Questions and Replies
17 March 2015 - NW409
Masango, Mr SJ to ask the Minister of Transport:
(1) (a) How many new appointments were made at the Airports Company South Africa in the (i) 2011-12, (ii) 2012-13 and (iii) 2013-14 financial years and (b) in each case, (i) what are the names of the appointees and (ii) in which positions were they appointed; (2) were (a) the positions advertised in the press and (b) standard recruitment processes followed; if not, why not, in each case; if so, (i) how many applications were received for each advertised position, (ii) what was the highest qualification for the persons who were appointed and (iii) what level of remuneration will be paid to the persons who were appointed; (3) whether vacant posts were also advertised internally; if not, why not; if so. (a) how many positions were filled internally and (b) what are the names of the incumbents; (4) (a) how many staff members are currently in an acting capacity and (b) in each case, (i) in what positions are tey acting and (ii) for what reason?
Reply:
(1) (a) How many new appointments were made at the Airports Company South Africa in the (i) 2011-12, (ii) 2012-13 and (iii) 2013-14 financial years and (b) in each case, (i) what are the names of the appointees and (ii) in which positions were they appointed;
(a) The Airports Company South Africa appointed various people in different positions during the period under review.
(i) Appointments 2011 -12 were, 375
(ii) Appointments 2012 -13 were, 379
(iii) Appointments 2013 -14 were, 413
Detail of appointments per financial year, per position and employee is attached for reference as requested.
(2) were (a) the positions advertised in the press and (b) standard recruitment processes followed; if not, why not, in each case; if so, (i) how many applications were received for each advertised position, (ii) what was the highest qualification for the persons who were appointed and (iii) what level of remuneration will be paid to the persons who were appointed;
(a) The Company resourcing is approached in line with the approved policy, regulating recruitment, selection and appointments. (b) A copy of the policy is included for reference. Recruitment for positions that are vacant and should be filled is done according to policy requirements.
(3) whether vacant posts were also advertised internally; if not, why not; if so, (a) how many positions were filled internally and (b) what are the names of the incumbents:
In line with the policy as attached, all vacant positions that should be filled are advertised internally. The promotions for each year are reflected below:
(b) (i) Promotions 2011 -12 were, 22
(ii) Promotions 2012 -13 were, 108
(iii) Promotions 2013 -14 were, 158
The detail about each promotion is included in the attached sheet for each year under review.
(4) (a) how many staff members are currently in an acting capacity and (b) in each case, (i) in what positions are they acting and (ii) for what reason? NW485E
The Company approaches absence from people in supervisory and management positions, by requiring a person to Act in such capacity during periods of absence. This allows for business continuity and does expose individuals to gain experience in a different role as well.
The record of people acting during the period mainly December 2014- January 2015, which accumulated to 144 instances, is attached for reference.
17 March 2015 - NW410
Masango, Mr SJ to ask the Minister of Transport:
(1) (a) How many new appointments were made at the Air Traffic and Navigation Services in the (i) 2011-12, (ii) 2012-13 and (iii) 2013-14 financial years and (b) in each case, (i) what are the names of the appointees and (ii) in which positions were they appointed; (2) were (a) the positions advertised in the press and (b) standard recruitment processes followed; if not, why not, in each case; if so, (i) how many applications were received for each advertised position, (ii) what was the highest qualification for the persons who were appointed and (iii) what level of remuneration will be paid to the persons who were appointed; (3) whether vacant posts were also advertised internally; if not, why not; if so, (a) how many positions were filled internally and (b) what are the names of the incumbents; (4) (a) how many staff members are currently in an acting capacity and (b) in each case, (i) in what positions are they acting and (ii) for what reason?
