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

Reply:

Attached find here: REPLIES

Reply:

Find here Response

Reply:

Find here: Reply

Reply:

The Limpopo Education Department has been requested to provide information, once this is received it will be provided.

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.

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

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

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.

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.

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.

Reply:

The question has been referred to the province and the response will be forwarded as soon as it is received.

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.

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.

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.

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.

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.

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.

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

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.

Reply:

Attached find here: Response

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.

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.

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.

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.

Reply:

Yes, the Gauteng Education Depa11ment has furnished the Minister's office with the relevant information. (See attached).

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 2014	Lle 2014	PL11	HOD	DEPUTY	PRINCIPAL	TOTAL 2015
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.

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

1. (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:
2. 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

1. (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.

1. (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.

1. (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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1. Questions and Replies

Question & Reply: Basic Education

2010-07-09

THIS FILE CONTAINS 25 REPLIES.

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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 Needed	Desks needed
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 Laboratories	% Without laboratories	Without Libraries	% Without Libraries
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.