Questions and Replies

Reply:

(1) Social relief of distress is provided in terms of the criteria set in the Social Assistance Act, 2004. The policy on SASSA responses to disaster is a guide for SASSA staff to implement the legislative requirements in a uniform and consistent manner.

(2) Please refer to Section 4 of the SASSA guidelines.

Reply:

1. Initiatives to transform the National Accredited Technical Diploma (NATED) programmes require both immediate and long-term approaches. Currently, the Department and National Artisan Moderation Body (NAMB) are working collaboratively with the Quality Council for Trades and Occupations (QCTO) as the lead partner to model the translation of the NATED programmes into occupationally registered qualifications under the QCTO. The Electrical, Plumbing and Financial Management programmes will be used as pilots in the modelling exercise involving all the relevant statutory, industry and education and training stakeholders. Once this process is completed, the model will be applied progressively to prioritise NATED programmes in engineering and some business related programmes. The curriculum, assessment, work-placement and certification requirements in the transformed qualifications are being addressed holistically, taking cognisance also of the quality assurance mechanisms that will apply across the qualification provision pipeline.

The Department has to rely on the services of Technical and Vocational Education and Training (TVET) college lecturers to set and internally moderate question papers. All examiners and moderators are briefed annually in specially convened sessions prior to engaging in the setting and internal moderation of question papers. The completion of assessment grids, standards for marking guidelines and the rigour expected in the internal moderation of question papers are all addressed in these sessions.

Several additional examinations posts are to be advertised and filled by 31 March 2016 as part of the migration process, to facilitate the appointment of suitably qualified and experienced curriculum specialists. These officials will, amongst other duties, serve as moderators in the setting process and in so doing, address the completion of assessment grids, standards for marking guidelines and the rigour expected in the internal moderation of question papers.

Various examination centres submit inaccurate and poorly captured data in both electronic and hard copy format for resulting purposes per examination cycle. This does not only delay the approval of results, but brings the integrity of the process into question. The Department has recently completed and tested a national document on data verification standards of examinations for implementation by examination centres. All Information Technology (IT) service providers that service TVET colleges were involved in the process and the IT system administrators will be briefed when the Department hosts examinations support workshops across the nine provinces from August to October 2015.

The Department is not aware of any consolidated irregularity report that is still outstanding. The consolidated irregularity report for the November 2014 examinations cycle of the General Education and Training Certificate: Adult Basic Education and Training (GETC: ABET) Level 4 qualification was submitted late due to a delay in the response of the inputs required from Provincial Departments of Education. The Department has addressed this matter with the heads of examinations in provinces and agreed on the processes and timeframes to be adhered to for future examination cycles.

2) (a) Currently, there are 10 106 lecturers at TVET colleges.

(b) Work is underway to comprehend the skills shortfall of lecturers. Lecturers come from a varied background in some cases lacking pedagogical and technical skills. While an annual survey is done, it is not always possible to meaningfully identify the level of competence of lecturers.

(c) and (d) The Policy on Professional Qualifications for Lecturers in Technical and Vocational Education and Training was gazetted in May 2013. Universities are currently working on developing programmes that are aligned to the qualifications policy. The range of qualifications included in the policy will address the development needs of lecturers who are under-qualified, as well as those that may hold appropriate qualifications but need to develop pedagogical competence. The first programmes are likely to be offered in 2016, pending approval and accreditation by relevant bodies, and more will become available in 2017.

In the meantime, the Department has initiated a number of lecturer development activities such as continued curriculum updates on new curriculum. Recently, a Lecturer Support System was introduced with an aim to expand content updates to lecturers on a large scale. This project was undertaken with the financial support of the Dutch government. In addition, we are also developing mechanisms for structured workplace exposure for lecturers. A protocol on lecturer exchanges will also be developed this year.

Compiler/Contact persons:

Contact number:

DIRECTOR – GENERAL

STATUS:

DATE:

REPLY TO QUESTION 2315 APPROVED/NOT APPROVED/AMENDED

Dr BE NZIMANDE, MP

MINISTER OF HIGHER EDUCATION AND TRAINING

STATUS:

DATE:

Reply:

South Africa is a sovereign country and would not copy or follow the tax policies of other countries without completing a thorough due diligence process to establish the benefits for our citizens. South Africa tax policy is developed in a transparent manner and outlined in the annual Budget and forms part of the fiscal framework which is shaped by the long-term objectives of the government as outlined in the National Development Plan and medium-term objectives like the Medium-Term Strategic Framework. Tax policy has been broadly stable since 1994 and provides relative certainty to all citizens and investors. Major tax policy changes are referred to expert committees like the Davis Tax Committee, which is currently considering various challenges faced by tax policy in South Africa. This follows on the work of the Katz Commission which shaped the tax policies of the democratic government soon after 1994. To the extent that changes in policy are made, they are done in a deeply consultative way and on the advice of expert committees and are not done in an ad-hoc manner. It should be noted that South Africa has different objectives and challenges to an advanced economy like Britain and our policies therefore reflect different priorities from Britain.

