Questions and Replies

MPs to ask the Minister of Mineral Resources

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QUESTION NUMBER 277

DATE OF PUBLICATION IN INTERNAL QUESTION PAPER: 19 AUGUST 2010

(INTERNAL QUESTION PAPER NUMBER 21)

277. Mr T D Harris (DA-WC) to ask the Minister of Mineral Resources:

(1) Whether the Government has calculated the cost of mining policy uncertainty on the slow growth of the mining industry in South Africa in comparison with the mining industry of the developing nations; if not, why not; if so, what is the cost;

(2) Whether the proposals that the mines should be nationalised will have a material effect on the growth in the industry; if not, what is the position in this regard; if so, what are the relevant details? CW356E

REPLY

(1) No while other regulatory regimes are considered and referred to during legislation drafting, the need has not arisen to conduct such a comparison study.

(2) This has not been investigated or researched since nationalisation of mines falls outside of our legislative framework.

QUESTION NO. 744 INTERNAL QUESTION PAPER NO NW871E

DATE OF PUBLICATION: 15 March 2010

Mr. G R Morgan (DA) to ask the Minister of Water and Environmental Affairs:

(1) Whether, with reference to her media statement (copy furnished), she has met with the Minister of Mineral Resources to discuss her concerns about the awarding of an unconditional New Order Mining Right to a certain company (name furnished) near the Mapungubwe Heritage site; if not, when will they meet; if so, what are the relevant details;

(2) whether she intends establishing a formal process to engage the Minister of Mineral Resources on mining in sensitive areas; if not, why not; if so, what are the relevant details;

(3) whether her department received a letter from the Department of Mineral Resources informing them that a New Order Mining Right had been granted to a company to mine near Mapungubwe; if so, when; if not,

(4) whether this has been requested; if not, what is the position in this regard; if so, when;

(5) whether her department provided comment to the Department of Mineral Resources on this particular mining application; if not, why not; if so, what was the principal argument of her department?

QUESTION NUMBER 1676

DATE OF PUBLICATION IN INTERNAL QUESTION PAPER: 28 May 2010

(INTERNAL QUESTION PAPER NUMBER 15)

1676. Mr E J Marais (DA) to ask the Minister of Mineral Resources:

(1) Whether there are any dormant mines with no mining activities; if not, why not; if so, (a) how many, (b) where are they situated and (c) what are the further relevant details;

(2) whether any of the dormant mines have applied for mining closure certificates; if not, why not; if so, (a) how many and (b) which mines;

(3) how many mining closure certificates have been issued (a) in the (i) 2005-06, (ii) 2006-07, (iii) 2007-08, (iv) 2008-09 and (v) 2009-10 financial years and (b) during the period 1 April 2010 up to latest specified date for which information is available? NW1938E

Reply

(1) The Department of Mineral Resources does not have a database in respect of Dormant mines, because of the previous legislation where mining companies were not required to obtain closure certificates.

(a) Unknown

(b) Unknown

(2) See (1) above

(3) The number of closure certificates issued in respect of the following periods, are as follows, namely:

(a)(i) 2005/06 financial year: - 17

(ii) 2006/07 financial year: - 15

(iii) 2007/08 financial year: - 21

(iv) 2008/09 financial year: - 21

(v) 2009/09 financial year: and - 26

(b) 01 April 2010 – 31 May 2010 - 0

QUESTION NUMBER 1804

DATE OF PUBLICATION IN INTERNAL QUESTION PAPER: 4 June 2010

(INTERNAL QUESTION PAPER NUMBER 16

1804. Mr E J Marais (DA) to ask the Minister of Mineral Resources:

(1) How many water licences compared to mining licences have been issues (a) in the (i) 2005-06, (ii) 2006-07, (iii) 2007-08, (iv) 2008-09 and (v) 2009-10 financial year and (b) during the period up to the latest specified date for which information is available;

(2) Whether she will take any action against mines who have not been issued with water licences; if not, what is the position in this regard; if so, what are the relevant details?

NW2080E

Reply

(1) The Mineral and Petroleum Resources Development Act which is administered by this Department, does not provide for water licences.

(2) Not applicable. See (1) above.

QUESTION 1745

QUESTION FOR WRITTEN REPLY

1745. Mr S C Motau (DA) to ask the Minister of Energy:

What was the start and end date of tenure in office of every (a) permanent and (b) acting (i) Director-General and (ii) chief financial officer during the period 1 January 2000 to 31 December 2009? NW2011E

REPLY:

(a) The Department of Energy was established after the announcement by the President in May 2009 as a National Department. The latter was proclamated on 7 July 2009 in the Government Gazette. Ms NVB Magubane was appointed as Acting Director-General for the Department of Energy for the period 22 July 2009 to 30 November 2009. She was thereafter appointed as the Director-General with effect from 1 December 2009.

(b) The Department of Energy shared a Support Service function with the department of Mineral Resources since the announcement by the President in May 2009 until 31 March 2010. During this period the Department of Energy utilised/shared the CFO of the Department of Mineral Resources which was designated as the hosting Department. During this period there were several Acting CFOs appointed by the Department of Mineral Resources.

NCOP
FOR WRITTEN REPLY QUESTION
NUMBER 261
DATE OF PUBLICATION IN INTERNAL QUESTION PAPER: 13 AUGUST 2010
(INTERNAL QUESTION PAPER NUMBER 19)

261 Mr. R A Lees (DA-KZN) to ask the Minister of Mineral Resources:

(1) Whether she has been informed of any transactions in which Zimbabwean diamonds were sold and/or traded through a certain (name furnished) during the period 1 January 1999; if so, what (a) are the full particulars of the person and/ or corporate entity that sold the diamonds in each case, (b) are the dates upon which each transaction took place and (e) was the value of the diamonds which were traded and/or sold in each case;

(2) whether she has been informed of any cases in which these transactions contravened with any (a) international agreements, (b) treaties and/or (e) conventions; if so, what are the relevant details in each case? CW 333E

REPLY

1. No
(a) N/A
(b) N/A

2. N/A

NCOP
FOR WRITTEN REPLY
QUESTION NUMBER 264
DATE OF PUBLICATION IN INTERNAL QUESTION PAPER: 13 AUGUST 2010
(INTERNAL QUESTION PAPER NUMBER 19)
264. Mrs E C van Lingen (DA.EC) to ask the Minister of Mineral Resources:

(1) (a) When was a certain mining company (name furnished) established, (b) what are the names of the persons who have been appointed to act as representatives of a certain community (name furnished) on the Board of Directors of the said mining company, (c) how long is a board member's tenure on the Board and (d) when was the last annual general meeting held at which members were elected;

(2). (a) what is the (i) nature and (ii)purpose of the 5% royalties which certain mining contractors (names furnished) have been paying out since 1 September 2009 and (b) to whom are these royalties paid;

(3). whether all of these mining contractors pay the same royalties; if not, why not; if so, what are the relevant details;

(4). whether the said mining company pays royalties; if not, what is the position in this regard; if so, (a) how does the said community benefit from this and (b) what are the relevant details of financial implications regarding the payment of these royalties? CW336E

REPLY

(1) The Department of Mineral Resources does not have details when the Richtersveld Mining Company (Ply) Ltd [RMC] was established.

(2) Prior to the implementation of the Mineral and Petroleum Resources Development Act, 2002 [28 of 2002] (MPRDA), a royalty of 5% was payable to the Department in respect of diamonds. In respect of Alexkor limited, the latter had to pay such royalties in respect of sea concessions. The mineral rights in respect of diamonds on the land rights of Alexkor was then registered in the latter's name and therefore no royalties were paid in respect of such land rights.

(3) Alexkor Limited is responsible to pay 5% royalties to the Department. The contractors are paying the same royalties to Alexkor Limited.

(4) A mining right of Alexkor Limited (land right) has to be ceded to the RMC. The RMC will have to pay royalties to SARS in terms of the Mineral and Petroleum Resources Royalties Act, 2008 (Act 28 of 2008).

QUESTION NUMBER 271
DATE OF PUBUCATION IN INTERNAL QUESTION PAPER: 13 AUGUST 2010
(INTERNAL QUESTION PAPER NUMBER 19)
271 Mr. K A Sinclair (COPE - NC) to ask the Minister of Mineral Resources:

(1) Whether any study has been done to ascertain the efficiency/productivity of a certain mine's (name furnished) diamond mining operations in Alexander Bay in comparison with a private sector mine of comparable size; if not, why not; if so, (a) how many carats of diamonds were being extracted annually at the said mine and (b) how did this compare with productivity in the private sector;

(2). Whether anything needed to be done to increase the efficiency/productivity of the said mine; if so, what are the relevant details? CW343E

REPLY

(1) (a) No such study has been done by the Department of Mineral Resources, but according to the company's annual report it produced 26 059 carats in the 2009 financial year.

(b) The Department has not done such comparison.

(2) This is not a call for the Department but rather for the company to decide as this is considered to be a pure business decision that the company management would take.

QUESTION NUMBER 613

DATE OF PUBLICATION IN INTERNAL QUESTION PAPER: 05 March 2010

(INTERNAL QUESTION PAPER NUMBER 03)

MR PD Dexter (COPE) to ask the Minister of Mineral Resources:

613. Mr P D Dexter (Cope) to ask the Minister of Mineral Resources:

What (a) was the total production of rough diamonds in (i) carats and (ii) rand in (aa) 2008 and (bb) 2009, (b) was the volume of trade in rough diamonds by the State Diamond Trader in (i) 2008 and (ii) 2009 and (c) is the reason for the low levels of trade in diamonds by the State Diamond Trader for the period relative to the industry volumes?

(a) What (a) was the total production of rough diamonds in (i) carats and (ii) rand in (aa) 2008 and (bb) 2009,

(aa) The total number production of rough diamonds in 2008 was

(i) 12 901 019 carats

(ii) R9 271 800 818

(bb) The production of rough diamonds in 2009 was

(i) 6 115 624 carats and

(ii) R 7 455 754 677

(b) was the volume of trade in rough diamonds by the State Diamond Trader in (i) 2008 and (ii) 2009

(i) 142, 635 carats; R117, 209 265 for 2008/2009 year

(ii) 377, 736.11 carats; R258, 058,578 for first quarter- 3rd quarter of 2009-10

(c) What is the reason for the low levels of trade in diamonds by the State Diamond Trader for the period relative to the industry volumes?

· The global economic crisis resulted in reduced demand for polished diamonds from the Stae Diamond Trader's clients;

· The State Diamond Trader finances restricted its ability to trade at higher levels post the core of recession.

· The challenges faced by the majority of the clients of the State Diamond Trader who are small businesses, these range from their financial ability to credible market access.

QUESTION NUMBER 1226

DATE OF PUBLICATION IN INTERNAL QUESTION PAPER: 19 April 2010

(INTERNAL QUESTION PAPER NUMBER 10)

1226. Mrs J D Kilian (Cope) to ask the Minister of Mineral Resources:

Whether she will hold a certain mining company (name furnished) responsible for the financial losses incurred by businesses in Sol Plaatje Municipality that are affected by the closure of Bultfontein Road on 4 March 2008 in terms of the Disaster Management Act, Act 57 of 2002; if not, why not; if so, what are the relevant details? NW1385E

Reply

A legal opinion regarding liability as referred to in the relevant question is first to be obtained.

QUESTION NUMBER 1226

DATE OF PUBLICATION IN INTERNAL QUESTION PAPER: 19 April 2010

(INTERNAL QUESTION PAPER NUMBER 10)

1226. Mrs J D Kilian (Cope) to ask the Minister of Mineral Resources:

REPLY

The Department of Mineral Resources was not involved in the closure of the Bultfontein Road referred to above.

QUESTION NUMBER 1238

DATE OF PUBLICATION IN INTERNAL QUESTION PAPER: 26 April 2010

(INTERNAL QUESTION PAPER NUMBER 11)

1238 Mr P J Groenewald (FF Plus) to ask the Minister of Mineral Resources:

(1) Whether her department verified a certain mining company's (name furnished) capacity to run a mine with regard to its operations in Orkney and Grootvlei when it was awarded a licence; if not, why not; if so, (a) what criteria were applied and (b) to what extent were these criteria complied with;

(2) whether she will make a statement on the matter? NW1396E

Response

(1) According to Department of Mineral Resources records, no mining rights were issued in favour of the company referred to in this question in respect of mining operations at Orkney and Grootvlei.

QUESTION NUMBER 162

DATE OF PUBLICATION IN INTERNAL QUESTION PAPER: 11 February 2010

(INTERNAL QUESTION PAPER NUMBER 01)

162. Mr PD Dexter of (COPE) to ask the Minister of Mineral Resources:

(a) How many (i) mining and (ii) prospecting licences have been issued during the period 1 April 2009 to 31 January 2010 and (b) what was the total number of applications for each of these licences?

Reply (a) During the period 1 April 2009 to 31 January 2010 (i) 106 applications for mining rights were accepted. Of these applications, 3 were granted, 1 was refused and 3 were withdrawn. None of the said 106 applications were issued. It should be noted that all of the 106 applications are within the current prescribed timeframe of approximately one year.

(b) During the period 1 April 2009 to 31 January 2010 (ii) 1363 applications for prospecting rights were
accepted. Of these applications, 138 were granted and 9 of such granted rights were issued.

Of the said 1363 applications, 112 were refused, whilst 60 applications were withdrawn.

