Questions and Replies

Reply:

(a) DEPARTMENT

No

(b) ENTITIES

Brand South Africa

2008-09

1. R2 284 000
2. Ms Yvonne Johnston
3. Her contract was terminated by the Presidency.

Film and Publication Board (FPB)

The FPB did not pay out any employee contracts prior to the stipulated date of termination.

Independent Communications Authority of South Africa (ICASA)

In 2014/15, ICASA had paid out four (4) Councillors for their extended 45 working days, subsequent to their contractually stipulated end of office dates, as stipulated by section 7 (4) of the ICASA Act.

1. (bb) ICASA has spent a collective once-off payout of R 437, 346.47 to the four Councillors.
2. These payouts were made to the following Councillors:

Councillor’s Name	Pay-out
Councillor William Currie	R 102, 357.69
Councillor Joseph Lebooa	R 102, 357.69
Councillor Ntombizodwa Ndhlovu	R 116, 315.55
Councillor William Stucke	R 116, 315.55

1. The contractual term of office for each Councillor had lapsed.

Media Development and Diversity Agency (MDDA)

The MDDA employees have always been appointed on permanent contracts, except for the Chief Financial Officer and the Chief Executive Officer. Both the former Chief Executive Officer (Mr Lumko Mtimde) and the former Chief Financial Officer (Mr Mshiyeni Gungqisa) served their contractual terms accordingly.

South African Broadcasting Corporation (SABC)

Title	Full Names	Surname	Amount	Comments
Mr	Qabang Michael Solly Moeketsi	Mokoetle	R 3 800 000.00	12 month pay-out - Agreed separation
Adv	Daluxolo Christopher	Mpofu	R 6 700 000.00	Agreed separation, Additional payments - R4.4 m restraint of trade (funded by DoC), R2.1 m legal fees
Mrs	Lulama Patricia	Mokhobo	R 4 200 000.00	12 month pay-out - Agreed separation, Additional payment of R1.4 m restraint of trade
Mrs	Clarah Phumelele	Nzimande	R 2 600 000.00	Pay-out of remainder of contract - separation agreement
Mr	Thabo Phillip	Molefe	R 4 900 000.00	Pay-out of remainder of contract - settlement agreement
Mrs	Thabang Charlotte Christine	Mampane	R 4 300 000.00	Pay-out of remainder of contract - separation agreement
Ms	Mantshebo Thelma	Melk	R 3 000 000.00	Pay-out of remainder of contract - separation agreement
Ms	Zaiboonisha	Jones	R 1 700 000.00	6 month pay-out, including commission - separation agreement
Mr	Christopher Warren	David	R 800 000.00	Pay-out of remainder of contract - separation agreement
Mr	Rapitse Peter	Montsho	R 1 200 000.00	Pay-out of remainder of contract - separation agreement
Ms	Khulekelwe Glynnis	Mbonambi	R 623 000.00	6 month pay-out, CCMA Settlement agreement
Ms	Jacqueline Moepeng	Motsepe	R 882 000.00	Pay-out of remainder of contract - settlement agreement

 

 

MR N MUNZHELELE

[ACTING] DIRECTOR GENERAL

DEPARTMENT OF COMMUNICATIONS

DATE:

MS AF MUTHAMBI, MP

MINISTER OF COMMUNICATIONS

DATE:

Reply:

1. (a) The total amount that DAFF spent on air travel between Gauteng and Cape Town for employees was R15 144 235.14.

(b) Total number of trips that were undertaken was 2561.

2. (a) The total amount spent on accommodation by DAFF during April 2014- March 2015 was R 2 879 035.45;

(b) The total amount spent on car rental for employees during April 2014 – March 2015 was R1 237 539.22.

The purpose of the trip is reflected on the trip authorization form but is not recorded on the invoice system. For the purposes of responding to this question, the actual expenditure as reflected on the invoice system is used. It will be a mammoth task to obtain the relevant information from the multitude of trip authorizations at hand. The trips to Cape Town are not only for Parliamentary business but also include visits to Regional Offices and meetings in the Western Cape.

Reply:

On 09 May 2015, I undertook a working visit to the Russian Federation at the invitation of Russian President Vladimir Putin, to attend the 70th Anniversary of Victory in the Great Patriotic War of 1941-1945 (WWII). The visit was guided by South Africa’s bilateral relations with the Russian Federation, which are informed by political, economic, social, defence and security cooperation and all the relevant legal instruments and mechanisms that affirm the strategic relationship between the two countries.

We held talks on the margins of the event which included an assessment of bilateral cooperation, the status and implementation of SA-Russia ITEC (Joint Intergovernmental Committee on Trade and Economic Cooperation) Agreements and preparations for the 13th SA-Russia ITEC Session to be hosted by the Russian Federation during the latter part of 2015.

We also discussed preparations for the 7th BRICS Summit which was hosted by Russia from 08 to 09 July 2015. We agreed on the need to intensify cooperation in various areas of cooperation.

Reply:

Question 1

PROVINCE	ENROLMENT GRADE 10 (2013)
Eastern Cape	154 920
Free State	60 643
Gauteng	201 341
Kwazulu-Natal	268 467
Limpopo	187 804
Mpumalanga	97 117
North West	70 032
Northern Cape	22 727
Western Cape	83 234
National	1 146 285

(Source: 2013 School Realities)

Question 2 and 3

	QUESTION 3	QUESTION 2
PROVINCE	PROGRESSION NO	TOTAL ENTERED
Eastern Cape	13 927	93 115
Free State	9 945	35 389
Gauteng	18 411	112 128
Kwazulu-Natal	10 614	171 714
Limpopo	18 202	102 633
Mpumalanga	4 082	56 104
North West	3 808	33 841
Northern Cape	2 055	12 732
Western Cape	4 813	56 576
National	85 857	674 232

(Source: IECS – 2015 Preliminary Examination Enrolment Data)

Reply:

The visit to the Russian Federation was on 08-09 May 2015. Seventy-nine (79) officials from the Presidency and other departments accompanied me. Air travel costs incurred by the Department of International Relations and cooperation and the Presidency amounted to R179 124.93, while the accommodation of the entire delegation costed R627 630.54. Ground transport costs were R149 893.67.

Reply:

Find here: Response

Reply:

(aa) and (bb) The following table provides details of all open bullet ins issued by the Eastern Cape Department of Education in 2015 for each of the rank categories

Province: Eastern Cape
Vacancies	Nr	Date of Vacancy List	Date for filling	Nr Posts filled End of July 2015
Principal	Vol 2/2015(305 posts) Vol 4/2015( 190 posts)	24 March 2015 17 July 2015	1 July 2015 1 October 2015	66
DP	Vol 1/20 15(292 posts) Addendum to Vol 1/2015( 137 posts) Vol 3/2015(502 posts)	3 Feb 2015 16 Feb 2015) 3 June2015	1 May 2015 1 May 2015 1 September 2015	270
HoD	Vol 1/2015(980 posts) Addendum to Vol 1/2015(426 posts) Vol 3/2015(502 posts)	3 Feb2015 16 Feb 2015 3 June 2015	1 May 2015 1 May 2015 1 September 2015	967
PL1	Critical PL1 vacancies (338 posts advertised)	28 Aug 2015	1 November 2015	Closing date on 18 September 2015

Source: ECDOE Report, August 2015

Reply:

1. Total amount spent by the department on the Minister’s travel costs between Gauteng and Cape Town in 2014-15 financial year;

a		b		aa	bb
i	ii	i	ii
R236 919,46	21	-	-	-	-

 

2. Total amount spent by the department on the Deputy Minister’s travel costs  between Gauteng and Cape Town in 2014-15 financial year?.

a		b		aa	bb
i	ii	i	ii
R236 919,46	21	-	-	-	-

 

Reply:

a) There are (i) no districts and (ii) schools that have been trained by the National Training Team on Screening, Identification, Assessment and Support policy per province yet. Provincial Education Departments (PEDs) are currently finalising training plans for submission to DBE.

b) The names of districts and schools will be made available as soon as the training has taken place at those levels.

Reply:

The Government is implementing a 365 days road safety plan to reduce fatalities and serious injuries on the roads. Through the implementation of this plan, which includes road safety education, law enforcement, road engineering and evaluation we have seen a progressive year-on-year decline in road fatalities.

Year	Fatal Crashes	Percentage Increase/ Decrease	Fatalities	Percentage Increase/ Decrease
2010	10 837		13 967
2011	11 228	3,61%	13 954	-0,09%
2012	10 977	-2,24%	13 528	-3,05%
2013	10 170	-7,35%	11 844	-12,45%
2014	10 367	1,94%	12 702	7,24%

Figures for 2015 are still being compiled and this will be followed by quality assurance. These figures will be available at the end of the calendar year.