In considering the objective of encouraging South Africans to own their homes, I do not believe that tax certainty is an issue at all. The bigger challenges posing home ownership probably relates to non-tax issues like the cost of borrowing; availability and supply of housing, land; and the price and affordability of houses.

Reply:

(a) The law firm reviewed the outcome of the constitutional court judgment on the payment tender and the leakage of information to media houses.

(b) The law firm was appointed in terms of SASSA‘s Annual Procurement General Exemptions SASSA-12/10 which enables the Minister to appoint a commission of enquiry, special investigating units, forensic auditors and also to enable the Agency to procure services to seek legal opinion from Legal Firms without following the procurement process due to the sensitivity of the nature of the service.

 

Reply:

(a) The National Treasury has not paid out the remainder of any employee’s contract before the contractually stipulated date of termination of the contract for any financial year since 2008.

(b) Yes, the following entities paid out the remainder of the employees’ contractually stipulated date of termination of contacts for the specified period;

FINANCIAL INTELLIGENCE CENTRE

Financial years	(i)(bb) Amount paid on early termination?	(ii) Names of payout recipients	(iii) Reasons for early termination
2010-11 FY	R 35,741.50	Goitsimang April	Settlement agreement
	R 445,677.08	Dineo Motsepe	CCMA Settlement agreement
2013-14 FY	R 93,970.00	Derick Letlonkane	Service no longer required

GOVERNMENT EMPLOYEES PENSION FUND

Financial years	(i)(bb) Amount paid on early termination?	(ii) Names of payout recipients	(iii) Reasons for early termination
2010-11 FY	R 1,548,217.00	M Ramataboe	Board agreement

GOVERNMENT PENSIONS ADMINISTRATION AGENCY

Financial years	(i)(bb) Amount paid on early termination?	(ii) Names of payout recipients	(iii) Reasons for early termination
2013-14 FY	R 191,799.00	Mr. J. Ramatlhape	Permanent CIO was appointed

LAND BANK

Financial years	(i)(bb) Amount paid on early termination?	(ii) Names of payout recipients	(iii) Reasons for early termination
2011-12 FY	R 527,769.64	Lehlohonolo Andrew Makenete	Mutual agreement

PUBLIC INVESTMENT CORPORATION

Financial years	(i)(bb) Amount paid on early termination?	(ii) Names of payout recipients	(iii) Reasons for early termination
2014-15 FY	R 3,188,014.00	Confidentiality agreements	Voluntary termination of contract

SOUTH AFRICAN AIRWAYS

Financial years	(i)(bb) Amount paid on early termination?	(ii) Names of payout recipients	(iii) Reasons for early termination
2008-09 FY	R 9,350,000.00	K Ngqula	Seperation Agreement

SOUTH AFRICAN REVENUE SERVICES

Financial years	(i)(bb) Amount paid on early termination?	(ii) Names of payout recipients	(iii) Reasons for early termination
2008-9 to 2014-15	R 4,745,571.68	Confidentiality agreements	Confidentiality agreements

SASRIA

Financial years	(i)(bb) Amount paid on early termination?	(ii) Names of payout recipients	(iii) Reasons for early termination
2010-11 FY	R 766,800.00	Mr Collin Macheke	Position became redundant after restructuring.

Reply:

1. Yes, Physical Education forms part of the CAPS Life Skills / Life Orientation curriculum.
2. (a)Physical education is mandatory for all learners in public ordinary schools.

(b) (i) Fixed time allocation is prescribed for Physical Education for each phase. The table below represents the time allocation per phase:

GRADES	TIME ALLOCATION PER WEEK
Gr R – 3	2 hours
Gr 4 – 6	1 hour
Gr 7 – 9	1 hour
Gr 10 - 12	hour

(ii) The structure of Physical Education in each phase is as follows:

• The CAPS Life Skills/Life Orientation clearly indicates that Physical Education is one of the core topics to be taught in all schools.
• The sub-topics and content is specified for each grade.
• The content for Physical Education across the phases relates to each other.
• Each phase focuses on similar areas of skills, knowledge and values and prepares learners to continue with the subject in other grades – thus ensuring continuity.
• All physical education periods will focus on practical physical and mass participation in movement activities for enjoyment and enrichment purposes.
• The Physical Education Task (PET) is administered across all fours school terms in all grades.
• Learner participation and movement performance in the PET will be assessed and reported at the end of each term. The focus of assessment falls into two broad categories viz: participation and movement.

