAL QUESTION PAPER 12-2008)
MrW D Spies (FF Plus) to ask the Minister of Education:†
What is the (a) demographic composition in (i) percentages and (ii) numbers of the (aa) University of the Free State, (bb) University of Pretoria, (cc) University of Stellenbosch, (dd) University of Johannesburg, (ee) North West University, (ff) Nelson Mandela Metropolitan University, (gg) Tshwane University of Technology (Pretoria West campus) and (hh) Tshwane University of Technology (excluding Pretoria West campus) and (ii) University of South Africa and (b) what is the language preference at each of these universities?
NW1205E
REPLY:
(a) The Department of Education captures statistical data about the higher education system at the institutional level in the Higher Education Management Information System (HEMIS). Below is the latest audited data for the institutions for which information is requested.
Table 1: Headcount enrolments by Race and Gender in 2006
Total – male and female headcount |
African |
Coloured |
Indian |
White |
Total |
||||
Institution |
Nr |
% |
Nr |
% |
Nr |
% |
Nr |
% |
Nr |
University of the Free State |
12 531 |
51.9 |
1 525 |
6.3 |
586 |
2.4 |
9 490 |
39.3 |
24 132 |
University of Pretoria |
20 421 |
44.3 |
766 |
1.7 |
1 762 |
3.8 |
23 173 |
50.2 |
46 122 |
University of Stellenbosch |
2 447 |
11.2 |
3 233 |
14.7 |
439 |
2.0 |
15 824 |
72.1 |
21 943 |
University of Johannesburg |
27 738 |
64.7 |
1 199 |
2.8 |
2 179 |
5.1 |
11 767 |
27.4 |
42 883 |
North West University |
22 412 |
57.9 |
1 220 |
3.2 |
616 |
1.6 |
14 288 |
36.9 |
38 536 |
Nelson Mandela Metropolitan University |
14 477 |
59.7 |
2 966 |
12.2 |
624 |
2.6 |
6 178 |
25.5 |
24 245 |
Tshwane University of Technology |
43 947 |
85.4 |
617 |
1.2 |
427 |
0.8 |
6 455 |
12.5 |
51 446 |
University of South Africa |
131 197 |
57.7 |
14 151 |
6.2 |
22 580 |
9.9 |
59 209 |
26.0 |
227 137 |
Female headcount |
African |
Coloured |
Indian |
White |
Total |
||||
Institution |
Nr |
% |
Nr |
% |
Nr |
% |
Nr |
% |
Nr |
University of the Free State |
7 309 |
54.2 |
1 019 |
7.6 |
245 |
1.8 |
4 918 |
36.5 |
13 491 |
University of Pretoria |
12 190 |
47.0 |
434 |
1.7 |
907 |
3.5 |
12 399 |
47.8 |
25 930 |
University of Stellenbosch |
1 154 |
10.2 |
1 839 |
16.3 |
224 |
2.0 |
8 081 |
71.5 |
11 298 |
University of Johannesburg |
15 174 |
65.7 |
729 |
3.2 |
1 126 |
4.9 |
6 076 |
26.3 |
23 105 |
North West University |
14 541 |
61.0 |
753 |
3.2 |
361 |
1.5 |
8 189 |
34.3 |
23 844 |
Nelson Mandela Metropolitan University |
8 366 |
63.3 |
1 669 |
12.6 |
320 |
2.4 |
2 861 |
21.6 |
13 216 |
Tshwane University of Technology |
23 897 |
89.3 |
264 |
1.0 |
144 |
0.5 |
2 453 |
9.2 |
26 758 |
University of South Africa |
72 998 |
56.8 |
8 200 |
6.4 |
13 603 |
10.6 |
33 789 |
26.3 |
128 590 |
Male headcount |
African |
Coloured |
Indian |
White |
Total |
||||
Institution |
Nr |
% |
Nr |
% |
Nr |
% |
Nr |
% |
Nr |
University of the Free State |
5 222 |
49.1 |
506 |
4.8 |
341 |
3.2 |
4 572 |
43.0 |
10 641 |
University of Pretoria |
8 231 |
40.8 |
332 |
1.6 |
855 |
4.2 |
10 774 |
53.4 |
20 192 |
University of Stellenbosch |
1 293 |
12.1 |
1 394 |
13.1 |
215 |
2.0 |
7 743 |
72.7 |
10 645 |
University of Johannesburg |
12 564 |
63.5 |
470 |
2.4 |
1 053 |
5.3 |
5 691 |
28.8 |
19 778 |
North West University |
7 871 |
53.6 |
467 |
3.2 |
255 |
1.7 |
6 099 |
41.5 |
14 692 |
Nelson Mandela Metropolitan University |
6 111 |
55.4 |
1 297 |
11.8 |
304 |
2.8 |
3 317 |
30.1 |
11 029 |
Tshwane University of Technology |
20 050 |
81.2 |
353 |
1.4 |
283 |
1.1 |
4 002 |
16.2 |
24 688 |
University of South Africa |
58 199 |
59.1 |
5 951 |
6.0 |
8 977 |
9.1 |
25 420 |
25.8 |
98 547 |
(b) The councils of public higher education institutions determine the language policies of individual institutions within the context of the official language-policy framework. While English and Afrikaans are currently the only mediums of instruction in higher education, the language-policy framework promotes multi-lingualism. Below are the official languages of teaching and learning at the undergraduate level at the universities for which information is requested.
Table 2. Languages of Learning and Teaching
Institution |
Language of Teaching and Learning |
University of the Free State |
Afrikaans and English |
University of Pretoria |
Afrikaans and English |
University of Stellenbosch |
Afrikaans |
University of Johannesburg |
Afrikaans and English |
North West University |
Afrikaans and English |
Nelson Mandela Metropolitan University |
Afrikaans and English |
Tshwane University of Technology |
English |
University of South Africa |
Afrikaans and English |
QUESTION 625
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 07/08/09
(INTERNAL QUESTION PAPER 07-2009)
Dr WG James to ask the Minister of basic Education:
What are the relevant details pertaining to the (a) budget allocated for and (b) actual expenditure with regard to (i) salaries, (ii) travel, (iii) accommodation, (iv) printing done and (v) other operations of the Ministerial Committee on Transformation and Social Cohesion and the Elimination of Discrimination in Public Higher Education Institutes? NW710E
REPLY:
The release of the report of the Ministerial Committee on Transformation and Social Cohesion and the Elimination of Discrimination in Public Higher Education Institutes has provided an opportunity for the country to evaluate the extent to which our higher education institutions have transformed. Not unexpectedly the report also raises a number of challenges that our government has to address.
(a) The operational budget of the Directorate Institutional Support and Sector Liaison was used to support the work of the committee.
(b) Members of the committee were not paid salaries, but were compensated for their time in line with Treasury Regulations. In this regard, an amount of R467, 324.00 was paid to members of the committee. In addition, all travel and accommodation costs were arrangements were made in terms of Departmental policy. On conclusion of the investigation, 300 copies of the report were printed and distributed to all institutions, higher education stakeholders and interested parties. The total cost of producing the report was R71, 527.52 which includes gazetting.
QUESTION 628
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 9/05/2008
(INTERNAL QUESTION PAPER 12-2008)
Mrs C M Dudley (ACDP) to ask the Minister of Education:
(a) By what legal mechanism will the proposed National Schools Pledge be implemented and (b) what legal obligation will be placed on (i) principals, (ii) teachers and (iii) learners in this regard;
whether the pledge will affect private schools; if not, what is the position in this regard; if so, what are the relevant details;
whether she or her department will invite any public comment with regard to the pledge; if so, what are the relevant details?
