Questions and Replies
17 September 2015 - NW3366
Terblanche, Ms JF to ask the Minister of Science and Technology
What is the outcome of the Ministerial Review Committee on the enhanced role of the Academy of Science of South Africa (ASSAf) in the policy advisory niche and (b) what is the current status of the election of the 32 members of ASSAf? (2) Have any members been elected? If so, (a) what are the names of each of the elected members and (b) on which date was each of the specified members elected? (3) Has a human resource manager been appointed in ASSAf? If not, why not? If so, (a) what is the name of the appointed manager and (b) when was the specified person appointed? (4) Did ASSAf appoint four additional interns as at 30 April 2015? If not, why not? If so, (a) what are the names of each of the specified interns and (b) on what date was each specified intern appointed? (5) Has the policy and liaison managerial post within ASSAf been filled? If not, why not? If so, (a) what is the name of the appointee and (b) on what date was the specified person appointed?”
Reply:
- (a) The roles of ASSAf and the National Advisory Council on Innovation (NACI) have been clarified, with ASSAf being best positioned to provide formal scientific advice through its in-depth, evidence-based long-term studies, and NACI being more suited to provide informal, short-term advice that may be of a confidential and policy nature. ASSAf and NACI have signed a Memorandum of Understanding to this effect.
- (b) Thirty-two Members were elected in 2013. They were inaugurated on 23 October 2013. Some details about the members are given below.
ASSAf NEW MEMBERS 2013
NAME |
GENDER |
RACE |
INSTITUTION |
|
1 |
Prof Lee Berger |
M |
White |
Wits |
2 |
Prof William Bishai |
M |
White |
Nelson R Mandela School of Health |
3 |
Prof Claude Carignan |
M |
White |
University of Cape Town |
4 |
Prof Tilman Dedering |
M |
White |
Unisa |
5 |
Prof Tania Douglas |
F |
Black |
University of Cape Town |
6 |
Prof Themba Dube |
M |
Black |
Unisa |
7 |
Prof William Ellery |
M |
White |
Rhodes University |
8 |
Prof Kobus Eloff |
M |
White |
University of Pretoria |
9 |
Prof Andrew Forbes |
M |
White |
CSIR |
10 |
Prof Bao-Zhu Guo |
M |
Black |
Wits |
11 |
Prof Willem Hanekom |
M |
White |
University of Cape Town |
12 |
Prof Branislav Jeremic |
M |
White |
Stellenbosch University |
13 |
Prof Colin Kenyon |
M |
White |
CSIR |
14 |
Prof Anna Kramvis |
F |
White |
Wits |
15 |
Ass. Prof Delia Marshall |
F |
White |
University of the Western Cape |
16 |
Prof Ebrahim Momoniat |
M |
Black |
Wits |
17 |
Prof Kathryn Myburgh |
F |
White |
Stellenbosch University |
18 |
Prof Sabelo Ndlovu-Gatsheni |
M |
Black |
Unisa |
19 |
Prof Marie-Louise Newell |
F |
White |
Africa Centre for Health and Population |
20 |
Prof Stella Nkomo |
F |
Black |
University of Pretoria |
21 |
Prof Ruksana Osman |
F |
Black |
Wits |
22 |
Prof Michael Pepper |
M |
White |
University of Pretoria |
23 |
Prof Francesco Petruccione |
M |
White |
University of KwaZulu-Natal |
24 |
Prof Wolfgang Preiser |
M |
White |
Stellenbosch University |
25 |
Prof Jeremy Seekings |
M |
White |
University of Cape Town |
26 |
Prof Dirk Smit |
M |
White |
Stellenbosch University |
27 |
Prof Mark Solms |
M |
White |
University of Cape Town |
28 |
Prof Gary Stevens |
M |
White |
Stellenbosch University |
29 |
Prof Caroline Tiemessen |
F |
White |
National Institute of Communicable Diseases |
30 |
Prof Louise Viljoen |
F |
White |
Stellenbosch University |
31 |
Prof Maria Watt |
F |
White |
University of KwaZulu-Natal |
32 |
Prof Derek Yach |
M |
White |
The Vitality Group (Discovery Holdings) |
2. In 2014, 23 new ASSAf Members were elected and these members were inaugurated at the Annual Awards ceremony on 14 October 2014 (their details are shown below):