The tables below highlight the topics/focus area for Physical Education in each of the grades/phases:

TABLE 1

FOUNDATION PHASE: Grades R - 3

Focus area: Locomotion Perceptual motor Rhythm Co-ordination Balance Spatial Orientation Laterality Sports and Games

Play, movement, games and sports contribute to developing positive attitudes and values. This area focuses on perceptual and locomotor development, rhythm, balance and laterality. The focus in the Foundation Phase is on games and some activities that will form the basis of participating in sports later on.

TABLE 2

INTERMEDIATE PHASE: Grades 4 – 6 The following are the focus in the intermediate phase
GR 4	GR 5	GR 6
Movement	Movement	Physical fitness
Invasion games	Target games	Striking and fielding games
Rhythmic movement	Rhythmic movement	Rhythmic patterns of movement
Basic field/track & swimming activities	Variety of field, track and swimming activities	Refined sequences through gymnastics or swimming activities
Safety issues	Safety issues	Safety issues

TABLE 3

SENIOR PHASE: Grades 7 – 9 The following are the focus in the intermediate phase:
GR 7	GR 8	GR 9
Fitness programme	Physical activities that promotes fitness	Improvement of physical wellness level
Indigenous games	Target games	Develop game plan for individual or team sports
Sequence to physical activities	Programme to improve movement techniques	Refines own and peer performance in movement
Outdoor recreational programmes	Outdoor recreational activity	Outdoor recreational activities
Safety issues	Safety issues	Safety issue

TABLE 4

FURTHER EDUCATION AND TRAINING: Grades 10 - 12 The following are the focus in the intermediate phase:
GR 10	GR 11	GR 12
Physical fitness programme	Personal level of fitness and health	Personal fitness and health goals
Skills in playground / community or indigenous games	Umpiring / leadership skills	Long term engagement in traditional /non-traditional sports/indigenous games/recreational activities
Environmentally responsible - outdoor recreational group/individual activities	Leadership roles in recreational group activity
Skills in traditional / non- traditional sports	Umpiring and leadership skills in self-designed and modified sports
	Safety issues

1. Whether the School Sport Policy has been finalized; if not why not and when will the policy be finalized; if so (a) when the policy will be gazette and (b) what are the details of her plan to achieve implementation of the policy

REPLY

Yes, the School Sport Policy has been presented to and approved by the Council of Education Ministers (CEM).

(a) The process to have the Policy gazetted has been initiated and will be finalised within this current financial year.

(b) The plan to deliver the school sport programme as per policy is embedded in the Integrated School Sport programme and Sport and Recreation Plan. The three levels of the School Sport Programme, that is: intra- school, inter-school and local/circuit festivals are currently being implemented. These provide the platform for participation at the district and provincial levels, culminating at the national championships.

Reply:

The responses below were sourced from the provincial education departments.

1. (i) (aa) (bb) (ii)

PROVINCES	Spend 2013/14	Spend 2014/15
	R'000	R'000
Eastern Cape	51 900 000	18 209 835
Free State	3 307 000	51 469 000
Gauteng	30 391 214	43 000 000
KwaZulu-Natal	47 455 000	88 990 716
Limpopo	30 002 000	297000
Mpumalanga	35 015 000	28 717 000
Northern Cape	1 389 000	16 367 000
North West	19 511 000	18 365 000
Western Cape	35 170 086	31 914 362
TOTAL	254 140 300	297 329 913

Information for 2015/16 has been requested from the province and will be made available once received.

1. (c) (d)

	2013/14 Financial year	2014/15 Financial year
PROVINCES	No of schools that received furniture in 2013/14	Total quantities delivered 2013/14	No of schools that received furniture in 2014/15	Total quantities delivered 2014/15
Eastern Cape	580	116083	1012	388 675
Free State
Gauteng	417	93354	380	53 162
KwaZulu-Natal	6	505	1631	151 215
Limpopo	320	41899	486	13 733
Mpumalanga	487	64201	449	74 749
Northern Cape	7	1368	7	93
North West	10	884	343	33 381
Western Cape	761	151192	814	75 602
TOTAL	2588	469486	5122	790610

NB: In KwaZulu-Natal and Northern Cape Provinces schools procure furniture using the Norms and Standard for school funding allocations. Outstanding information from the Free State Province has been requested and will be made available once received.

Quantities delivered include, combination desks, learners tables, chairs and teachers furniture.