Reply:

1. Since 2010, the Academy engages on average at least 100 young scientists in its various activities throughout the year (except in 2013 when ASSAf did not host a Young Scientists’ Conference).

Young scientists are engaged through the following:

• • The South African Young Academy of Science (SAYAS) and its various activities;
  • The ASSAf annual Young Scientists’ Conference;
  • Workshops, conferences and lectures that the Academy hosts;
  • Nominations to attend regional and international inter-academy network meetings;
  • Serve on ASSAf standing committees (health, poverty reduction, science education);
  • Serve on study panels - The Academy undertakes to ensure that young scientists are engaged within study panels and/or the convening activities that inform the products of the Academy; and
  • The organisation for Women in Science for the Developing World.

2.  The following is an indication of the number of young scientists who participated in meetings during the specified financial years:

• 2012/13: 263 (includes young scientists’ conference, nomination to IAMP and IAP meetings, and SAYAS membership);
• 2013/14: 35 (Lindau Laureate, IAP, IAMP, SAYAS and service on ASSAf activities – there was no YSC in 2013); and
• 2014/15: 130 (Lindau Laureate, IAP, IAMP, SAYAS, service on ASSAf activities, YSC, OWSD fellowship holders).

The drop in numbers can be explained by the fact that there has been much more focus on quality of work for participation in the Young Scientists’ Conference rather than a focus on increasing the number of participants.

Reply:

1. The State Security Agency (SSA) received a request to investigate the Project Spider document in July 2015.
2. The matter is therefore currently under investigation. However, as a matter of policy the SSA do not comment on the details of on-going intelligence operations as comment may compromise the security of the investigation.

Reply:

1. (a) (i) the Department spent R236 858.60 on travel costs for the Minister between Gauteng and Cape Town in the 2014-15 financial year;

(ii) the Minister undertook 34 trips between Gauteng and Cape Town in the 2014-15 financial year

(b) (i) (aa) the Department did not spend anything for hotel accommodation for the Minister in Cape Town in the 2014-15 financial year;

(b) (i) (bb) the Department did not spend anything for hotel accommodation in for the Minister in Pretoria in the 2014-15 financial year;

(b) (ii) (aa) the Department did not spend anything for residential/ other accommodation for the Minister in Cape Town in the 2014-15 financial year;

(b) (ii) (bb) the Department did not spend anything for residential/ other accommodation for the Minister in Pretoria in the 2014-15 financial year.

2. (a) (i) the Department spent R201 523.10 n travel costs for the Deputy Minister between Gauteng and Cape Town in the 2014-15 financial year;

(ii) the Deputy Minister undertook 29 trips between Gauteng and Cape Town in the 2014-15 financial year;.

(b) (i) (aa) the Department did not spend anything for hotel accommodation in Cape Town for the Deputy Minister in the 2014-15 financial year.

(b) (i) (bb) the Department did not spend anything for hotel accommodation in Pretoria for the Deputy Minister in the 2014-15 financial year.

(b) (ii) (aa) the Department did not spend anything for residential/ other accommodation in Cape Town for the Deputy Minister in the 2014-15 financial year;

(b) (ii) (bb) the Department did not spend anything for residential/ other accommodation in Pretoria for the Deputy Minister in the 2014-15 financial year.

Reply:

(a) Further clarity is required on what is meant with the term ”empowerment farms”. The question will be answered in full on receipt of such clarity.

(b),(c),(d) and (e) falls away.

Reply:

1. Tourist guides operating illegally are in contravention of the Tourism Act, 2014, which states that it is a criminal offence to act as a tourist guide without a valid registration. Complaints of this nature must be reported to the relevant Provincial Registrar of Tourist Guides so that charges can be laid with the South African Police Services (SAPS) for further investigation. The Department of Tourism has implemented programmes to raise awareness about the use of registered tourist guides and the consequences of non-compliance. Initiatives have included inspections conducted at identified illegal guiding hotspots in collaboration with various law enforcement authorities and placing advertorials in both print and digital media.
2. The Department also has a dedicated Unit which facilitates the handling of all tourism-related complaints received. In addition, the Department has a call centre and a website facility where such complaints can be reported. The contact details are: Tourism Complaints Officer, [email protected] / [email protected]

Tel: +27 (0) 12 444 6314/6312

Toll free Line: +27 (0) 0860 121 929 or +27 (0)12 444 6000

 

Reply:

1. The Chief Executive Officer and/or the Board of the Construction Education Training Authority did not receive any petitions signed by staff members since 1 January 2013.
2. and (3) Not applicable.

 

 

Compiler/Contact persons:

Ext:

DIRECTOR – GENERAL

STATUS:

DATE:

REPLY TO QUESTION 3243 APPROVED/NOT APPROVED/AMENDED

Dr BE NZIMANDE, MP

MINISTER OF HIGHER EDUCATION AND TRAINING

STATUS:

DATE:

Reply:

Departments prepare and commission many investigations in the course of executing their sector responsibilities and mandates and not all of these reports are brought to my attention. The Outcome of these reports and investigations is however used by Departments to develop specific intervention programmes where appropriate.

In the Case of Madibeng, this Municipality has been placed under Administration, with effect from 23 March 2015, by the Provincial Government in terms of Section 139(1)(b) of the Constitution of the Republic of South Africa with regard to the Water and Sanitation Functions of the Municipality. The key reasons for placing the Municipality under administration with regard to these services is due to:

• Poor water and sanitation services which often result in water supply disruptions and poor water quality;
• Poor maintenance and operations of water and sanitation infrastructure;
• Uneven provision of services to communities; and
• Project delays due to prolonged processes and possible fraud and corruption.

The Department of Water and Sanitation is working with the Provincial Government of North West to implement a programmatic intervention which is addressing the reasons for the intervention.

The Departments of Water and Sanitation and Co-operative Governance have developed and are implementing support programmes and interventions as part of the Back to Basics programme for prioritized municipalities across the country facing water and sanitation shortages and infrastructure disruptions. These support programmes also take into account the outcomes from the Municipal Strategic Self-assessment System (MuSSA), the Blue and Green Drop Assessments as well as the diagnostic reports conducted by the Provinces.

Reporting on progress and monitoring of the interventions is done through the CoGTA MINMEC, the Implementation Forum for Outcome 9 and the InterMinisterial Committee on Basic Services.

2. SUCCESSES IN LOCAL GOVERNMENT AND INTERVENTIONS

The following progress has been made

• Makana;
  • Water supply has been stabilized and Grahamstown is now receiving water on a continuous basis. There is currently no disruption to educational institutions. The success has been largely due to the deployment of Amatola Water and support from the Department of Water Affairs in the Province;
  • Key interventions have been made to restore the supply of electrical, which has enhanced the capacity of pump stations; the refurbishment of raw water rising main; the restoration of plant capacity; and reduction and control of water losses.
  • A five year “turnaround plan/road map” was finalized following the Water and Sanitation Summit held in March 2015;

• Madibeng,
  • We have reinstated the water supply systems in Majakaneng which had not been working for eight years, through a very successful community based leak detection and repair programme under the management of Magalies Water;
  • The programme is now be rolled out to the broader Madibeng Municipality;
  • Twelve Water Forums have been established;
  • Good progress has been made to increase of the capacity and optimization of the Brits Water Treatment works;
  • A business plan has been finalized for the implementation of the five year “turnaround plan/road map”;

• Ngaka Modiri Molema
  • Sedibeng Water has taken over the operations of the former Botshelo Water Board and will support the retail services in Mahikeng for the next five years;
• We have seen the reduction of the water tanker services through the repair and reinstatement of infrastructure;
• A business plan has been finalized for the implementation of the five year “turnaround plan/road map”;

In addition to these specific actions a Programme Management Office (PMO) has been established by the Department of Cooperative Governance, coordinated by the Municipal Infrastructure Support Agency to specifically address the ongoing water and sanitation problems in the 27 identified Priority District Municipalities. A pipeline of projects is currently being compiled by the PMO for Amatola (EC) and Umzinyathi (KZN) District Municipalities. Bojanala and Sekhukhune District Municipalities will be addressed next.

3. The Department of Water and Sanitation is not specifically commissioning studies to determine the economic impact of prolonged water shortages) in Johannesburg, Ekurhuleni and Madibeng. It is however closely monitoring the state of non-revenue water (and water losses) in these Water Services Authorities (WSAs), and the economic impact this has, and to see whether the WSAs are meeting their water conservation and demand management targets, which have set by the Department.

The Department also (annually) monitors the vulnerability of all WSA nationally through Municipal Strategic Self Assessments, and is currently developing Municipal Priority Actions with these WSAs, based on the outcomes of the assessments, which feed into the WSA Water Service Development Plans, Integrated Development Plans, and Service Delivery Business Improvement Plans, to ensure that the identified areas of extreme and high vulnerability are addressed.