QUESTION NUMBER 164

DATE OF PUBLICATION IN INTERNAL QUESTION PAPER: 11 February 2010

(INTERNAL QUESTION PAPER NUMBER 01)

MR PD Dexter (COPE) to ask the Minister of Mineral Resources:

(a) How can the nationalisation of mines benefit the economy and (b)(i) in what way and (ii) how would Government fund the nationalisation?

Response

(a) The department has not done a cost benefit analysis on nationalisation of mines, since it is not a policy of Government

(b) (i) N/A

(ii) N/A

QUESTION NUMBER 1721

DATE OF PUBLICATION IN INTERNAL QUESTION PAPER: 28 May 2010

(INTERNAL QUESTION PAPER NUMBER 15)

1721. Adv H C Schmidt (DA) to ask the Minister of Mineral Resources:

Whether her (a) department or (b) any of its entities has signed any contractual agreements with certain companies (names furnished) or any of their affiliates (i) in the (aa) 2008-09 and (bb) 2009-10 financial years and (ii) during the period 1 April 2010 up to the latest specified date for which information is available; if so, (aaa) what is the nature of each contract, (bbb) what is the (aaaa) start and (bbbb) end date of each contract, (ccc) what is the monetary value of each contract, (ddd) what are the details of the process that was undertaken for the signing of each contract, (eee) who else tendered for each contract that was awarded and (fff) what amount did each tenderer quote in each case? NW1987E

REPLY

(a) The Department has not signed any contractual agreement with any of the companies listed in the question.

(b) None of the entities reporting to the Minister of Mineral Resources has entered into any contractual agreement with the companies listed in question.

(i) (aa) N/A

(bb) N/A

(ii) N/A

(aaa) N/A

(bbb) N/A

(aaaa) N/A

(ccc) N/A

(ddd) N/A

(eee) N/A

(fff) N/A

QUESTION NO.:2603

DATE OF PUBLICATION: 10 September 2010

2603. Adv A de W Alberts (FF Plus) to ask the Minister of Public Enterprises:†

(a) Whether the 49% share that was awarded to the Richtersveld community in terms of a land restitution claim has been transferred to this communty; if not, why has the share not yet been transferred and (b) what steps is the Government taking in this regard in order to ensure the transfer of the 49% share in Alexkor to this community; if so, (i) when was the transfer effected and (ii) in the name of which entity has the said share been registered? NW3253E

REPLY

(a) The Richtersveld community was not awarded a 49% share in Alexkor. Alexkor is a public company with the State as sole shareholder. Alexkor holds diamond mining rights on land and in the sea. In terms of the Deed of Settlement and Court Order relating to the Richtersveld community's land claim, Alexkor's land mining rights will be transferred to the Richtersveld community's mining company. Alexkor will retain the sea rights. The agreement provides for the formation of a Pooling and Sharing Joint Venture (PSJV) between Alexkor and the Richtersveld Mining Company (RMC) on the following basis:

· Alexkor will remain the holder of its marine mining rights and RMC will remain the holder of its land mining rights;

· Alexkor and RMC will respectively put their marine mining rights and their land mining rights under the full control of a Joint Board of the PSJV for purposes of mining both the marine and land resources;

· Alexkor will have a 51% interest in the PSJV and RMC a 49% interest.

(b)(i-ii) In order for the land mining rights to be transferred to the RMC, Alexkor's prospecting and mining rights had to be converted from old order to new order rights in terms of the Minerals and Petroleum Resources Development Act, No 28 of 2002. Alexkor submitted the applications for conversion to the Department of Mineral Resources in the first quarter of 2009. The conversion of Alexkor's land mining rights to new order mining rights was executed in May 2010. The transfer of these new order land mining rights to RMC is in process. The only outstanding requirement is for RMC to pass a Board resolution accepting to receive the said mining rights and thereafter it will be sent to the Minister of Mineral Resources for consent. Alexkor anticipates the transfer to be completed during the current financial year.

QUESTION NUMBER 590

DATE OF PUBLICATION IN INTERNAL QUESTION PAPER: 05 March 2010

(INTERNAL QUESTION PAPER NUMBER 04)

590. Mr G R Morgan (DA) to ask the Minister of Mineral Resources:

(1) Whether she intends enacting the Mineral and Petroleum Resources Development (MPRDA) Amendment Act, Act 49 of 2008; if not, why not; if so, when;

· Several concerns were raised by Mining sector stakeholders and Government Departments which are related to the implementation of the MPRDA Amendment Act 49 of 2008. The DMR then deemed it prudent to first consult and further endeavor to address the concens raised by stakeholders before the Amendment Act take effect.

(2) whether, considering that the process resulting in the transfer of authorisations of mines to the Minister of Water and Environmental Affairs depends upon the MPRDA being enacted, she has discussed this matter with the Minister of Water and Environmental Affairs; if not, why not; if so, what are the relevant details?

· The execution of the agreement is effective only after 18 months of the implementation of the last Bill to be signed. Therefore, the status quo (regulation of the environmental issues for mining and related activities in terms of the MPRDA) prevails until such time both NEMA and MPRD Amendment Act have been implemented and the administrative gaps brought about by this have been addressed.

· In order to ensure smooth and effective implementation of agreement officials of the DMR and DWEA jointly formed a steering committee to drive and facilitate the execution of the implementation plan of the agreement. There have been several meetings to this effect, and a dynamic implementation plan is being developed.

QUESTION NUMBER 313

DATE OF PUBLICATION IN INTERNAL QUESTION PAPER: 3 SEPTEMBER 2010

(INTERNAL QUESTION PAPER NUMBER 24)

313. Mr R A Lees (DA-KZN) to ask the Minister of Mineral Resources:

(1) Whether any security measures have been put in place at disused mines to prevent illegal miners from gaining access to these mines; if not, why not; if so, (a) what measures, (b) when were these measures put in place and (c) how were illegal miners able to access a certain mine (name furnished) in Springs;

(2) whether her department will hold owners of the said mine liable for the deaths of illegal miners who were shot and killed in August 2010; if not, why not; if so, what action will be taken against the said mine owners? CW408E

REPLY

(1) (a), (b) In terms of the legal provision, it is the responsibility of the mine owners to ensure that measures are put in place to prevent access to mine. However, the SAPS are engaged where there has been illegal access as this is being regarded as a criminal act.

(2) This is a criminal matter and the SAPS are currently conducting an investigation.

QUESTION NUMBER 30

DATE OF PUBLICATION IN INTERNAL QUESTION PAPER: 11 February 2010

(INTERNAL QUESTION PAPER NUMBER 01)

Adv H C Schmidt (DA) to ask the Minister of Mineral Resources:

How many conversion applications for old order mining rights in terms of the Mineral and Petroleum Resources Act, Act 28 of 2002, had been (a) received as at 30 April 2009 and (b) of these had been (i) granted, (ii) refused or (iii) referred back to the applicants as at 31 October 2009?

Reply: (a) 1102 conversion applications in respect of old order mining rights were submitted to
Regional offices as at 30 April 2009.

(b) Of the 1102 conversion applications, 885 could be adjudicated. Of the said 885 applications, 178 were converted, 36 were withdrawn and 3 could not be processed.

QUESTION NUMBER 1585

DATE OF PUBLICATION IN INTERNAL QUESTION PAPER: 21 May 2010

(INTERNAL QUESTION PAPER NUMBER 14)

1585. Mr J Selfe (DA) to ask the Minister of Mineral Resources:

(1) Whether any exploration rights, in particular for gas, have been granted off the KwaZulu-Natal coastline; if not, why not; if so, (a) which companies have been granted rights and (b) what areas have each of these companies been given rights to;

Reply

No exploration right has been granted over the said area. The application received from Silver Wave Energy Pte Ltd is still being considered.

(2) whether these companies will be obliged to perform environmental impact studies; if not, why not; if so, what are the relevant details;

Reply

All companies applying for an exploration right or production right in respect of gas are obliged to perform environmental impact studies in terms of section 39 of the Mineral and Petroleum Resources development Act, 2002 ( Act No. 28 of 2002)

(3) whether a certain company (name furnished) has applied for exploration rights off the KwaZulu-Natal coastline; if so,

Reply

Petroleum Agency SA (The Agency) did receive an application for an exploration right over the said area from Silver Wave Energy Pte Ltd, a company based in Singapore.

(4) whether this company has any ties to the Burmese military junta; if so, (a) what are the relevant details and (b) what is the Government's position in this regard;

Reply

The Agency is not ware of any links between this company and Burmese or any other military junta.

(5) whether any consideration has been given to the impact such rights may have on (a) sea life, (b) migration patterns and (c) fishing activities; if not, why not; if so, what are the relevant details?

Reply

Currently the Agency is awaiting the Environmental Management Programme from Silver Wave Energy Pte Ltd which must among other things satisfy the requirements of section 39(3)(a) – (b) and 39(3)(d) i.e:

· baseline assessment that should amongst other things include the identification and assessment of biophysical oceanography which include sea life i.e. plankton, benthic communities, invertebrates, fish, turtles, seabirds, marine mammals and their migratory patterns and colonies. This is done in order to determine areas and seasons to be avoided when undertaking drilling and seismic survey operations.

· Furthermore, human utilization of the exploration area is assessed and this usually includes commercial and subsistence fisheries, prospecting and mining of other minerals, shipping, recreational use, etc., and impacts associated with such identified activities.

Impacts that could impact considerably on fishing, sealife and other human use activities are given consideration, hence they are identified, assessed/evaluated and appropriate mitigation measures recommended, in the assessment of the Environmental Management

QUESTION NUMBER 1567

DATE OF PUBLICATION IN INTERNAL QUESTION PAPER: 21 May 2010

(INTERNAL QUESTION PAPER NUMBER 14)

1567. Mr E J Marais (DA) to ask the Minister of Mineral Resources:

Whether, in light of the proposed withdrawal of staff seconded by certain parties (names furnished), any action will be taken to ensure the efficient functioning of the State Diamond Trader; if not, why not; if so, what are the relevant details? NW1826E

Response

Neither the Department of Mineral Resources nor the State Diamond Trader has received such a proposal.

QUESTION NUMBER 228

DATE OF PUBLICATION IN INTERNAL QUESTION PAPER: 19 February 2010

(INTERNAL QUESTION PAPER NUMBER 02)

228. Dr D T George (DA) to ask the Minister of Mineral Resources:

Whether the her department has conducted any research on (a) how nationalisation of mines would impact on investor confidence and (b) the risk assessment of the economy; if not, how nationalisation of mines would be funded in each case?

(a) No, since nationalisation of mines is outside our legislative framework.

(b) No, no risk assessment has been done and funding of nationalisation of mines has also not been worked on due to the reasons provided in (a) above.

Question & Reply: Mineral Resources

2010-08-17

https://pmg.org.za/question_reply/236/

UESTION NUMBER 1604

DATE OF PUBLICATION IN INTERNAL QUESTION PAPER: 21 May 2010

(INTERNAL QUESTION PAPER NUMBER 14)

1604. Mr G R Morgan (DA) to ask the Minister of Mineral Resources:

(1) (a) How many sand mining operations are authorised in or adjacent to the Umgeni river system and (b) in each case, (i) what is the name of the entity that has been awarded the approval to mine, (ii) when was this authorisation given and (iii) what was the date of the last visit by inspectors of her department to assess compliance with the Environmental Management Plan;

(2) whether any directives have been issued against any other operation since 1 January 2008; if not, why not; if so, what are the relevant details? NW1867E

Response

1. On Umgeni River:

FILE REF	HOLDER OF AUTHORISATION	DATE ISSUED	STATUS
74MP	X-Moor Transport	30/08/2006	Mining Permit renewal application refused – last inspection conducted 29/03/2010
379MP	X-Moor Transport	21/01/2009	Operational – last inspection conducted 29/03/2010
216MP	C N Shabalala	28/03/2008	Has not commenced operations – last inspection conducted 21/05/2010
218MP	B H D Zuma	25/03/2008	Has not commenced operations – last inspection conducted 21/05/2010
246MP	M A Hall	18/04/2008	Has not commenced operations – last inspection conducted 21/05/2010
204MP	Ziyasha Logistics	06/09/2007	No record of inspection on file – inspection to be scheduled June 2010
260MP	A B Sibisi	25/03/2008	Not Operational – last inspection conducted 08/12/2009
168MP	Very Nice Trading 45 cc	10/05/2007	No record of any inspection on file – inspection to be scheduled June 2010
254MP	P T Dube	06/03/2008	Operational – last inspection conducted 25/03/2010
147MP	Little Rock Trading	30/03/2007	Application for renewal refused - last inspection conducted 25/03/2010
233MP	Uzuzunikela Trading 9 cc	06/03/2008	Not operational – last inspection conducted 21/01/2010
58MP	Versatex Trading 486 (Pty) Ltd	22/11/2005	Not operational – last Inspection conducted 21/01/2010
355MP	Qubeka Euzils Building Material Supplies	08/04/2009	No record of any inspections on file - Inspection to be scheduled June 2010
141MP	Invincible Panther Co-operative Limited	06/03/2007	Last inspection conducted 08/12/2009

Adjacent to Umgeni River:

232MR

Clayton Agencies

Mining Right Conversion lodged

Last inspection conducted 29/01/2010

2. Compliance notices were issued to the following operations:

Little Rock Trading 147 CC

X- Moor transport CC

P T Dube

Invincible Panther Co-operative Limited.