Reply:

(a) The policy on home-schooling has not yet been finalised; and

(b) therefore not gazetted. It is envisaged that the policy will be completed by 31 March 2016.

Reply:

(a)  Workbooks

Workbooks are delivered directly to each public school. The National Department of Basic Education is in possession of electronic copies of proof of delivery notes for all schools that received their workbook consignments for volume 1 and volume 2 for the 2015 academic year.

(b)  Textbooks

The National Department of Basic Education does not deliver textbooks to schools. The responsibility is that of Provincial Departments of Education who are in possession of the proof of deliveries.

Reply:

 

(a) The Department of Basic Education was established on 1 April 2010. The Department cannot provide the information required for the period prior to 1 April 2010. No contracts were terminated before expiry and hence no payments were made.

(b) Entities outside of the Department manage their own appointments and terminations.

(i) aa - N/A

    bb -

ENTITIES	PAYOUT OF ANY EMPLOYEES CONTRACT BEFORE THE CONTRACTUALLY STIPULATED DATE OF TERMINATION SINCE 2008 – 2009 FINANCIAL YEAR
SOUTH AFRICAN COUNCIL OF EDUCATORS (SACE)	None
UMALUSI	None

 

(ii) N/A

(iii) N/A

Reply:

(1) In May 2015 the number of Full-Service schools in the country stood at a total of 793. The total amount spent to revamp the schools to provide a full range of support services is not available for all provinces for the respective reporting years. According to reports received from four of the nine provinces the total amount spent in (i) 2013 – 2014 was R71 763 000 and in (ii) 2014 – 2015, R73 189 000 (Table 1 below gives a breakdown by Provincial Education Department).

(2) The number (a) of learners with (i) physical disabilities and (ii) other special needs enrolled in Full-Service Schools in 2014 was 19 735. Comprehensive disaggregated statistics on enrolment by category of disability are not available. This data will become available as the Policy on Screening, Identification, Assessment and Support (SIAS) is incrementally rolled out, commencing with Special and Full-Service Schools in 2015 to 2016.

Table 1: The table below provides statistics related to Full-Service Schools:

Province	Number of Full Service Schools	Expenditure in 2013/14 R’000	Expenditure in 2014/15 R’000	Number of learners with special needs (including learners with physical and sensory disabilities)
EC	26	R 45 336	R620	2358
FS	134	-	-	1835
GT	74	R7 054-	R9 100	4310
KZN	101	-	R1 377	4295
LP	17	-	-	-
MP	140	R690	3,500	3195
NC	4	-	-	489
NW	150	R24,827	R60,638	2618
WC	147	R910	-	1720
Total	793	R71 763	R73 189	19735

Source: Reports submitted by PEDs in March 2015

The number of learners with physical and other disabilities enrolled in Special Schools respectively in 2013 and 2014 is provided in Table 2 below.

Table 2: Enrolment in Special Schools in 2013 - 2014

Province	Number of Special Schools	Number of Learners with Physical Disabilities (including sensory disabilities) in 2013	Number of learners with other special needs in 2013	Number of Learners with Physical Disabilities (including sensory disabilities) in 2014	Number of learners with other special needs in 2014
EC	42	2 406	6 852	2 276	8546
FS	21	1 584	4 546	1 487	4 691
GT	136	8 279	34 784	3 629	37 982
KZ	74	4 942	11 968	4 371	12 809
LP	34	2 597	6 095	2 445	6 085
MP	20	574	3 429	399	3 473
NC	11	411	1 374	300	1 597
NW	32	1 258	5 600	1 219	5 724
WC	83	3 326	17 459	3 114	16 491
SA	453	25377	92107	19240	97398

Source: Special School Snap Survey 2013, 2014

1. The number of teachers in (a) schools for learners with special needs and (b) Full-Service schools who have been trained in special needs teaching methods is provided in Table 3 below.

Table 3: Number of teachers trained in areas of specialisation in Inclusive Education

Province	Number of Teachers Trained in Curriculum Differentiation in 2014/15	Number of Teachers Trained on Full-Service School Guidelines in 2014/15	Number of Teachers Trained on SNE Guidelines in 2014/15	Number of Teachers Trained in SASL in 2014/15	Number of Teachers Trained in Braille in 2014/15
EC	55	435	0	94	60
FS	766	558	79	59	27
GT	6803	616	616	130	50
KZN	4176	2424	1752	64	30
LP	102	34	102	33	30
MP	1450	0	0	576	140
NC	3783	200	265	28	11
NW	1200	1200	1200	58	50
WC	405	405	405	160	65
Total	18740	5872	4419	1202	463

(4)(a)(i) and b(i) The national target for establishing new special schools in (aa) 2013-14 was six (6) and for (bb) 2014-15 one (1). ( c )(i) A total of seven (7) new special schools were completed between 2013 and 2015.