The above findings are available on the Water Services Knowledge System which is accessible on the website of the Department of Water and Sanitation.

Reply:

1. (a)(b) The following table (columns 2, 3 and 4) indicates the amounts spent on materials and stationery for the 2012/13, 2013/14 and 2014/15 financial years. Columns 5 and 6 indicate the estimated costs for the 2015/16 and 216/17 financial years.

The Kha Ri Gude Mass Literacy Campaign is managed nationally by the Department of Basic Education and hence all material and stationery is purchased nationally for the entire campaign. Information is therefore provided per province only as it is not available per district.

2. (a)(b) Columns 2, 3 and 4 in the table below indicate the actual number of volunteers who were employed on short term contracts on the Kha Ri Gude Mass Literacy Campaign and received a stipend in 2012, 2013 and 2014.

Column 6 and 7 in the table indicates the target number of volunteers for 2015 and 2016 to be employed on short term contracts on the Kha Ri Gude Mass Literacy Campaign based on the Census 2011 and the available budget.

	2012 Actual Volunteers	2013 Actual Volunteers	2014 Actual Volunteers	Target volunteers 2015	Target volunteers 2016
Eastern Cape	10140	10055	6985	2608	2608
Free State	3436	3284	2713	348	348
Gauteng	5705	5847	7820	1687	1687
KwaZulu Natal	9294	9120	9040	8957	8957
Mpumalanga	3484	3477	5640	6128	6128
Northern Cape	521	918	1346	1660	1660
Limpopo	6793	7126	7474	7812	7812
North West	2229	2328	3017	5573	5573
Western Cape	1005	1093	1512	2213	2213
Total	42607	43248	45547	36986	36986

Reply:

1. The performance of educators includes, inter alia, the performance of learners.

a) The performance measurement of educators has always included, amongst others, learners’ performance as one of the important proxies. This is in view of the fact that there are many factors at play determining learners’ performance. Factors which influence learning include the learner’s background, school conditions and context, and the teaching quality and processes. International research overwhelmingly points to the learner’s socio-economic status as being a major determinant of learning achievement. The measurement of the performance of all educators is a condition of service as agreed to in the Education Labour Relations Council (ELRC). Currently, all educators, including teachers in the Foundation Phase, are appraised in terms of the Integrated Quality Management System (IQMS). Performance Standard 4 of the IQMS instrument measures Learner Assessment/Achievement.

b) Accountability for learner outcomes rests primarily with the Head of the school. In instances where there is under-performance of learners in the Foundation Phase, the Head of Department as well as the responsible teachers are co-accountable. According to the section 16 E of the South African Schools Act, the Principal of the school has to put in place a plan that would address any under-performance of learners at the school. The implementation of this plan will be monitored by the District and Provincial Department of Education, who report on the progress to the Head of Department in the province.

c) Not applicable.

2) (a) The purpose of Annual National Assessment (ANA) is to diagnose learning challenges and monitor the “health” of the education system. ANA is currently administered in only two subjects, language and mathematics, and on all learners at a particular period in a year. For that reason, individual teachers can use ANA results to measure progress of individual learners in their classes but that is not the primary purpose of ANA.

Through the introduction of the Annual National Assessments, known as ANA, the Department have focussed all officials, schools, teachers, and parents on learning and teaching performance in our country. The Department have utilised the diagnostic function of ANA in classrooms so that the Department have a means to assess performance of learners within our classrooms in relation to learners in the district and province. The Department have only just introduced the ANAs in the system in 2011, and like other countries, the Department recognise that the Department need to strengthen formative (school-based) assessment in our schools and how it can be used to improve learning and teaching in our classrooms. However, the Department do know that more can be done through improved school performance, and oversight of the curriculum in schools – especially in those schools which cater for children from poor households.

The Department has started work on refining the systemic assessment function of the ANA so as to accurately compare results across years and better monitor progress in the system. This process of strengthening systemic performance monitoring has taken over a decade in many countries and has required a dedicated effort and capacity from specialists, researchers and academics in the country and abroad. The National Development Plan (NDP) identifies this as a key issue to be resolved – and our Basic Education sector plan, Action Plan 2019: Towards the realisation of Schooling 2025 prioritises the ability to track performance, through an objective tool, as a priority. The Department will, of course, learn from provincial and international assessments such as the Systemic Assessments in the Western Cape and the Department’s participation in regional and international assessments.

The Department are also strengthening the Integrated Quality Management System (IQMS) administration so as to improve the performance management of teachers in schools and more carefully reflect the reality of what is going on at school level.

(b) (i)The efficacy of teachers is not specifically linked to performance of learners in the Annual National Assessment (ANA) results. The efficacy of all educators is measured in terms of the instrument in the Integrated Quality Management System (IQMS) as agreed to in the Education Labour Relations Council (ELRC). Performance Standard 4 of the IQMS instrument measures Learner Assessment/Achievement.

(ii) Accountability for learner outcomes rests primarily with the Principal of the school. In instances where there is under-performance of learners in the ANA results, the Head of Department as well as the responsible teachers are co-accountable. According to the section 16 E of the South African Schools Act, the Principal of the school has to put in place a plan that would address any under-performance of learners based on the ANA diagnostic report of the school. The implementation of this plan will be monitored by the District and Provincial Department of Education, who report on the progress to the Head of Department in the province.

Reply:

1. There is no record of any official having made the said request to the Department of Public Works.
2. See 1 above
3. No
4. The Presidency does not allocate housing and therefore is not involved in rental arrangements..

Reply:

(1)(a),(b),(2)(a),(b) The required information is not immediately available in the categories requested. However the Department of Rural Development and Land Reform is collating the information from its database and travel agents and will submit the requested information by 30 September 2015.

Reply:

1. (a) In the erstwhile Adult Education and Training (AET) centres, when reference is made to

‘salary payments’ the concept is also used to refer to other forms of payment such as claims and stipends. Claims for instance, are part-time and extra-ordinary payments, usually over and above the normal salary of a person. The Department of Higher Education and Training (DHET) became responsible for the payment of salaries of staff members teaching in AET centres from 1 April 2015, and is unable to respond to delays in salaries, which may have occurred prior to the AET function shift when the function was still with the Provincial Education Departments (PEDs). The response covers the period from 1 April 2015 to 31 August 2015. In view of the above, 2 540 staff members teaching at AET centres experienced delays in salaries during the transition from provincial to national competence.

(b) Table 1 below responds to the delays experienced by AET teachers of the Eastern Cape Province

Dates	Scale	Average length of delays
Month Affected	Date salary paid	Actual calendar days delay
April 2015	17 August 2015	119 days	10 AET teachers	17 days
May 2015	17 August 2015	88 days
June 2015	17 August 2015	48 days
July 2015	17 August 2015	17 days
August 2015	31 August 2015	0 days

The System Change Control (SCC) was not performed by the Eastern Cape PED which led to the appointment of AET teachers onto the DHET PERSAL on 1 June 2015 instead of 1 April 2015. The salaries of the affected AET teachers were backdated from 1 April 2015 to 31 July 2015 and paid on 17 August 2015, and their salaries for August 2015 were paid on 31 August 2015. Currently, there are no staff members teaching at Eastern Cape AET centres experiencing any delays in salary payments.

Tables 2 to 5 below outline the delays experienced by the Northern Cape, North-West, KwaZulu-Natal and Western Cape AET teachers with regards to payment of stipends and claims.

Table 2: Delays experienced by AET teachers of the Northern Cape Province

Dates	Scale	Average length of delays
Month Affected	Date salary paid	Actual calendar days delay
April 2015	30 June 2015	61 days	248 AET teachers paid stipends	45.5 days
May 2015	30 June 2015	30 days
June 2015	30 June 2015	0 days

In the Northern Cape and North West provinces, delays were experienced with the payment of stipends in April and May 2015 mainly because the appointment of AET teachers who are paid stipends could not be performed programmatically. AET teachers had to be uploaded manually onto the DHET’s PERSAL system. The stipends for April and May 2015 were paid on 30 June 2015 as supplementary payments together with stipends for June 2015. There have been no delays experienced with the payment of stipends since June 2015.

Table 3: Delays experienced by AET teachers of the North-West Province

Dates	Scale	Average length of delays
Month Affected	Date salary paid	Actual calendar days delay
April 2015	30 June 2015	61 days	1 340 AET teachers paid stipends	45.5 days
May 2015	30 June 2015	30 days
June 2015	30 June 2015	0 days

With regard to the stipends in the Northern Cape and the North-West Provinces the stipends will run automatically every month as fixed amounts per month have been loaded.