Reply:
Air Traffic and Navigation Services (ATNS)
(1) (a) How many new appointments were made at the Air Traffic and Navigation Services in the (i) 2011-12 - 137(6 Professionally qualified; 120 Skilled Technical Workers and Junior Managers; 11 Semi-skilled and Discretionary Decision positions)
(ii) 2012-13 - 107(10 Professionally qualified; 81 Skilled Technical Workers and Junior Managers; 6 Semi-skilled Technical Workers and 10 Unskilled and Defined Decision Making positions)
(iii) 2013-14 - 146(4 Professionally qualified, 128 Skilled Technical Workers and Junior Managers; 12 Semi-skilled Technical Workers and 2 Unskilled and Defined Decision Making Positions
(2) (a) the positions advertised in the press -Yes, depending on the position ATNS does use the press if the position requires this recruitment method. Not all positions are advertised via the press.
(b) Yes, all positions are filled as per recruitment process and policy.
(i) Average 10 (again this is very subjective, as it largely depends on the level and qualification of the position).
(ii) what was the highest qualification for the persons who were appointed - As per minimum requirements of each advertised position. Again this varies from entry to top levels in the Company.
(iii) ATNS benchmarks all our remuneration against the South African market. Ail remuneration offered is in line with the market benchmark based on the grade of the position.
(3) Yes
12 March 2015 - NW194
Matsepe, Mr CD to ask the Minister of Cooperative Governance and Traditional Affairs
(1) With reference to the reply of the Minister of Communications to question 1031 on 27 November 2014, what was the total amount that (a) his department and (b) each of its entities (i) spent on and/or (ii) budgeted for advertising for each month between 1 January 2013 and 31 July 2014, excluding expenditure transferred through the Department of Communications for advertising; (2) does such figure for each month represent the (a) total value of advertising that appeared in the media in that month, (b) amount paid in that month for advertising that may have appeared previously or (c) amount paid in advance for advertising that appeared at a later date; (3) in each specified case, what amount did (a) his department and (b) each of its entities spend on advertising in (i) print, (ii) radio, (iii) television, (iv) online and (v) outdoor; (4) in each specified case, what is the breakdown of advertising by (a) his website and (ee) billboards location in each province?
Reply:
Find here: Reply attached
10 March 2015 - NW346
Marais, Mr EJ to ask the Minister of Transport
(1) (a)(i) How many new appointments were made at the SA National Roads Agency Limited in the (aa) 2012-13 and (bb) 2013-14 financial years, in each case and (b)(i) what are the names of the appointees and (ii) in which positions were they appointed; (2) were (a) the positions advertised in the press and (b) standard recruitment processes followed; if so, (i) how many applications were received for each advertised position, (ii) what was the highest qualification for the persons who were appointed and (iii) what level of remuneration will be paid to the persons who were appointed; (3) whether vacant posts were also advertised internally; if not, Why not; if so, (a) how many positions were filled internally and (b) what are the names of the incumbents; (4) (a) how many staff members are currently in an acting capacity in each case, (b) in what position are they acting and (c) for what reason?
04 March 2015 - NW9
Madisha, Mr WM to ask the Minister of Basic Education
(1) Whether the intensive investigation that she promised on 4 December 2014 to remedy the serious and alarming deficits that the 2014 annual national assessments (ANA) showed in respect of Grade 9 mathematics were now in place and communicated to all schools for implementation; if not, why not; if so, what were these radical interventions; (2) Will she make a statement on (a) which interventions she is seeking from individuals in society and (b) the private sector that were in a position to dramatically improve the perennially hopeless situation of mathematics in our state schools?
Reply:
(1)
▪ The Department of Basic Education (DBE) conducted an intensive diagnostic analysis of learner performance in the Grade 9 Mathematics ANA tests. The findings have been succinctly documented in the 2014 ANA Diagnostic Report.
▪ Copies of the 2014 Diagnostic report highlighting challenges that learners are experiencing in terms of Grade 9 Mathematics content have been printed and distributed to all public and independent schools.
▪ The DBE is currently conducting roadshows with all provincial and district officials involving the mediation of the 2014 ANA diagnostic report in Mathematics.
▪ Further, the DBE is currently hosting General Education and Training (GET) Mathematics subject committee meetings to focus on subject improvement plans in grade 9 Mathematics based on the findings of the 2014 ANA Diagnostic Report in Mathematics.
▪ The DEE in partnership with the Sasol lnzalo foundation has developed material in key content areas of Grade 9 Mathematics which has been mediated to all Senior Phase Mathematics subject advisors.