(a)(ii) and b(ii) After a substantial growth in the number of designated Full-Service Schools from 30 in 2009 to 793 in 2015, most Provincial Education Departments have entered a phase of consolidation which would include implementation of the SIAS Policy, strengthening of School-based Support Teams, staff training, provision of assistive technology and physical infrastructure upgrading to comply with norms of universal design and access. The national target for converting additional ordinary schools into full-service schools in (aa) 2013-14 was 116 and for (bb) 2014-15, 21 .

( c )(ii) A total of 137 new full-service schools were completed between 2013 and 2015 .

Specific targets set by individual provinces for 2014 – 15:

Eastern Cape

Financial Year	Number of Special Schools to be established	Actual Achievement	Number of Full Service Schools to be established	Actual Achievement
2013/14	2	0	5	5
2014/15	2	0	21	21

Free State:

One Special School will be built in Xhariep District in the 2015/16 financial year. Two Full-Service Schools have been designated for upgrading in 2015/16.

Gauteng:

Gauteng Province had a target of 19 Full-Service Schools for 2013/14 and 2014/15. This target was achieved. A target of 45 has been set for 2015/16 and this target will be achieved as the province started capacitating certain schools in 2013/14 and 2014/15 in order to ensure that the number of Full-Service Schools can be increased to expand the support for learners who experience barriers to learning. No targets were set in 2013/14 and 2014/15 to increase the number of Special Schools. However, Gauteng is currently considering increasing the number of Special Schools.

Limpopo:

Due to budgetary constraints, Limpopo Province is concentrating on consolidating the Full-Service and Special Schools that have been converted or newly built over the past four years by training of teachers and provision of resources.

KwaZulu Natal:

Two new Special Schools were registered in 2014 and no new Full-Service schools have been designated in the period 2013 – 2015.

Mpumalanga

Tsakane Special School in Bushbuckridge was opened in October 2014 making provision for 120 learners with high levels of support needs. The province is awaiting the construction of a residential school for the Deaf and blind learners in Mbombela. There are no plans for designating any new Full Service Schools in 2015.

Northern Cape

In 2014 the Kleinzee Special School was established with donor funding from the Anglo American Corporation. No new Special or Full-Service schools will be built in 2015/16.

North West Province:

Full Service schools 2013-14	Full Service Schools 2014-15
Target	Time Frame	Target achieved	Target	Time Frame	Target achieved
20 (05 per district)	2013/14	20	20 (05 per district)	2014/15	20
Special schools 2013-14	Special Schools 2014-15
Target	Time Frame	Target achieved	Target	Time Frame	Target achieved
32	2013/14	32	0	2014/15	0

Western Cape

Full Service schools 2013-14	Full Service Schools 2014-15
Target	Time Frame	Target achieved	Target	Time Frame	Target achieved
32	2013/14	32	40	2013/14	40
Special schools 2013-14	Special Schools 2014-15
Target	Time Frame	Target achieved	Target	Time Frame	Target achieved
71	2013/14	71	72	2014/15	72

Reply:

(a) The department has not paid out the remainder of any employee’s contract before the contractually stipulated date of termination of the contract since the 2008-09 financial years.

(b) The Human Sciences Research Council (HSRC); Technology Innovation Agency (TIA); Academy of Science of South Africa (ASSAf); South African Space Agency (SANSA) and the Council for Scientific and Industrial Research (CSIR) did not pay out the remainder of any employee’s contract before the contractually stipulated date of termination since the 2008-09 financial year to date,only the National Research Foundation (NRF) had a payout.

(i) (aa) Not applicable.

    (bb) The NRF paid out the amount of R4,607,381.93 (R3,122,466.41 after tax).

(ii) The payout was made to Dr Gatsha Mazithulela, the previous vice-president of the National Research Infrastructure and National Research Facilities.

(iii) The decision for the early termination of Dr Mazithulela’s employment contract arose following a decision by the NRF Board to restructure the NRF business.

Reply:

(a) Both construction contracts of Chief Boklein and Bhekizulu were terminated on 19 March 2015 due contractor’s non-performance.

1. Progress at termination was 35% for Chief Henry Boklein Senior Secondary School
2. Progress at termination for 26% for Bhekizulu Senior Secondary School

(b) The contractor which was appointed for both contracts was Leungo Construction

(c) The contractor’s contact details are Richard Farrar, [email protected], 0722125467 or 073 609 1572

Reply:

This Department is currently not involved in any work exchange and/or employment agreement with the Republic of Cuba,

Reply:

 

(a) (b)

The response below was sourced from Gauteng Department of Education

There are no plans to build schools in Birch Acres Ext 23 -24. The building of a primary school in Birch Acres Ext 3 is planned for the 2018/19 financial year.