Table 4: Delays experienced by AET teachers of the Western Cape Province

Dates	Scale	Average length of delays
Month Affected	Date salary paid	Actual calendar days delay
April 2015	22 June 2015	53 days	400 AET teachers paid on a claim system	37.5 days
May 2015	22 June 2015	22 days

The reason for delay is the late submission of claim forms to the DHET by the PED. The payment of claims received from the Western Cape is up to date with exception of approximately forty-nine problematic cases which involve officials working in Community Learning Centres (CLCs) that are above the age as prescribed by the Public Service Act, 1994 or have taken severance packages during 1998 and 2001 and were only allowed to work for one (1) continuous year, or were previously dismissed from service. Such cases have been discussed with the Management of the Western Cape and contracts for these officials will end on 31 December 2015.

Table 5: Delays experienced by AET teachers of KwaZulu-Natal Province

Dates	Scale	Average length of delays
Month Affected	Date salary paid	Actual calendar days delay
April 2015	22 July 2015	83 days	542 AET teachers paid on a claim system	47.5 days
May 2015	28 July 2015	58 days
June 2015	2 September 2015	64 days
July 2015	30 September 2015	61 days
August 2015	Claims not yet received

The KwaZulu-Natal (KZN) Province used the claim system to pay AET teachers. As explained in my response to question 1, a claim is not a salary and in the case of KZN, these are extra-ordinary appointments because most of the AET teachers are already appointed as full-time teachers by the KZN PED. In order for any claim to be processed, the DHET has to verify the claim through the Centre Manager, the Regional Manager and the Vocational and Continuing Education and Training Programme Manager. The claims for April and May 2015 were submitted late in June 2015 by the KZN PED. DHET officials worked overtime to first appoint AET teachers onto the DHET PERSAL system and then verify claims and ultimately process payment of claims.

It should also be noted that for the claims method of payment, AET teachers who were transferred from PEDs had to be first appointed onto the PERSAL system before the claims could be processed. There are still cases whereby relevant documentation for appointment is still outstanding and on-going communication is taking place with the KZN Regional Office to rectify this, hence, payments for these claims are still outstanding. This delay affects approximately 542 AET teachers for the period between April and July 2015. These are mainstream teachers who have not completed and submitted the necessary Human Resources Management and Administration (HRMA) mandate documentation. This is due to the fact that they believed it is unnecessary as they are already employed full-time by the KZN PED. Such officials are being assisted by HRMA and the Acting Community Education and Training College Principal to complete and submit documentation for their appointment, processing and payment of their claims.

Other causes of the delays in the payment of claims in KZN is the non-appointment of AET teachers or non-payment of claims because of instances of negligence and/or irregularities in the forms that are submitted to the DHET for loading appointments and processing of payments. For most of the 542 outstanding cases, the DHET has not effected appointments or processed claims as doing so would be in contravention of the prescripts of both the PSA and the Public Finance Management Act, 1999 (PFMA). Such cases include instances where:

• Documentation submitted to the DHET was incorrectly completed;
• AET teachers have not submitted original documents required to upload their appointment;
• An AET teacher signs as both the Claimant and Centre Manager on his/her own claim forms;
• Discrepancies are found between the hours claimed and the actual hours worked;
• The hours claimed far exceed the maximum hours the teacher is allowed to work per month;
• Information provided is not correct and relevant to the applicable officials, i.e. incorrect identity document numbers and PERSAL number were used; and
• Some documents submitted are not signed by the necessary delegated officials and incorrect calculations are made on the forms.

(c) There are no bridging funds that were provided as the PFMA does not allow for such.

(d) The DHET has not received any reports of teachers having been evicted from their homes.

2) No, there are no outstanding salary payments but there are outstanding payments of claims. The DHET is liaising with the Regional Offices to ensure that correct documentation, which are correctly and accurately completed, is submitted to enable uploading of appointments and processing of payments. The DHET is in the process of paying claims received on an on-going basis. Queries are received through the Rapid Response Team and escalated to the relevant managers for a solution.

 

 

Compiler/contact persons:

Ext:

DIRECTOR – GENERAL

STATUS:

DATE:

REPLY TO QUESTION 3209 APPROVED/NOT APPROVED/AMENDED

Dr BE NZIMANDE, MP

MINISTER OF HIGHER EDUCATION AND TRAINING

STATUS:

DATE:

Reply:

The table below provides details of travel and accommodation costs between Gauteng and Pretoria during the 2014/15 financial year for the Deputy Minister and myself:

Executive Authority	Total amount spent	(ii) Number of trips undertaken
	(i) Travel	(i) Hotel	(aa) Residential in Cape Town	(bb) Residential in Pretoria
Minister	R128 065.00	R0.00	R0.00	R0.00	16
Deputy Minister	R203 463.00	R0.00	R0.00	R0.00	29
Total	R331 528.00	R0.00	R0.00	R0.00	45

Compiler/Contact persons:

Ext:

DIRECTOR – GENERAL

STATUS:

DATE:

REPLY TO QUESTION 3290 APPROVED/NOT APPROVED/AMENDED

Dr BE NZIMANDE, MP

MINISTER OF HIGHER EDUCATION AND TRAINING

STATUS:

DATE:

Reply:

1) The Department of Basic Education have requested responses from the nine Provincial Education Departments. However to date, only the following provinces have responded as stated below:

Gauteng Department of Education: In the 2015/16 financial year, no additional funding was transferred to full service schools. Additional support was provided through a provincially centralised provisioning process, including interventions such as the training of teachers and the provision of specialised Learner and Teacher Support Material and assistive devices.

North West Department of Education: The following budgets have been made available the 2015/16 financial year: Bojanala District: R1 151 462; Dr. Ruth Segomotsi Mompati District: R100 000; Dr. Kenneth Kaunda District: R100 000; Ngaka Modiri Molema: R100 000. An additional R8.4m budget has been made available for providing assistive devices to sixteen (16) newly identified full service schools.

Western Cape Department of Education: The additional funding paid to full service schools, over and above their norms and standards allocations, amounts to R48 000 per full service school for 2015, across all districts.

The responses from other Provincial Education Departments will be provided as soon as they are received.

2(a) Once learners are screened and categorised according to the nature of the disability, such information is entered in the post provisioning model and the appropriate weighting is used. There is, therefore, no need to apply for additional staff if all learners were included in the data supplied for the determination of the post establishment.

(b) The Department is not aware of any schools that that have requested additional staff in any (i) province and (ii) district. The Department has requested provinces to provide this information and once it is received, it will be submitted.

3(a) Provincial Education Departments have been requested to provide a response to this question. To date, the following responses were received:

Gauteng Department of Education: A sum of R6 894 300 was budgeted for in 2015/2016 to ensure schools in need of assistive devices are able to buy needed devices in order to increase support provisioning for learners.

Limpopo Department of Education: Provided Apex readers and tablets to schools for the visually impaired on to which textbooks and workbooks are downloaded. This was purchased to the value of R10 million.

Northern Cape Department of Education: The province has budgeted for the acquisition of assistive technology to the amount of R120 000.00 and learning and teaching support materials (LTSM) in accessible format such as Braille to the amount of R2 365 139.00.

North West Department of Education: The province have allocated a budget of R8 429 400 for assistive devices and R19 000 000 for LTSM.

Western Cape Department of Education (WCED): Braille equipment to the value of R4 200 000 has been given to the two schools for the Blind for the use of learners in the school and learners placed out from the school. The WCED has developed South African Sign Language (SASL) LTSM to the value of R500 000. Assistive technology was acquired to the amount of R960 000.00 and has been placed at 8 loan centres in the province, one in each district. These devices can be accessed by mainstream learners via the recommendation of the District Based Support Team (DBST) specialist staff or Inclusive Education outreach teams.

The Department of Basic Education is awaiting responses from other Provincial Education Departments.

Table 43: Number of remedial, learning support and special needs teachers in 2014

(b) The Department has the following information available for 2014. No new information for 2015 is available as yet.

Province	Number of Schools	Remedial Teachers	Special Needs Teachers	Learning Support Educators	Learning Support Teachers	Teacher Assistants/Aides
				(School-based)	(Itinerant)
EC	35	0	0	0	82	54
FS	251	421	268
GT	325	0	258	372	0	0
KZN	66	106	1 255	344	43	367
LP
MP
NC	2	0	1	1	13
NW	0	0	518	62	0	109
WC	1630	0	0	119	480	131
NATIONAL TOTAL:	2 309	527	2 300	898	254	661

Source: Information received from provinces in September 2014

Reply:

(1) (a) The Department spend R891 976.80 on air travel between Gauteng and Cape Town for employees attending Parliament business in the 2014-15 financial year.

(b) the total number of trips that were undertaken between Gauteng and Cape Town for employees attending Parliament business in the 2014-15 financial year was 170.

(2) (a) The total amount the Department spend on accommodation in Cape Town for employees attending Parliament business in the 2014-15 financial year was R180 823.50.