NW1310E
REPLY:
The question you raise has emerged from a number of submissions as part of the process of public comment. After considering all the public comments on the proposed Pledge, I will decide on the mechanism (legal or otherwise) to follow.
No decision has been taken in this regard.
The proposed National Schools Pledge was published for public comment on 22 February 2008 in Government Gazette No 278. The closing date of 20 March 2008 was subse quently extended to 15 May 2008 to provide sufficient time for all interested parties to comment.
QUESTION 631
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 9/05/2008
(INTERNAL QUESTION PAPER 12-2008)
Mrs C Dudley (ACDP) to ask the Minister of Education:
(1) Whether she recently made a statement with regard to the re-opening of teacher training colleges; if not, what is the position in this regard; if so, what are the relevant details;
(2) (a) where will these teacher training colleges be located, (b) what plans are in place with regard to (i) implementation, (ii) human resources and (iii) specialised skills that are needed to realise the project, (c) what timeframes are envisaged and (d) how can stakeholders and people with skills needed to accomplish this make an input?
NW1317E
REPLY:
I refer the Honourable Member to the answer I provided to Question 584, which dealt with this specific question. I also commented on teacher colleges in my Budget Vote speech on the 15 May 2008, and I attach what I said here for her convenience.
"Expanding teacher training
One of our emerging challenges is the need to respond to the decline in the number of qualified school teachers. Specific gaps exist in the foundation phase and in scarce skills subjects such as Maths, Sciences and Technology.
Our first response was the introduction of nationally funded bursaries for students in these fields. We expect graduation numbers to grow each year. However, we now believe that these efforts need to be supported by a significant growth in numbers and by an expansion in the capacity of university faculties responsible for teacher training. All but one of our universities offer initial and in-service teacher training in faculties, colleges and schools of education.
We are considering various options in order to expand the numbers.
There have been calls for the re-opening of teacher training colleges. Given that many college sites became our new very vital FET colleges we need to devise innovative strategies for responding to more and better teacher training. I hope to return to the house later this year to set out the department's proposal for expanded provision. We think it important to retain the higher education role in qualifying teachers. We also acknowledge the accuracy of the ANC's call for urgent and focused attention on strategies for admitting increased numbers and for supporting them to be quality teachers for our schools."
QUESTION 634
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 9/05/2008
(INTERNAL QUESTION PAPER 12-2008)
Mr M H Hoosen (ID) to ask the Minister of Education:
Whether the levels of literacy and numeracy attained by learners upon completion of their primary school education (grade 7) is satisfactory; if not, (a) why not and (b) what steps has her department taken to improve this situation?
NW1320E
REPLY:
National systemic evaluations, conducted by the Department in 2001 and 2004, revealed low levels of reading abilities across the country. The results of the Progress in International Reading and Literacy Study (PIRLS), released in November 2007, found that learners in our schools do not read at the appropriate level in relation to their grades and in terms of their age.
Various reasons were provided for this:
Lack of access to books in homes, at school and in community
Low levels of literacy among the parents
Ineffective teaching practices
I have responded to these findings through the following initiatives:
On the 18 March 2008 I launched the Foundation for Learning Campaign, a four-year programme to improve the reading, writing and numeracy skills and abilities of all South African children. The Campaign has provided teachers and schools with clear directives on expected levels of learner performance. The focus will be on primary schooling – starting with the Foundation and Intermediate Phases – so that learners acquire and sustain a solid foundation for learning. All primary schools will be expected to increase average learner performance in Literacy / Language and Numeracy / Mathematics to no less than 50% - indicating an improvement of between 15% - 20% - in the 4 years of the campaign.
The Department has also focused on providing resources to all schools. In the past three years we have provided over 11,000 primary schools with exciting story books, written in all official languages of South Africa towards establishing classroom libraries. Through the USAID-funded Ithuba Writing Project, we are distributing 2.3 million locally authored books in the different official languages to schools. All 2.3 million books should be in our schools by the end of the financial year.
Two years ago, I initiated a Drop All and Read Campaign, which welcomed Grade R and 1 learners into education with their own branded bags containing a selection of books that they can read for themselves or that parents and caregivers can read to them. At the heart of the campaign is that in our homes and in our schools children should be able to pick up books that they can read for enjoyment.
We continue to supply schools with reference materials, which have included bilingual dictionaries. We have also provided all schools with:
the National Reading Strategy document which outlines activities and approaches to promote and develop the reading skills of our learners; and
a Teacher's Handbook entitled Teaching Reading in the Early Grades to assist teachers on methods, approaches and activities to improve their teaching of reading.
A Toolkit for Teachers was developed containing both reading resources as well as guides for teachers; 1;000 of these have been sent to pilot schools countrywide to increase support for the teachers in their teaching of reading.
The Department has developed an Early-Grade Reading Assessment instrument, which is currently being used by teachers in selected districts to help us monitor progress in the different schools. The instrument is currently in use for Sepedi, Xitsonga,Tshivenda, IsiXhosa and English and during the course of this year the tool will be developed in the remaining five languages.
The implementation of the National Policy Framework for Teacher Education and Development will also address the issue of teacher development and ensure that through the IPET and CPTD programmes teachers are trained to teach effectively.
To monitor whether learners are improving competency, the Department is establishing baseline data on learners' achievement in literacy and numeracy in the early grades. As part of the Foundations for Learning, primary school learners will be assessed annually using standardized tests to monitor their progress against the established baseline.
QUESTION 1249
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER 01/08/2008
(INTERNAL QESTION PAPER 21-2008)
Mr G G Boinamo (DA) to ask the Minister of Education:
What amount was spent by officials of her department on (a) hotel accommodation, (b) restaurant expenses and (c) travel costs (i) in the 2007-08 financial year and (ii) during the period 1 April 2008 up to the latest specified date for which information is available?
NW1996E
REPLY:
The following amounts were spent:
2007-08 |
April - July 2008 |
|
a) Hotel accommodation |
R26,136,869 |
R11,334,297 |
b) Restaurant expenses |
R4,100,829 |
R1,027,639 |
c) Travel costs |
R43,007,845 |
R17,783,808 |
Total |
R73,245,543 |
R30,145,744 |
These amounts include all costs for visits abroad, in-country travelling and meetings, workshops and conferences with provincial education departments and education stakeholders. The restaurant expenditure is for meals and food during these occasions.
QUESTION 1481
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER 29/08/2008
(INTERNAL QESTION PAPER 25-2008)
Mr G G Boinamo (DA) to ask the Minister of Education:
Whether her department has any mechanisms in place to punish learners who repeatedly engage in anti-social behaviour such as bullying, physical or sexual assaults or any other behaviour that threatens the well-being of other learners and/or teachers; if not, why not; if so, what are the relevant details?