Reply:

a) Department of Women:
i) The current Chief Financial Officer is Ms Camagwini Ntshinga.

ii) Not applicable, no entity reporting to the Minister

b) Qualifications:
i) Diploma in Business Studies
Bachelor of Accounting Science
Articles of Clerkmanship

ii) Not applicable, no entity reporting to the Minister


Approved by the Minister on
Date: 2015/06/08

Reply:

No.

 

 

Approved by the Minister on
Date: 2015/06/08

Reply:

Yes;

(a) Total number of motor vehicles is 12, 4 of which are ready for disposal.
(b) The value of all the motor vehicles is R4, 013 498.19


Approved by the Minister on
Date :2015/06/08
 

Reply:

(1) With reference to her reply to question 78 on 19 March 2015, in each province and each district, how many (a) educators who are teaching at public ordinary schools are employed by school governing bodies (SGBs) and (b) of the teachers so employed are (i) unqualified and (ii) underqualified to teach;

(a) and (b)(i) and (ii) Information on SGB appointees for 2015 is currently not available. It is being collated in the Provincial Education Departments (PEDs), as it was collected as part of the survey conducted on the 10th school day. It will be forwarded once it is available.

(2) whether professional registration with the SA Council for Educators (SACE) is a prerequisite for employment as a teacher by an SGB; if not, why not; if so, how will she enforce such registration;

In terms of the SACE Act, registration with the South African Council of Educators (SACE) is a pre-requisite for every person in order to be employed as a teacher in schools regardless of the sector. The School Governing Bodies cannot appoint a teacher without SACE certification.

(3) in respect of each province and each district, how many (a) educators are employed by independent schools and (b) of the teachers so employed are (i) unqualified and (ii) underqualified to teach;

(a) and (b)(i) and (ii) Information on SGB appointees for 2015 is currently not available. It is being collated in the Provincial Education Departments (PEDs), as it was collected as part of the survey conducted on the 10th school day. It will be forwarded once it is available.

(4) whether professional registration with the SACE is a prerequisite for employment as a teacher by an independent school; if not, why not; if so, how will she enforce such registration?

In terms of the SACE Act, registration with the South African Council of Educators (SACE) is a pre-requisite for every person in order to be employed as a teacher in schools regardless of the sector. Independent schools cannot appoint a teacher without SACE certification.

RESPONSE TO NATIONAL ASSEMBLY QUESTION 1706
 

 

COMPLIED BY:


MS  S GEYER (X3740)
CD/TH
DATE:


MT T KOJANA
DEPUTY DIRECTOR-GRENERAL: TEACHER AND PROFESSIONAL DEVELOPMENT
DATE: 2015/05/20

 

Reply:

(a) (i) The provinces have been provided with the list of the new schools and have engaged with the schools to assist them in drawing up the sport programme as part of the school plan. The schools have been registered in the 2014 School league programme and are participating in the cluster competitions. The codes and federations are providing coach training to educators and special attention is paid to these new schools.

(a) (ii). The Regulations Relating to Minimum Uniform Norms and Standards for Public School Infrastructure, regulates the provision of sporting facilities, as with all other spaces that constitute a school. However, in some instances, due to topography or lack of sufficient space, it is not possible to provide such facilities.

(b) In such instances, schools make arrangements to use community facilities or to share with neighbouring schools that have such facilities.

 

 

COMPILER: MR R MAFOKO
EXT: X 4217

MR SG PADAYACHEE
DEPUTY DIRECTOR-GENERAL: PLANNING , INFORMATION AND ASSESSMENT
DATE: 2015/05/11


MR SG PADAYACHEE
ACTING DIRECTOR-GENERAL
DATE: 2015/05/11

QUESTION NO. 591 APPROVED / NOT APPROVED

MR ME SURTY, MP
DEPUTY MINISTER
DATE 2015/06/01

MRS AM MOTSHEKGA, MP
MINISTER
DATE: 2015/06/04

Reply:

1. The Northern Cape Department of Education reported that they are awaiting the outcome of the investigation from the South African Police Services (SAPS) in order to make an informed decision regarding sanctions for those officials found to be liable of misconduct. Investigation by the SAPS is still in progress.

2. Numerous internal controls have been introduced in Supply Chain Management in the past few years to ensure that the possibility of fraud and corruption is kept to a minimum; if it does take place it becomes clearly detectable. The details of the actual transgressions have, however, not yet been shared by the SAPS.