▪ The 1+4 Intervention Model is one of the key features of the Framework for improving performance in the Senior Phase.
(2) (b) There is an MST Roundtable that is scheduled for the 19 March 2015 in the Department of Basic Education. A total of 80 representatives from the NGO sector, universities, DHET, DST and DBE that support and/or have interest on issues relating to the MST in Education in the country are envisaged to be invited to attend the 3d MST in Education Roundtable. The purpose of the MST Roundtable is for the Minister to outline the Strategic Direction of Government in Enhancing MST Performance.
04 March 2015 - NW316
Boshoff, Ms SH to ask the Minister of Basic Education:
(1) What is the number of reports of (a) drug possession, (b) drug dealing, (c) alcohol possession. (d) firearm possession and (e) possession of knives and other weapons at (i) primary and (ii) secondary schools (aa) in the (aaa) 2011-12, (bbb) 2012-13 and (ccc) 2013-14 financial years and (bb) since 1 April 2014 in each province; (2) What mechanisms have been put in place to ensure that (a) principals report any such incidents to the district offices and (b) district offices report these incidents to the provincial departments of education?
Reply:
I . My Department does not have such detailed and disaggregated information of schools as you have requested in your questions. The possession of drugs, alcohol. firearms. knives and other weapons would be serious transgressions in terms of the Code of Conduct for Learners at schools and will be managed at a school level in collaboration with SAPS.
2. All schools have Incident Reporting Registers to record incidents related to the use and abuse of illegal substances. This information remains with the school for the purposes of District Monitoring. The Department is not in a position to determine the number of learners affected nationally by substance abuse.
04 March 2015 - NW314
Van Der Walt, Ms D to ask the Minister of Basic Education:
(1) With reference to the building of Selowe Primary School in Blouberg, Limpopo, (a) why is this building project not completed, (b) who was the contractor, (c) what amounts have been paid to the contractor and (d) what action has been taken to finish this building project; (2) whether any legal processes are pending against the contractor; if not, why not; if so, what are the relevant details?
Reply:
1. (a) According to information received from the province, the contractor who was appointed in May 2013 and had been progressing slowly eventually abandoned the site and all the works stopped in June 2014. He was behind on the project and was facing penalties according to the Joint Buildina Contracts Committee contract (JBCC). The implementing agent (IDT) terminated the contractor after the site was abandoned at the roof level in July 2014. The implementing agent then re-advertised the project and has replaced this contractor.
(b) The initial contractor was Shota Engineering cc.
(c) The initial contractor (Shota Engineering cc) was paid R 2,151,727.42.
(d) The contract was terminated and the implementing agent then re-advertised the project and has replaced this contractor.
04 March 2015 - NW317
Boshoff, Ms SH to ask the Minister of Basic Education:
317. Ms H S Boshoff (DA) to ask the Minister of Basic Education: (1) With reference to farm schools in Mpumalanga, (a) how many private properties that have public farm schools on their premises have been turned into state-owned properties and (b) how many public farm schools on private properties are operational in terms of an agreement in accordance with section 14 of the South African Schools Act, Act 84 of 1996, between the Member of the Executive Council and the owner of the private property in Mpumalanga; (2) how many (a) learners in (i) primary school and (ii) secondary school are amending rural or farm schools and (b) of these schools lack basic facilities such as piped water, toilets and electricity in Mpumalanga; (3) (a) how many learners in (i) primary school and (ii) secondary school whose rural or farm schools have been closed are being transported to merger schools due to limited capacity at the hostel of the respective merger school and (b) what is the percentage of parents of learners whose rural or farm schools have closed, who serve on the school governing bodies of merger schools in Mpumalanga; (4) whether the Mpumalanga provincial education department has produced a provincial draft budget document for the rural farm school hostel project; (5) what number of child support grants have been transferred along with learners who have been transferred to boarding schools following the closure of their rural or farm school in Mpumalanga?
Reply:
The question has been referred to the province and the response will be forwarded as soon as it is received.