NW2225E
REPLY:
Yes, the South African Schools Act (Act 84 of 1996) requires school governing bodies and school management teams to establish and implement codes of conduct for learners in all educational settings. Codes of conduct for learners are negotiated commitments on the part of all learners and parents to abide by set rules so that effective teaching and learning can take place undisturbed. This implies a commitment from educators to establish discipline as a positive, learning process. In terms of section 8(4) of the Schools Act, learners are obliged to comply with the code of conduct. Section 8(5) makes provision for due process, including a fair hearing before a learner may be suspended by the school governing body or expelled by the provincial head of department. Section 9 prescribes two kinds of suspension: (i) as a correctional measure for a period of up to a week, or (ii) pending a decision from the provincial education department as to whether the learner is to be expelled from the school. These processes should be followed in all cases, including anti-social behaviour as described in the question. Schools may act immediately in such cases to ensure the safety of other learners and/or teachers and have been encouraged to do so.
QUESTION 1020
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 13/06/2008
(INTERNAL QUESTION PAPER 18-2008)
Mr GG Boinamo (DA) to ask the Minister of Education:
(1) Whether her department has (a) kept records as required by the Public Finance Management Act, Act 1 of 1999, and (b) reported any incidents of losses through (i) criminal conduct, (ii) unauthorised expenditure, (iii) irregular expenditure or (iv) fruitless and wasteful expenditure during the 2007-08 financial year; if not, why not; if so,
(2) whether any action has been taken against the offending officials; if not, why not; if so, in each category, (a) how many officials (i) were dismissed, (ii) were suspended and (iii) had other sanctions imposed on them and (b) what amounts of money were involved;
(3) whether there were any disciplinary cases pending on 31 March 2008; if so, what are the relevant details?
NW1758E
REPLY:
1)(a) Yes.
(b) (i) No.
(b) (ii) No.
(b) (iii) Yes.
(b) (iv) No.
(2) (a) There was irregular expenditure during the 2006/07 financial year. Three officials from the Department collaborated to evade financial procedures and failed to follow the stipulated tender process. The DoE finalized the investigation into the matter during the 2007/08 financial year and the offending officials have been dismissed.
(2) (b) The sum involved was R1 230 587.74.
The Department acquired a new quotation from another service provider and discovered that the same service could be rendered for R450 000.00 less. The R450 000.00 is being recovered in equal amounts of R150 000.00 from each of the three officials.
(3) No disciplinary cases were pending on 31 March 2008.
QUESTION 1298
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER 08/08/2008
(INTERNAL QUESTION 22-2008)
Mr G G Boinamo (DA) to ask the Minister of Education:
(1) a) How many temporary teachers are currently employed in each province, b) for how long has each teacher been appointed and c) what are the reasons for each teacher not being employed permanently;
(2) Whether her department has taken any steps to reduce the number of temporary teachers by making them permanent employees; if not, why not; if so, what steps?
NW 2036E
ANSWER:
(1) (a and b) In July 2008 there were 31,949 temporary teachers employed by provincial education departments. One in three temporary teachers was employed in KwaZulu-Natal.
Table 1: Temporary teachers in each province by years of service
Province |
>2yrs |
2-3 yrs |
4-5 yrs |
6-10 yrs |
11-15 yrs |
16-20yrs |
>20 yrs |
Total |
EC |
4,065 |
871 |
7 |
40 |
79 |
2 |
2 |
5,066 |
FS |
2,441 |
83 |
4 |
17 |
102 |
142 |
262 |
3,051 |
GP |
2,115 |
33 |
12 |
6 |
18 |
19 |
11 |
2,214 |
KZN |
10,436 |
256 |
84 |
130 |
647 |
93 |
31 |
11,677 |
LP |
2,083 |
49 |
0 |
5 |
0 |
1 |
3 |
2,141 |
MP |
1,245 |
151 |
44 |
14 |
181 |
176 |
148 |
1,959 |
NC |
897 |
17 |
3 |
14 |
34 |
20 |
10 |
995 |
NW |
713 |
97 |
8 |
24 |
401 |
169 |
101 |
1,513 |
WC |
3,328 |
5 |
3,333 |
|||||
Total |
27,323 |
1,557 |
162 |
255 |
1,462 |
622 |
568 |
31,949 |
Source: Persal (July 2008)
(1) (c) In the case of the 27,323 (86%) temporary teachers who have been in service for under two years, the reason is that they fill substantive posts that are in the process of being filled through the advertisement of vacancy lists. In regard to the remaining 4,626 (14%), I have directed the DoE to establish why they have been employed in such a capacity for over 2 years.
(2) Yes, under labour law (section 6B of the Employment of Educators Act that came into effect in 2005), no temporary educator can be employed in the same substantive and vacant post for more than two years. The employment of temporary teachers is best understood in the context of the annual process followed to determine the number of posts available to each school.
· Every provincial education department finalizes its post-provisioning consultations by 1 September and provides each school with final staff establishments by 30 September.
· In September school principals verify staff establishments and inform PEDs whether teachers will retire or resign from their posts during the final part of the year.
· This information informs the process of appointment of teachers to vacant posts at the beginning of a new academic year.
· The appointment process is normally in the form of requested internal and cross transfers, placement and absorption of educators additional to establishment, or the selection of temporary educators (new entrants, and those with a break in service).
· In a new year PEDs adjust the staff establishments of schools after a proper analysis of the 10th day snap survey. Temporary educators are then appointed on fixed contracts (1 January – 31 December) as required.
· PEDs finalize a list of all educator vacancies by 30 April of each year. If a teacher has been employed on a temporary contract for more than 2 years, any new contract must be converted from temporary to permanent. This measure only applies if an educator is in a substantive and vacant post and is qualified to teach in the learning areas/grades specified.
· This conversion from temporary to permanent must be supported by the School Governing Body (SGB), with the approval of the Head of Department, and is implemented by 1 July of each year.
· The rest of the vacancies are advertised in an open vacancy list for filling on 1 January of the next school year.
· There will always be temporary educators employed in schools. However, at any given time temporary educators should not make up more than 10% of total educator posts in a PED.
A recent DoE presentation to the Education PC in the National Assembly on 27 May 2008 indicated that there are currently 433,280 posts of which 62,616 are vacant. The percentage of vacant posts (that may or may not be occupied by temporary teachers) was 15.5% in 2006 and 14.5% in 2008.
Table 2: Educator posts and vacancies, 2006-2008
2006 |
2007 |
2008 |
|||||||
Province |
Number of posts |
Number of Vacancies |
% |
Number of posts |
Number of Vacancies |
% |
Number of posts |
Number of Vacancies |
% |
EC |
75,744 |
11,769 |
15.5 |
70,608 |
6,640 |
9.4 |
70,007 |
7,330 |
10.5 |
FS |
27,690 |
4,368 |
15.8 |
27,764 |
3,737 |
13.5 |
28,644 |
3,401 |
11.9 |
GP |
51,724 |
6,106 |
11.8 |
58,793 |
3,737 |
6.4 |
60,035 |
8,748 |
14.6 |
KZN |
85,213 |
10,912 |
12.8 |
93,324 |
6,847 |
7.3 |
93,174 |
13,550 |
14.5 |
LP |
70,307 |
10,930 |
15.5 |
73,516 |
15,797 |
21.5 |
66,542 |
12,560 |
18.9 |
MP |
34,053 |
6,922 |
20.3 |
40,853 |
7,101 |
17.4 |
41,882 |
7,958 |
19.0 |
NW |
38,291 |
7,784 |
20.3 |
27,355 |
176 |
0.6 |
27,583 |
1,727 |
6.3 |
NC |
7,925 |
1,150 |
14.5 |
9,759 |
1,049 |
10.7 |
10,718 |
1,727 |
16.1 |
WC |
33,924 |
6,099 |
18.0 |
31,134 |
4,938 |
15.9 |
34,695 |
5,615 |
16.2 |
Total |
424,871 |
66,040 |
15.5 |
433,106 |
50,022 |
11.5 |
433,280 |
62,616 |
14.5 |
Note: "The above vacancies are not entirely vacant. They are occupied by temporary educators " |
Source: DoE presentation to the PC on Education, 27 May 2008.