 

QUESTION 1739
Compiled by:

Northern Cape: Education Department


MR SG PADAYACHEE
ACTING DIRECTOR-GENERAL
DATE: 2015/08/25

Reply:

http://pmg-assets.s3-website-eu-west-1.amazonaws.com/RNW1616daff.pdf
Find here: DAFF’S RESPONSE:

Reply:

Attached find here: (a) (i) The Department

Reply:

(a) The Road Accident Fund leases office space in respect of the (i) properties on which the (ii) following buildings are situated:
 

	(b)(i) from the following persons	b)(ii) with lease commencement date being:	(b) (iii) (aa) with the total monthly costs (rental):	and (b)(iii)(bb) with associated monthly operating costs (which is a variable cost), per the last invoice received:
Metropolitan life building	Drury Lane Properties (Pty) Ltd	1 April 2014	R529 773.05	R186 738.01
Embassy building	Delta Property Fund	1 April 2014	R698 170.12	R176 443.65
Marble Towers	Joburg Skyscrapers (Pty) Ltd	1 April 2014	R894 536.05	R208 026.67
Eco Square	M&T Commercial Fund	1 Nov 2012	R45 731 .00	R10 119.48
Thibault Square	The Truzen 6 Trust	1 April 2012	R607 339.69	R313 102.73

Attached please find here: Response Continued

Reply:

(1) (a) The Board of Inquiry has just commenced, it is expected that a report will be available in the next three months.

(b) The determination of the costs associated with the accident will be part of the Board of Inquiry.

(2) The Inquiry is still underway; once the recommendations are available the Rail Safety Regulator will ensure compliance.

Reply:

(a) (i) Payments to SANTACO are as follows:

(aa) 2012-13 financial year R16 460 000.00

(bb) 2013-14 financial year R17 365 00

(cc) 2014-15 financial year R18 407 000.00

(ii) The process of concluding an MOA with SANTACO for the 2015/16 year is still underway, therefore no payment has been made since April 2015

(b) These amounts are allocated to SANTACO every financial year based on the recommendations of the 1996 National Taxi Task Team (NTTT) that comprised of members from Provincial Departments, the National Department and the Taxi Industry. Key recommendations of the National Taxi Task Team were:

Formalization of the Taxi industry

▪ Regulation and Control
▪ Training and Capacity Building
▪ Safety and Law Enforcement
▪ Economic Empowerment

Government committed to funding the establishment of SANTACO to support the formalisation of the Industry as well as to implement the key recommendations of the National Taxi Task Team.

Reply:

The Road Accident Fund (RAF) (a) did not make any immediate on-the-spot payments to road accident victims, via the Road Accident Fund's On the Road Campaign in any of the provinces in (i) 2011-12, (ii) 2012-13 and (iii) 2013-14 financial years and (b) (i) no such payments were made to any person, (ii) no amount was paid to any person, (iii) no payouts were administered because none were made, and (iv) no decisions on what amount should be paid were taken as no such payments were made.

Reply:

(1) (a) The full amount of R1.1 billion has been allocated over the next three years towards the upgrading of the R 573.

(b) No funding has been provided for the Moloto Rail Development Corridor.

(2) The upgrade of the R573 will commence before the railway project.

(a) (I) The upgrade of the R 573 will commence in the 2015/16 financial year.
(ii) The upgrade is planned to be concluded by 2017/18.

(b) (i) The Rail Project is a registered Public Private Partnership initiative that is currently in Treasury Approval 1 stage.

(ii) Should funding be approved, two years to finalise the detailed design and five years for the construction of the rail project.

(3) An Environmental due diligence has been undertaken as part of the Treasury Approval 1 feasibility process and no environmental fatal flaws has been found related to the railway project. A detailed Environmental Impact Assessment will be commissioned following Treasury Approval 1. approval, by National Treasury.

Reply:

(a) One invoice from a private contractor was unpaid for longer than 30 days, please refer to the attached list as Annexure A.

(b) (i) (aa) Mediro Belay Management Services.

(bb) The Department bought computer hardware systems and Laptops.

(ii) (aa) 17 March 201 5.

(bb) The invoice was not paid within 30 days because there were discrepancies on the invoice regarding the delivered items.



Find here: Annexure

Reply:

(a) The Road Accident Fund (RAF) does not own (title deeds registered in the name of the RAF) any properties (erven). Note that ownership of improvements (such as buildings) on properties is associated with the ownership of the property, and therefore the RAF does not own any buildings. The RAF has purchased the property on which its Menlyn office is situated, but the transfer of ownership has not yet occurred.