04 March 2015 - NW45
Lovemore, Ms AT to ask the Minister of Basic Education:
(1) Whether primary schools in the Eastern Cape have had one of their assigned posts allocated for a teacher of an African language and for isixhosa, in particular; if so, does this post assignment apply to all primary schools in the province; (2) whether these appointees will be responsible for the teaching of an African language as part of the Incremental Introduction of African Languages (IIAL) programme: if not, why are schools required to appoint an isiXhosa teacher; if so, why is it necessary to appoint a full-time educator at this stage in the implementation of IIAL; (3) why these posts have not been allocated in addition to the number of posts that would ordinarily have been required at affected primary schools; (4) whether the llAL programme will operate as planned in the 2015 academic year; if not, (a) why not and (b) what are the detailed plans for the programme; if so, what are the relevant details?
Reply:
(1) Whether primary schools in the Eastern Cape have had one of their assigned posts allocated for a teacher of an African language and for isiXhosa, in particular; if so, does this post assignment apply to all primary schools in the province;
The introduction of IsiXhosa in Grades 1 and 8 in 201 5 in the Eastern Cape is a provincial initiative which complements the national HAL programme. The posts are only allocated to schools that are currently not offering an African Language or isixhosa, that is, mainly the former Model C schools. The number of posts to be allocated is determined in terms of the post provisioning process. Affected schools are allocated an additional post(s) from the pool of ad-hoc posts, determined as part of the total post basket of the province.
27 February 2015 - NW223
Ntobongwana, Ms P to ask the Minister of Women in The Presidency:
Why does her office not have accurate and comprehensive data on gender-based violence that reveals the extent and magnitude of the problem while it could assist to reduce such violence against women in society?
Reply:
The Department of Women is still in the process of establishing its own systems and processes that will enable it to gather, capture, store and use such data as one of the tools to curb violence against women in our society.
Approved by the Minister on
Date: 24/02/2015
27 February 2015 - NW165
Mokgalapa, Mr S to ask the Mr S Mokgalapa (DA) to ask the Minister of Women in the Presidency
(1) With reference to the reply of the Minister of Communications to question 1031 on 27 November 2014, what was the total amount that (a) her department and (b) each of its entities (i) spent on and/or (ii) budgeted for advertising for each month between 1 January 2013 and 31 July 2014, excluding expenditure transferred through the Department of Communications for advertising; (2) does such figure for each month represent the (a) total value of advertising that appeared in the media in that month, (b) amount paid in that month for advertising that may have appeared previously or (c) amount paid in advance for advertising that appeared at a later date; (3) in each specified case, what amount did (a) her department and (b) each of its entities spend on advertising in (i) print, (ii) radio, (iii) television, (iv) online and (v) outdoor; (4) in each specified case, what is the breakdown of advertising by (a) her department and (b) each of its entities in terms of (i) name of and (ii) amount spent on each (aa) publication, (bb) radio station, (cc) television station, (dd) website and (ee) billboards location in each province?
Reply:
The Department of Women is a new department which has just been established. It is for this reason that the question is not applicable to it.
Approved by the Minister on
Date: 26/02/2015.
25 February 2015 - NW58
Waters, Mr M to ask the Minister of Basic Education
(1) How many learners attending schools in the Edenvale area were caught (a) in possession of drugs and (b) dealing in drugs in the (i) 2012 and (ii) 2013 academic years; (2) at which schools did the above learners attend; (3) what were the consequences for the learner in each case? (2) at which schools did the above learners attend; (3) what were the consequences for the learner in each case?
Reply:
The Department of Basic Education (DBE) has entered into a Collaborative Partnership Protocol with the South African Police Service (SAPS) in 2011. The Protocol is an acknowledgement that safety is a shared responsibility between both the Departments. Officials from both Departments have committed themselves to promote the safety of everyone at school and to combat school violence as captured in the delivery agreement of both Ministries. Action Plan 2019 (Goal 10) is also enhanced through this partnership as it ensures that children remain effectively in schools until they turn 15 years old. One of the commitments of the Partnership Protocol is to prevent and manage alcohol and drug use amongst learners in schools.