QUESTION NUMBER 126

DATE OF PUBLICATION IN INTERNAL QUESTION PAPER: 26 march 2010

(INTERNAL QUESTION PAPER NUMBER 07)

126. Mr R A Lees (DA-KZN) to ask the Minister of Mineral Resources:

Whether an investigation has been or is being done into the impact that climate change is having on the marine mining activities between Port Nolloth and the Orange River Mouth; if not, why not; if so, (a) what are the detailed results of such investigation and (b) what action is being taken or planned to ensure that the communities in the area are not negatively impacted upon?

REPLY:

The Department of Mineral Resources does not regulate climate change issues and therefore has not done such an investigation.

QUESTION NUMBER 136

DATE OF PUBLICATION IN INTERNAL QUESTION PAPER: 16 April 2010

(INTERNAL QUESTION PAPER NUMBER 08)

136: Mr D B Feldman (COPE-Gauteng) to ask the Minister of Mineral Resources:

Whether her department will provide statistics of the different race groups which benefited in mining companies under the black economic empowerment (BEE); if not, why not; if so, what are the relevant details?

Response:

No. This is not a legal requirement.

QUESTION NUMBER 1036

DATE OF PUBLICATION IN INTERNAL QUESTION PAPER: 30MARCH 2010

(INTERNAL QUESTION PAPER NUMBER 09)

1036. Adv H C Schmidt (DA) to ask the Minister of Mineral Resources:

In light of her reply to question 662 on 12 October 2009, what (a) is the (i) extent and )ii) nature of the relief for compliance to the requirements of the Mineral and Petroleum Resources Development Act (MPRDA), Act 28 of 2002, in favour of the African Exploration Mining and Finance Corporation (AEMFC) and (b) are the particular sections to which she referred as outlining the reasons for any exemption granted? NW1182E

REPLY

As stated by the Minister of Mineral Resources in her reply to question 661, there is no "relief" for compliance to the requirements of the Mineral and Petroleum Resources Development Act, 2002 (Act No.28 of 2002), but that in terms of section 106 of the said Act, the Minister may exempt any organ of state from the provisions of sections 16, 20, 22 and 27. These sections of the Act deal with the application for prospecting rights (section 16), the removal and disposal of minerals found during prospecting operations by the holder of a prospecting right (section 20), the application for a mining right (section 22) and the application for a mining permit (section27).

Although African Exploration Mining and Finance Corporation is exempted from the provisions of sections 16, 20, 22 and 27 mentioned above, the Company is not exempted from the provisions of section 39(4) of the Act as stated in section 106(2) of the Act.

In terms of section 39(4) of the Act, African Exploration Mining and Finance Corporation must comply with the requirements relating to the preparation of an Environmental Management Plan or Environmental Management Programme as the case may be, and lodge such Environmental Management Plan or Environmental Management Programme for consideration thereof in terms of the requirements of the Act.

QUESTION NUMBER 1754

DATE OF PUBLICATION IN INTERNAL QUESTION PAPER: 28 May 2010

(INTERNAL QUESTION PAPER NUMBER 15)

1754. Adv. H.C Schmidt (DA) to ask the Minister of Mineral Resources:

What were the start and end dates of tenure in office of every (a) permanent and (b) acting (i) Director-General and (ii) Chief Financial Officer during the period 1 January 2000 to 31 December 2009. NW2020E

Response

(a) Permanent

(i) The Director-General was appointed permanently as the Director-General since the

proclamation of the Department.

(ii) The post of Chief Financial Officer (CFO) has been vacant since June 2009.

(b) Acting

(i) The post of the Director-General is filled.

(ii) The person has been acting in the post of Chief Financial Officer since 01 June 2009 to date.

QUESTION NO 2353

DATE OF PUBLICATION IN INTERNAL QUESTION PAPER: 30 AUGUST 2010

(INTERNAL QUESTION PAPER NO. 25)

2353. Mrs A T Lovemore (DA) to ask the Minister of Water and Environmental Affairs:

(1) Whether the new interdepartmental team of senior executives of her department and of the Department of Mineral Resources to consider the problem of the impact of mining on water resources in the Witwatersrand area has been established, as referred to in her speech to the AgriSA Water Conference on 11 August 2010; if so, when was it established; if not, (a) why not and (b) when is it anticipated to be formed;

(2) what are the (a) details of the persons who have been selected to form part of this team and (b) what are the proposed (i) terms of reference and (ii) time frames for the implementation thereof;

(3) whether the mandate of the team is of an (a) advisory or (b) executive nature;

(4) (a) to whom and (b) how often will the team be required to report? NW2922E

---00O00---

REPLY:

(1) Yes, the team of experts was established on the 8 September 2010 after the first Inter-Ministerial Committee (IMC) on Acid Mine Drainage (AMD).

(2)(a) The Team consists of experts of the Department of Mineral Resources, Science and Technology, my Department, and representatives from the Council for Geosciences (CGS), Water Research Commission (WRC) and MINTEK.

(2)(b)(i) The terms of reference are as follows:

· to appraise the risks;

· to assess what has been done by various institutions;

· to assess available solutions and technology;

· to interrogate and assess viability and costs of critical short-term interventions;

· to integrate lasting and sustainable medium and long term solutions; and

· to explore possible partnerships with the private sector.

(2)(b)(ii) The Team has to report within six weeks (Middle October).

(3)(a) The mandate of the team is of an advisory nature.

(4)(a) The Team will report to the Inter-Ministerial Committee (IMC).

(4)(b) The frequency of reporting is still to be determined.

QUESTION NUMBER 383

DATE OF PUBLICATION IN INTERNAL QUESTION PAPER: 26 FEBRUARY 2010

(INTERNAL QUESTION PAPER NUMBER 04)

383. Mr E J Marais (DA) to ask the Minister of Mining:

(a) What (i) vehicles, (ii) aircraft and (iii) properties are currently owned by her department and (b) with regard to each item, (i) when was it purchased, (ii) how much did it cost and (iii) for what reason was it purchased? NW455E

REPLY

The following response applies to both the Department of Mineral Resources and Department of Energy because they are still sharing the administration function until end of 31 March 2010.

(a) (i) BMW X5

BMW 750i

BMW 525i

BMW 523i

BMW 528i

Mercedes Benz E240

Colt Bakkie

Condor

A6 2.4

(ii) No Aircraft was purchased

(iii) No Properties purchased

(b)

Vehicle Purchased	(i)When Purchased	(ii) Cost	(iii) Reason
BMW X5	2010	R 789 924.00	Official use by the new Minister in Pretoria
BMW 750i	2010	R 1,200,100.00	Official use by the new Minister in Pretoria
BMW 525i	2002	R 347,000.00	Official use by the former Minister in Cape Town
BMW 525i	2005	R 410,000.00	Official use by the former Deputy Minister in Cape town
BMW 523i	2000	R 280,000.00	Official use by the former Minister in Pretoria
BMW 528i	2000	R 302,000.00	Official use by the former Deputy Minister in Pretoria
Colt Bakkie	2002	R 93,000.00	Official use by the DME Officials
Condor	2001	R 84,000.00	Official use by the DME Officials
A6 2.4	2003	R 348,000.00	Official use by the former Minister in Cape Town
Mercedes Benz E240	2002	R 400,000.00	Official use by the former Minister in Pretoria

31 December 2010 - Question:Minister of Basic Education

MPs to ask the Minister of Basic Education

Source
Link

Reply:

QUESTION 290

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 19/02/2010

(INTERNAL QUESTION PAPER 2/2010)

Mr G G Boinamo (DA) to ask the Minister of Basic Education:

Whether his department intends establishing in-service training centres in each province to provide educators with refresher courses: if not, why not: if so, what are the relevant details? NW306E

Reply

Such in-service training centres already exist in all provinces, and most provinces have more than one centre. The department is currently undertaking audit of all provincially and district run teacher development and education resource centres through which in-service training is provided. The department, as part of a national planning process, is analyzing this data to establish if sufficient centres exist to provide for the needs of practicing teachers, and to develop systems to better coordinate the planning, quality and delivery of teacher development programmes through the centres (including workshops, refresher courses, and in depth development courses).

QUESTION 1352

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 07/05/2010

(INTERNAL QUESTION PAPER 12 – 2010)

Mr D C Ross (DA) to ask the Minister of Basic Education:

(1) Whether any (a) primary and/or (b) secondary schools have been closed down in Johannesburg in the past three years; if so, in each case, (i) how many schools, (ii) why and (iii) which schools were closed down;

(2) whether any schools in Johannesburg are currently over their capacity; if so, (a) how many schools, (b) which schools, (c) why and (d) what plans are in place to resolve this situation;

(3) whether there are any plans to build any new schools in Johannesburg in the next three years; if not, why not; if so, (a) what type of schools and (b)(i) where and (ii) when will the schools be built? NW1588E

REPLY:

(1) (i)(a) 25 Primary schools and (b) 2 secondary schools

(ii) These schools have all experienced a decline in enrolment to such an extent that they were no longer viable.

(iii) List of schools that were closed during the past three years.

(See attached list of Primary and Secondary School)

QUESTION 1523

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 21/05/2010

(INTERNAL QUESTION PAPER: 2010)

1523. Mrs D Robinson (DA) to ask the Minister of Basic Education:

(1) Whether there are any schools for (a) children with learning difficulties and (b) children with disabilities; if not, why not; if so, (i) how many, (ii) where is it situated, (iii) what is the capacity, (iv) how much funding does each school receive from her department, (v) how long is the waiting-list and (vi) how many teachers are employed at each school in each case;

(2) Whether there are minimum standards with regard to the ratio of learners to teachers for each type of school mentioned above; if not, why not; if so, what are the relevant details? NW1779E

Response:

(1) Yes.

(a) There are 44 special schools that make provision for learners with learning difficulties (including ADHD and Specific Learning Disabilities). The total number of learners with specific learning difficulties who attend special schools is 16 884.

(b) In 2009 there were 392 public special schools that accommodated 111 619 learners with disabilities. There were 124 535 learners with disabilities in public ordinary schools. Of the 124 535 learners in ordinary schools, 21 976 were in special classes and 102 559 in mainstream classes. There are special schools in all nine provinces.

QUESTION 1178

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 19/04/2010

(DATE OF INTERNAL QUESTION PAPER: 10-2010)

Mr J J van der Linde (DA) to ask the Minister of Basic Education:

(1) Whether all (a) primary and (b) high schools in all provinces should have minimum sporting facilities; if not, (i) why not and (ii) when will minimum sporting facilities be enforced; if so, what sporting facilities does each school have;

(2) (a) what sporting facilities does each (i) primary and (ii) high school have and (b) in which province is each such school situated? NW1336E

REPLY:

(1) All schools should have minimum sporting facilities. The department has drafted a school sport policy which will ensure that each school offers at least two or more sporting codes. Schools generally have a combination of sport facilities for the following codes: soccer / rugby, netball, hockey, tennis, athletics, cricket and swimming.

(2) The attached table gives an overview of all 24,460 ordinary schools per province according to the sporting codes mentioned above. The last column captures the number of schools per province which have no facilities at all with a total of 4,081.

QUESTION 1180

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 19/04/2010

(INTERNAL QUESTION PAPER: 10-2010)

Mrs N W A Michael (DA) to ask the Minister of Basic Education:

Whether any (a) primary and (b) high schools in each province were visited by the State or a nongovernmental organisation (NGO) in the past three years with regard to substance abuse education and awareness; if not, (i) why not and (ii) which schools did not receive any awareness and education visits; if so, (aa) which schools received such visits, (bb) how often in each year and (cc) which grades were included in these visits? NW1338E

Response:

Data on visits to schools to conduct substance abuse education and awareness is held at provincial level. A request was made to provinces to report on substance abuse education and awareness conducted in schools over the past three years. Reports were received from six provinces (Eastern Cape, KwaZulu-Natal, North West, Free State, Western Cape and Mpumalanga). Responses received from provinces thus far are summarised in Tables 1-5. It must be noted that drug and substance use is one of the core components of the life orientation learning area implemented through the life skills HIV and AIDS programme. As such, drug and substance use awareness is covered in all schools as part of curriculum implementation.

In addition, in 2009 the national Department undertook provincial visits to schools in the Ministerial Project on School Safety. The visits monitored the implementation of school safety interventions including implementation of the drug testing guidelines. Information was also disseminated on drug and substance abuse and linkages with school safety. See attached table

QUESTION 1188

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 19/04/2010

(INTERNAL QUESTION PAPER: 10-2010)

1188. Mr J R B Lorimer (DA) to ask the Minister of Basic Education:

Whether, with reference to her reply to question 563 on 25 March 2010, all the existing libraries at primary and secondary schools in all the provinces are functional; if not, (a) why not and (b) when will they become functional; if so, what constitutes a functional library? NW1346E

(a) Not all primary and secondary schools have functional libraries. The absence of functional libraries in schools is directly linked to the past inequitable resource provisioning.

(b) The Department of Basic Education recognizes the necessity for school library resource provision and is addressing this in a holistic manner through the development of the National Guidelines for School Library and Information Services. This document targets provinces, districts and schools and is therefore a valuable resource at all levels. It recommends the following that will contribute towards providing a fully functional school library and information service for education:

(1) roles and responsibilities on the four levels of library and information services in the education system, namely national, provincial (recommends a co-ordinating structure in each province), district and school levels;

(2) development model options and considerations which include: mobile library; cluster library; classroom library; centralised school library and school community library;

(3) Alsophysical infrastructure, staffing and training, administration and management, resource collection, programmes and activities e.g. an information literacy and reading promotion programme, marketing and advocacy strategies and finally monitoring and evaluation plans to assist schools in ensuring that their goals regarding library and information services are achieved.