(b) The total amount the Department spend on car rental in Cape Town for employees attending Parliament business in the 2014-15 financial year was R76 940.34.

Reply:

(1) Disaster Management Procedures and Emergency Plans are basic requirements to ensure the safety of learners and teachers and should be drafted and implemented by all schools. (a and b) The Department does not have specific data as requested on how regular evacuation trials are practiced by schools;

(2) As mentioned above, Access Control Measures is also a basic requirement for school safety and should be implemented:

(a) By all schools for (i) learners (ii) educators and (iii) visitors;

(b) Searches and seizures are conducted on reasonable suspicion by the South African Police Services (SAPS), in conjunction with principals and senior management teams. Specific data regarding the number of schools implementing this requirement is not available to the Department and resides with the provinces.

Reply:

(a) Yes, I travelled to China during the 2014/15 financial year

(b) Yes, officials from my office travelled with me to China

(i) The purpose was to embark on a State Visit on 04 and 05 December 2014, where the following issues were deliberated upon:

• to review the status of South Africa’s bilateral relations with China;
• to adopt the Five-to-Ten Year Strategic Programme for Cooperation;
• to commit China to South Africa’s industrialisation agenda development finance and request an increase in training slots;
• Discussing the high level Forum on Africa and China meeting that will take place in South Africa in December 2015;
• to encourage China to commit to assist in establishing the African Regional Centre on the New Development Bank; and

(ii) Conclude the 2014 year of South Africa in China.Total costs related to the logistics of the visit including accommodation and transport were R834, 868.64.

Reply:

(1)(a)(i)(ii)(aa)(bb)(aaa)(bbb)(ccc)(ddd) 50% of learners in Grade 10 in 2015 are expected to offer Mathematics while 60% of learners in 2016 is expected to offer Mathematics in Grade 10 in 2016. For these two cohorts, their targets were calculated based on the actual number of learners in Grades 9 and Grade 8 for 2015 and 2016 respectively. The same formula was used on actual figures for Grade 4 learners released in 2014, to set the target for 2020. 4% of learners was added to the 2020 target to establish the target for 2030. The data released by the Education Management Information Systems (EMIS) for 2014 learners’ enrolments was used to formulate the targets.

Province	Actual No learners in Grade 9 in 2014	Actual No learners in Grade 8 in 2014	Actual No learners in Grade 4 in 2014	Target for Grade 10 learners for 2015	Target for Grade 10 learners for 2016	Target for Grade 10 learners for 2020	Target for Grade 10 learners for 2030
EC	137744	133581	157243	68872	80149	86484	89943
FS	65456	47326	57458	32728	28396	31602	32866
GP	153074	142693	164011	76537	85616	90206	93814
KZN	222267	218781	221758	111134	131269	121967	126846
LP	178040	113336	125977	89020	68002	69287	72059
MP	82106	84508	83712	41053	50705	46042	47884
NC	22623	23026	25360	11312	13816	13948	14506
NW	67746	59030	69413	33873	35418	38177	39704
WC	82993	75517	90587	41497	45310	49823	51816
	1012049	897798	995519	506026	538681	547536	569438

(1)(b) The Department of Basic Education has a three year plan to train teachers who are offering Mathematics in Grade 10 in 2015, Grade 11 in 2016 and Grade 12 in 2017. The training is focusing on capacitating teachers on the Mathematics content as a whole. The aim is to cover all topics which are taught at a particular Grade.

This process is building teachers’ confidence in delivering quality content to the learners. Teachers are more encouraged to solve more problems on their own. New skills and techniques to solve mathematical problems are dealt with.

Follow up in-house support is also given by subject advisors and trainers themselves, to see if the skills sets acquired during the training are being utilised.

(2)(a)(b) As was indicated previously, the Department is currently engaged in a project to profile the qualifications of all teachers including what they are qualified to teach, and what they are actually teaching. The information is critical, not only for the determination and management of current teacher utilisation, but also for future planning for demand and supply. Once the information on the current provisioning levels has been finalised and verified, more accurate future projections that will take into account, among other factors, the current provisioning, will be made. Furthermore, this will enable the Department to determine targets for provisioning.

(2)(c)It should be noted that simplified projections on the needs can be calculated based on the number of learners and an ideal class size (currently and projected). However, such projections will be less accurate, given the other factors such as teaching across phases and grades and actual class size that affect the actual provisioning of teachers.

Reply:

Find here: Response

Reply:

(1) There is currently a problem with staff retention, specifically at Executive level.

 

(2) a) The HSRC periodically undertakes a remunerative review, which

benchmarks salary packages with similar entities within the Science system and universities. The next exercise will be undertaken in 2016.

b) A climate survey, commissioned by the HSRC Board will be undertaken in the third quarter of the current financial year to assess the satisfaction of staff relative to remuneration and working conditions. Recommendations from this survey will inform the revision of any related policies.

c) A human resources strategy, accompanied by a number of recruitment, retention and talent management strategies is being developed.

8/3/1

Reply:

(1) (a) and (b)The Minister appointed a task team to review all education legislation including the South African Schools Act, 84 of 1996. The task team commenced on 24 February 2013 and concluded its work on 30 October 2014. On the basis of the work of the task team, the Department then drafted a Basic Education Laws Amendment Bill, together with the Memorandum on the Objects of the Bill .The Bill must still go through the internal consultation processes before it can be published for public comment.

The review of the admission policy commenced in June last year and was concluded in May of this year. The amendments must be subjected to a Socio Economic Impact Assessment System (SEIAS). This is a new requirement that was introduced by the Presidency this year for all new legislation and policies as well as amendments to legislation and policies.

(2) (a) The review took into account all related policy developments.

(b) We foresee that the Basic Education Laws Amendment Bill will be submitted to Parliament towards the middle of next year.

Reply:

 

The Limpopo Department of Education provided the response as follows:

(a) The norms and standards funding was reduced due to funding constraints. The budget was insufficient to cover the national norm.

(b) Schools were notified around 25 May 2015.

(c) The Limpopo Department of Education is working on the funding of schools as a priority; the intention is to work towards funding schools according to the National Target amounts.

Reply:

 

1. The Draft National Norms and Standards for the Distribution of Resources within an Inclusive Education System is still at the internal consultation stage within the Department of Basic Education, and has not yet been approved for publication for public comment.
2. The draft proposals are aimed at increasing access to education and support on an equitable basis for all learners with special education needs and disabilities;
3. At this stage, the draft proposal has been consulted with Provincial Co-ordinators of Inclusive Education representatives of teacher unions and School Governing Body Associations.
4. Once the policy has been completed, it will be promulgated in terms of the National Education Policy Act (NEPA Act). The final policy that has been determined by the Minister must, in terms of section 7 of the NEPA, Act be tabled in Parliament within 21 days after notice of such determination has appeared in the gazette.

Reply:

(1) a) In the previous year (2014/15), as opposed to the previous two years, the HSRC has experienced difficulty in reaching its financial targets. These targets are particularly subject to changes in funder research imperatives and demands.

b) The HSRC is guided by its mandate as articulated in the HSRC Act, as well

as national government priorities when deciding the research agenda for a year. A process of consultation is undertaken with stakeholders as well as the HSRC Board annually where the strategic focus of research is agreed upon.

(2) Aside from the Parliamentary grant and international funders (including international government agencies), the HSRC also receives funding from:

a) Local Private sector funders – R4 197 000

b) Other Government Departments/Agencies – R48 114 000

(3) No, the private sector does not dictate the research agenda of the HSRC.

 

 

Reply:

The Department did use the census statistics released in 2011 in planning for the future years.

As indicated in the table below, the National Census of October 2011 indicates that South Africa is now at a 8.62% illiteracy rate compared to the 17.9% illiteracy rate of 2001. This will ensure the fulfillment of the Dakar Agreement which arose from the World Education Forum in Dakar, Senegal, in April 2000 to reduce illiteracy by 50%.

	2001	2011
	Number	%	Number	%
No education	4 567 498	17.90	2 665 874	8.62
Some primary	4 083 742	16.00	3 790 134	12.26
Completed Primary	1 623 467	6.40	1 413 895	4.57
Some secondary	7 846 125	30.80	10 481 577	33.9
Matric	5 200 602	20.40	8 919 608	28.85
Higher	2 151 226	8.40	3 644 617	11.79

Source: Stats SA, Census 2011 results (Highest level of education for individuals aged 20 years and above)

When taking into account the outcomes of the National Census of October 2011 in respect of the provincial illiteracy rate, the Kha Ri Gude Mass Literacy Campaign adjusted the provincial targets for the Medium Term Expenditure Framework (MTEF).

This meant that the resources and activities of the Campaign will decrease in some provinces and increase in other provinces to address the provincial illiteracy rate.