ASSAf NEW MEMBERS 2014
NAME |
GENDER |
RACE |
INSTITUTION |
|
1 |
Professor Marion Bamford |
F |
White |
Wits |
2 |
Professor Markus Böttcher |
M |
White |
North West University |
3 |
Professor Jeanet Conradie |
F |
White |
University of the Free State |
4 |
Professor Wim de Villiers |
M |
White |
University of Cape Town |
5 |
Professor Eno Ebenso |
M |
Black |
North West University |
6 |
Professor Liesel Ebersöhn |
F |
White |
University of Pretoria |
7 |
Professor Sabiha Essack |
F |
Black |
University of Kwazulu-Natal |
8 |
Professor Amanda Gouws |
F |
White |
Stellenbosch University |
9 |
Professor Shireen Hassim |
F |
Black |
Wits |
10 |
Professor Salomé Kruger |
F |
White |
North West University |
11 |
Professor Robert Mattes |
M |
White |
University of Cape Town |
12 |
Professor Dhayendre Moodley |
M |
Black |
University of Kwazulu-Natal |
13 |
Professor Linus Opara |
M |
Black |
Stellenbosch University |
14 |
Dr Nesri Padayatchi |
M |
Black |
University of Kwazulu-Natal |
15 |
Professor Laurence Piper |
M |
White |
University of the Western Cape |
16 |
Professor Sekhar Ray |
M |
Black |
Unisa |
17 |
Professor Neerish Revaprasadu |
M |
Black |
University of Zululand |
18 |
Professor Christian Rogerson |
M |
White |
University of Johannesburg |
19 |
Professor Mohamed Seedat |
M |
Black |
Unisa |
20 |
Professor Sheona Shackleton |
F |
White |
Rhodes University |
21 |
Professor Ivan Turok |
M |
White |
HSRC |
22 |
Professor Karel Viljoen |
M |
White |
University of Johannesburg |
23 |
Professor Charles Wiysonge |
M |
Black |
Stellenbosch University |
3. Mrs Lynette du Plessis was appointed as Human Resources Manager with effect from 1 January 2015.
4. Interns appointed were:
Ntambudzeni Tshiswaise 4 May 2015
Uve Gcilishe 1 April 2015
Mmaphuthi Mashiachidi 1 April 2015
Agatha Khanyisa 1 June 2015
5. Mr Stanley Maphosa was appointed as the policy and liaison manager with effect from 2 March 2015.
17 September 2015 - NW3206
Kalyan, Ms SV to ask the Minister of International Relations and Cooperation
(1) (a) Who are the members of the Inter-Ministerial Committee (IMC) on BRICS and (b) what is their mandate; (2) (a) how many times has the IMC met since its establishment and (b) what were the relevant details of the issues discussed at the specified meetings?
Reply:
1(a) The Minister of International Relations and Cooperation tabled Cabinet Memorandum No 14 of 2012 to Cabinet to submit proposals for the Implementation Plan to prepare for the Fifth BRICS Summit, which South Africa would host on 27 March 2014. Cabinet approved this Implementation Plan that included the establishment of i) a BRICS Inter-Ministerial Committee (IMC) to provide strategic direction to the preparations for the hosting of the Fifth BRICS Summit ii) an Inter-departmental Technical Senior Officials’ Team (IDTSOT) to spearhead preparations for hosting the Fifth BRICS Summit and iii) an Inter-Departmental Logistics Committee (IDLC) to facilitate preparations for hosting the Fifth BRICS Summit. President JG Zuma decided to appoint 15 members of Cabinet as well as the Premier of Kwazulu-Natal as members of the BRICS Inter-Ministerial Committee (IMC). The members of the IMC that were appointed included: Ministers of International Relations and Cooperation (Chairperson), Transport, Energy, Police, Communications, Finance, Mineral Resources, Trade and Industry, Public Enterprises, Economic Development, Science and Technology, Home Affairs, Agriculture, Forestry and Fisheries, State Security, Defence and Military Veterans, Minister in the Presidency: Performance Monitoring, Evaluation and Administration and Premier of KwaZulu-Natal. The Minister of International Relations and Cooperation was appointed as Chairperson of the IMC. The IMC also considered and adopted Terms of Reference for its functioning.
A recommendation to review its mandate was considered at the 9th BRICS IMC on 4 July 2014. The IMC concluded that the BRICS Forum had become a strategic global engagement, which is central to initiatives to spearhead global governance reforms as well as the transition to a new global order, and it would therefore require continued strategic guidance from the side of the Executive. The Chairperson of the IMC obtained approval from the President for the IMC to continue to convene at a reduced scale, at least bi-annually, of which one meeting will precede the annual Summit to provide strategic guidance to preparations. The members of the reconstituted IMC that were appointed included: Ministers of International Relations and Cooperation (Chairperson), Energy, Finance, Trade and Industry, Economic Development, Science and Technology, State Security, and Higher Education and Training.
1(b) The mandate of the IMC initially was i) to provide strategic direction to South Africa’s tenure as BRICS Chairship for 2013 ii) to host all BRICS agreed sectoral mechanisms and to provide leadership during its Chairship iii) to ensure the implementation of the EThekwini Declaration and Action Plan and iv) to effectively communicate to the South African public, SADC and the African Continent the value of BRICS in advancing the African Agenda.
The mandate of the reconstituted IMC was aligned to the BRICS endorsed Terms of Reference of the BRICS Chairship, which BRICS adopted in 2013.
The additional mandate of the IMC during Chairship and as incoming Chair was highlighted, notably ensuring strategic leadership during SA’s tenure as BRICS Chair in close consultation with other members and to ensure implementation of Summit Declarations and Action Plan. The mandate of the incoming Chairship entails coordination in respect of the next annual Summit in consultation with all South African stakeholders, e.g. to select the Summit theme, propose the Summit programme/agenda and prepare draft Summit Declaration and Action Plan.
2(a) The BRICS IMC has convened on 12 occasions since its establishment in September 2012.
2(b) The most salient issues discussed during these meetings, include, inter alia, a briefing by the Department of International Relations and Cooperation on the most recent substance related developments in BRICS and South Africa’s position on these issues and briefings by partner Departments on the various tracks in which they participate, including amongst others, National Treasury, Trade and Industry, Higher Education and Training, Science and Technology and State Security. Depending on the issues that require attention and guidance, the agenda may vary. It focuses on the implementation of annual Summit Declarations and Action Plans notably input for high level meetings. The minutes of the meetings are classified.
Additional items discussed during meetings of the reconstituted IMC, included a concept document of the African Regional Centre (ARC), the draft Terms of Reference of the New Development Bank African Regional Centre (NDB ARC) Local Steering Committee and the Strategy for BRICS Economic Partnership (which was adopted by the Leaders of the Seventh BRICS Summit).