The guidelines are part of the broader strategy which will assist towards ensuring that each school has a functional school library and information service.

(c) The following elements constitute a functional school library and information service and are contained in the National Guidelines for School Library and Information Services.

Functional school libraries:

 enrich learners reading experiences and develop learners' skills as independent learners

 provide resources and information that teachers and learners need

 support the teaching and learning process, and extend the school's curriculum

 have skilled, enthusiastic staff with time allocated for library duties

 have up-to-date, attractive and suitable resources in a range of media

 are adequately funded to ensure continuing maintenance and development

 are planned and designed to be pleasant and stimulating environments

 are monitored regularly to assess their use

 are guided by a whole school library and information development plan

QUESTION 677

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 12/03/2010

(INTERNAL QUESTION PAPER: 7-2010)

Mr J R B Lorimer (DA) to ask the Minister of Basic Education:

(1) Whether any figures on symbol distribution have been released for the 2010 national senior certificate exams; if not, what is the position in this regard; if so, what are these figure for each (a) province and (b) district;

(2) whether any subject averages have been released; if not, why not; if so, what are these averages for each (a) province and (b) districts? NW803E

RESPONSE

(1) In responding to this question it is assumed that reference is being made to the 2009 National Senior Certificate examination and not 2010. Symbol distribution which was a feature of the old Senior Certificate has been replaced with a seven point grading scale which is as follows:

RATING CODE	RATING	MARKS %
7	Outstanding achievement	80 – 100
6	Meritorious achievement	70 –79
5	Substantial achievement	60 – 69
4	Adequate achievement	50 – 59
3	Moderate achievement	40 – 49
2	Elementary achievement	30 – 39
1	Not achieved	0 – 29

Data on grading distribution per subject is available on the examination computer system and all provincial education departments can access this data. The Department of Basic Education published a comprehensive report on the National Senior Certificate results, which was released by the Minister of Basic Education, Ms A Motshekga, on 7 January 2010. Specific data relating to grading distribution per subject, per province, per district is provided to institutions and members of the public on request. This data is attached in Tables 1 and Table 2.

Table 1: Subject data per province

Table 2: Subject data per district

(2) Subject averages are not used extensively in the analysis of subject data, since they do not provide an accurate picture of performance across the province or across the district, and is therefore not readily available. The data that has been made available to all provincial education departments is the number and the percentage of candidates that have achieved at the 30% level and at the 40 % level. This data is also included in Tables 1 and Table 2.

QUESTION 678

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER 15/03/2010

(INTERNAL QUESTION PAPER)

J Lorimer (DA) to ask Minister of Basic Education:

Whether her department has a policy on date by which matric exam timetable should be finalized, whether is 2010 timetable finalized?

RESPONSE

The time table for the National Senior Certificate (NSC) examination must be finalised in the year prior to the writing of the examination. For the 2010 NSC examination the first draft was completed in September 2009 and circulated amongst key stakeholders for comment. The comments from the stakeholders were incorporated into the time table and the final version was approved by the Heads of Education Department (HEDCOM) in December 2009. The final version of the time table has been distributed to all provincial education departments and posted on the website of the Department of Education.

QUESTION 679

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER 15/03/2010

(INTERNAL QUESTION PAPER: 7-2010)

J Lorimer (DA) to ask Minister of Basic Education:

1) Whether dates have been set for the sitting of the first grade 3,6 and 9 exams,

2) whether results of these tests will be released to schools, when will consolidated results be released,

3) whether al results will be made available to parents of the learners who were tested.

REPLY

i) Grade 3, 6 and 9 learners will write common annual tests in literacy/language and numeracy/mathematics in the first week of November, 2010.

ii) Schools will have the results of the tests and will report these to parents of all learners. Results that are independently moderated will be released early in the first quarter of 2011 on a date that the Minister will announce as soon as proper coordination at all levels shall have been completed.

iii) See answer in 2 above.

QUESTION 729

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 19/02/2010

(INTERNAL QUESTION PAPER: 2-2010)

Dr H C van Schalkwyk (DA) to ask the Minister of Basic Education:

(1) Whether she intends closing down any farm schools in remote areas; if so,

(2) whether suitable accommodation will be made available for learners from farm schools; if not,

(3) whether learners will be transported to schools; if not, why not; if so, who will carry the cost;

(4) whether she will make a statement on the matter? NW856E

Draft response

1) The closing down of farm schools in remote areas is the prerogative of provincial departments of education. The South African Schools Act, 1996 (Act No. 84 of 1996) (the SASA) in Section 12 A provides for the merger and Section 33 for the closure of public schools. In that regard this responsibility resides with the provincial departments of education. However, my department in partnership with provinces has developed Guidelines for the Closure and Merger of Rural and Farm schools. These Guidelines provide guidance on the merger and closure process, the role of provincial coordinating and implementation teams, procedures to follow regarding the School Governing Bodies of schools and language, religious and cultural considerations.

2) Refer to question one.

3) Refer to question one.

4) Refer to question one.

QUESTION 1698

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 28/05/2010

(INTERNAL QUESTION PAPER: 15 – 2010)

Mr G R Morgan (DA) to ask the Minister of Basic Education:

(1) Why has the Zimele Molweni Centre for Mentally and Physically Challenged Children in Molweni, eThekweni Municipality, not received accreditation from her department;

(2) whether her department will pay the costs of an educator for the more than fifty learners currently enrolled at the school; if not, why not; if so, what are the criteria applied by her department when considering the provision of assistance to a school of this nature? NW1964E

Response:

(1) The Zimele Molweni Centre's application for registration as a special school is being considered by the KZN DoE against the following criteria:

A school can only be registered if it is within the broader spatial plan to establish adequate facilities for learners with disabilities in the province. This is in line with a cabinet resolution passed by the KZN legislature in 2007. A meeting to establish this facility's eligibility for registration was held with the Pinetown district officials on the 30 April 2010 and a follow-up meeting was scheduled for the 14 June 2010 with the Pinetown District DoE officials as well as representatives from the Zimele Molweni Centre.

(2) Resources of whatever nature are rendered strictly to registered schools. In the light of this, the department may not be able to provide educator posts, or any resources whatsoever until the school is registered. An interim measure could be to absorb the learners enrolled at the centre in other schools or to have the centre operate as a satellite under an existing school. These options will be tabled at the meeting mentioned in (1) above.

QUESTION 373

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 26/02/2010

(INTERNAL QUESTION PAPER 4 – 2010)

Mrs D van der Walt (DA) to ask the Minister of Basic Education:

(1) Whether she has confirmed the names of the schools which had a zero percent pass rate in the 2009 exam in Limpopo to the MEC for Education; if not, why not; if so, what are the relevant details;

(2) whether she discussed this with the MEC of the province; if not, why not; if so, which are the schools? NW445E

Reply

1. The Department of Basic Education introduced a Rapid Assessment and Remediation Initiative with a view to embark on a decisive response to schools that have dramatically underperformed. The names of the schools that performed under 20% in the 2009 National Senior Certificate examinations were targeted by this intervention and were made available to affected provinces for appropriate diagnosis and intervention.

2. The affected schools in Limpopo with a 0% pass rate are:

SETOTOLWANE SECONDARY

HLABIRWA COMMERCIAL

EXCELSUS ACADEMY

KABELA SECONDARY

VHUDZANI SECONDARY

MATOKANE HIGH SCHOOL

NALETSANA PRIMARY

KULANI LEARNING CENTRE

ITIRELENG SECONDARY SCHOOL

QUESTION 1440

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 14/ 05/ 2010

INTERNAL QUESTION PAPER: 13-2010

Dr J C KlopperS –Lourens (D A) to ask the Minister of Basic Education:

(1) Whether she has been informed of the financial problems experienced by a certain school (details furnished) in Klerksdorp after an amount of 2,3 million allocated to the school has disappeared and is unaccounted for; if so , what are the relevant details; if not,

(2) Whether she will (a) investigate the matter and (b) report on the finding ; if not , why not if so what are relevant details;

(3) Whether any steps have been taken to recover the money which cannot be account for; if so, what are relevant details? NW1691E

REPLY:

(1) No, The Minister was not informed of the financial problems experienced by a school in Klerksdorp. However she followed the matter up after it was brought to her attention.

The North West Education Department has since returned to the Minister with proof of transfer of the money into the school account.

QUESTION 1441

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 14/05/20101

(INTERNAL QUESTION PAPER: 13-2010)

Dr J C Kloppers-Lourens (DA) to ask the Minister of Basic Education:

(1) Whether the investigation regarding the leaking of the five 2009 National Senior Certificate question papers in Mpumalanga has been completed; if not, (a) why not, (b) when is it envisaged to be completed and (c) when will the findings be made available; if so, (i) what are the outcomes of the investigation, (ii) how many officials were involved, (iii) what steps were taken against each of them and (iv) what is the extent of the damages both (aa) nationally and (bb) provincially because of the leaking of the question papers (aaa) in monetary terms and (bbb) person hours;

(2) whether any precautions have been put in place to prevent future leaking of question papers; if not, why not; if so, what are the relevant details? NW1692E

Response

(1) (a). (b) (c) (i)(ii)(iii)

The investigation of this matter has been instituted at three different levels. The Department of Basic Education conducted an investigation that focused on the administrative and professional breaches, while the South African Police Services conducted the criminal investigation. In addition, the Hawks have embarked on a more extensive investigation of the ongoing history of examination irregularities in the province.

The investigation by the Department of Basic Education was completed in December 2009 and a detailed report was compiled. This investigation revealed that the security systems relating to the storage of question papers in the Examination Unit in the Mpumalanga province was grossly inadequate. The management of the electronic versions of the question papers was not sufficiently controlled and this compromised the question papers in Mathematics, Physical Science and Accounting. The decision was taken to replace the five leaked question papers and in addition, the Minister announced that the Examination and Assessment administration would, from 07 January 2010 be managed by the Department of Basic Education. The Mpumalanga Department of Education has further, instituted disciplinary measures against staff implicated in this matter.

The criminal investigation by the South African Police Services is still continuing and at least 13 persons were arrested and have appeared in court. The case has been adjourned until further notice.

1(aa)(bb)(aaa)(bbb).

The estimated cost to replace the five leaked papers across all nine provinces totals to R 8 258 000. This includes printing, packing and distribution of the replaced question papers. It is not possible to quantify the damages in terms of person hours, given that this exercise involved staff at the DBE, involved in the final quality assurance of the replaced question papers, the nine provincial head office staff, involved in the printing and packing of question papers, and the district office staff, involved in the distribution of the question papers.

(2)

A team of senior officials from the Department of Education are currently stationed in the province and are overseeing the examination processes in the province. Their focus is to establish rigorous systems and processes for the administration of examinations in the province and to train the officials in the province to manage and administer these systems. All question papers are now printed and packed by the Department of Basic Education, in Pretoria.

The Department of Basic Education has also developed Norms and Standards for the handling of National question papers. These norms and standards now constitute the benchmark for security and management of question papers in the province. All PEDs have been requested to review their security systems and procedures regarding the handling of national question papers in the light of the norms and standards prescribed by the DBE. To ensure strict compliance, the DBE will conduct an intensive audit of the security systems in each PED in June/July 2010 as part of monitoring the state of readiness of PEDs to conduct the National Senior Certificate Examinations of 2010.