The table below indicates the remaining target according to the Census 2011:

Province	2011 Census (aged 15 years and above)	2012 Campaign (Enrolled)	2013 Campaign (Enrolled)	2014 Campaign (Enrolled)	Remaining target according to Census 2011
1-Eastern Cape	384 104	129 999	114 647	61 419	78 039
2-Free State	117 105	49 834	45 601	24 519	-2 849
3-Gauteng	307 102	86 402	87 497	79 239	53 964
4-KwaZulu-Natal	633 050	129 357	119 886	92 627	291 180
5-Mpumalanga	504 396	50 894	47 761	48 162	357 579
6-Northern Cape	329 949	8 785	14 098	11 526	295 540
7-Limpopo	252 966	97 164	90 283	67 542	-2 023
8-North West	78 100	32 685	32 157	27 932	-14 674
9-Western Cape	104 648	15 044	14 434	16 539	58 631
Total	2 711 420	600 164	566 364	429 505	1 115 387

The following table shows the number of learners reached to date (2008 – 2014) and the targets for 2015 and 2016 in order to achieve the 50% target based on the 2001 census data.

Province	2008-2014 (Enrolled)	Target learners in 2015	Target learners in 2016	Number of illiterates learners reached
1-Eastern Cape	835 722	40 199	40 198	916 119
2-Free State	294 873	5 428	5 427	305 728
3-Gauteng	538 703	26 782	26 781	592 266
4-KwaZulu-Natal	826 179	139 868	139 868	1 105 915
5-Mpumalanga	341 596	92 010	92 010	525 616
6-Northern Cape	95 592	21 894	21 893	139 379
7-Limpopo	605 562	125 261	125 260	856 083
8-North West	225 033	80 621	80 620	386 274
9-Western Cape	99 368	29 659	29 658	158 685
Total	3 862 628	561 722	561 715	4 986 065

Reply:

National Treasury is currently assessing the relative financial costs, financial implications, and economic implications of a nuclear build programme with the Department of Energy. The recommendations are expected to be submitted to Cabinet once this work has been concluded.

Reply:

Preliminary data from the Implementation Evaluation of the Funza Lushaka bursary programme indicates the number and percentage of sampled Funza Lushaka bursars that graduated within the prescribed period for their course of study at university between 2007 and 2012:

Programme	Time Taken	Number	Percentage
BEd	More than Minimum Time	296	19%
	Minimum Time	1265	81%
PGCE	More than Minimum Time	109	51%
	Minimum Time	106	49%

Kindly note that the first intake of Funza Lushaka bursary holders was in 2007. It is expected that students will complete a Bachelor of Education degree within four years. Completing the course within the minimum prescribed period can therefore not be disaggregated by year from 2007-2011.

Reply:

(1) (a) According to paragraph 95 of the National Norms and Standards for School Funding, 2006 (NNSSF), the school allocations are intended to cover non-personnel recurrent items and small capital items required by the school as well as normal repairs and maintenance to all the physical infrastructure of the school. Schools can, therefore, use their allocations to pay for Learner and Teacher Support Material (e.g. textbooks and stationery), day-to-day maintenance of the school grounds and buildings, as well as for services provided to the school (e.g. municipal services and maintenance of equipment).

(b) The amount of funding allocated to a school is determined by its quintile classification, the provincial allocation amount per learner for the relevant quintile and the number of learners enrolled in the school.

(2) (a) Paragraph 121A of the NNSSF determines that Provincial Education Departments (PEDs) must make transfer payments to public ordinary schools on or before 15 May, and on or before 15 November each year.

(b) Each PED determines the amount it is able to make available for the school allocation, as part of their overall education budgetary process. Paragraph 114 of the NNSSF determines that each PED must, as part of its ongoing MTEF budgeting process, calculate the school allocation budget implied by the national targets, and compare this amount to the actual school allocation budget amount available in the MTEF budgets. Approval of the education budget, including the level of the provincial school allocation and whether it is increased or decreased, is done by the Member of the Executive Council for Education in the province.

(c) The national target amounts for the school allocation are annually adjusted in line with the Consumer Price Index. When Provincial Education Departments adjust their norms and standards allocation to schools they are guided by these nationally determined target amounts, as well as the budgets they can afford to make available. An individual school’s indicative allocation may also be adjusted if there is a significant change in the number of learners enrolled at the school when the final allocation amount is determined.

Reply:

(a) Setotolwane Secondary School for the Deaf and Blind in Mashashane, Limpopo, and (b) Lebaka Primary School in Mohlabaneng, Limpopo; if so, what are the relevant details of all learners in respect of each specified school?

Table 1: Number of learners in Setotolwane Secondary School, by disability and gender, in 2015

Province	Emis Number	Institution Name	Street Address	Gender	Disability
					BLIND	DEAF	Total
Limpopo	922223479	SETOTOLWANE SECONDARY	SETOTOLWANE; NEWLANDS; MASHAHANE DISTRICT	Female	35	66	101
				Male	43	105	148
				Total	78	171	249

Source: LURITS 2015: 1st quarter upload

Table 2: Number of learners in Lebaka primary Schools, by gender, in 2015

Province	Emis Number	Institution Name	Institution Type	Gender	Number Learner	Disability
Limpopo	918520511	LEBAKA PRIMARY	Ordinary School	Female	470	None
				Male	458	None
				Total	928	None

Source: LURITS 2015: 1st quarter upload

Reply:

(a) and (b) The table below indicates the number of Blind and Deaf learners who registered and completed the Kha Ri Gude Mass Literacy Campaign from 2008 to 2014.

i) Blind learners received literacy and numeracy classes to enable them to read and write using Braille. Deaf Learners received literacy and numeracy classes to enable them to read and write using Sign Language.

ii) Blind and Deaf Learners complete a Learner Assessment Portfolio (LAP) which is moderated and verified by the South African Qualifications Authority (SAQA) and then entered on the National Learner Records Database (NLRD).

 

LEARNERS	BLIND								DEAF								GRAND TOTAL
PROVINCES	2008	2009	2010	2011	2012	2013	2014	TOTAL	2008	2009	2010	2011	2012	2013	2014	TOTAL
EASTERN CAPE	2269	26	142	188	280	366	394	3665	1087	51	101	118	173	127	96	1751	5418
FREE STATE	887		34	59	134	214	230	1558	264	215	331	469	652	455	205	2591	4149
GAUTENG	1465	22	56	53	86	103	115	1900	324	74	29	11	44	123	70	675	2575
KWAZULU NATAL	2471	60	118	176	235	448	482	3990	540	56	26	19	162	192	146	1141	5134
MPUMALANGA	919	36	46	51	72	135	183	1442	239	136	117	124	78	147	98	939	2381
NORTHERN CAPE	76	3	5	13		19	3	119	35	48	5		104			192	311
LIMPOPO	691	35	144	177	209	372	400	2028	258	42	23		106	263	290	982	3010
NORTH WEST	705	44	43	88	143	281	231	1535	264	42	58	67	98	53	32	614	2149
WESTERN CAPE	52						0	25	22	139	65	73	144	130	147	720	772
GRAND TOTAL	9535	226	588	805	1159	1938	2038	16289	3033	803	755	881	1561	1490	1084	9607	25896

 

(iii) The table below indicates the number of learners (2008 -2013) who registered and completed the 8 months of Kha Ri Gude lessons in Braille or Sign Language and were then registered as volunteers to teach new learners.

This is only possible for the disability sector as many of the learners were once sighted and able to hear but lost their hearing and sight due to various reasons. These individuals are often educated with matric and sometimes post graduate degrees. They then become illiterate and require lessons in Braille and Sign Language which they are then able to teach to other learners.

Blind and Deaf Learners who became VE's in the subsequent years
	TOTAL
Eastern Cape
Blind	59
Deaf	24
KZN
Blind	60
Deaf	12
Western Cape
Blind	0
Deaf	12
Northern Cape
Blind	0
Deaf	0
Gauteng
Blind	14
Deaf	5
North West
Blind	31
Deaf	9
Mpumalanga
Blind	7
Deaf	19
Limpopo
Blind	27
Deaf	12
Free State
Blind	8
Deaf	68

Reply:

Load shedding, will in the main, affect the writing of Computer Application Technology (CAT) and Information Technology (IT) practical examinations, where computers are used. In the management of examinations in previous years, power outages have been factored into the planning so as to ensure that no candidate is affected. The Provincial Education Departments (PEDs) have established contact with the regional managers of Eskom, and a request has been made for load shedding to be suspended on the days on which these practical examinations are administered during the Trial Examinations and the Final November examinations. In addition, the Department of Basic Education (DBE) will communicate with the Acting Chief Executive Officer of Eskom, to impress on him the need to suspend load shedding on the two days on which the Final Practical Examinations are written in CAT and IT. However, should load shedding occur, the Department has a protocol in place to cater for power outages which entails the following:

a) Candidates must be quarantined for the duration of the load shedding and the examination may resume when the electricity is restored;

b) Should the electricity not be restored in a period of two hours, the examination session is terminated and the examination must be re-scheduled; and

c) The DBE has set a back-up paper for these two practical examinations, and the examination will be re-scheduled for schools that may experience load shedding.