UNQUOTE
17 September 2015 - NW2881
Mokgalapa, Mr S to ask the MINISTER OF INTERNATIONAL RELATIONS AND COOPERATION:
1. What are the (a) names and (b) designations of each of the nine South African representatives abroad representing the country in various international organisations, as indicated on her department’s website; 2 are these representatives remunerated by her department; if not, are they remunerated by the international organisations on which they serve; if so, on what salary level are each of these representatives remunerated; 3 what appointment process did each of these representatives undergo; 4 were the (a) academic qualifications, (b) experience within (i) the foreign service, (ii) her department or (iii) the Public Service considered in the appointment process of each of the specified representatives; if not, why not; if so, what are the relevant details of each appointment?
Reply:
Reply:
(1) (a)NAMES |
(1) (b)DESIGNATIONS |
ORGANISATIONS |
AMB M Nkosi |
Ambassador |
Belgium and Luxembourg; and Mission to the European Union |
Amb AK Bramdeo |
Ambassador |
Seconded by African Union to the European Union |
Mr E Beck |
Minister Plenipotentiary |
Belgium and Luxembourg; and Mission to the European Union |
Amb JNK Mamabolo |
Ambassador |
SA Permanent Mission in United Nations |
Mr EL Mminele |
Minister Plenipotentiary |
SA Permanent Mission in United Nations |
Amb TJ Seokolo |
Ambassador |
Vienna, Austria and Permanent Mission to the UN & International Organisations |
Ms L Greyling |
Minister Plenipotentiary |
Vienna, Austria and Permanent Mission to the UN & International Organisations |
Amb AS Minty |
Ambassador |
Geneva, Switzerland and Permanent Mission to the UN and other International Organisations |
Ms NP Notutela |
Minister Plenipotentiary |
Geneva, Switzerland and Permanent Mission to the UN and other International Organisations |
Amb X Carim |
Ambassador |
World Trade Organisation |
(2) Yes.
NAMES |
DESIGNATIONS |
MISSION LEVEL |
AMB M Nkosi |
Ambassador |
14 |
Mr E Beck |
Minister Plenipotentiary |
13 |
Amb JNK Mamabolo |
Ambassador |
14 |
Mr EL Mminele |
Minister Plenipotentiary |
13 |
Amb TJ Seokolo |
Ambassador |
14 |
Ms L Greyling |
Minister Plenipotentiary |
13 |
Amb AS Minty |
Ambassador |
14 |
Ms NP Notutela |
Minister Plenipotentiary |
13 |
Amb X Carim |
Ambassador |
14 |
*Amb AK Bramdeo |
Ambassador |
13 |
*Ambassador Bramdeo is remunerated partly by the AU and partly by the Department.
(3) The appointment process undergone by all reprsentatives abroad is done in terms of Section 84 (2) (i) of the Constitution, 1996, which provides: “that the President has the powers entrusted by the Constitution and legislation, appointing ambassadors, plenipotentiaries, and diplomatic and consular representatives”.
Ambassador Bramdeo, an official of the Department, is seconded by the AU to the EU.
(4) No. The appointment process is effected through the Constitution and does not prescribe academic qualifications and experience.
16 September 2015 - NW2263
Van Damme, Ms PT to ask the Minister of Communications
Whether (a) her department and (b) any entities reporting to her has paid out the remainder of any employee's contract before the contractually stipulated date of termination of the contract since the 2008-09 financial year up to the latest specified date for which information is available; if so, (i) what amount has (aa) her department and (bb) entities reporting to her spent on each such payout, (ii) to whom were these payouts made and (iii) what were the reasons for the early termination of the contracts in each specified case?
Reply:
(a) DEPARTMENT
No
(b) ENTITIES
Brand South Africa
2008-09
- R2 284 000
- Ms Yvonne Johnston
- 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.
- (bb) ICASA has spent a collective once-off payout of R 437, 346.47 to the four Councillors.
- 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 |
- 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:
16 September 2015 - NW2439
Shinn, Ms MR to ask the Minister of Communications
What amount did (a) her department and (b) each entity reporting to her spend on advertising in (i) Sowetan and (ii) Daily Sun in the (aa) 2012-13, (bb) 2013-14 and (cc) 2014-15 financial years? NW2805E MINISTRY:COMMUNICATIONS REPUBLIC OF SOUTH AFRICA Private Bag X 745, Pretoria, 0001, Tel: +27 12 473 0164 Fax: +27 12 473 0585 URL: http://www.gov.za NATIONAL ASSEMBLY QUESTION FOR WRITTEN REPLY QUESTION NUMBER: 2439 OF 2015 DATE OF PUBLICATION: 26 JUNE 2015 Ms M R Shinn (DA) to ask Minister of Communications What amount did (a) her department and (b) each entity reporting to her spend on advertising in (i) Sowetan and (ii) Daily Sun in the (aa) 2012-13, (bb) 2013-14 and (cc) 2014-15 financial years? NW2805E REPLY: MINISTER OF COMMUNICATIONS GCIS advertises on various platfroms based on the objectives of the campaign and the target audience of the message. The department spent the below amounts on the two publications: (i)(aa) No records of the detailed expenditure per publication are available during 2012/13 as media buying procurement was outsourced to a service provider that is now no longer trading. (i)(bb) R181 798.66 (i)(cc) R483 821.86 (ii)(aa) No records of the detailed expenditure per publication are available during 2012/13 as media buying procurement was outsourced to a service provider that is now no longer trading. (ii)(bb) R205 476.79 (ii)(cc) R221 310.20 MR D LIPHOKO [ACTING] DIRECTOR GENERAL GCIS DATE: MS AF MUTHAMBI, MP MINISTER OF COMMUNICATIONS DATE:
Reply:
(a) GCIS advertises on various platfroms based on the objectives of the campaign and the target audience of the message. The department spent the below amounts on the two publications:
(i)(aa) No records of the detailed expenditure per publication are available during 2012/13 as media buying procurement was outsourced to a service provider that is now no longer trading.