1. According to information received from SAPS two learners were arrested (a) for the possession of illegal drugs (b) and none for dealing in illegal substances (i) during 2012 and (ii) 2013 academic years.
2. The two learners were from Edenglen High School and Don Materra Child and Youth Care Centre.
3. Both learners were arrested for possession of illegal drugs and both cases were withdrawn at Court. The learner from Edenglen High School was suspended and the learner from Don Materra Child and Youth Care Centre was transferred to another institution.
25 February 2015 - NW47
Van Der Walt, Ms D to ask the Minister of Basic Education:
(1) Which schools in Malamulele? Limpopo, were prevented from opening for the 201 5 academic year as a result of protests; (2) In each school, what is the number of affected learners in each grade; (3) in each school, what measures will be taken to ensure that all learners who have not attended schools since the beginning of January 2015 will be provided with an opportunity to attend a catch-up programme, and (b) when will she start taking these measures: (4) When will the catch-up programmes begin? ( 5 ) What measures will be taken to prevent protestors from closing schools in Malamulele in the future?
Reply:
(1) Which schools in Malamulele, Limpopo, were prevented from opening for the 2015 academic year as a result of protests;
Approximately 149 schools were prevented from opening for the 201 5 academic year. A list ofthe affected schools is attached. The impasse at Malamulele has, however, now been resolved. Schools in the area have opened for the first time in 201 5 allowing for learning and teaching to commence in the hundred and forty nine (149) schools that were affected.
(2) In each school, what is the number of affected learners in each grade?
A list of schools and the number of learners that were affected per grade is captured in the table attached. The information on learners is however based on 2014 statistics as the schools have only just reopened and statistics for 2015 are currently being verified.
(3) in each school, what measures will be taken to ensure that all learners who have not attended schools since the beginning of January 2015 will be provided with an opportunity to attend a catch-up programme, and (b) when will she start taking these measures;
The Provincial Department of Education has developed a catch up plan to make up for lost time.
(4) When will the catch-up programmes begin?
The commencement date for the Catch-up Programme is not yet finalised.
(5) What measures will be taken to prevent protestors from closing schools in Malamulele in the future? NW48E
The Department of Basic Education will continue to work with School Governing Bodies and communities to ensure that all schools are protected at all times. The situation in Malamulele is however unique in that the community is at the centre of the activities that pose a threat to schooling and schools.
25 February 2015 - NW57
Waters, Mr M to ask the Minister of Basic Education
(a) What are the reasons that the Dowerglen High School situated in Edenvale, Gauteng, receives an inadequate budget from the department given that all the learners are from disadvantaged communities and (b) when will this issue be rectified?
Reply:
(a) Dowerglen High School is a fee-charging school ranked in quintile 5 with an enrolment of 422. The school has been ranked by the Gauteng Department of Education according to the relative poverty of the community surrounding the school. The school received an allocation of R530 per learner for 2014/15. This allocation was above the national 2014 quintile 5 per learner benchmark of R183. The total allocation paid to the school for 2014/15 is R223.660.
The school can apply to the Gauteng Department of Education to be re-ranked, or to be voluntarily declared a no-fee school in order for their allocation to be more than what they are receiving now.
25 February 2015 - NW60
Boshoff, Ms SH to ask the Minister of Basic Education
When will her department conduct an inspection at the Dowerglen High School in order to determine whether any learners qualify to participate in the school feeding scheme? NW62E
Reply:
In terms of the National School Nutrition Programme Conditional Grant Framework in the Division of Revenue Act (DORA), the Department has a mandate to provide meals to all learners in quintile I to 3 primary and secondary schools, as well as identified special schools in line with the specified budget allocated by National Treasury. Dowerglen High School is a quintile 5 school and currently falls outside the mandate of the NSNP.