According to the ELRC's study of teacher mortality in 2005, there was a monthly average of 61,206 temporary teachers in 1997 and 34,110 in 2003. The main reason offered for this 44% (27,096) decline in the number of temporary teachers between 1997 and 2003 was "an ongoing process of appointing temporary educators as permanent during the period under review and a trend for advertised permanent posts to be filled with temporary educators".[1] The ELRC mortality study was based on an extensive review of Persal records.
There has been an 11% (2,161) decline in the number of temporary teachers between 2003 (34,110) and 2008 (31,94
QUESTION 1299
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER 08/08/2008
(INTERNAL QESTION PAPER 22-2008)
Mr G G Boinamo (DA) to ask the Minister of Education:
(1) (a) How many teachers currently employed by her department have not been trained in the National Curriculum Statement in each province and b) what are the reasons for these teachers not receiving required training;
(2) Whether her department has taken any steps to ensure that these teachers receive the required training in the future; if not, why not; if so, what are the relevant details? NW 2037E
REPLY:
(1) The DoE does not employ teachers. The provincial departments of education employ teachers and are responsible for teacher training.
(2) The DoE is responsible for training provincial subject advisers and monitoring provincial curriculum workshops. Over a number of years the DoE has conducted curriculum workshops in all 8 learning areas and 29 subjects. In most provinces subject advisers train teachers, but in some provinces the training is outsourced to tertiary institutions or other service providers. Curriculum workshops are not compulsory. Teachers at all public schools are invited to attend curriculum workshops and provincial departments indicate that most teachers attend training.
QUESTION 921
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 6/06/2008
(INTERNAL QUESTION PAPER 16-2008)
Mr G G Boinamo (DA) to ask the Minister of Education:
(1) Whether her department has conducted an energy audit to determine its (a) use of energy and (b) opportunities for reduction of energy use; if not, why not; if so, what are the relevant details;
(2) whether her department has any plans to reduce energy consumption; if not, why not; if so, what plans;
(3) whether her department has made any material reduction in energy use since 1 January 2008; if not, why not; if so, what are the relevant details?
NW1611E
REPLY
(1) (a and b) No, the DoE has not conducted an energy audit, but the Department of Public Works is in the process of conducting an energy audit at the Department of Education. Details will be made available as soon as the report is available.
(2) Yes, Eskom, Government and other stakeholders have joined forces to conserve energy. The DoE is implementing the following actions:
Lights should be switched on only when necessary and must be switched off when leaving the office;
- Optimal use of natural light, such as the opening of curtains, must be encouraged;
- Office equipment, such as PCs, printers and copiers, should be switched off when not in use and prior to leaving the office;
- The use of hot water should be limited to essential services and only the required amount of water should be boiled;
- Officials are encouraged to use the stairs as often as possible, especially if they are located on the 1st or 2nd floors;
- Air conditioners and heaters should be used only when necessary.
(3) The DoE is waiting for an energy audit report from the Department of Public Works. QUESTION NO. 922 INTERNAL QUESTION PAPER NO. 16 of 2008
QUESTION 931
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 6/06/2008
(INTERNAL QUESTION PAPER 16-2008)
Mrs S V Kalyan (DA) to ask the Minister of Education:
How many (a) applications for places were (i) received and (ii) accepted at each of the specified medical-training universities or colleges and institutions and (b) individuals graduated from each specified facility in each of the most recent seven years for which information is available? NW1621E
REPLY
(i) Applications received for the MBCHB in 2008
South African IDZs can differentiate themselves from other competing zones
In the region and other developing economies and create an enabling
environment to attract investors;
IDZs can develop automated cargo control capabilities which will result in significant reduction in cumbersome administrative requirements for both SARS and companies located in the IDZS;
All critical government departments and agencies would .be required to participate in a One-Stop-Shop arrangement to facilitate the requirements of companies based in the IDZs. An inclusive stakeholder management approach can be developed to
increase accountability and ownership for thelDZ programme.
QUESTION 663
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 9/05/2008
(INTERNAL QUESTION PAPER 12-2008)
Mr G G Boinamo (DA) to ask the Minister of Education:
(1) Whether any teacher or facilitator has been (a) charged with and/or (b) convicted of any crimes against any learner in (i) 2005, (ii) in 2006, (iii) in 2007 and (iv) during the period 1 January 2008 up to the latest specified date for which information is available; if so, (aa) how many in each case, (bb) who were they and (cc) at which school did each such teacher or facilitator work;
(2) Whether any such teachers or facilitators (a) are still employed or (b) have been re-employed by her department since their conviction; if so, (i) who are they, (ii) at which schools do they currently teach and (iii) what were they convicted of?
NW1354E
REPLY:
SUMMARY
(1 and 2) The South African Council for Educators (SACE) reports that for the period 2005 to 2007 there were twenty cases involving unprofessional conduct towards learners. Sixteen cases related to unprofessional sexual conduct towards learners, and all were found guilty and dismissed. In four cases the educators were found guilty of assault, and two were dismissed while the other two were fined and continue to be in the employ of their respective provincial education department. SACE is still consolidating statistics for the first quarter of 2008. The names of educators cannot be disclosed, as decisions on some of these cases are challenged through judicial processes.
2005
REF |
Name of School |
OFFENCE |
SANCTION |
020/05-AKF |
Uxolo High (WC) |
Assault |
Dismissal |
040/05-AKF |
Westville Primary (WC) |
Assault |
Dismissal |
043/05-AKF |
Imperial Primary (WC) |
Sexual Assault |
Dismissal |
061/05-AKF |
Dysseldorp Secondary (WC) |
Sexual Harassment |
Struck off |
089/05-AKF |
Esangweni High (WC) |
Sexual Harassment |
Dismissal |
090/05-AKF |
Murraysburg Intermediate (WC) |
Indecent Assault |
Struck off |
099/05-AKF |
Oude Molen Technical High (WC) |
Sexual Molestation |
Struck off |
2006
REF |
Name of School |
OFFENCE |
SANCTION |
006/06-RIK |
Newell High (EC) |
Sexual Assault |
Not Registered |
008/06-MT |
Retlakgona Primary (NW) |
Rape |
Dismissed by DOE |
030/06-MT |
Inkwenkwezi Secondary (WC) |
Theft and Assault |
Final Written warning and three months suspension without pay |
041/06-MT |
Macassar Primary (WC) |
Sexual Assault |
Dismissed by the DOE |
043/06 |
Jurie Hayes (WC) |
Sexual Assault |
Dismissed by the DOE |
082/06-RIK |
Alafang Secondary (GP) |
Sexual Assault |
DOE found accused guilty and a 2 months suspension without pay was imposed |
084/06-RIK |
Lamontville High (KZN) |
Sexual Relationship |
Dismissal |
M168/2006 |
Bartimea School: deaf & blind (FS) |
Assault |
Struck Off |
087/06-RIK |
Sastri Park Secondary (KZN) |
Sexual Assault |
Dismissed by the DOE |
2007
Ref |
Name of School |
Offence |
Sanction |
019/07-AKF |
Masiyile Secondary School (WC) |
Sexual Relationship |
Struck Off |
081/07-MT |
Houtbay High School (WC) |
Indecent Assault |
Struck Off |
M50/2007 |
Dikagkeng High School (FS) |
Sexual harassment |
Dismissed |
M44/2007 |
Navalsig High School (FS) |
Assault |
Incomplete |
QUESTION 1631
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER 19/09/2008
(INTERNAL QESTION PAPER 28-2008)
Mr LB Labuschagne (DA) to ask the Minister of Education:
How long does it take to approve a new post establishment at a school?