2. All schools are aware of the protocol relating to load shedding or power outages. This has been communicated via an official circular to all schools. In addition, the Department will convene a media briefing prior to the commencement of the final examination and this will be reiterated at this briefing.

Reply:

(1) Yes. The HSRC’s approved Strategic Plan and Annual Performance Plan (2015/16, page 26) makes reference to the key risk of “undue donor/funder influence on the research agenda and pressure to secure income” as a key risk affecting its research programme.

The HSRC depends on a combination of government funding (through its Parliamentary Grant) and external income (in the research context, secured through competitive tender processes, contracts and grants). An over-dependence on a source of funding does carry the risk of potential influence by funders in terms of the issues addressed or not addressed through research, and the way in which research findings are presented.

The following measures are listed as mitigating the above-mentioned risk (ibid.):

• “Engagement between the Board and/or executive team and DST, with a view to securing an additional increase in the parliamentary grant – specifically for innovative research;
• Commitment to science prescripts, whereby the HSRC’s work is defined by the rules of science, rather than political allegiance;
• Broadening the funding portfolio through a concerted effort by the executive team, with Business Development’s support towards expanding HSRC sources of funding to EU countries and possibly East Asia.”

 

(2) The HSRC has very clear mandated objectives as outlined in its founding legislation, the Human Sciences Research Council Act, Act 17 of 2008. These mandated objectives serve as an enabling framework but also as a source of reference when research opportunities and requests are considered.

When opportunities to undertake externally-funded research are considered, the conditions set by potential funders are considered before a decision is made to respond to that opportunity, or not. The HSRC’s legal department also provides a vetting service for research contracts and will help to safeguard the autonomy as well as intellectual property of the HSRC.

Governance structures of the HSRC benefit from the involvement of independent experts. This does not only refer to statutory structures such as the HSRC Board and its subcommittees, but also to committees such as the HSRC Research Ethics Committee and HSRC Press Board whose Chairpersons and several of the expert members are employed outside the HSRC. At the same time, internal members are also experts in their own right, adding value to discussions and review of submitted documents.

The HSRC places great value on the independent review of research outputs. Researchers are strongly encouraged to publish research in internationally recognised, peer reviewed journals. Other outputs, such as policy briefs and book publications, are also externally reviewed before they are published.

 

Reply:

The information about:

(a) The districts that have converted schools for children with special educational needs to resource centres;

(b) Names of the resource centres;

(c) Enrolment in each school; and

(d) The number of:

    i) (Therapists;

    ii) School sisters/or nurses;

    iii) Administrative staff;

     iv) Janitors;

     v) General assistants; as well as

     vi) Class assistants appointed at each school are all provided in the annexure.

ANNEXURE A

Statistics required in questions (a), (b), (c), (d) and (e)

Sources:

• The statistics on enrolment have been made available by Provincial EMIS Directorates from the 2014 Annual Special School Survey
• Statistics on Staffing has been made available by Provincial Human Resource Planning and Inclusive Education Directorates.

Province	District	Names of Resource Centres	Learner Enrolment	Number of Educators Appointed	(e)(i) Number of Therapists appointed (Specify)	(e)(ii) Number of Professional Nurses/Number of Staff Nurses	(e)(iii) Number of Administrative Staff	(e)(iv) Number of Security Staff (Janitor)	(e)(v) Number of General Assistants (School)	(e)(vi) Number of General Assistants (Hostel)	(e)(vii) Number of Class Aids
EC	Port Elizabeth	Cape Recife	Information to be provided by EMIS	Information to be provided by HR Planning	Information to be provided by HR Planning	Information to be provided by HR Planning	Information to be provided by HR Planning	Information to be provided by HR Planning	Information to be provided by HR Planning	Information to be provided by HR Planning	Information to be provided by HR Planning
	Port Elizabeth	Merryvale
	Port Elizabeth	Quest
	Port Elizabeth	Reubin Birin
	Port Elizabeth	Khanyisa PE
	Qumbu	Tsolo
	Mbizana	Zamokuhle
	Mthatha	Ikhwezi Lokusa
	Mbizana	Vukuzenzele
	Mbizana	Nompulanga
	East London	Vukuhambe
FS	Thabo Mofutsanyana	Maluti Hoogland	379	34	03	01	04	0	18	10	03
	Motheo	Martie du Plessis	527	42	20	01	03	06	11	09	06
	Thabo Mofutsanyana	Thiboloha	364	49	01	01	02	06	30	43	26
	Motheo	Tswellang	297	30	13	03	03	04	10	08	10
GT	Ekurhuleni North	Con Amore Belvedere	339 736	24 47	07 08	01 0	03 03	To be provided by HR Planning	03 04	0	05 0
	Ekurhuleni South	Ezibeleni Isipho Sethu	262 626	21 44	03 05	02 0	03 03		03 04	03	05 0
	Gauteng East	Phelang Muriel Brand	387 495	28 37	03 09	01 01	02 03		02 03	03	04 06
	Gauteng North	Sizanani	264	22	0	01	02		02	03	02
	Gauteng West	Itumeleng Wesrand	257 320	21 24	06 08	0 01	02 03		02 03	03	0 05
	Jhb Central	Phillip Kushlick Don Mattera	451 185	37 18	13 03	01 01	03 02		04 03		04 0
	Jhb East	Nokuthula Gresswold	341 841	24 51	06 07	01 0	03 04		03 04	03	06 0
	Jhb North	Delta Park Randburg	567 176	46 18	13 02	01 01	03 02		03 02	02	0 03
	Jhb South	Jiswa MC Karbhai	522 422	40 37	06 04	01 01	03 03		03 03	03	07 07
	Jhb West	Roodepark Sizwile	765 355	48 33	04 04	0 01	03 03		03 02	03	0 07
	Sedibeng East	Krugerlaan	629	45	02	0	03		03	02	0
	Sedibeng West	Thabo Vuyo	420	39	06	01	02		03		04
	Tshwane North	Dominican Prospectus Novus	681 404	49 40	07 07	02 01	04 03		03 03	04	12 0
	Tshwane South	Unica Via Nova	149 551	21 44	06 12	01 02	03 03		02 03	03	08 06
	Tshwane West	Reinotswe Pretoria School for CP	237 481	21 43	02 11	01 02	02 04		03 04		01 12
KZN	Umkhanyakude	Khulani	288	14	00	00	03	02	02	04	02
	Uthungulu	Thuthukani	356	21	04	02	04	01	07	00	08
	Zululand	Zamimpilo Inkanyiso	105 399	06 37	02 03	00 01	01 01	02 02	02 05	00 04	02 02
	Amajuba	Vumanisabelo YWCA	491 461	38 28	00 00	00 00	01 01	02 02	05 04	05 00	04 08
	Uthukela	Inkanyezi	428	31	02	00	01	02	04	00	09
	Umzinyathi	Pro Nobis	260	23	03	00	01	02	02	00	17
	Ilembe	Stanger	223	25	02	00	01	02	04	04	05
	Umgungundlovu	Open Gate	271	20	02	01	02	02	24	00	09
	Sisonke	Daniel Mzamo Vulekani	301 251	13	00	00	00	02	06	04	09
	Ugu	Schola Amoris	259	24	00	00	01	02	03	00	08
	Pinetown	Khalipha Tongaat The Browns	269 157 366	13 07 34	01 00 14	00 00 01	01 01 03	02 01 02	05 04 05	05 02 07	00 10 02
	Umlazi	St Raphaels Open Air	235 307	23 16	08 02	01 01	01 02	02 02	02 14	00 04	05 08
LP	No information available
MPU	Bohlabela	Estralita Special School	222	22	1 (Occupational therapist) 1 Professional nurse	1	1	PRIVATELY PAID (2/SHIFT)	1	16 House-hold Super-visors and General Assistants	18
	Gert Sibande	Jim van Tonder school	547	39	1 Occupational Therapist	0	5	0	5	24	0
	Ehlanzeni	Kamagugu Inclusive	336	28	3 (2 x Occupational Therapist & 1 x Social Worker)	0	3	0	4	0	6
	Nkangala	Pelonolo	85	9	1 Professional nurse	1	2	4	1	2	6
NC	Frances Baard	Boitumelo			0	01	1	0
		Elizabeth Conradie	381	43	0	2-Prof Nurses 2-Auxilliary Nurses	3	0	20	6	0
		Kimberley Training Centre	105	10	0	0	0	0	6	0	0
		Re Tlameleng	169	22	0	1-Auxilliary Nurse	1	0	20	0	1
NW	Bojanala	Kutlwanong	323	42	0	0	3	0	0	0	13
		Meerhof	262	35	3- OT 1-Physio 1-Speech	1	3	0	1	17	15
	Kenneth Kaunda	Ikalafeng	294	25	2-OT	1	2	1	4	5	11
		Janie Schneider	134	13	1-OT 1-Seech	1	1	0	1	4	12
	Dr Ruth Segomotsi Mompati	MM Sebitloane	237	17	0	0	1	0	0	0	5
		Temoso	127	12	0	0	1	0	0	0	5
	Ngaka Modiri Molema	Tlamelang	182	23	1-Physio	1	3	7	3	45	10
		Retlametswe	155	12	1-Physio	0	1	0	5	0	7
WC	South	Agapeskool	208	18	4	1	2	1	1	0	7
	Overberg	Agulhas School Of Skills	175	17	1	1	1	1	2	13	0
	Central	Astra Skool	249	23	5	2	2	1	2	18	0
	North	Athlone Skool Vir Blindes	313	43	4	1	3	1	2	19	11
	South	Blouvlei Skool	163	14	1	1	1	1	1	0	5
	North	Carel Du Toit Sentrum.	156	16	1	0	1	1	2	0	2
	Eden & Central Karoo	Carpe Diem Skool	266	25	4	1	1	1	2	12	3
	North	Chere Botha Skool	228	19	1	1	1	1	0	0	12
	Cape Winelands	De La Bat-Skool	172	25	1	1	2	1	2	20	2
	Eden & Central Karoo	Eljada-Kairos Skool	231	26	5	1	2	1	2	31	9
	North	Filia Skool	171	15	3	1	1	1	1	0	9
	East	Jan Kriel-Skool	496	46	13	1	3	4	6	38	17
	West Coast	Karitas Skool	150	12	1	0	1	1	1	0	6
	Cape Winelands	Langerugskool	123	11	2	0	1	1	1	6	6
	Central	Mary Harding Skool	261	23	2	1	2	1	3	13	11
	East	Mitchell's Plain School Of Skills	431	35	0	0	2	1	2	0	0
	East	Noluthando Sch. For The Deaf	306	34	2	1	2	1	3		3
	West Coast	Paarl-Skool C	334	31	7	1	2	1	5	13	4
	East	Riebeeck Valley Special School	237	21	0	0	1	1	1	20	3
	North	Rusthof Skool	152	13	1	0	1	1	1	8	6
	Central	Tafelbergskool	349	31	9	0	2	2	3	0	0
	Central	Tembaletu	179	21	6	1	2	1	2	0	5
	Central	Vera-School	137	19	3	0	2	1	2	16	10
	West Coast	Vista Nova-School	418	40	11	1	3	1	5	0	8
		Weskus Spesiale Skool	324	26	0	0	2	1	2	19	0