25 February 2015 - NW7
Madisha, Mr WM to ask the Minister of Basic Education:
( I ) Whether, in view of the public controversy surrounding a certain person (name furnished) arising from the finding of the Public Protector that the said person had not been truthful about having matriculated and notwithstanding the kind of role model such a person may project, she proceeded to invite the person to speak to successful matriculants at the launch of the 2014 matriculation results; if not. what is the position in this regard, if so, (a) how and why did she arrive at the decision to invite the said person and (b) what is her position with regard to the person's statement to the matriculants at the launch that there are certificated people and educated people in the world; (2) whether it is her position that matric certification is unnecessary to one's education and should therefore not be striven for?
Reply:
(a) The SABC owns the venue that was used for the announcement of the NSC 2014 results. The SABC, as a host organisation, therefore determines who represents the SABC at the event.
(b) The statement, in this particular instance, is taken out of context and therefore the Minister has no position on it.
(2) The National Senior Certificate is the most important qualification in the schooling sector and the Department of Basic Education is the custodian of this qualification and therefore the question posed in this case is irrelevant.
12 December 2014 - NW2937
Lovemore, Ms AT to ask the Minister of Basic Education:
(1) What are the names of the schools that were gazetted for closure in the relevant provincial gazette, as required by Section 33( I) of the South African Schools Act, Act 84 of 1996, in each province, in the (a) 2011-12, (b) 2012-13 and (c) 2013-14 financial years; (2) what are the names of the schools that have been deemed closed through learners moving to alternative schools in each province, in the (a) 2011-12, (b) 2012-13 and (c) 2013-14 financial years; (3) what are the names of the schools that have merged in each province, in the (a) 2011-12, (b) 2012-13 and (c) 2013-14 financial years? NW3581E
Reply:
The above questions are addressed in the annexure provided as the response is composed of extensive lists of schools as requested by the parliamentary query.
Attached find here: Annexure A
12 December 2014 - NW2799
Filtane, Mr ML to ask the Minister of Public Service and Administration:
How does he intend to mitigate against possible labour unrest resultant from non-approval of probations and payment of pay progression?
Reply:
To date nothing has been brought the attention of the department about possible industrial action as a result of non-approval of probations and payment of pay progression. However, if there are disputes emanating from the violation of some of the clauses in the conditions of service of employees, there are processes to be followed, which will enable for such issues to be resolved.
12 December 2014 - NW2464
Bagraim, Mr M to ask the Minister of Labour:
How many work days has her department lost to (a) sick leave and (b) strike action in the (i) 2011-12, (ii) 2012-13 and 2013-14 financial years?
Reply:
Sick leave
(a)(i) 2011-12 = 56 165.5 days
(a)(ii) 2012-13 = 49 790 days
(a)(iii) 2013-14 = 71 094 days
Strike action
(b)(i)
(b)(ii)
(b)(iii)
2011-12 = 6 working days
2012-13 = 0 working days
2013-14 = 0 working days
12 December 2014 - NW2163
Van der Westhuizen, Mr AP to ask the Minister of Public Service and Administration
(1) Have the revised proposals for the disciplinary code and regulations been submitted to the Public Service Bargaining Council; if not, why not; if so, (a) when was it submitted and (b) when can a decision on this matter be expected; (2) is he confident that a revised code will improve the turnaround time and serious backlogs currently experienced with disciplinary cases in the public service; if not, why not; if so, when will such an improvement be reflected in the statistics of the public service? NW2614E
Reply:
(1) (a)(b) Yes, the revised disciplinary code and procedure has been tabled for negotiation at the Public Service Bargaining Council during the negotiation, a decision on this matter can be expected when the negotiation is concluded.
(2) Yes, we are confident that the revised code will improve the turnaround time for concluding disciplinary cases in the public service, improvement will be reflected when the revised disciplinary code is fully implemented.