(i)(bb) R181 798.66
(i)(cc) R483 821.86
(ii)(aa) No records of the detailed expenditure per publication are available during 2012/13 as media buying procurement was outsourced to a service provider that is now no longer trading.
(ii)(bb) R205 476.79
(ii)(cc) R221 310.20
MR D LIPHOKO
[ACTING] DIRECTOR GENERAL
GCIS
DATE:
MS AF MUTHAMBI, MP
MINISTER OF COMMUNICATIONS
DATE:
16 September 2015 - NW2726
Van Damme, Ms PT to ask the Minister of Social Development
(1)With reference to her reply to question 1660 on 26 May 2015, if this was not a deviation from the original contract, (a) why was the R317 million paid separately from the money paid to Cash Paymaster Services in terms of the contract, (b) why was the contract price of R16.44 per registration not adhered too if indeed it was part of the original contract and (c) what was the cost for each of the additional registrations; (2) was there a request to the SA Social Security Agency Bid Adjudication Committee (BAC) for a variation; if so, (a) why was this necessary if there was no deviation from the original contract and (b) what was the response from the BAC?
Reply:
The Honourable Member must refer to my previous reply to question 2725 on 04 September 2015 as this matter in which I have outlined all reasons.
16 September 2015 - NW2954
Davis, Mr GR to ask the Minister of Communications
With reference to her reply to question 453 on 27 November 2014, (a) when is the envisaged start and end date for the Information for Empowerment Dialogues, (b) which (i) stakeholders and (ii) towns and cities will be visited,(c) how many officials will participate and (d) what is the budgeted costs for the specified dialogues?
Reply:
The Department could not source the funding for the Information and Empowerment Dialogues and these have been postponed indefinitely.
MR NN MUNZHELELE
DIRECTOR GENERAL [ACTING]
DEPARTMENT OF COMMUNICATIONS
DATE:
MS AF MUTHAMBI (MP)
MINISTER OF COMMUNICATIONS
DATE:
16 September 2015 - NW3241
Cassim, Mr Y to ask the Minister of Higher Education and Training
In respect of each training project currently funded by the Construction Education and Training Authority (CETA) (a) what total number of students were to be trained in each field of study at the outset of each of these projects and (b) for what specified training periods; (2) (a) how many students were in fact trained in each field of study and (b) for how long was each student trained; (3) (a) how many students have qualified in each field of study at the conclusion of these projects and (b) how long did each student take to qualify; (4) what was the average cost of training for each student?
Reply:
- (a) and (b) Please refer to Annexure A which lists the total number of students trained and training periods thereof.
- (a) The table below provides details of the duration and number of students trained and
qualified:
Learning Programmes |
Learners Trained |
Number of employed Learnerships entered (funded) |
0 |
Number of employed Learnerships entered (unfunded) |
78 |
Number of unemployed Learnerships entered (funded) |
3 005 |
Number of unemployed Learnerships entered (unfunded) |
350 |
Number of employed Bursaries entered |
0 |
Number of unemployed Bursaries entered |
581 |
Number of employed Skills Programmes entered (funded) |
119 |
Number of employed Skills Programmes entered (unfunded) |
67 |
Number of unemployed Skills Programmes entered (funded) |
1 006 |
Number of unemployed Skills Programmes entered (unfunded) |
97 |
Number of unemployed Internships entered (workplace experience) |
686 |
TVET College Graduate Placement |
58 |
Candidacy programmes entered |
0 |
University Graduate Placement |
342 |
Number of apprenticeships entered (unemployed) |
2 982 |
Number of apprenticeships entered (employed) |
0 |
Number of RPL programmes entered (employed) |
0 |
Number of RPL programmes entered (unemployed) |
1 218 |
Total |
10 589 |
(b) The table below provides details on the duration of the programmes offered:
Learning Pathways |
Duration |
Apprenticeships |
1 year |
Learnerships |
3 years |
Short Skills Programmes |
1 – 4 months |
Internships |
3 years |
Candidacy |
1 year |
3. (a) and (b) Please refer to the response to questions 2 (a) and (b) above.
4. 50% of the grant amount was allocated towards the learner stipend, and the remaining 50% was for the actual implementation of the training.
Learning Pathways |
Unit Cost |
Apprenticeships |
R46 350.00 |
Learnerships |
R36 000.00 |
Short Skills Programme |
R13 500.00 |
Recognition of Prior Learning |
R3 500.00 |
Trade Tests |
R3 500.00 |
Internships |
R36 000.00 |
Work Placements |
R36 000.00 |
Candidacy |
R60 000.00 |
Bursaries |
R60 000.00 |
Total |
R294 850.00 |
Compiler/Contact persons:
Ext:
DIRECTOR – GENERAL
STATUS:
DATE:
REPLY TO QUESTION 3241 APPROVED/NOT APPROVED/AMENDED
Dr BE NZIMANDE, MP
MINISTER OF HIGHER EDUCATION AND TRAINING
STATUS:
DATE:
16 September 2015 - NW3268
Paulsen, Mr N M to ask the Minister of Agriculture, Forestry and Fisheries
(1) What (a) total amount did his department spend on air travel between Gauteng and Cape Town for employees attending Parliament business in the 2014-15 financial year and (b) is the total number of trips that were undertaken; (2) What is the total amount that his department spent on (a) accommodation and (b) car rental in Cape Town for employees attending Parliament business in the specified financial year?
Reply:
- (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.