QUESTION 272

(INTERNAL QUESTION PAPER)

Dr J C Kloppers-Lourens (DA) to ask the Minister of Basic Education:

1) How many (a) black, (b) white, (c) coloured and (d) Indian children attended private schools in each province in the (i) 2003-04, (ii) 2004-05, (iii) 2005-06, (iv) 2006-07 and (v) 2007-08 financial years;

Table 1: Number of learners in the ordinary independent school sector, by province and race, from 2003 to 2008
Source: Annual School Survey 2003 to 2008
Note:The data, as received from the provinces, are preliminary and must be treated with caution, since it has not been published in this format
Compiler: [email protected]
Date: 19 February 2010

Province	DataYear	AFRICAN/BLACK	COLOURED	INDIAN/ASIAN	WHITE	OTHER	Total
EC	2003	12052	393	175	2492	189	15301
	2004	10907	574	281	2881	157	14800
	2005	17313	984	210	2271	50	20828
	2006	22391	841	272	1732	118	25354
	2007	31572	1433	349	3972	236	37562
	2008	34405	1665	385	4382	283	41120
FS	2003	9273	299	133	1784	39	11528
	2004	14403	1154	261	2436	35	18289
	2005	9530	169	182	1573	29	11483
	2006	11572	197	150	1509	44	13472
	2007	11610	235	129	1544	81	13599
	2008	11995	216	160	1558	57	13986
GT	2003	63802	3862	10457	40481	3015	121617
	2004	74905	3501	11014	43801	660	133881
	2005	85481	4565	10827	48935	5160	154968
	2006	90978	5230	11991	50532	699	159430
	2007	92797	7075	12689	56056	2485	171102
	2008	99877	6147	13021	57783	2743	179571
KZ	2003	14469	852	10014	13840	1162	40337
	2004	16759	858	8410	13174	290	39491
	2005	18434	909	10048	13898	205	43494
	2006	18951	957	10290	14287	478	44963
	2007	19762	1015	11134	13488	272	45671
	2008	16939	963	7533	11087	184	36706
LP	2003	16212	144	243	827	11	17437
	2004	18057	76	357	1392	18	19900
	2005	19921	176	402	1354	19	21872
	2006	25411	134	469	1221	14	27249
	2007	25682	113	420	1481	17	27713
	2008	29997	140	672	1642	94	32545
MP	2003	10281	141	439	3084	72	14017
	2004	10454	124	462	3220	346	14606
	2005	11480	164	448	3213	405	15710
	2006	14417	187	538	3089	115	18346
	2007	10506	241	387	1753	15	12902
	2008	11117	206	557	2994	38	14912
NC	2003	1555	693	28	396	4	2676
	2004	393	266		258	145	1062
	2005	1705	483	25	400	0	2613
	2006	1681	538	20	358	2	2599
	2007	1661	552	16	602	8	2839
	2008	1639	546	24	629	28	2866
NW	2003	7152	253	417	1438	54	9314
	2004	6635	113	401	1633	24	8806
	2005	9432	242	532	1796	22	12024
	2006	8445	287	536	1754	34	11056
	2007	8147	250	316	1513	49	10275
	2008	9728	494	606	2170	370	13368
WC	2003	4130	4607	349	12960	4422	26468
	2004	3327	4088	307	10899	5793	24414
	2005	3160	3431	217	10203	2279	19290
	2006	3786	5065	367	11291	4970	25479
	2007	3273	3989	358	12278	2192	22090
	2008	4894	8465	1008	15188	1092	30647
South Africa	2003	138926	11244	22255	77302	8968	258695
	2004	155840	10754	21493	79694	7468	275249
	2005	176456	11123	22891	83643	8169	302282
	2006	197632	13436	24633	85773	6474	327948
	2007	205010	14903	25798	92687	5355	343753
	2008	220591	18842	23966	97433	4889	365721

Table 2: Number of ordinary independent schools, by province, from 2003 to 2008
Source: Annual School Survey 2003 to 2008
Note:The data, as received from the provinces, are preliminary and must be treated with caution, since it has not been published in this format

Date: 19 February 2010

Province	2003	2004	2005	2006	2007	2008
EC	56	63	71	89	110	124
FS	56	70	54	57	54	56
GT	295	326	365	372	403	417
KZ	144	144	159	159	156	133
LP	63	72	77	96	96	113
MP	74	75	83	83	66	75
NC	9	6	8	10	15	16
NW	37	37	43	45	43	52
WC	108	106	83	107	92	129
South Africa	842	899	943	1018	1035	1115

QUESTION 273

Dr J C Klopper Lourens (DA) to ask the Minister of Basic Education

With regard to the promise in the President's State of the Nation speech in February 2010, that "from this year onwards, all grade 3, 6 and 9 students will write literacy and numeracy tests that are independently moderated ", (a) on what date is it anticipated that the first of these tests will be written, (b) what is the state of readiness of the department for conducting these tests, who will be responsible for moderating these tests.

REPLY:

NATIONAL ANNUAL ASSESSMENT IN 2010 AND BEYOND

The Department introduced annual national assessments (ANA) in grades 1 to 6 in 2008 as part of the Foundations for Learning campaign initially to (1) provide opportunity to those learners who may not be sampled for systemic evaluation surveys to also experience external assessments, (2) generate standardised evidence for monitoring the progress in the Department's programme to lay solid foundations for learning and (3) provide teachers with a variety of methods and techniques of assessing to make informed and appropriate choices. Fewer schools participated in 2008, however, in 2009 more than 90% of the schools participated in ANA. The ANA of 2009 also included assessment in language, mathematics and science in Grade 9.

Informed by lessons learnt in the last two national assessments, in preparation for the 2010 national assessments, the Department is strengthening and improving both the quality and moderation/quality-assurance of the tests as well as the process of test administration. To this end, the Department:

§ has set aside R29 million (for the 2010/2011 financial year) to develop tests (including Braille); print tests for every learner in grades 3, 6 and 9 and distribute tests in relevant languages to the provinces.

§ is currently engaging a team of experts from various organizations that have expertise and a track record in developing tests. This team will assist the Department in moderating all tests.

§ will engage services of competent and efficient service providers to do external monitoring of test administration and marking in the sampled schools with grades 3, 6 and 9 to enable a system-wide report on whether the Department is attaining the national targets.

§ as in the 2008 and 2009 annual national assessments, guidance will be provided to schools regarding how to administer and mark the tests and report to parents.

§ 1,800 schools (an average of 200 schools per province) comprising approximately 135,000 learners in grades 3, 6 and 9 will be sampled. In these schools, an independent, competent and credible service provider(s) in the area of assessments will administer the tests, mark learner scripts, independently moderate the outcomes of the tests and prepare a national report.

The transition grades (grades 3, 6 and 9) will write on specified dates in the first week of November 2010. A time-table is being communicated to schools together with a comprehensive outline plan of how all assessment in the system will be implemented in an integrated and seamless approach that seeks to improve school-based assessment and an external quality-assurance of the national assessments.

NATIONAL COUNCIL OF PROVINCES

FOR WRITTEN REPLY

QUESTION 273

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 13/08/2010

(INTERNAL QUESTION PAPER: 19-2010)

Mr O de Beer (COPE-WC)) to ask the Minister of Basic Education:

Whether she has been informed that the Department of Emergency Services of Saldanha Municipality has refused to issue an occupational certificate to a certain school (name furnished); if not, what is the position in this regard; if so, (a) what plans are in place to rectify this situation and (b) what further plans are in place to ensure the safety of school children in the said school? CW345E

Answer:

The response received from Western Cape Education Department (WCED) is that the province has not been informed by the Department of Emergency Services of Saldanha Municipality that an occupation certificate was refused for any of its schools within the Saldanha Municipality area. The province will however, investigate the matter and rectify the situation, if there is indeed, such a case.

QUESTION 563

DAT OF PUBLICATION OF INTERNAL QUESTION PAPER:

(INTERNAL QUESTION PAPER -

Mr J R B Lorimer (DA) to ask the Minister of Basic Education:

Whether all (a) primary and (b) secondary schools in each of the provinces have (i) libraries and (ii) media/computer centres; if not, (aa) why not, (bb) which schools are they, (cc) how many learners are there at each school and (dd) when will they obtain these facilities; if so, how many teachers are qualified to teach computers to learners in each province? NW678E

REPLY:

a) Not all primary and secondary schools have libraries and computer/media centres and the number of schools without the spaces per province is indicated below.

(aa) The absence of libraries and laboratories in the majority of our schools is an indication of the historical inequalities that were fostered mainly through unequal distribution of education resource inputs. The physical teaching and learning environment (school infrastructure and basic services) has historically been one of the most visible indicators of inequitable resource inputs.

(bb)The schools are numerous to list on this response hence a summary of the number of schools per province per primary and secondary school is listed below.

(cc)See response above.

(dd) Spending on infrastructure has grown significantly since the late 1990's and provinces have made significant progress in reducing infrastructure backlogs which include libraries, computer centers and related facilities. Currently the budget for infrastructure is at R5.5 billion and will continue to increase over the medium term and reaches R9.4 billion in 2012/13. Provinces have indicated in their infrastructure plans a significant increase in the number of facilities that are going to be provided to reduce the backlog.

Primary schools without

i) Libraries

Primary schools		Number of Schools with Learner bracket
Province	Total Schools	0-30	31-50	51-200	201-500	> 500
Eastern Cape	2,211	191	159	953	709	199
Free State	955	532	105	83	53	182
Gauteng	621	2	6	42	163	408
KwaZulu Natal	3,120	71	69	693	1,407	880
Limpopo	2,382	68	40	465	1,141	668
Mpumalanga	1,027	69	52	211	273	422
North West	894	64	49	232	313	236
Northern Cape	283	31	29	109	52	62
Western Cape	484	32	56	143	93	159
Total	11,977	1,060	565	2,931	4,204	3,216

Computer centres

Primary schools	Number of Schools with Learner bracket
Province	Total Schools	0-30	31-50	51-200	201-500	> 500
Eastern Cape	2,210	193	160	964	703	190
Free State	988	533	107	82	59	207
Gauteng	355	2	5	35	71	242
KwaZulu Natal	3,278	71	72	736	1,497	902
Limpopo	2,270	68	44	456	1,092	610
Mpumalanga	1,039	71	52	217	280	419
North West	848	65	51	229	297	206
Northern Cape	213	31	28	93	37	24
Western Cape	460	32	61	141	91	134
Total	11,661	1,066	580	2,953	4,127	2,934

ii) Secondary schools without

i) Libraries

			Number of Schools with Learner bracket
School type	Province	Total Schools	0-30	31-50	51-200	201-500	> 500
Combined	Eastern Cape	2,339	9	5	268	1,418	639
Secondary	Eastern Cape	578	6	10	150	232	180
Combined	Free State	180	8	3	51	47	71
Secondary	Free State	59	0	0	1	12	46
Combined	Gauteng	92	0	0	7	19	66
Secondary	Gauteng	133	0	0	1	6	126
Combined	KwaZulu Natal	485	3	6	68	234	175
Secondary	KwaZulu Natal	1,026	4	4	132	457	429
Combined	Limpopo	115	5	5	29	38	38
Secondary	Limpopo	1,145	0	2	163	544	436
Combined	Mpumalanga	229	0	3	31	76	118
Secondary	Mpumalanga	271	0	0	8	85	178
Combined	North West	322	11	17	104	109	81
Secondary	North West	158	0	0	22	56	80
Combined	Northern Cape	103	0	4	26	38	35
Secondary	Northern Cape	46	0	1	6	19	20
Combined	Western Cape	101	11	2	11	30	47
Secondary	Western Cape	105	0	0	0	10	95
Total combined and secondary schools	7,487	57	62	1,078	3,430	2,860

ii) Computer centres

			Number of Schools with Learner bracket
School type	Province	Total Schools	0-30	31-50	51-200	201-500	> 500
Combined	Eastern Cape	2,291	9	5	270	1,395	612
Secondary	Eastern Cape	580	6	10	150	250	164
Combined	Free State	187	8	4	55	50	70
Secondary	Free State	88	0	0	2	16	70
Combined	Gauteng	54	0	0	9	12	33
Secondary	Gauteng	96	0	0	2	4	90
Combined	KwaZulu Natal	496	3	6	75	238	175
Secondary	KwaZulu Natal	1,074	5	4	132	477	456
Combined	Limpopo	118	5	5	32	40	36
Secondary	Limpopo	1,115	0	2	161	528	424
Combined	Mpumalanga	230	0	3	30	79	117
Secondary	Mpumalanga	291	0	0	8	88	195
Combined	North West	329	11	18	106	120	74
Secondary	North West	149	0	0	23	52	74
Combined	Northern Cape	62	0	3	19	22	18
Secondary	Northern Cape	23	0	1	3	11	8
Combined	Western Cape	83	11	2	11	29	30
Secondary	Western Cape	37	0	0	0	8	29
Total	7,303	58	63	1,088	3,419	2,675

(dd) The information on many teachers are qualified to teach computers to learners is not available from the Department of Basic Education and would have to be requested from Provincial Education Departments

QUESTION 565

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 05/03/2010

(INTERNAL QUESTION PAPER: 6-2010)

Dr H C van Schalkwyk (DA) to ask Minster of Basic Education:

Whether a national schools pledge in terms of which school children will recite an oath which expresses their commitment to respect others and to uphold the rights and values contained in the Constitution has been introduced; if not, why not; if so, what are the relevant details? NW680E

Parliamentary Question: School Pledge

"Whether a national schools pledge in terms of which school children will recite an oath which expresses their commitment to respect others and to uphold the rights and values contained in the Constitution has been introduced; if not, why not; if so, what are the relevant details?"

Response:

The Minister of Education released the draft Schools' Pledge in February 2008 and requested the public to comment on the concept and content of the proposed National Schools' Pledge.

The Department of Education received 1119 submissions from the general public and most of them came from the white community. Most black South Africans participated in forums and radio programmes. They generally supported the Schools' Pledge. The written inputs from various stakeholders were then analysed by independent analysts.

The analytical report noted that more than 80% of respondents supported the idea of a Schools' Pledge, but wanted wording that refer to the injustices of the past to be revised. Most wanted a forward-looking Pledge that would encourage young people to shape their lives and not dwell too much on the past. Their position was that the Schools' Pledge promoted values and acceptable moral behaviour in society.

A minority group rejected the Pledge on religious grounds as they argued that people could only swear allegiance to God. The Department of Education then requested a team of independent academics and cultural leaders to revise the Schools' Pledge. The team was composed of Bishop Malusi Mpumlwana of the Ethiopian Episcopal Church, Associate Professor Pumla Dineo Gqola from the University of Witwatersrand Drama and Literature Department, Mr John Pampallis, Director of the Centre for Education and Policy Development, Mr Themba Mabaso, Director: Heraldry-Department of Arts and Culture and Ms Malika Ndlovu, an author and oral poet. The team supported the pledge and recommended that it be encouraged, popularised and recited at least once a week at School Assemblies.

The pledge was redrafted by a group of experts based on submissions; a decision needs to be taken to introduce it to schools. The Department continuous its work on values and human rights through its Race and Values directorate.