Reply:

The Department does not have any driving licence tenders.

Reply:

The (a) (b) (c) minutes of the Road Accident Fund Board are "records" as defined in the Promotion of Access to Information Act, No. 2 of 2000 (PAIA), which Act regulates access to records of both public and private bodies. PAIA requires that a request for access to records must be made to the information officer of the public body concerned, in the present instance the Road Accident Fund.
Consequently, neither the Minister nor the Department of Transport are in a position to make the minutes of the Road Accident Fund Board available.

Reply:

(1) The response to question 953 clearly states that the request that was made to the Municipal Demarcation Board (MDB) was done after consultation with the Eastern Cape Province.

Subsequent to receiving the request from the Minister, it is the prerogative of the MDB to apply the provisions of sections 24 and 25 of the Municipal Demarcation Act when determining or redetermining municipal boundaries.

The final assessment and decision on any determination or redetermination of municipal boundaries rests with the MDB, and neither the Ministry nor the Department has any legislative authority to make any decision in this regard.

Reply:

(1) (a) The entire budget for the refurbishment was R 2 million.

(1) (b) An amount of R 2 million was spent on the renovations.

(i) For King MakhosokeII an amount of R 1 million was spent.

(ii) For King Mabhoko Ill an amount of R 1 million was spent.

(2) The budget for the construction of the Traditional Council offices was R10 million.

(3) The Honourable Member is requested to note that the Department does not provide any benefits to the royal households. The Provincial government budgets for administrative grants for traditional councils/king's council as well as funding for cultural events.

Reply:

Find here: Reply

Reply:

Find here Response

Reply:

Attached find here: REPLIES

Reply:

(1) The following graphs indicate the actual cash received (1) as well as the expected I forecasted revenue (2) per month.

Attached find here: GFIP Toll Receipts Actual vs Forecast Rmillion

Reply:

(1) To our knowledge, there is no agreement(s) which the Department has with any Security Company regarding the decryption key for the barcode on driving licences;

(2) The decryption keys are the property of the state under Department of Transport.

(3) So far as we are aware, the Department of Transport does not have any arrangements security companies

Reply:

a) The completion of Sedibeng School for Children with Special Education Needs was planned for I0 December 2014. However, practical completion was achieved on 10 December 2011. The school was ready for occupation for the new school year.
b) The completion of a new school always brings a surge of interest and on post construction the school advised that enrolment was likely to increase. The Principal, on advice of the Circuit Manager. was unwilling to move into the Sedibeng School for Children with Special Education Needs with what he considered to be insufficient furniture. in anticipation of the increased enrolment. This necessitated the generation of a variation order to procure additional furniture and other sundry items for the hostels.

Furniture had been procured and delivered according to the enrolment figures at project inception. In light of this. the Department decided to provide the additional furniture and sundry items as per the school's request. The expected delivery of the additional furniture and the items requested is expected to be concluded by the end of May 2015.

c) The school is ready for learners. As soon as the additional furniture and sundry items requested are delivered, the principal can take occupation.

d) The contract value was R39.487 092.00.
e) The contractor appointed was Marnolda Building and Civil Contractors.

Reply:

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

Reply:

(1) Whether she is aware of a report of the assault on two learners by a teacher at a secondary school in Tembisa on the East Rand. which went viral on social media in the week of 13 to 17 .April 2015; if so,

(1) (a) Yes. the Gauteng Department of' Education is aware of the report.

(2) what (a) are the details of' the assault. (b) action was taken by (i) officials of the Gauteng provincial department of education and (ii) other organs of state subsequent to the assault and (c) is the current status of the assault allegation?

(2) (a) An educator assaulted the learner and used vulgar language against the learner.

(b)(i) The educator has been placed on precautionary transfer, pending the disciplinary proceedings: and

(ii) It is currently not clear whether other organs of state have taken any action against the educator.

(c) Yes. the investigation has been completed and the educator will be served with charges regarding the alleged assault and the use of vulgar language

Reply:

(a) The department spent the following amounts on advertising in The New Age newspaper:

(i) Not applicable
(ii) Not applicable
(iii) 2013-14 – no expenditure incurred.

 

Approved by the Minister on
Date: 6/05/2015
 

Reply:

(a) (i) Not applicable
(ii) Not applicable

(aaa) Not applicable
(bbb) Not applicable

(bb) Not applicable

(b) Not applicable

(i) Not applicable
(ii) Not applicable

 

Approved by the Minister on
Date: 6/05/2015

Reply:

Refer to the Department’s Annual Report.


Approved by the Minister on
Date: 6/05/2015