16 September 2015 - NW2955
Van Dyk, Ms V to ask the Minister of Communications
(1) With reference to her reply to question 232 on 25 February 2015, has her department commissioned the services of an independent service provider; if not, why not; if so, (a) who has been commissioned, (b) what amount is the specified independent service provider charging her department for the services, (c) has the specified independent service provider completed its work and (d) what was the outcome of the specified independent service provider’s work; (2) Have any (a) charges or (b) disciplinary measures been instituted as a result of the services of the specified independent service provider; if not, why not; if so, (i) against whom have the specified measures been instituted and (ii) at what level of employment are the persons against whom the specified measures are being taken? NW3459E
Reply:
As per the response to question 232 on 25 February 2015, the SABC did commission a service provider to determine the accuracy of the above quoted amounts as a consequence of the AGSA qualifying the disclosure. The estimated costs for phase I is R4 million. The service provider is yet to finalise its work and the Department is unable to provide further information at this stage.
MR NN MUNZHELELE
DIRECTOR GENERAL [ACTING]
DEPARTMENT OF COMMUNICATIONS
DATE:
MS AF MUTHAMBI (MP)
MINISTER OF COMMUNICATIONS
DATE:
15 September 2015 - NW3250
Boshoff, Ms SH to ask the Minister of Basic Education
(a) How many officials from (i) districts and (ii) schools have been trained by the National Training Team on the Screening, Identification, Assessment and Support policy in each province and (b) what are the names of the specified districts and schools referred to above?
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.
15 September 2015 - NW3367
Terblanche, Ms JF to ask the Minister of Science and Technology
What is the current status of young scientists participating at different meetings of the Academy of Sciences of South Africa related to science policy? (2) How many young scientists have participated in the meetings related to science policy in the (a) 2012-13, (b) 2013-14 and (c) 2014-15 financial years?”
Reply:
- 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.
15 September 2015 - NW3326
Paulsen, Mr N M to ask the Minister of Science and Technology
(a) (i)What total amount did her department spend on her travel costs between Gauteng and Cape Town in the 2014-15 financial year and (ii) how many trips did she undertake between Gauteng and Cape Town in the specified financial year and (b) what total amount did her department spend on (i) hotel and (ii) residential or other accommodation for her in (aa) Cape Town and (bb) Pretoria in the 2014-15 financial year; (2) (a) (i) What total amount did her department spend on the Deputy Minister’s travel costs between Gauteng and Cape Town in the 2014-15 financial year and (ii) how many trips did the Deputy Minister undertake between Gauteng and Cape Town in the specified financial year and (b) what total amount did her department spend on (i) hotel and (ii) residential or other accommodation for the Deputy Minister in (aa) Cape Town and (bb) and Pretoria in the 2014-15 financial year?.
Reply:
- 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 |
- |
- |
- |
- |
15 September 2015 - NW3144
Van Damme, Ms PT to ask the President of the Republic
Whether anyone from his office ever requested the Department of Public Works to provide a state house to Mr Mac Maharaj during his tenure as his spokesperson; if so, (a) who made the request, (b) when was the request made and (c) what was the basis for the request; 2. In terms of what (a) policy or (b) legislation was the request made; 3. Whether the allocation of the state house in the Bryntirion Estate in Pretoria formed part of his salary package; if not, what is the position in this regard; if so, how was this benefit calculated; 4. Whether The Presidency arranged for him to pay rent while he occupied the state house; if not, why not; if so, what rental amount was (a) requested and (b) paid?
Reply:
- There is no record of any official having made the said request to the Department of Public Works.
- See 1 above
- No
- The Presidency does not allocate housing and therefore is not involved in rental arrangements..
15 September 2015 - NW2777
Mokgalapa, Mr S to ask the President of the Republic
Whether (a) he and (b) any officials in his Office travelled to China in the 2014-15 financial year; if so, what was the (i) purpose of each specified visit and (ii)(aa) total cost and (bb) breakdown of such costs of each specified visit?
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.
15 September 2015 - NW3041
Lovemore, Ms AT to ask the Minister of Basic Education
(1)Whether she intends to introduce mechanisms to link the measurement of the performance of foundation phase teachers directly to learner performance; if not, (a) why not, (b) who will be held accountable for foundation phase learner outcomes and (c) how will accountability mechanisms operate; if so, what are the relevant details; (2) whether she will utilise the annual national assessment results (a) as a measure of individual learner progress during a grade or a phase and (b) as a tool to measure the efficacy of teachers; if not, in each case, (i) why not and (ii) how will she hold individual teachers accountable for their learners’ outcomes; if so, what are the relevant details in each case?
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.
15 September 2015 - NW1788
Maimane, Mr MA to ask the President of the Republic
What discussions were held between him and the President of the Russian Federation, Mr Vladimir Putin and/or any other Russian Federation government official during his visit to the specified country in May 2015?
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.
15 September 2015 - NW3243
Tarabella - Marchesi, Ms NI to ask the Minister of Higher Education and Training
Has the Chief Executive Officer and/or the board of the Construction Education Training Authority received any petitions signed by staff members since 1 January 2013; if so, (a) what was the content of each petition and (b) how many staff members signed each petition; (2) did any of these petitions make allegations of corruption against a certain official (name furnished); if not, why not; if so, (a) how many petitions made such allegations, (b) have the allegations been investigated and (c) has the specified official been suspended pending the outcome; (3) have any members of staff of CETA been (a) disciplined, (b) suspended or (c) dismissed for alleged disciplinary offences related to the petitions?
Reply:
- 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.