NW2406E
REPLY
Education MECs approve post establishments on a yearly basis. Preliminary establishments are provided to schools in October of each year and final establishments before the end of the school year for implementation in January of the next school year.
QUESTION 1055
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 20/06/2008
(INTERNAL QUESTION PAPER 19-2008)
Dr SM van Dyk (DA) to ask the Minister of Education:
How many (a) white students have been turned down for bursaries at state accredited and subsidised technikons and universities in the past three financial years and (b) other students did in fact qualify for such bursaries in the past three financial years?
NW1790E
REPLY:
a) The National Student Financial Aid Scheme (NSFAS) provides financial aid to students, but does not keep a record of bursary applications it turns down.
b). Below is a list of white students who were granted NSFAS loans and Funza Lushaka bursaries for the last 3 years.
Number of funded white students, 2005-07 |
|||
Year |
Donor |
Donor Type |
White Student Count |
2005 |
ASSET |
NGO - Recovered Money |
1 |
2005 |
COMMUNICARE |
Private Sector Conduit |
3 |
2005 |
DE Teacher Education (Ringfenced) |
State |
376 |
2005 |
Department of Agriculture Bursaries |
State |
21 |
2005 |
DEPARTMENT OF EDUCATION |
State |
1861 |
2005 |
Department of Labour Disability Fund |
State |
95 |
2005 |
Eastern Cape Premiers Office Scholarships |
Provincial Government |
20 |
2005 |
Eastern Cape Provincial Government |
Provincial Government |
3 |
2005 |
MEDUNSA Recovered Funds |
Institution Recovered Funds |
1 |
2005 |
NGO-STUDIETRUST |
NGO - Recovered Money |
14 |
2005 |
Rhodes University Council |
Institution |
52 |
2005 |
Rhodes University Recovered Funds |
Institution Recovered Funds |
2 |
2005 |
Tshwane University of Technology |
Institution |
4 |
2005 |
UCT UG Recovered Funds |
Institution Recovered Funds |
2 |
2005 |
UNISA Post Graduate Fund |
Institution |
5 |
2005 |
Univ Pretoria |
Institution |
54 |
2005 |
University of Cape Town |
Institution |
15 |
2005 |
University of Johannesburg |
Institution |
2 |
2005 |
University of KZN |
Institution |
3 |
2005 |
University of South Africa |
Institution |
3 |
2005 |
University of the Western Cape |
Institution |
3 |
2005 |
Wits University Post Graduate Recovery |
Institution Recovered Funds |
4 |
2005 |
Wits University Under Graduate Recovery |
Institution Recovered Funds |
3 |
2006 |
ASSET |
NGO - Recovered Money |
1 |
2006 |
CENTRAL UNIVERSITY OF TECHNOLOGY |
Institution |
1 |
2006 |
COMMUNICARE |
Private Sector Conduit |
2 |
2006 |
DE Teacher Education (Ringfenced) |
State |
354 |
2006 |
Department of Agriculture Bursaries |
State |
21 |
2006 |
DEPARTMENT OF EDUCATION |
State |
1615 |
2006 |
Department of Labour Disability Fund |
State |
102 |
2006 |
Durban University of Technology |
Institution |
4 |
2006 |
Eastern Cape Premiers Office Scholarships |
Provincial Government |
26 |
2006 |
Eastern Cape Provincial Government |
Provincial Government |
3 |
2006 |
METALLON TEACHING SCHOLARSHIP |
Private Sector Conduit |
2 |
2006 |
NGO-STUDIETRUST |
NGO - Recovered Money |
8 |
2006 |
Rhodes University Council |
Institution |
49 |
2006 |
Rhodes University Recovered Funds |
Institution Recovered Funds |
8 |
2006 |
Tshwane University of Technology |
Institution |
4 |
Year |
Donor |
Donor Type |
White Student Count |
2006 |
UCT UG Recovered Funds |
Institution Recovered Funds |
1 |
2006 |
UNISA Post Graduate Fund |
Institution |
6 |
2006 |
Univ Pretoria |
Institution |
117 |
2006 |
University of Cape Town |
Institution |
21 |
2006 |
University of KZN Gap Funding |
Institution |
15 |
2006 |
University of South Africa |
Institution |
11 |
2006 |
University of the Western Cape |
Institution |
2 |
2006 |
UNIVERSITY OF THE WITWATERSRAND - PG |
WITS University |
6 |
2007 |
CENTRAL UNIVERSITY OF TECHNOLOGY |
Institution |
2 |
2007 |
COMMUNICARE |
Private Sector Conduit |
1 |
2007 |
COMMUNICARE HAND OVER |
Private Sector Conduit |
1 |
2007 |
DE Teacher Education (Ringfenced) |
State |
242 |
2007 |
Department of Agriculture Bursaries |
State |
16 |
2007 |
DEPARTMENT OF EDUCATION |
State |
1507 |
2007 |
DEPARTMENT OF EDUCATION - FET |
State |
255 |
2007 |
Department of Education: Funza Lushaka Bursary |
State |
757 |
2007 |
Department of Labour Disability Fund |
State |
93 |
2007 |
Department of Social Work |
SATI |
16 |
2007 |
Eastern Cape Premiers Office Scholarships |
Provincial Government |
34 |
2007 |
Eastern Cape Provincial Government |
Provincial Government |
10 |
2007 |
Eastern Province Provincial Government Recovered |
Provincial Government |
1 |
2007 |
METALLON TEACHING SCHOLARSHIP |
Private Sector Conduit |
2 |
2007 |
NGO-STUDIETRUST |
NGO - Recovered Money |
9 |
2007 |
Rhodes University Council |
Institution |
24 |
2007 |
Rhodes University Recovered Funds |
Institution Recovered Funds |
2 |
2007 |
Tshawane University of Technology 100% loan |
Institution |
2 |
2007 |
UCT UG Recovered Funds |
Institution Recovered Funds |
2 |
2007 |
UNISA Post Graduate Fund |
Institution |
5 |
2007 |
Univ Pretoria |
Institution |
72 |
2007 |
Universit of Pretoria Recovered Funds |
Institution Recovered Funds |
13 |
2007 |
University of Cape Town |
Institution |
17 |
2007 |
University of KZN |
Institution |
1 |
2007 |
University of KZN Gap Funding |
Institution |
15 |
2007 |
University of South Africa |
Institution |
5 |
2007 |
University of the Western Cape |
Institution |
1 |
2007 |
Wits University Under Graduate Recovery |
Institution Recovered Funds |
2 |
QUESTION 705
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 9/05/2008
(INTERNAL QUESTION PAPER 12-2008)
Mr G G Boinamo (DA) to ask the Minister of Education:
(1) Whether her department makes use of private security firms; if so, how much money was spent on such firms in 2007;
(2) Whether these firms are used on a contractual basis; if so, (a) how many contracts did her department take out in this regard in 2007, (b) with which firms were these contracts taken out, (c) for what specific purpose was each contract taken out and (d) what was the value of the contract in each case;
(3) Why is there a need for her department to use a private security firm as opposed to state security? NW1402E
REPLY:
Yes, the Department only uses one private security firm, whom the Department paid R411,426 in 2007.