11 December 2014 - NW2867
Boshoff, Ms SH to ask the Minister of Basic Education:
(1) (a) With reference to the Emakhazeni boarding school in Machadodorp in Mpumalanga, what was the total cost for the building of this school and boarding facilities. (b) how many learners will be accommodated in the school, (c) which grades will be catered for, (d) why is this school still not functional, (e) what are the relevant details of the infrastructure delays the school has experienced. (f) when will the school (i) be fully functional and (ii) begin a full academic programme and (g) how many farm or rural schools are planned to be closed down with the opening of this school: (2) (a) what are the relevant details of any interviews for teacher placements and support staff that have taken place, (b) how many teachers and support staff will be accommodated at this school and (c) where will the teachers be accommodated; (3) will the school be designated as a no-fee school; (4) will the (a) school or (b) department facilitate transport to meetings for Student Government Board members who reside far from the school; (5) has the necessary interaction taken place with the Department of Roads and Transport to ensure that learners will have access to transport to return home during weekends and holidays and back again? NW3509E
Reply:
Attached find here: Response
11 December 2014 - NW2998
Van der Westhuizen, Mr AP to ask the Minister of Public Service and Administration:
Whether, with regard to the implementation of the Use of Official Language Policy Act, Act 12 of 2012 and since the reply of the Minister of Arts and Culture to question 990 on 6 June 2013, his department implemented the Act; if not, when will the Act be implemented; if so, which languages have been adopted as official languages of his department?
Reply:
The Department is in the process of putting together a policy framework to enable effective implementation of the Use of Official Language Policy Act within the Department. It is envisaged that the policy will be adopted and implemented at the beginning of 2015
11 December 2014 - NW2653
Van Der Walt, Ms D to ask the Minister of Basic Education:
Whether the recommendations made in the Ministerial Committee on Rural Education Report of 2005 were implemented; if not, (a) why not and (b) which recommendations were not implemented; if so, what are the relevant details? NW3298E
Reply:
Yes, all the key recommendations made in the Ministerial Committee on Rural Education Report of 2005 have been implemented through the various programmes that the Department is rolling out in all provinces.
11 December 2014 - NW2870
Lovemore, Ms AT to ask the Minister of Basic Education:
(1) With reference to her reply to question 958 on 18 September 2014, what are the steps in the process of planning to ensure that a sufficient number of Grade R practitioners obtain accredited qualifications in order to satisfy future demands; (2) what exactly she meant. with regard to her reply to paragraph (3) of question 958 that "Since Grade R has been identified as national priority 1 00% coverage of Grade R will be funded through the national fiscus"? NW3513E
Reply:
(I) The Department of Basic Education has developed a comprehensive plan aimed at guiding the Provincial Education Departments on the Upgrading of Grade R practitioners. The plan clearly indicates options available for practitioners in different NQF levels and provides the admission requirement for each option.
PEDs have since identified practitioners and their qualification levels. From a total of 15 000 practitioners that are under-qualified, the DBE has set a target of 5 000 new practitioners per year to be supported to complete a qualification (either a BEd Foundation Phase or Diploma in grade R teaching). Currently. 3 400 (68%) practitioners have been enrolled in institutions to complete either the BEd or Diploma in Grade R teaching.
To increase the capacity of HEIs to offer the Diploma in Grade R teaching. The DBE has approached HE!s in each province the Provincial Teacher Education and Development Committees to offer the diploma. UNlSA, University of Johannesburg and University of Pretoria are in the process of developing this qualification. Currently. only four (4) institutions offer this qualification namely North West University, Cape Peninsula University of Technology, SANTS and Lyceum.
(2) The source of funding the expansion of Grade R has historically been the national fiscus and will continue to be so going forward. This funding is included in the equitable share transfers to provinces. Provinces are expected to, amongst others; prioritize the expansion of Grade R \Vi thin their provincial education budgets.
11 December 2014 - NW3008
Kopane, Ms SP to ask the Minister of Basic Education
Whether, with regard to the implementation of the Use official Language Policy Act, Act 12 of 2012 and since the reply of the Minister of Arts and Culture to question 990 on 6 June 2013, her department implemented the Act; if not, when will the Act be implemented; if so, which languages have been adopted as official languages of her department? NW3652E
Reply:
The Act is not yet implemented
The Department of Arts and Culture has extended the date of implementation to 2 May 2015.
The Act will probably be implemented on the above date.
11 December 2014 - NW2460
Wilson, Ms ER to ask the Minister of Mineral Resources:
How many work days has his department lost to (a) sick leave and (b) strike action in the (i) 2011-12, (ii) 2012-13 and (iii) 2013-14 financial years?