NATIONAL COUNCIL OF PROVINCES

FOR WRITTEN REPLY

QUESTION 209

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 28/05/2010

(INTERNAL QUESTION PAPER: 5 – 2010)

Mr M J R de Villiers (DA – WC) to ask the Minister of Basic Education:

1. (a) Which provinces are in violation of the provisions of the Public Finance Management Act, Act 1 of 1999, by not being consistent in submitting their quarterly school reports, (b) what steps were taken to address this problem and (c) what was the outcome in each case;

2. Whether any action has been taken to ensure that provinces do not contravene the relevant legislative provisions of the said Act in the future; if not, why not; if so, what action? CW282E

REPLY

1. (a) It is not a requirement of the Public Finance Management Act, Act 1 of 1999, for schools to submit quarterly reports to the national Minister of the Department of Basic Education. However, provinces duly submit quarterly reports on Conditional Grants as required by the National Treasury Regulations and the Division of Revenue Act.

(b) Not Applicable

2. No action has been taken by the Minister of Basic Education because schools do not submit quarterly repor

NATIONAL COUNCIL OF PROVINCES

FOR WRITTEN REPLY

QUESTION 210

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 28/05/2010

(INTERNAL QUESTION PAPER: 14-2010)

Mr M J R de Villiers (DA-WC) to ask the Minister of Basic Education:

(1) Whether the Integrated Quality Management System (IQMS) is prevalent in all schools; if not, (a) why not, (b) in which schools is it not prevalent and (c) what is the reason for this; if so, what are the relevant details;

(2) whether her department gave any written submissions to the principals of the schools where the IQMS is not prevalent; if not, (a) why not and (b) what follow-up (i) programmes and (ii) procedures were followed to check that the plan was implemented; if so, (aa) what are the relevant details and (bb) who was responsible to do these follow-ups;

(3) whether the officials who did not do the follow-ups received any performance bonuses; if not, what is the position in this regard; if so, what are the relevant details? CW283E

Answer:

1. All schools are expected to implement the Integrated Quality Management System (IQMS) in terms of the Education Labour Relations Council (ELRC) Collective Agreement 8 of 2003. The responsibility of the DBE is to monitor the IQMS processes and procedures in the provinces. According to the statistics on the IQMS implementation received from provinces, 307 416 i.e. 82.17% of educators were evaluated in 2009 evaluation cycle. This information is available in the IQMS Annual Report for the period April 2009-March 2010.

According to information gathered from reports of external IQMS moderators, 1577 schools i.e. 20.2% of the 7816 schools visited during the period April 2009-March 2010, did not comply with the implementation of the IQMS. Since the appointment of external IQMS moderators in August 2008 to June 2010, a total of 13529 schools were visited, out of which 2315 were not implementing the IQMS. Follow-up visits were conducted in 1804 schools during the same period.

(a) The reasons for the non-evaluation of the educators in the schools, amongst others were:

· Educators on sick leave;

· Educators in the post for less than 12 months;

· Educators deceased;

· Resignations; and

· Educators who refused to be assessed

The reasons for non-implementation of the IQMS in schools, amongst others, are the following:

· lack of proper, coordinated and standardized training for educators;

· lack of understanding of the purposes of the IQMS;

· insufficient capacity to manage the IQMS;

· lack of proper leadership in managing the IQMS processes in schools; and

· resistance by Labour Unions, particularly in some parts of Mpumalanga and Eastern Cape.

(b) In terms of the categorization of schools, there is a high level of non-implementation in underperforming schools where the matric pass rate is less than 60% , as well as schools in rural areas with lack of proper facilities.

(c) The reasons for the non-implementation of the IQMS in the above categories of schools are, amongst others, the following:

· inadequate resources;

· poor leadership and management;

· lack of proper training;

· Staff Development Teams (SDTs) lack the capacity to manage the IQMS processes; and

· inadequate monitoring by the provinces.

2. Yes. Provincial officials and external IQMS moderators provided all schools that were visited with a report on where they are not complying with IQMS processes. Furthermore, schools that were found not to be implementing IQMS were advised on the importance of being compliant, and also given training and support. Provinces were also informed of these schools and requested to conduct ongoing monitoring and support. Their observations and recommendations were contained in the report that was also signed by the principal, and a copy left at the school.

(a) N/A

(b) (i) Provincial IQMS coordinators conducted follow-up visits to 1454 schools from April 2009-March 2010. During the same period external IQMS moderators did follow-up visits to 1350 schools across all provinces.

The purpose of these visits was to monitor whether the recommendations in their first report to school were implemented and to provide further support where necessary.

Workshops were also conducted with district officials and educators in order to provide further support and development.

(ii) During follow-up visits to schools, external moderators followed the following process:

· Met with the principal and the Staff Development Team (SDT);

· Perused through the IQMS documents;

· Verified support and developmental activities offered by the schools;

· Discussed progress made on the moderator's recommendation contained in the first school visit report;

· Checked whether learner progress was being considered during evaluations;

· Discussed the type of support rendered by the district office;

· Provided guidance and further support, and

· Compiled a follow-up report for the school.

Officials from the DBE visited provinces to provide support where necessary. Schools were also visited to monitor the work of the moderators.

(aa) Information provided in 2(b) (i) and (ii) above.

(bb) Follow-up visits to schools were conducted by officials from the Department of Basic Education (DBE), Provincial and District IQMS Coordinators as well as external IQMS moderators.

3. The payment of a performance bonus to officials does not depend only on follow-up visits on IQMS, but also on other responsibilities as contained in their respective work-plans.

NATIONAL COUNCIL OF PROVINCES

FOR WRITTEN REPLY

QUESTION 212

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 28/05/2010

(INTERNAL QUESTION PAPER: 14-2010)

Mr M J R de Villiers (DA-WC) to ask the Minister of Basic Education:

Whether her department has any plans in place to address the problem of insufficient water supply to schools in Limpopo; if not, (a) why not, (b) which schools' problems will be addressed and (c) when will this problems be addressed; if so, (i) what plans and (ii) what are the further relevant details? CW285E

REPLY:

(a) Yes. The Limpopo Department of Education has identified schools in the province that have no water facilities and those that have insufficient facilities in their Infrastructure Plan for 2010/11. The Provincial department is responsible for the capital works and recapitalization of water supply systems. It plans to spend 2% of the infrastructure budget each year on providing or rehabilitating water supply to schools. After the provision of water supply systems by the Provincial department, repairs to the water system is the responsibility of each school governing body using their allocation in terms of the National Norms & Standards for school funding.

(b) Since 2006 the Provincial department has completed water projects at 345 schools and a further 113 will be provided with water in this financial year. See Annexures A and B.

(c) The Provincial department plans to complete 113 water projects at schools during the 2010/11 financial year. Limpopo schools are provided with municipal supplies or boreholes and with rainwater harvesting as a backup supply. The municipality is responsible for water delivery in the dry months or at any other time when the borehole is dry. At primary schools, where the borehole yield is too low for it to be cost effective to fit a submersible electric pump, the charity Roundabout International is approached to fit the borehole with a Play Pump. The donation includes maintenance for 10 years.

QUESTION 1073

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 30/03/2010

(INTERNAL QUESTION PAPER: 7-2010)

Mrs D Robinson (DA) to ask the Minister of Basic Education:

(1) Whether there have been any incidents of (a) stabbings, (b) shootings, (c) rapes and (d) grievous bodily harm at any school in each year since 2005; if so, (i) how many incidents in each case, (ii) at which school did each incident take place and (iii) how many of the victims were (aa) learners and (bb) teachers;

(2) Whether any learners were expelled for perpetrating these acts; if not, why not; if so, (a) how many were expelled and (b) for which incidents were they expelled? NW1222E

REPLY:

The statistical information required for answering this question was gained from Provincial Coordinators for School Safety. Provincial Departments are responsible for the capturing of as all reported cases of crime and violence in schools. Of the nine provinces, only two, viz the Eastern Cape and Free State responded in terms of incidences of crime and violence in schools. Both coordinators have warned that the given statistics are not a real reflection of what is happening in schools due to under reporting to district and provincial offices.

Question 2 has not been responded to, by both provinces, since provinces have not indicated whether perpetrators were expelled for incidents. Eastern Cape, has, however, indicated the action taken against perpetrators.

The table below is a reflection of:

 Question 1 (a) to (d) regarding the number of reported incidents of (a) stabbings, (b) shootings, (c) rapes, and (d) grievous bodily harm,

 Question 1 (i) the number of incidents and (ii) the names of the schools involved,

QUESTION 1074

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 30/03/2010

(INTERNAL QUESTION PAPER: 7-2010)

Mrs M Wenger (DA) to ask the Minister of Basic Education:

(1) Whether any amount was (a) budgeted for and (b) spent (i) in the (aa) 2007-08 and (bb) 2008-09 financial years and (ii) during the period 1 April 2009 up to the latest specified date for which information is available on her department's mini drug master plan; if not, why not; if so, what are the relevant details;

Response:

1. aa. A total amount of R1 million was received from the Royal Netherlands Embassy (RNE) during the 2007/2008 financial year.

1. bb. R197 566.56 of the R1million was used to develop and disseminate to provinces 58 sets of education posters on the harmful effects of drug and substance use and HIV. The unspent amount of R1m was rolled over from the 2007/2008 financial year to the 2008/9 financial year. Expenditure over these 2 financial year is reflected in Table 1 below.

1. (ii) For the 2009/2010 financial year, an amount of R700 000.00 was allocated from the Directorate line budget.

Table 1: Expenditure and activities for the respective financial years

Item no.	Financial year	Budget	Expenditure	Activities
(i) (aa)	2007/2008	R1m (RNE)	R197 566.56	Procurement of 58 sets of education posters on the harmful effects of drug and substance use and HIV.
(i) (bb)	2008/2009	R802 433.44 (Rolled over from 2007/08)	R340 860.00	Development and procurement of 400 000 Z-cards (Information, Education and Communication materials on drug use for learners, educators and parents).
				Conduct training on drug testing and use of testing guidelines for educators, principals, district and provincial officials, including the provision of manuals, CD Roms and testing devices.
(ii)	2009/2010	R700 000.00 (Voted funds)		Development of draft drug and substance abuse strategy
				Learner drug essay competition
				Provincial support and monitoring visits to the schools in the Ministerial Project

In the 2007/9 financial year, the Department of Education did not develop a separate drug master plan. The drug testing guidelines were developed to implement the imperatives of the drug Master Plan as developed by the Central Drug Authority, in line with the relevant legislation governing schools.

During the 2009/10 financial year, the Department developed a draft strategy for the prevention and management of drug and substance use in schools to enhance its response. In the current financial year (2010/11), the Department aims to:

· Finalise and disseminate the drug and substance use prevention and management strategy;

· Support and monitor the implementation of the strategy; and

· Review and update the drug testing guidelines

In addition, the Department has been implementing the HIV and AIDS Life Skills education programme as of the 2000/2001 financial year. Drug and substance abuse is an integral part of both teacher training and school-based peer education programmes in the Life Skills Programme. The programme is funded through a conditional grant. For the financial years for which information is sought, provinces were allocated a budget as per Table 2. Expenditure on peer education programmes, which include drug and substance use prevention as an integral part, is also reflected in Table 2 below.

Table 2: HIV and AIDS Life Skills Programme Allocation and expenditure on Teacher Training and Peer Education Programmes

Financial year	Budget allocation '000	% allocated for teacher training	% spent of training and development allocation	% allocated for peer education programmes	% spent of peer education allocation
2007/08	R152 million	30%	91.6%	15%	92.5%
2008/09	R162 million	30%	87%	15%	93.25%
2009/10	R171 million	30%	93%	15%	91%
2010/11	R188 million	35%	Not yet avail.	20%	Not yet avail.

QUESTION NO 654

Mr M H Hoosen (ID) to ask the Minister of Basic Education:

(1) Whether all schools have physical education teachers; if not, why not; if so, what is the total number of such teachers employed by her department;

(2) whether any vacancies for physical education teachers exist in her department; if so, how many;

(3) whether her department intends filling these vacancies; if not, why not; if so, what are the relevant details? NW780E

REPLY

(1)

According to the curriculum (C2005), related subjects were grouped together into Learning Areas of which Life Orientation is one of them. Life Orientation composes of subjects dealing with health and environmental issues. Physical Education forms part of Life Orientation subjects. Since Life Orientation is compulsory and is taught in every grade across all phases of the schooling system, provision has been made through the Post Provisioning Model to allocate such posts equitably.

(2)

My department is not aware of any such vacancies.

(3)

The Department of Basic Education has developed an Educator Human Resource Planning Frame Work which details how to deal with supply and demand of educators throughout the system across the curriculum spectrum. The intention is to make sure that any vacancy that might exist is filled as speedily as possible.