- 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:
15 September 2015 - NW3122
Maimane, Mr MA to ask the President of the Republic
1. Is he aware of the report into the Madibeng Local Municipality water crisis that was put together by the Department of Water and Sanitation, which estimates that between 15 to 20 municipalities are faced with severe water shortages and collapsing water infrastructure; 2. What special projects is (a) he or (b) his Cabinet Ministers undertaking to mitigate the water crisis facing the (i) specified municipality and (ii) various municipalities faced with a water supply system collapse as identified by the Department of Water and Sanitation’s report; 3. Has he, in co-operation with the Department of Water and Sanitation, commissioned any academic studies into the economic impact of recent prolonged water shortages in urban municipal areas such as (a) Johannesburg, (b) Ekhuruleni, (c) Madibeng and others; if not, why not; if so, what are the findings of these studies?
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.
15 September 2015 - NW3209
Cassim, Mr Y to ask the Minister of Higher Education and Training
(a) How many staff members teaching in adult education centres in each province have experienced delays in salary payments during the transition from provincial to national management of the specified centres, (b) what have been the (i) dates, (ii) scale and (iii) average length of these delays, (c) what bridging funds to assist teachers in this sector have been provided, especially in cases where they have been unable to pay for costs such as (i) rent and (ii) other vital expenses and (d) have any teachers been evicted from their homes as a result of the lack of payment of their salaries; (2) are any salary payments still outstanding; if so, what steps has he taken in this regard?
Reply:
- (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
|
|
|
||
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
|
|
|
||
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
|
|
|
||
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
|
|
|
||
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
|
|
|
||
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:
15 September 2015 - NW3290
Mbatha, Mr MS to ask the Minister of Higher Education and Training
(a)(i) What total amount did his department spend on his travel costs between Gauteng and Cape Town in the 2014-15 financial year and (ii) how many trips did he undertake between Cape Town and Gauteng in the specified financial year and (b) what total amount did his department spend on (i) hotel and (ii) residential or other accommodation for him in (aa) Cape Town and (bb) Pretoria in the 2014-15 financial year; (2) (a)(i) what total amount did his department spend on the Deputy Minister’s travel costs between Gauteng and Cape Town in the 2014-15 financial year and (ii) how many trips between Gauteng and Cape Town did the Deputy Minister undertake in the specified financial year and (b) what total amount did his department spend on (i) hotel and (ii) residential or other accommodation for the Deputy Minister in (aa) Cape Town and (bb) Pretoria in the 2014-15 financial year?
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 |
|
|||
|
(i) Hotel |
(aa) Residential in Cape Town |
(bb) Residential in Pretoria |
||
|
R128 065.00 |
R0.00 |
R0.00 |
R0.00 |
16 |
|
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:
15 September 2015 - NW3037
Boshoff, Ms SH to ask the Minister of Basic Education
(1) Of the 22 schools for visually impaired learners, what is the (a) enrolment at each school, (b) how many braille machines are available at each school, (c) what other support materials are available, (d) how many trained educators are appointed at each school, (e) how many support staff are appointed in (i) administrative posts, (ii) therapist posts and (iii) class assistant posts; (2) with reference to the specified schools in each province, (a) how many have the services of an Orientation and Mobility Practitioner, (b) what is the vacancy rate for support staff at each of the schools, (c) how many have implemented White Paper 6 as expected and (d) how many (i) district and (ii) provincial education department officials are appropriately trained to assist teachers and support staff at the specified schools? NW3577E
Reply:
Find here: Response
15 September 2015 - NW3258
Matiase, Mr NS to ask the Minister of Rural Development and Land Reform
What (a) total amount did his department spend on air travel between Gauteng and Cape Town for employees attending Parliament business in the 2014-15 financial year and (b) is the total number of trips that were undertaken; (2) what is the total amount that his department spent on (a) accommodation and (b) car rental in Cape Town for employees attending Parliament business in the specified financial year?
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.
15 September 2015 - NW3251
Tarabella - Marchesi, Ms NI to ask the Minister of Basic Education
(1)What is the amount of the additional recurrent operational funding paid to full service schools based on screened learners with moderate to high support needs in each (a) province and (b) district; (2) (a) which schools have applied for additional staff in terms of the weighting of learners with disabilities and (b) how many staff have been appointed in each (i) province and (ii) district; (3) what amount has been budgeted for the (a) acquisition of assistive technology and learning and teaching support materials in accessible format such as Braille and (b) employment of itinerant learning support teachers in the implementation of inclusive education in each (i) province and (ii) district?
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
15 September 2015 - NW3405
Boshoff, Ms SH to ask the Minister of Basic Education
(1)In respect of each province and each district, how many schools (a) have Disaster Management Procedures and Emergency Plans in place and (b) conduct regular evacuation trial runs; (2) in respect of each province and each district, how many schools (a) have access control measures in place for (i) learners, (ii) educators and (iii) visitors and (b) conduct random searches on students in conjunction with the SA Police Service?
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.
15 September 2015 - NW3283
Mashabela, Ms N to ask the Minister of Basic Education
(I) What (a) total amount did her department spend on air travel betv.een Gauteng and Cape Town for employees attending Parliament business in the 2014-15 financial year and (b) is the total number of trips that were undertaken; (2) what is the total amount that her department spent on (a) accommodation and (b) car rental in Cape Town for employees attending Parliament business in the specified financial year? NW3886E
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.
15 September 2015 - NW3247
Lovemore, Ms AT to ask the Minister of Basic Education
(1)How many learners were enrolled in Grade 10 in each province in 2013; (2) how many learners in each province are currently registered to write the 2015 National Senior Certificate examinations; (3) how many learners who were progressed from Grade 11 to Grade 12 are registered to write the 2015 National Senior Certificate examinations in each province?