Yes
(a) One
(b) Bushindo Business Enterprise
(c) Access control and patrol duties
(d) R411 426.00 for 2007
(3) The Department employs Bushindo Business Enterprise to protect one of the buildings that the DoE currently rents to accommodate its expanding staff. In 2009 the Department will move to a new building that is being constructed in terms of a PPP agreement . Part of the security services will then be provided in terms of this agreement. Thus, the current staff complement of the Department will be sufficient to provide the remaining security services that will be required. The appointment of additional security staff at this stage would lead to their redundancy once we occupy the new building.
COMPILER: MR J VISSER
EXTENTION: X5439
QUESTION 744
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 16/05/2008
(INTERNAL QUESTION PAPER 13-2008)
Mr G G Boinamo (DA) to ask the Minister of Education:
(a) What was the name of each private, secondary school that registered learners for matric exams in 2008, (b) in which (i) province and (ii) district is it located, (c) how many learners from each school were registered to write matric in 2008 and (d)(i) passed matric and (ii) received matric exemption in 2007?
NW1431E
REPLY:
In 2008 there are 21,677 private-school candidates registered to write the senior certificate. In 2007, 14,364 private-school candidates passed the senior certificate exam, and 5,869 passed with endorsement.
In 2008 there are 8,174 private-school candidates registered to write the Independent Examinations Board exam. In 2007, 7,034 private-school candidates passed the exam, and 5,663 passed with endorsement.
The details are provided in the two lists attached, one for private schools writing the senior certificate, and the other for private schools writing the Independent Board examinations.
QUESTION 1699
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 26/09/2008
INTERNAL QUESTION PAPER NO 29-2008
Mr G G Boinamo to ask the Minister of Education:
In respect of the 2006-07 and 2007-08 annual reports of her department and the annual reports of each statutory and other entity reporting to her, (a) what was the (i) budgeted cost, (ii) actual cost and (iii) unit cost of each annual report and (b) how many copies of each were (i) produced and (ii) distributed?
NW2479E
Table 1: Annual report costs
PUBLIC ENTITY |
i) Budgeted cost of the Annual Report |
ii) Actual cost of the Annual Report |
iii) Unit cost of each Annual Report |
|||
2006/07 R |
2007/08 R |
2006/07 R |
2007/08 R |
2006/07 R |
2007/08 R |
|
Department of Education |
360 000 |
376 200 |
159 354 |
204 328 |
159,35 |
136,21 |
South African Council for Educators (SACE) |
60 000 |
90 000 |
64 824 |
131 141 |
21,61 |
87,42 |
Council on Higher Education (CHE) |
70 000 |
68 000 |
64 198 |
67 043 |
64,20 |
67,04 |
National Student Financial Aid Scheme (NSFAS) |
70 000 |
77 000 |
62 433 |
70 725 |
41,62 |
47,15 |
Education Labour Relations Council (ELRC) |
159 949 |
198 913 |
157 555 |
151 050 |
105,04 |
100,70 |
Umalusi |
70 000 |
80 000 |
59 433 |
77 292 |
29,72 |
38,65 |
South African Qualifications Authority (SAQA) |
150 000 |
220 000 |
172 637 |
258 461 |
43,16 |
86,15 |
Table 2: Annual report copies printed and distributed
Public Entity |
i) How many copies were produced? |
ii) How many copies were distributed |
||
2006/07 |
2007/08 |
2006/07 |
2007/08 (distribution to date) |
|
Department of Education |
1 000 |
1 500 |
900 |
1 000 |
SACE |
3 000 |
1 500 |
2 900 |
1 500 |
CHE |
1 000 |
1 000 |
800 |
950 |
NSFAS |
1 500 |
1 500 |
1 412 |
1 462 |
ELRC |
1 500 |
1 500 |
1 400 |
1 450 |
Umalusi |
2 000 |
2 000 |
1 700 |
1 750 |
SAQA |
4 000 |
3 000 |
4 000 |
3 000 |
NATIONAL ASSEMBLY
WRITTEN TO ORAL REPLY
QUESTION 220
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 26/06/09
(INTERNAL QUESTION PAPER 04-2009)
Mr GR Morgan (DA) to ask the Minister of Basic Education:
How much capital expenditure has been devoted to the construction of university residences in each of the past 15 years, (b) how much has been spent on maintenance of existing residences in each of these years and (c) what are the current (i) occupation rates for student and (ii) management capacity in residences in each university;
Whether his department will conduct an audit of university residences; if not, why not; if so, what are the relevant details? NW267E
REPLY:
The Department of Higher Education and Training will, during 2010, be undertaking a study of student housing in the public higher education system. The study will focus on the system's need for additional student housing, and on the ways in which expansion could be financed. The Department will draw on lessons learned from the 2010/11 to 2011/12 residence expansion process funded by government, institutions and the private sector. The implementation of these expansion plans will lead to the number of student housing places rising by 7 000 by the 2011 academic year, from the current total of 100 000. This expansion programme includes provision for the major renovation of 2 000 existing residence places, primarily in smaller rural universities.
Yes and relevant details are provided above (referred to -1).
QUESTION 1758
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER 10/10/2008
(INTERNAL QESTION PAPER 30-2008)
Mr G G Boinamo (DA) to ask the Minister of Education:
Whether her department has any (a) training programmes for grade R teachers and (b) public awareness programmes aimed at encouraging parents to register learners for grade R programmes in public schools; if not, why not; if so, what are the relevant details?
NW2546E
REPLY:
(a) Yes, the DoE has training programmes for grade R teachers. Most teachers are being trained as part of the NPDE programme. Some provinces have made agreements with institutions of higher learning in their areas to provide training programmes for the teachers. All current teacher development initiatives include grade R practitioners.
(b) Yes, the multi-media information campaigns conducted every year to remind parents to register their children (for all grades) for the next academic year includes grade R learners.
QUESTION 1423
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 22/08/ 2008
(INTERNAL QUESTION PAPER 24-2008)
Mr GG Boinamo (DA) to ask the Minister of Education:
(1) Whether her department commenced with implementing the policy to offer indigenous languages in all the schools; if not, what is the position in this regard; if so, (a) when and (b) in which grades;
(2) Whether her department has taken into account the difficulty of introducing indigenous languages to older learners; if not why not; if so, what steps has her department taken to deal with these difficulties? NW2163E
REPLY:
(1) Everyone has the right to be taught in the official language of their choice at a public educational institution "where this is reasonably practicable". The Language in Education Policy (1997) specifies that it is "reasonably practicable" to teach in a preferred language if there are at least 40 primary or 35 secondary learners in a particular grade who request it at a particular school. Parents who believe this right is not being promoted and fulfilled should approach, in the first instance, the school governing body, which sets a school's language policy. If they do not feel sufficiently accommodated, parents should then contact the relevant local education authority.