QUESTION 1451

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 14/05/20101

(INTERNAL QUESTION PAPER: 13-2010)

Mr J J van der Linde (DA) to ask the Minister of Basic Education:

(1) What amount (a) was allocated to school sport in each province in the (i)(aa) 2007-08, (bb) 2008-09 and (cc) 2009-10 financial year and (ii) during the period 1 April 2010 up to the latest specified date for which information is available and (b) is allocated for this purpose in the 2010-11 financial year;

(2) whether there are any minimum standards with regard to the availability of sport at schools; if not, why not; if so, what are the relevant details? NW1702E

Response

(1) The amounts allocated to school sports per province are as follows in R'000:

Province	Budget for 2007/08	Budget for 2008/09	Budget for 2009/10	Budget for 2010/11
	R'000	R'000	R'000	R'000
Eastern Cape	43 639	45 937	47 681	51 481
Free State	16 275	18 902	20 381	23 571
Gauteng	18 114	22 736	28 236	33 468
Kwa-Zulu Natal	30 952	32 401	38 019	21 919
Limpopo	5 250	5 565	6 879	7 223
Mpumalanga	19 000	28 350	18 568	26 316
Northern Cape	6 968	6 135	10 419	12 036
North West	12 516	14 865	0	16 721
Western Cape	2353	2853	3337	4339
TOTAL	155 067	177 744	173 520	197 074

The Western Cape Education Department does not budget for school sport. They receive Transfers

(2) Yes, the minimum standard is that schools must have at least two sporting codes. Provincial Education Departments monitor and support seasonal provincial sporting activities. The Department of Basic Education in partnership with Sports and Recreation South Africa (SRSA) does the same with national sporting events.

QUESTION 928

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 23/03/2010

(INTERNAL QUESTION PAPER: 8-2010)

Mr A M Mpontshane (IFP) to ask the Minister of Basic Education:

Whether the Government's policy which aims at increasing the number of matric learners who are eligible for university admission will also involve dealing with the shortcomings and issues within the education system; if not, why not; if so, (a) what related issues and shortcomings have been identified and (b) when will she address such factors? NW1073E

Response

The government's priority is to improve the quality of learning and teaching in schools in order to ensure learning achievement. Increasing the number of matric learners who are eligible for university is one of the output goals that we have set ourselves to achieve. The Schooling 2025 Plan for the improvement of basic education indicates the areas that will be given priority to address to ensure that we achieve these goals.

(a) The training and support for teachers, strengthening curriculum implementation in class through quality teaching and learning, providing textbooks and learning support materials, addressing infrastructure needs, catering for learner well-being, improving school governance and management and improved districts support of schools have been prioritized to drive the process towards quality outcomes.

(b) The process of addressing shortcomings in the education system has already begun. The strengthening of curriculum implementation in schools started with the announcements of the NCS Implementation Review report. In October 2009, I announced the decisions to ensure that the administrative burden on teachers will be reduced in 2010 so that they can focus attention on teaching. Additional support for NCS Implementation will be provided on an ongoing basis, based on the evidence of needs that are identified. The Schooling 2025 plan will further outline the plans that we have put towards addressing these matters in a coherent, coordinated and sustainable and expedient manner.

QUESTION 930

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 23/03/2010

(INTERNAL QUESTION PAPER: 8-2010)

930. Mr A M Mpontshane (IFP) to ask the Minister of Basic Education:

(1) What will the schools' assessment, mentioned by the President in his state of the nation address, comprise;

The school assessments will comprise of annual testing of grades 3, 6 and 9 learners in literacy and numeracy (language and mathematics) as a means of objectively monitoring the quality and levels of achieving the targeted educational outcomes. They will cover the critical knowledge and skills that learners must acquire throughout the school year in each grade. They form part of the new integrated assessment strategy of the Department to assess all learners using nationally standardised and independently moderated tests.

(2) whether such an assessment will involve class visits by (a) principals and (b) inspectors of schools; if not, what is the position in each case; if so, what are the relevant details? NW1075E

No, these school assessments do not involve class visits by (a) principals and (b) inspectors of schools. In 1800 schools, these assessments will be independently administered and moderated. Independent moderation will cut across all sectors of the system to ensure results are credible. A plan on independent administration and moderation will be communicated to all role-players outlining responsibilities at each level. This will include the anticipated role of (a) principals and (b) inspectors of schools. Independent moderation of assessments outside of school level will occur for all schools within clusters organised through the local district and at a broader level on a sample of schools by an external agency.

QUESTION 941

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 23/03/2010

(INTERNAL QUESTION PAPER: 8-2010)

Mr P F Smith (IFP) to ask the Minister of Basic Education:

(a) How is teacher assessment undertaken? (b) how many teachers have been dismissed in the past five years for unsatisfactory performance?

NW1086E

Answer

(a) Principals are responsible for managing and driving the process of teacher assessments at their schools in terms of the Integrated Quality Management System (IQMS) as contained in the ELRC Collective Agreement 8 of 2003.

The principal, assisted by the School Development Team (including the Deputy Principal) appraise Post Level 2 educators. Heads of Department (HODs) are responsible for managing the appraisal of post level 1 educators. The actual appraisal process is undertaken by the Developmental Support Group (DSG) comprising of the educator's immediate supervisor and a peer.

Furthermore, there is an instrument used for assessing educators. The instrument has performance standards that outline the teacher's actual performance against such standards. The performance standards have been designed to cover all the roles and responsibilities of a teacher as outlined in the document for the norms and standards for educators.

PROCESS

In terms of process, an educator completes self-evaluation using the instrument referred to above, followed by a pre-evaluation meeting with the supervisor, then an evaluation/assessment by the supervisor, and finally a post evaluation meeting is held with the educator to discuss feedback based on observations and sharing of information on the educator's developmental needs.

The above assessment cycle covers a period of 12 months (January – December). The evaluation of an educator is both developmental and judgemental. The aim of the developmental appraisal is to assist the educator to improve as an individual and as a professional. The final year-end summative assessment scores give an indication on the educator's level of performance and whether he/she should be rewarded or not.

(b) How many teachers have been dismissed in the past five years for unsatisfactory performance? NW1086E

Provincial Education Department	2005	2006	2007	2008	2009
KwaZulu Natal	0	0	0	0	0
Mpumalanga	0	0	0	0	0
Northern Cape	0	0	0	0	0
Gauteng	0	0	0	0	0
Free State	2	1	0	1	1
Limpopo	0	0	0	0	0
Western Cape	0	0	0	0	0
North West	0	0	0	0	0
Eastern Cape	0	0	0	0	0
Total	2	1	0	0	1

QUESTION 327

DATE OF PUBLICATION OF QUESTION PAPER: 26/02/2010

(INTERNAL QUESTION PAPER 3-2010)

Mr G G Boinamo (DA) to ask the Minister of Basic Education:

Whether any progress has been made with the provision of adequate security measures at schools since 2007; if not, why not; if so, what are the relevant details?

NW370E

PROVISIONS FOR SECURITY MEASURES AT SCHOOLS SINCE 2007

The Department has since 2007 intensified efforts to ensure that all schools are safe and secure for both learners and teachers. The following measures were introduced and implemented:

(i) Following the amendments to the Regulations for Safety Measures at all Public Schools the Centre for Justice and Crime Prevention (CJCP) was appointed by the Department and UNICEF to conduct a baseline audit in order to collect information to guide the design, and implementation of Operational Plans to support provinces in curbing crime and violence.

(ii) The Department in collaboration with Provincial School Safety Coordinators identified 585 schools (65 schools per province) presenting with high levels of crime and violence. From the 585 high priority schools, one school per province was identified to become part of a Ministerial Pilot Project to Create Safe, Caring and Child Friendly Schools.

(iii) The following targeted interventions (to address crime and violence in an integrated and holistic approach) were designed and implemented to meet the specific safety needs of the nine identified schools:

(a) Physical Infrastructure

Each of the nine identified schools received a palisade security fence and gates, four hand held metal detectors, high mast security lights, and security guards appointed for a period of six months. Eight of the nine schools received a CCTV system. (A CCTV system could not be installed at Kei Road Combined School due to derelict buildings).

(b) Management Support and Teacher Support

School Management at the nine schools have been supported in terms of the implementation of the Regulations for Safety Measures at all Public Schools, Search and Seizure and Drug Testing, and the Bill of Responsibilities for the Youth of South Africa.

An example Code of Conduct for Learners at Public Schools was developed and distributed to all provinces for implementation.

In partnership with Open Society Foundation, the Department developed and implemented the Hlayiseka: Early Warning System, in all provinces. The Hlayiseka Early Warning System serves as a management tool for managers to identify, manage, monitor and report on security threats.

The principal of Stonefountain College was contracted by the Department to train identified officials, teachers and principals in all provinces on Searches, Seizures and Drug Testing.

Girls and Boys Town has been commissioned by the Department to train principals, SGB members, teachers and all support staff of the nine schools on Positive Discipline and Classroom Management. Although the initial focus is on the nine ministerial schools it is envisaged that provinces will roll out this programme to cover more schools.

The Department in partnership with UNICEF and Super Sport has embarked on a Sport for Development Pilot Programme in nine school communities, which is affected, by increasing levels of crime, violence and vandalism.

(iv) It must be acknowledged that provinces have their own context specific initiatives (programmes and projects) to ensure that schools are safe and secure.

QUESTION 333

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 26/02/2010

(INTERNAL QUESTION PAPER 4-2010)

333. Adv A de W Alberts (FF plus) to ask the Minister of Basic Education:

(1) Whether the national plan of action to address the problems in her department will still be published by her in March 2010; if not why not; if so,

REPLY

My department will establish a long term plan for the basic education sector to be known as Schooling 2025: An Action Plan for the Improvement of Basic Education. We have presented the first draft of the plan to the council of Education Ministers by the end of March 2010. Stakeholder consultation is currently underway, ahead of publication of the plan for public comment.

(2) whether there will be an opportunity for commentary and inputs from all role players; if not, why not; if so, what are the relevant details? NW397E

Yes

NATIONAL COUNCIL OF PROVINCES

FOR WRITTEN REPLY

QUESTION 349

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 17/09/2010

(INTERNAL QUESTION PAPER: 26-2010)

Mr O de Beer (COPE-WC) to ask the Minister of Basic Education:

Whether, with reference to her reply to question 273 on 13 August 2010, she has received a letter from a certain school (name and details furnished) that the classrooms (a) need replacement and (b) are not (i) sufficient and (ii) in a safe condition for use; if not, what is the position in this regard; if so, (aa) why nothing has been done since the complaint, (bb) why her reply stated that her department has not been informed about the complaint and (cc) what will be done to rectify the situation? CW445E

Reply

No, I have not received a letter, referring to the said school.

(a) Not applicable

(b) Not applicable

(aa) Not applicable

(bb) Question 273, which I replied to on 13 August 2010, referred to a school in Saldanha Bay Municipality which was refused an occupancy certificate. In response to the question, I indicated that" The response received from Western Cape Education Department (WCED) is that the province has not been informed by the Department of Emergency Services of Saldanha Municipality that an occupation certificate was refused for any of its schools within the Saldanha Municipality area. The province will however, investigate the matter and rectify the situation, if there is indeed, such a case". On further investigation, it was discovered that the school in question is Curro Private School in the Saldanha Bay Municipal area.

According to the Municipality, the refusal to issue the certificate was in terms of SABS 0400-1987: which state:

"T1 General Requirement

(1) Any building shall be so designed, constructed and equipped that in case of fire

(a the protection of occupants or users therein is ensured and that provision is made for the safe evacuation of such occupants or users;

(2) The requirements of sub-regulation (1) shall be deemed to be satisfied where the design, construction and equipment of any building-

(a) is the subject of acceptable rational design proposals prepared by a professional engineer or other approved competent person, or

(b) complies with Part T of section 3 of SABA 0400: Provided that where any local authority is of the opinion that such compliance would not comply with all the requirements of regulation T1, such local authority shall, in writing, notify the owner to submit for approval a rational design as contemplated in paragraph (a).

Officials from the Municipality visited the private school, in March 2010, with regards to the Fire Safety aspect, in order to issue an occupancy certificate. The principal was requested to present the plans of the school, in order to check whether the fire equipment present correlate with the plan. The principal indicated that he didn't have the plan available, and would ask the directors to present the plan.

According to the municipality, as long as the plan is outstanding, the compliance certificate cannot be issued, hence the school will not be issued with an Occupancy Certificate. This unfortunately is a prerequisite of the SABS code, as well as the Fire Brigade Services Act.

Should the school be issued with any certificate relevant to safety without adherence to relevant legislation; it will imply that the municipality accept direct and indirect responsibility for any eventuality that may jeopardise/endanger the safety of all occupants, attendees, personnel etc.

(cc) It has, from the onset been, the schools' responsibility to adhere to relevant legislation. The school has thus been requested to cooperate with officials from the municipality and to provide the requested documentation to ensure that the occupancy certificate is issued.

QUESTION 1300

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 26/04/2010 (INTERNAL QUESTION PAPER: 11-2010)

Dr JC Kloppers-Lourens (DA) to ask the Minister of Basic Education:

(1) How many schools have been converted into full-service centres for learners with special needs, (b) what are the names of these schools, (c) in which province is each such full-service centre located, (d) how many learners can be accommodated at each such school and (e) what is the nature of special needs learners who are enrolled at each of these institutions;

The number of schools that have been converted into full-service centres for learners with special needs

The Department identified 30 ordinary schools for conversion into full-service/inclusive schools of which 10 were allocated funding for physical upgrading. Eight of the first cohort of 10 ordinary schools have been fully converted into full-service schools and the remaining two are nearing completion. The table below represents information about the 10 full-service schools:

(a) Names of the 10 full-service schools according to location and progress

PROVINCE	SCHOOL	STATUS
LIMPOPO	Mokgalabye Primary	Complete
	Tshisahulu Primary	Complete
MPUMALANGA	Tenteleni Primary	Major work completed, finishings nearing completion
NORTH WEST	Mphuphuthe Primary	Phase 1 completed, Phase 2nearing completion
FREE STATE	Letlotlo Primary	Major work completed, finishings nearing completion
KWAZULU NATAL	Sondelani Primary	Completed
	Dover Primary	Completed
WESTERN CAPE	J D Crawford Primary	Completed
EASTERN CAPE	Ebhotwe Primary	Completed
	Zanokhanyo Primary	The process of physically upgrading the school was to be done in two phases. Phase 1 has been completed and phase 2 is in progress.