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)
15 September 2015 - NW1787
Maimane, Mr MA to ask the President of the Republic
(1) On which exact dates did he visit the Russian Federation in May 2015? (2) (a) how many government officials accompanied him on the specified visit, (b) what are the names of all non-government employees and persons who accompanied him on the specified visit and (c) what was the total cost of (i) flights, (ii) accommodation, (iii) travel within the Russian Federation and/or (iv) entertainment of the entire delegation during the specified visit?
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.
15 September 2015 - NW3392
Lovemore, Ms AT to ask the Minister of Basic Education
Whether, with reference to the court order issued by the Grahamstown High Court on 17 December 2014 (details furnished), the open post bulletins ordered by the court to be published have been gazetted: if not, (a) why not and (b) what alternative mechanisms (i) were and (ii) are now being used to ensure the filling of vacant posts, particularly Post Level 1 vacancies; if so, what are the relevant details of the (aa) bulletins and (bb) educators appointed as a result of each bulletin? NW4051E
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 |
1 July 2015 |
66 |
DP |
Vol 1/20 15(292 posts) |
3 Feb 2015 |
1 May 2015 |
270 |
HoD |
Vol 1/2015(980 posts) |
3 Feb2015 |
1 May 2015 |
967 |
PL1 |
Critical PL1 vacancies (338 posts advertised) |
28 Aug 2015 |
1 November |
Closing date on |
Source: ECDOE Report, August 2015
15 September 2015 - NW3313
Madisha, Mr WM to ask the Minister of Transport:
Whether the Government has effective measures in place to ensure that fatalities and serious injuries on the road as a result of crashes (details furnished) are declining substantially and progressively on a year-on year basis, if, so by what number and percentage were serious injuries and accidents declining on our roads annually during the period 30 June 2010 to 30 June 2015? 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:
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.
15 September 2015 - NW3351
Van Dyk, Ms V to ask the Minister of State Security
Whether his department received a request to investigate Project Spider Web; if not, why not; if so, (a) who requested the investigation and (b) when was the investigation requested; • Whether the scope of the investigation will include (a) the origins of the document and/or (b) the particulars in the document; • Whether he will make a statement on the matter?
Reply:
- The State Security Agency (SSA) received a request to investigate the Project Spider document in July 2015.
- 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.
15 September 2015 - NW3291
Mashabela, Ms N to ask the Minister of Basic Education
(1)(a)(i) What total amount did her department spend on her travel costs between Gauteng and Cape Town in the 2014-15 financial year and (ii) how many trips did she undertake between Gauteng and Cape Town in the specified financial year and (b) what total amount did her department spend on (i) hotel and (ii) residential or other accommodation for her in (aa) Cape Town and (bb) Pretoria in the 2014-15 financial year; (2) (a)(i) what total amount did her department spend on the Deputy Minister’s travel costs between Gauteng and Cape Town in the 2014-15 financial year and (ii) how many trips did the Deputy Minister undertake between Gauteng and Cape Town in the specified financial year and (b) what total amount did her department spend on (i) hotel and (ii) residential or other accommodation for the Deputy Minister in (aa) Cape Town and (bb) Pretoria in the 2014-15 financial year?
Reply:
- (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.
15 September 2015 - NW3237
Mhlongo, Mr TW to ask the Minister of Rural Development and Land Reform
(a) How many empowerment farms in the Northern Cape have been funded by the Government for the past 10 years, (b) in each case, at what cost to his department, (c) what amount was paid to the farm owner, (d) where are the specified empowerment farms located and (e) are the specified farms still profitable?
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.
15 September 2015 - NW3169
Singh, Mr N to ask the Minister of Tourism
Whether his department is taking any steps to rid tourist sites of bogus tourist guides who are operating freely and preying on unsuspecting visitors at the specified sites (details furnished); if not, why not; if so, what steps; 2. Whether he intends to set up a dedicated unit where tourists can report these bogus tour operators; if not why not; if so, what are the relevant details?
Reply:
- 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.
- 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
15 September 2015 - NW3397
Van Der Walt, Ms D to ask the Minister of Basic Education
(1)With reference to her reply to question 2976 on 24 August 2015, what (a) was the budget amount for materials and stationery for the (i) 2012-13, (ii) 2013-14 and (iii) 2014-15 financial years and (b) are the estimated costs ofmaterial and stationery for the (i) 2015-16 and (ii) 2016-17 financial years in respect of each (aa) province and (bb) district; (2) in respect of each province, how many volunteers for the Kha Ri Gude centres (a) received a stipend from her department for the (i) 2012-13, (ii) 2013-14 and (iii) 2014-15 financial years and (b) are expected to receive a stipend in the (i) 2015-16 and (ii) 2016-17 financial years?
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 |
14 September 2015 - NW3038
Boshoff, Ms SH to ask the Minister of Basic Education
(a) Which districts in each province have converted schools for children with special educational needs to resource centres, (b) what are the names of the specified schools, (c) what is the enrolment number in each school, (d) how many educators have been appointed in each specified school and (e) how many support staff such as (i) therapists, (ii) school sisters and/or nurses, (iii) administrative staff, (iv) janitors, (v) general assistants and (vi) class aids have been appointed in each specified school?
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 |
|
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 |
14 September 2015 - NW3239
Lotriet, Prof A to ask the Minister of Science and Technology
(1)What is the current status of the maintenance and upgrade of the Human Sciences Research Council (HSRC) building in Pretoria; (2) Does the Pretoria HSRC building comply with the requirements set out in the Occupational Health and Safety Act, Act 85 of 1993; if not why not; (3) Did her department request infrastructure funding from the National Treasury; if not; if so, what was the outcome?