Reply:

National Treasury is assessing the economic impact of a nuclear build on the economy, as well as alternative scenarios provided for in the Integrated Energy Plan. This work is currently not finalised yet, as there is an interactive process underway with the Department of Energy on the scale of the programme and possible financing / procuring scenarios that have a bearing on the modeling work and its results. The recommendations from this work are expected to be submitted to Cabinet as soon as the work is completed.

Reply:

 

(1) With reference to the Getting the Nation to Read Campaign (a) who are the members on the steering committee of the 1 000 libraries project and (b) what expertise does each specified member possess which is relevant to libraries and reading;

1. (a) The team is led by the Deputy Director General (DDG) for Teacher and Professional Development.

(b) In addition to the Senior Managers who support the DDG: Teacher and Professional Development, an official with extensive knowledge and experience of school libraries was appointed on contract for the project.

(2) What (a) are the contents of each trolley to be delivered and (b) is the cost of each trolley;

(a) Each trolley library contains 250 library books in English, 250 library books in IsiZulu, teacher resources on CD and DVD, a television and a DVD player.

(b) Each trolley, with its resources, costs R17 000.

(3) Who was awarded the contract for the delivery of trolleys to schools?

EBMS Trading cc. was awarded the contract to deliver the trolley libraries.

Reply:

No, I am not considering any plans whereby we compel private or public pension funds how to invest. The key point to note is that it is the trustees of a pension fund who have to determine the investment strategy for a pension fund, taking into account its assets and liabilities, and the need for long-term growth. All that government does is to provide a broad framework to protect members of retirement funds, by reducing risks to their funds, like concentration risks when investing (refer to maximum investment limits in Regulation 28 of the Pension Funds Act (1956)), poor governance practices or high and opaque charges.

Since 2011 when Regulation 28 was revised, trustees of retirement funds now have to consider Environmental, Social and Governance (ESG) principles before determining their investment policies and strategies. The principle is meant to encourage retirement funds to actively consider investments that might be of a developmental or infrastructural nature, without compromising returns in the long-term. Indeed, in the aggregate, retirement funds already have significant exposure to Government and State Owned Companies’ bonds, which, by their nature are developmental. In 2014, for example, 32 percent of Government issued bonds, excluding state owned company bonds, were held by local retirement funds (Budget Review 2015). Furthermore, according to the South African Reserve Bank’s Quarterly Bulletin March 2015, about 37.1 percent of total retirement fund assets are invested in public sector bonds (Government, state companies, and local government).

The nature of retirement funds means that they should invest for the long term. This implies that they do not necessarily have to be compelled to realise this long term objective to provide decent retirement savings for their members. Further, retirement funds, through their trustees, are in the best position to assess the retirement needs of their members and to decide how best to achieve this through various investment and asset-liability matching approaches. The National Treasury is also engaging with various stakeholders to unlock any funding bottlenecks for infrastructure projects and enable an environment which will facilitate more investment in public infrastructure.

Reply:

(1) The HSRC has a plan for the maintenance and upgrade of the building. Financial constraints, however, limit the capacity to effect the full-scale implementation of the plan. Attention is given to the most urgent needs on a priority basis.

(2) Yes, the HSRC is compliant with the requirements of the Occupational Health and Safety Act.

(3) Yes, funding submissions for infrastructure have been submitted via the Department of Science and Technology annually since 2009. None of these submissions have been successful.

 

 

Reply:

a) The Funza Lushaka Bursary programme does not have a specific focus on students who have a third language. However, the bursary programme does give preference to students who will be able to teach in an African Language in the Foundation Phase. The rationale for this is teacher supply and demand statistics of the Department of Basic Education (DBE) and the Department of Higher Education and Training (DHET) that corroborate the shortage of Foundation Phase teachers and emphasise the importance of recruiting Foundation Phase teachers who are trained to teach in an African Indigenous Language. More teachers who teach in African Indigenous Languages are needed to promote mother tongue instruction at the Foundation Phase level (DBE & DHET, 2011), particularly in light of the Initial Introduction of African Languages Policy. A report released by the Centre for Development and Enterprise (March 2015) also highlights the shortage of new teacher graduates in the Foundation Phase, whose mother tongue is an indigenous African Language.

b) No. The Funza Lushaka Bursary programme aims to attract academically deserving, suitable South African students, including Afrikaans and English speaking students, to become competent teachers in identified priority, scarce skills subjects and phases.

c)(i) (ii) (iii) and (iv) The table below reflects the number of bursaries awarded by race:

Year	African	Coloured	Indian	White	Not Indicated	Total
2010	5 806	1 267	326	2 573	101	10 073
2011	4 955	1 124	298	2 242	6	8 625
2012	6 988	1 553	345	2 722	10	11 618
2013	9 170	1 723	407	2 971	29	14 300
2014	9 639	1 632	368	2 692	18	14 349

Source: Funza Lushaka Awards Data

Reply:

(a) (b)

Paragraph 99 of the National Norms and Standards for School Funding, 2006 (NNSSF) determines that the school allocation may not be used to cover the cost of personnel and new buildings. The norms and standards funds should, therefore, not be used by schools to pay for salaries of educators or other staff members. According to paragraph 95 of the NNSSF, the school allocations are intended to cover non-personnel recurrent items and small capital items required by the school, as well as normal repairs and maintenance to the physical infrastructure of the school. Schools should therefore use their allocations to pay for items such as Learner and Teacher Support Material (e.g. textbooks and stationery), day-to-day maintenance of the school grounds and buildings, and services provided to the school (e.g. municipal services and maintenance of equipment).

Reply:

RSR RESPONSE

1 a) The Board of Enquiry set up into the train accident at Denver Station has concluded its work. The main finding of the Board of Enquiry is that the driver of the Express Train passed the 'signal at danger', and rear ended train number 0600 that was stationery at Denver train station.

b) The cost of the damage is R22 million.

2. PRASA has started implementing the recommendations of the Board of Enquiry, in order to prevent a recurrence of an incident of a similar nature.