Reply:
(a) The Department captured (lost) the following number of sick leave days in the years as indicated below:
(i) 15 767 in 2011/2012 financial year.
(ii) 15 646 in 2012/2013 financial year.
(iii) 21 214 in 2013/2014 financial year.
(b) The Department was not affected by any strike action during the periods indicated above.
Adv N.A Ramatlhodi
Minister of Mineral Resources
Date Submitted:· .. ........ .. .. ./. ................ ./2014
11 December 2014 - NW2325
Madisha, Mr WM to ask the Minister of Public Service and Administration
Whether the Government’s (a) processes and (b) procedures were now in place to ensure that any state employee who (i) was dismissed from service on account of any impropriety or (ii) resigned to avoid being subjected to disciplinary proceedings had his or her details entered in an up-to-date register to preclude such a person from ever being employed within the public service again; if not, why not; if so, how was a certain person (name furnished) appointed as chief financial officer of a public entity (name furnished) after being suspended from a certain government department (name furnished)? NW2908E
Reply:
(a)(b) Government is in a process of revising the Public Service Disciplinary Code and Procedure and also Chapter 7 of the SMS Handbook. This Disciplinary Code and Procedure has been tabled for negotiations at the Bargaining Council, (i)(ii) the Department of Public Service and Administration (DPSA) working with the National Treasury will ensure that the PERSAL system respond to this kind of a need to ensure that public servants who commit acts of misconduct are precluded from entering the public service, including state institutions.
11 December 2014 - NW2659
Lovemore, Ms AT to ask the Minister of Basic Education
(1) Whether she supports the proposed twinning of schools in Gauteng: if not, why not; if so, what rationale underpins this support;(2) whether she is satisfied that the South African Schools Act, Act 84 of 1996. (SASA) adequately provides for the twinning project; if not, why not; if so, what legal provisions of SASA does she rely on to allow her confidence in the legitimacy of the project;(3) whether she intends to expand the twinning project to other provinces; if so, what are the relevant details;(4) whether the development of social cohesion has been identities as a core function of her department and the nine provincial departments of education; if so. What has led to this position? (2) whether she is satisfied that the South African Schools Act, Act 84 of 1996. (SASA) adequately provides for the twinning project; if not, why not; if so, what legal provisions of SASA does she rely on to allow her confidence in the legitimacy of the project; (3) whether she intends to expand the twinning project to other provinces; if so, what are the relevant details; (4) whether the development of social cohesion has been identities as a core function of her department and the nine provincial departments of education; if so. What has led to this position? NW3304E
Reply:
I) I support the principle behind the twinning of schools. The rationale behind the twinning is that it is the quickest way of addressing the inequalities that exist in the sector in terms of resources and skills transfer of principals, teachers and school governors.
2) Section 588 (4)and (5) provide the Head of Department (HOD) with wide powers to deal with underperforming schools. Section 58(4) specifically provides that the HOD must take all reasonable steps to assist a school indentified in terms of subsection ( I) in addressing the underperformance. Section 58(5), although indicating which specific steps the Head of Department must consider. does not limit the steps that the HOD can take to remedy the underperfom1ance at a school. Twinning of a school is one of the options that could be considered.
3) The twinning project is at the moment still a Gauteng initiative. The Council of Education Ministers and I have not yet explored its possibilities. It is an initiative that requires research, massive stakeholder consultation and review of legislation before considering it as a possibility.
4) Yes, social cohesion. although not a core function of the department, is part of the department's delivery of Outcome 14 in the MTSF (2014-2019). It is promoted by the department through Curriculum. Teacher Development and Care and Support Branches.
Why? Schools are increasingly being recognized as a key contributor to promoting national unity and solidarity among the different social groups in a country. Given the legacy of apartheid and the high prevalence of social problems challenging our current democratic state, schooling can contribute to achieving cohesive communities that are more effective in supporting education, and achieving social and economic goals. The NDP tasks schools to promote social cohesion, constitutional values, active citizenry and appreciation of diversity.