Schools offer the 11 official and 14 other languages as subjects at three different levels: home language, first additional language and second additional language. With the agreement of the provincial department of education, schools determine what languages should be offered at what level, based on demand from parents. Again, parents must ensure that their preferences are made known to the school through the governing body. I encourage all schools to offer at least one African language as part of their curriculum. In fact, most schools in South Africa offer an African language as a subject in both the GET and FET phases, but it is not as yet a compulsory requirement.
(2) Yes. Learners cannot begin a new language as a subject in the FET phase (post Grade 9). Learners must have taken a language in the GET phase in order to offer that language for matric. It should also be noted that in order to be offered as a subject, any language must comply with all the requirements set out in national policy regarding the outcomes and literature requirements. Any language must be determined as policy before a school may offer it for certification purposes.
QUESTION 1424
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 22/08/ 2008
(INTERNAL QUESTION PAPER 24-2008)
Mr GG Boinamo (DA) to ask the Minister of Education:
(1) Whether by spending more funds to expand the Further Education and Training (FET) colleges, her department intends replacing matric with FET qualifications, if not, what is the position in this regard; if so, what are the relevant details;
(2) What steps her department has taken to ensure that schools continue to aim for high matric pass rates?
NW2164E
REPLY:
(1) No, the NC (V) qualification for colleges will not replace the matric qualification. Young people have a choice of two qualifications in the FET learning pathway. Both college and matric qualifications serve important but different purposes. The matric qualification will continue to provide a general education for students wishing to pursue an academic career. The NC (V) qualification provides an opportunity for young people to begin their education and training in a given vocational specialization as early as possible. It also allows those with general academic qualifications, such as the matric, to access the vocational specializations should they choose to do so.
The NC (V) qualifications require that students:
· Have a clear understanding of the career pathway he/she wishes to follow
· Demonstrate a level of personal maturity to benefit from the workplace orientation of the qualification
· Engage in both theoretical learning as well as integrated application of skills in preparation for the workplace
The increased expenditure in colleges is motivated by two essential factors. The first is the historical under-funding of FET colleges, which dates back to the former Technical Colleges era. The second is the need to reposition these colleges to respond appropriately to the new and emerging skills demands in the labour market. The responsibility to provide simulated learning environments, for example, is a considerable cost driver in this sector.
(2) The Department of Education has developed a plan to support schools and the Grade 12 learners who will be writing the National Senior Certificate examination in November 2008. As part of this process, the Department introduced a variety of interventions to support the readiness of schools for these examinations. The interventions included the following:
- Subject adviser and teacher training
- The development of Learning Programme Guidelines, which provide guidelines on teaching each subject in Grades 10, 11 and 12. These include 40 week programmes to provide guidance on coverage, pace and sequence for delivering the curriculum
- Subject Assessment Guidelines which indicate the types and nature of the assessment tasks to be developed
- The development of catalogues of approved textbooks for grades 10, 11 and 12
- The provision of textbooks to grade 10, 11 and 12 learners
- The development of examination exemplars for Grades 10, 11 and 12 by the Department's examination panel
- The publication and distribution of examination exemplars in Study Mate and Studie Pel, in each of 33 weeks from March to October 2008
- The development and distribution of a book of Exemplar Maths and Maths Literacy Papers for grades 10, 11 and 12 funded by Old Mutual
- Saturday classes
- Winter schools
- The National Strategy for Learner Attainment which provides specific support for schools that achieved under 60% pass rate in the Senior Certificate.
These interventions are intended to support schools achieve good pass rates in the National Senior Certificate examinations.
QUESTION 1425
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 22/08/ 2008
(INTERNAL QUESTION 22-2008)
Mr GG Boinamo (DA) to ask the Minister of Education:
(1) Whether her department has taken any steps to prevent learners from falling pregnant; if not, why not; if so, what steps;
(2) Whether these numbers have decreased since the introduction of these steps; if not, what is the position in this regard; if so, what are relevant details?
NW2165E
ANSWER:
(1) Government recognizes that schoolgirl pregnancy is a social issue that causes anxiety for learners, teachers and schools. The Measures for the Prevention and Management of Learner Pregnancy, which the Department published in 2007 and distributed to all schools, provides guidelines for dealing with schoolgirl pregnancies. These guidelines focus on prevention, emphasizing the importance of sex education, HIV/Aids education and peer education among pupils, but also offer practical steps to take when schoolgirls become pregnant. The guidelines aim to educate and assist learners to understand and exercise their rights and responsibilities in relation to pregnancy. In support of the guidelines, the Department is developing materials to assist teachers in dealing with the complexities of schoolgirl pregnancy at school. The Department will publish the first edition of a series of support materials in late September 2008. The guidelines complement preventative programmes emphasizing abstinence amongst school-going youth, such as the Life Orientation curriculum, HIV and AIDS peer education programmes, the Girls' Education Movement clubs, and human rights and values education programmes of the Department focusing on responsibilities and positive lifestyle choices.
(2) It is too early to measure the impact of the guidelines on the reduction of learner pregnancy at school. However, the Department is investigating the current data and research available on teenage and schoolgirl pregnancy. The results of this research will be available in early 2009.
QUESTION 1447
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 22/08/2008
(INTERNAL QUESTION PAPER 24-2008)
1447 Mrs D van deer Walt (DA) to ask the Minister of Education:
(1) (a) What was the total cost to the state of consultants used by her department in the (i) 2005-06, (ii) 2006-07, (iii) 2007-08 financial years; (b) what are the names of the consultants used; (c) for what purpose were they used; (d) what was the reason for preferring to use consultants instead of hiring persons with the necessary skills?
(2) Whether any former employees of her department have been employed as consultants in the above-mentioned financial years; if so, why; why did each such person leave her department?
NW2191E
REPLY:
(1) (a)
Table 1: Total costs of consultant contracts
2005/06 |
2006/07 |
2007/08 |
R 72,883,130.00 |
R 5,736,558.02 |
R 7,960,135.85 |
Note: These totals reflect the ceiling amounts of contracts at date of appointment. Each contract allows for a specific timeframe for the completion of the task and payments to the service providers, which could be interim payments based on the progress, or only paid in total after the completion of the task. The NEIMS contract with Deloitte Consulting largely accounts for the high expenditure in 2005/6.