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.
14 September 2015 - NW3190
Maynier, Mr D to ask the Minister of Finance
With reference to his replies to questions 340 and 1292 on 8 April 2015 and 6 May 2015 respectively, whether the National Treasury has concluded the assessment of the (a) financial costs, (b) financial implications and/or (c) economic implications of (i) the nuclear build programme and (ii) the nuclear build programme compared to any other specified alternative energy generation option(s); if not, why not in each case; if so, what are the relevant details in each specified case?
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.
14 September 2015 - NW3029
Matsepe, Mr CD to ask the Minister of Basic Education
(1)What (a) is the purpose of norms and standards funds paid to schools and (b) criteria were used to determine the amount paid to every school; (2) (a) when are norms and standard funds transferred to schools, (b) who has the authority to decrease the norms and standards funds payable to schools and (c) what criteria are to be used when norms and standards are changed?
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.
14 September 2015 - NW3249
Boshoff, Ms SH to ask the Minister of Basic Education
(1)When did her department implement the National Norms and Standards for the Distribution of Resources within an Inclusive Education System; (2) how will the specified system address the needs of learners with special education needs and disabilities; (3) which stakeholders were consulted in the development of the specified system; (4) when will the policy document pertaining to the specified system be tabled in the National Assembly for approval?
Reply:
- 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.
- 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;
- 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.
- 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.
14 September 2015 - NW3248
Boshoff, Ms SH to ask the Minister of Basic Education
(1) When (a) did her department commence with the review of the South African Schools Act, Act 84 of 1996, and the admissions policy and (b) will the specified review be finalised : (2) will the specified review be (a) in line with the promulgated Policy on Screening. Identification, Assessment and Support and (b) tabled in the National Assembly for approval?
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.
14 September 2015 - NW3031
Matsepe, Mr CD to ask the Minister of Basic Education
Whether her department’s data on the Learner Unit Record Information and Tracking System includes information of learners at (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?
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
14 September 2015 - NW3404
Van Der Walt, Ms D to ask the Minister of Basic Education
With reference to her reply to question 2976 on 24 August 2015, in respect of each province and district, what is the total number of (a) blind and (b) deaf learners that attended classes at the Kha Ri Gude centres who (i) are now literate, (ii) have passed their relevant exams and (iii) are now being used as volunteers to teach at the specified centres?
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 |
14 September 2015 - NW3191
Maynier, Mr D to ask the Minister of Finance
Whether the National Treasury has modelled the impact on the economy of the (a) nuclear build programme and (b) the nuclear build programme compared to any other specified alternative energy generation option(s); if not, why not; if so, what are the relevant details in each specified case?
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.
14 September 2015 - NW3234
Terblanche, Ms JF to ask the Minister of Science and Technology
(1)What is the current situation with reference to the retention of human resources within the Human Sciences Research Council; (2) What attempts has she and her department made to ensure that (a) staff is adequately remunerated, (b) working conditions are improved and (c) policies are established to support and facilitate human capital development?”
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
14 September 2015 - NW3030
Matsepe, Mr CD to ask the Minister of Basic Education
(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; (2) what (a) are the contents of each trolley to be delivered and (b) is the cost of each trolley; (3) who was awarded the contract for the delivery of trolleys to schools?
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;
- (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.
14 September 2015 - NW3182
Groenewald, Dr PJ to ask the Minister of Basic Education
(1)What precautions has her department taken with the writing of the record examinations and final examinations of this year’s matriculants in case load shedding takes place at the schools and/or examination halls during this time; (2) whether she will make a statement on the matter?
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.
14 September 2015 - NW2975
Lovemore, Ms AT to ask the Minister of Basic Education
(1)(a) In respect of each (i) province and (ii) district, (aa) how many and (bb) what percentage of Grade 10 learners in public ordinary schools are targeted to study mathematics in the (aaa) 2015, (bbb) 2016, (ccc) 2020 and (ddd) 2030 academic years and (b) what are the relevant details of her plans to achieve her targets of mathematics uptake for the Further Education and Training (FET) phase; (2) in respect of each province, (a) how many FET phase mathematics teachers will be required in public ordinary schools for the specified academic years, (b) how many FET phase teachers are currently employed in public ordinary schools teaching FET phase mathematics and (c) what are the relevant details of her plans to achieve her targets for FET phase mathematics teachers?
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.
14 September 2015 - NW3028
Van Der Walt, Ms D to ask the Minister of Basic Education
With reference to Raeleng Middle Secondary School in Bela-Bela, Limpopo, (a) why was norms and standards funding cut by almost 50%, (b) was the school notified (i) in time and (ii) in writing of the reasons why the specified funding was decreased and (c) what measures are put in place to ensure that this school will in future receive their full norms and standards funding?
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.
14 September 2015 - NW3403
Van Der Walt, Ms D to ask the Minister of Basic Education
(1) With reference to her reply to question 2976 on 24 August 2015, in respect of each province, (a) what amount did volunteers for the Kha Ri Gude centres receive on average in stipends in the (i) 2012-13, (ii) 2013-14 and (iii) 2014-15 financial years and {b) was the maximum amount received in stipends by an individual volunteer in the {i) 2012-13, {ii) 2013-14 and (iii) 2014-15 financial years; (2) In respect of each province, (a) how many individuals on average did each volunteer for the specified centers train for the (i) 2012-13, (ii) 2013-14 and (iii) 2014-15 financial years and (b) what was the lowest number of individuals trained by an individual volunteer in the {i) 2012-13, (ii) 2013-14 and (iii) 2014-15 financial years? NW4063E
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