1. (b and c)
Table 2: Consultants and projects
Names |
Purpose used for |
(b) |
(c) |
2005-06 |
|
Deloitte Consulting |
Assisted with the creation of a National Education Infrastructure Management Survey and Database. |
Sizanang Centre |
Produced the "Education Financial Tool", and assisted in the utilization of the Tool in the production of medium and long term expenditure plans. |
Link Community Development |
Assisted with the development of School Financial Guidelines. |
Paul Musker & Associates |
Reviewed national, regional and international literature and analysed information on incentives for teachers in primary schools, as well as the development of a comprehensive report. |
2006-07 |
|
Namela Projects |
Conducted a transport study that would inform DoE's undertaking of education dynamics in relation to accessibility of schools. |
Dishumelani Business Enterprises |
Assisted with Whole School Development Intervention. |
Khulisa Management |
Conducted an EMIS sample survey. |
M Power Learning & Development |
Assisted with the pilot project to train Master Teachers in Grade 10-12 Mathematics and Physical Science. |
Centre for Research in Politics of Language, University of Pretoria |
Conducted research on the implications of translating Senior Certificate question papers into all the official African languages. |
O.M.A. |
Assisted with internal auditing activities. |
Bosele Management Consulting (BMC) |
Assisted with the "Women in and into Management" project. |
Leonie Tiearney |
Assisted with tracking the performance of cohorts on first time entries in tertiary institutions. |
Ahmed Essop |
Assisted in finalizing performance indicators for the National Plan on Higher Education. |
Bridging Executive Development |
Assisted with Organizational Development. |
Unleash Potential Unlimited |
Assisted with the monitoring and evaluation of the Innovative Management Project. |
Prof Brahm Fleisch |
Assisted with the analyses of Provincial Education Strategic Plans. |
Regenesys Manager |
Assisted with the compilation of a National Report on Education Management, Governance and Development. |
Prof Brahm Fleisch |
Assisted with the analysis of annual performance plans. |
Class Act Educational Services |
Refined the IQMS based on 6 provinces and 3 schools per province. |
HSRC |
Classified towns and determined distances between schools and towns. |
Wits Education Policy Unit |
Assisted with the "Home Education Project". |
2007-08 |
|
IC Blue Consulting |
Assisting with the re-development of the DoE's website. |
Singizi Consulting |
Revise existing National Human Resource Development (NHRD) Strategy 2001, into a second version. |
Khulisa Management Services |
Evaluate, review and refine Whole School Evaluation (WSE) instruments, developing a framework for aligning information from the criteria descriptions, ratings, interview schedules and questionnaire pilot, and report on these instruments. |
Pauline Malhaela & Associates |
Delivery of Advanced Certificate in Education: School Leadership Field Test. |
Mind Pool |
Assist DoE in the development of an Integrated Quality Management System (IQMS) – Audio visual training at schools. |
OMA Chartered Accountants |
Assisted with internal audit activities. |
SAB&T |
Administrative management of the mass literary campaign of the DoE – Kha Ri Gude |
(d) The reason for preferring to use consultants instead of hiring persons with the necessary skills is that the professional expertise of consultants is required for specific projects for a short duration of time. Once the project is finalised, their services are no longer required. The process of creating posts, advertising, short listing, interviewing and appointing candidates for a short contract period is subsequently avoided. Furthermore, few candidates are prepared to accept short-term contract appointments.
(2) Three former employees of the Department have been contracted as consultants or are employed by consulting companies appointed by the DoE, in the following financial years:
2005-06 - Ms Helen Perry (Sizanang Centre)
2006-07 - Mr Ahmed Essop
2007-08 - Mr Bobby Soobrayan (Singizi Consulting)
After leaving the DoE, they became employees of the respective companies that were awarded the bids in the three cases. They left the DoE on their own accord either by resigning or by departmental transfer and promotion as in the case of Mr Soobrayan. He thereafter left the public servi
QUESTION 1509
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 05/09/ 2008
(INTERNAL QUESTION PAPER 26-2008)
Mr LB Labuschagne (DA) to ask the Minister of Education:
Whether any consideration has been given to revising the current quintile system of funding schools by basing it on the composition of the learner body rather than the geographic location of a school; if not; why not; if so what are the relevant details?
NW 2251E
REPLY:
Yes, I have asked my department to review the current quintile system for school funding. The current quintile system, introduced in 2006, requires provinces to assign each school a poverty score based on the relative poverty of the community in which each school is located. Provinces then assign each school to a quintile according to a national poverty distribution table, so that poor schools in different provinces receive equal school allocations. However, the Head of Department in each province has the discretion to adjust the quintile ranking of a school. The departmental review will include consultations with all stakeholders before we release any proposals for public comment.
QUESTION 1536
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER 12/09/2008
(INTERNAL QESTION PAPER 27-2008)
MS C. Dudley (ACDP) to ask the Minister of Education:
(1) Whether her Department has received queries or concerns from Grade 12 pupils regarding examination forms which they have been asked to sign which refer to "Senior Certificate without University Entrance"; if so what are the relevant details?
(2)(a) What are the relevant details regarding university entrance criteria which make it necessary to refer to "Senior Certificate without University Entrance" and;
2(b)(i) what information is available that can be used to assist Grade 12 pupils and concerned parents; and (ii) how can this information be accessed?
REPLY
(1) The DoE has received no queries of this kind from grade 12 learners.
2 (a) In addition to satisfying the requirements for the National Senior Certificate (NSC) candidates must meet the following minimum requirements for admission to Higher Certificate, Diploma and Bachelor degrees offered at higher education institutions:
(i) Higher Certificate: a National Senior Certificate with a minimum of 30% in the language of learning and teaching of the Higher Education Institution as certified by Umalusi, the Council for General and Further Education and Training
Diploma: a National Senior Certificate with an achievement rating of 3 (Moderate Achievement, 40% - 49%), or better in four recognized NCS subjects excluding Life Orientation.
Bachelor's Degree: a National Senior Certificate with an achievement rating of 4 (Adequate Achievement, 50% - 59%) or better in four subjects chosen from a NCS designated subject list.
(2) (b)(i) Provinces have publicised the National Senior Certificate qualification through circulars, posters and flyers and other media. Furthermore, Higher Education South Africa (HESA) published the "Guide to Entry Into Higher Education" 2007 version and the "Plan Your Future" summary guide on Higher Education (HE) admission requirements, translated into English, Afrikaans isiXhosa, Isis Zulu and Sesotho. All these documents have been distributed to schools, circuit districts/ regional and circuit offices.
(2) (b)(ii) Over and above the provincial circulars, flyers and posters and other media broadcasts, the information is also available on the Department of Education and National Information Service for Higher education (NiSHE) websites. This information is also available at all provincial offices, districts, circuits and schools.
The Matriculation Board website address is: www.hesa-enrol.ac.za
QUESTION 567
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 28/03/2008
(INTERNAL QUESTION PAPER 11-2008)
Mr G G Boinamo (DA) to ask the Minister of Education:
In respect of each of the past five years, what was the (a) total capital expenditure estimates for her department at (i) national, (ii) provincial and (iii) local level and (b) amount (i) budgeted and (ii) actually spent at each level?
NW1250E
REPLY:
The Department of Education's capital expenditure budget is for the national level only.
(a) Total capital expenditure estimates and (b) amount budgeted and spent
Financial year |
Budget |
Spent |
R'000 |
R'000 |
|
2002/03 |
57 962 |
13 687 |
2003/04 |
53 182 |
51 871 |
2004/05 |
13 373 |
7 134 |
2005/06 |
18 175 |
14 109 |
2006/07 |
9 501 |
5 459 |
QUESTION 1851
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER 24/10/2008
(INTERNAL QESTION PAPER 32-2008)
Adv PS Swart (DA) to ask the Minister of Education:
How many (a) public schools as defined in the SA Schools Act, Act 84 of 1996 and (b) public further education and training (FET) institutions as defined by the Further Education and Training Act, Act 98 of 1998 benefited (i) in 2006, (ii) in 2007 and (iii) during the period 1 January 2008 up to the latest specified date for which information is available from the e-rate as contained in section 73 of the Electronic Communications Act, Act 36 of 2005? NW2644E
REPLY:
(a) There are no schools currently benefiting from the e-rate.
(b) There are 9 FET colleges in KwaZulu-Natal (Coastal, Esayidi, Mnambithi, Mthashana, Majuba, Thekwini, Umgungundhlovu, Elangeni, Richtek FET colleges) and 1 in the Eastern Cape (Port Elizabeth FET College) benefitting from the e-rate in 2008.