Provinces took over the responsibility for the physical upgrading of the second cohort of 20 selected full-service schools in 2009 and are at different levels with regard to progress.

(b) The table below indicates the names of the schools and the provinces where they are located:

School	Province
Madlala Primary	KwaZulu-Natal
Sibumba Primary
Luyakoma Lower Primary
Vumanhlavu Primary
Nyamazane Primary
Macabuzela Primary
Nkomo Junior Primary
Louwsburg Primary
Enkelabantwana Primary
Impunga Senior Primary
Cascade Primary	Western Cape
Sibisi Primary	Mpumalanga
Maboloka Primary	Free State
Dr Ngoma Primary
Baxoxele Primary	Gauteng
Ntuthuko Primary
MC Weiler Primary
Lakeview Primary
Mariveni Primary	Limpopo
Lokgeng Primary	North West
Kgosikeehe Primary
Nanogang Primary
Sonop Primary
Mphuphuthe Primary
Sonop Primary
Meerhof Primary
Thuto Metsi Primary
Mogosane Primary
Sol Plaatje 2 Primary	Northern Cape
Redirile Primary
Eludini Primary	Eastern Cape
Zanokanyo Primary

(c + d) Number of disabled learners enrolled in full-service schools

according to their special needs

School	Number of learners that can be accommodated at each school	Number of disabled learners accommodated at each school	Nature of special needs
JD Crawford	1075	2	Physically disabled
		7	Intellectually disabled
		1	Down syndrome
		3	Speech
		1	Neurological
		1	ADHD
Letlotlo	1322	6	Physically disabled
		1	Hearing impaired
		25	Intellectually disabled
		2	Speech
Ebhotwe	355	6	Physically disabled
		9	Hearing impaired
		2	Visually impaired
		63	Learning barriers
Tenteleni	960	9	Physically disabled
		13	Hearing impaired
		4	Intellectually disabled
		4	Speech
		2	Epilepsy
		92	Partially sighted
		109	Learning barriers
Mokgalabe	400	4	Physically disabled
		25	Intellectually disabled
		2	Speech
Tshisahulu	1300	9	Physically disabled
		2	Hearing impaired
		6	Visually impaired
		17	Intellectually disabled
		3	Speech
		3	Multiple disability
Dover	997	9	Hearing impaired
		10	Visually impaired
		3	ADHD
		3	Learning barriers
Sondelani	735	5	Physically disabled
Mphuphuthe	361	3	Cerebral-palsy
		5	Physically disabled
		3	Learning barriers
Zanokhanyo	1034	46	Intellectual disability
		6	Physically disabled
		5	Epilepsy
		28	Partially sighted
		11	Hearing

2. What is the nature and content of the special training which has been provided, (b) to whom has the special training been provided, (c) why did she say in her Budget Vote (details furnished) that more needed to be done and (d) what policies or plans has her Department put in place to ensure that their intensions on this issue are fulfilled,

(b) The selected full-service schools have participated in Inclusive Education activities including advocacy on Education White Paper 6, training on Screening, Identification, Assessment and Support (SIAS) and Inclusive Learning Programme (ILP). Provinces have also provided training to the schools. Teachers from a selection of these schools participated in training on visual and hearing impairment. They also participated in the training on the use of assistive devices and technology during the installation and distribution of these at 31 special and full-service schools in the 2009/10 year.

(c) Inclusive Education is one of the priority areas that is included in the schooling 2025 plan. It has been highlighted in the budget vote to give prominence to our commitment to address it.

(d) This year teachers from full-service schools will be trained on the Guidelines for Full-Service Schools. The training will target all selected full-service schools including the de facto ones.

The Department is working on the development of norms and standards for staff provisioning, which will in turn inform a human resource development plan which will go a long-way addressing challenges experienced in the development of inclusion in full-service and ordinary schools.

3. (a) how many pilot studies are currently being conducted by her department, (b) in which provinces are these projects being implemented and (c) what is the purpose of these projects;

The Department conducted a Field test on the implementation of Education White Paper 6 from 2004 to 2009. The Department is piloting the following activities. Screening, Identification, Assessment and Support (SIAS) has also been carried out. In addition, full service schools have been exposed to Inclusive Learning Programmes (ILP) which is intended to support teachers in dealing with learners who experience barriers to learning.

4. Whether her department is in possession of interim reports regarding these pilot projects; if not, why not; if so,

· A report on the Field Test is available and has been presented to HEDCOM.

· A report on the External Evaluation of the Field Test by donor countries (Finland Sweden) is available in Basic Education.

· Report on the implementation of strategy for Screening, Assessment, identification and Support (SIAS) of learners with disabilities is available from provinces.

5. Whether these reports will be published; if not, why not, if so, when? NW 1461E

The report will be taken through due processes of the Department before it can be published.

QUESTION 1638

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 21/05/2010

(INTERNAL QUESTION PAPER: 2010)

1638. Dr J C Kloppers-Lourens (DA) to ask the Minister of Basic Education:

(1) Whether, with reference to her department's decision to retain the provision of work packs to grade six pupils as an in-house function, she has formulated any plan for the spending of the R254 million allocated for this purpose; if not, why not; if so, (a) what are the relevant details of the plan, (b) how will the plan be (i) managed and (ii) controlled, (c) what mechanisms will be put in place to ensure transparency, (d) what savings will accrue to her department and (e) how will her department spend the surplus of funds;

(2) Whether her department will manage the project in accordance with the original specifications as contained in the original cancelled tender; if not, why not; if so, what are the relevant details? NW1901E

ANSWER:

(1) Yes the Department of Basic Education has developed a plan for the development of Work Books for Grades 1 – 6. The development of the workbooks will be internal. The Department will utilize capacity within the system in the development of the workbooks. This will include the DBE and PDEs.

(a) Relevant Details of the Plan

The key deliverables of the plan is a workbook package that includes:

· Two learners' Workbooks for Literacy and Numeracy, respectively, per Grade 1-6 learner in all official languages

· Foundations for Learning Lesson Plan Files for Grades 1-6 in all official languages

It is planned that the workbooks will be piloted in schools in 2010 and will be available for use in all schools in 2011.

The development of workbooks will be done internally by a team of writers identified through HEI's, NGO's, Provinces and Districts. The work in the different languages will be done through a process of having individuals with curriculum expertise in each language work together until all versions for each grade are completed.

The workbooks will be piloted in ninety schools during the development phase. Schools from both urban and rural areas have been identified for this purpose. They include schools across all quintiles and language of teaching and learning. Feedback will be used to strengthen the workbooks before printing.

(b) How will the plan be (i) managed and (ii) controlled?

The Curriculum Branch and other sections of the Department of Basic Education will manage the development process and the distribution of the workbooks. The PDEs will support the DBE in this process. All aspects of the plan will be monitored b the DBE and the PDEs.

(c) Mechanisms to ensure transparency

The development of the workbooks will be internal. The printing and distribution will follow relevant Supply Chain Management policies and other policies regulating government procurement.

The pilot of the work books during the development process further suggests transparency.

(d) What savings will accrue to her department and (e) how her department will spend the surplus of funds

The Department does not envisage that there will be any savings from this project.

(2)The plan for the development of workbooks has been re-designed taking into account the original specifications. The Department has identified the writers for the workbooks and other logistical processes are being finalised. The writing teams will comprise literacy and numeracy subject experts and cover the different official languages.

QUESTION 1639

DATE OF PUBLICATION FOR INTERNAL QUESTION PAPER: 21/05/2010

(INTERNAL QUESTION PAPER: 2010)

Dr J C Kloppers-Lourens (DA) to ask the Minister of Basic Education:

(1) Whether her department considered and alternative plans/options to the private party and public partnership agreement concluded with the to build office accommodation prior to its conclusion; if not, why not; if so, (a) what are the details of each alternative plan/option, (b)why was the alternative plan rejected in favour of a private and public partnership agreement in each case and (c) what are the terms of the private and public partnership agreement;

(2) How will the premises that were initially earmarked to accommodate her department be used in future? NW1902E

Reply:

(1) Yes

(a) Option 1: The Public Sector Comparator (PSC).

This option implies that the Public Works Department (PWD) would have constructed a new building with Government funds.

Option 2: The Public Private Partnership (PPP).

This option is where the private party finance, design, build and maintain a facility for a particular period, thus not creating a huge financial constraint for government within a short space of time.

Option 3: Renting a building:

The Department pays for a rented building in line with the contract period.

(b) All the other options were rejected due to value for money.

(c) The Private Party is responsible for financing, design, construction and maintenance of the facility for a period of 25 years.

(2) The decision between the two Ministers was that the Department of Basic Education would occupy the new office building and the Department of Higher Education and Training remain at the previous building of the Department of Education

QUESTION 1640

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 21/05/2010

(INTERNAL QUESTION PAPER: 2010)

Dr. J.C. Kloppers-Lourens (DA) to ask the Minster of Basic Education

(a) How many Reform Schools are in each province to which learners may be sentenced to allow them to complete their primary and secondary schooling and (b) where are these schools located:
Whether her department has conducted a study to determine the (a) level of education that children receive in these institutions and (b) success rate achieved by these institutions in respect of reforming the conduct of their learners; if not, why not; if so, what are the relevant details.

ANSWER

There are a number of Reform Schools in provinces. The Eastern Cape has one (1) Reform School unit attached to a School of Industry. KwaZulu Natal has (1) one Reform School unit attached to the School of Industry. Mpumalanga has a (1) Reform School and the Western Cape has (2) two Reform Schools. Learners sentenced to Reform Schools from Free State, Gauteng, Limpopo, Northern Cape and North West are admitted to a Reform School in another province.

The Western Cape has (2) two fully-fledged Reform Schools. They are Eureka Special Youth Care Centre in Rawsonville and Kraaifontein Special Youth Care Centre in Kraaifontein. Mpumalanga has one fully-fledged Reform School (Ethokomala Reform School) in Kinross. Except for Kraaifontein Special Youth Care Centre, which was closed down in 2009, the other two Reform Schools are still in operation and functional.

The two Reform School Units are at Gali Tembani Youth Care Centre in Queenstown, Eastern Cape and Newcastle Youth Care Centre in Newcastle, KwaZulu Natal. Both these Reform School Units are operating and functional.

School's Name	Province	Town	Education Programmes Offered
Gali Tembani	Eastern Cape	Queenstown	Only Life Skills Programmes
Newcastle	KwaZulu Natal	Newcastle	Bridging Class (ABET Level 1-4); Grades 10-12; Life Skills Programmes; Technical Skills Programmes
Ethokomala	Mpumalanga	Kinross	Bridging Class (Grades 1-3), Grades 4-10; Life Skills Programmes; Technical Skills Programmes
Eureka	Western Cape	Rawsonville	Grades 1-9; Life Skills Programmes; Technical Skills Programmes
Kraaifontein	Western Cape	Kraaifontein	N/A Closed down in 2009

A study was conducted between November 2009 and April 2010 to determine the level of education that children receive in these institutions. The table above indicates that all of the five Reform School Programmes (whether a fully-fledged school or a Reform Unit) are offering some form of educational programme.

2 (b) The Department of Basic Education has not measured the extent to which the educational programmes offered reform the conduct of learners. This is the competence of the Department of Social Development. However, the Department is aware that learners who attend these programmes and become successful achieve the skills that are relevant and can contribute to their further development.

QUESTION 1645

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 28/05/2010

(INTERNAL QUESTION PAPER: 15-2010)

Ms F I Chohan (ANC) to ask the Minister of Basic Education:

(1) What is the intention of her department with regard to the common tasks of assessment (CTAs) in Grade 9;

(2) whether she found that the CTA was ineffective in offering a systemic measure of learning at Grade 9; if not, what is the position in this regard; if so, what are the relevant details? NW1907E

RESPONSES

(1) The CTAs have been discontinued in 2010. However, schools will still be required to do an external assessment component that counts for 25% of the final assessment mark at Grade 9 level. I have delegated the responsibility of dealing with the 25% external assessment component to the provincial MECs for Education until the Curriculum and Assessment Policy Statements are in place.

(2) The CTAs provided a limited measure of learning at Grade 9 level. Some of the challenges that affected the effectiveness of the CTAs were that the content was not clearly specified per grade for all the Learning Areas. Teachers were left to select the content that they would teach in the classroom. The CTAs were set nationally and included activities that assessed a range of competences and used particular content to assess learners. Teachers indicated that the content (as well as the context used to phrase the activities) in the CTAs were not familiar to all the learners.

NATIONAL COUNCIL OF PROVINCES

FOR WRITTEN REPLY

QUESTION 163

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 7/05/2010

(INTERNAL QUESTION PAPER: 2010)

Mr R A Lees (DA-KZN) to ask the Minister of Basic Education

(1) Has she been informed that learners were taken out of school during school hours to provide entertainment to Members of the National Council of Provinces and other delegates at the Taking Parliament to the People visit to Limpopo on 23 March 2010; if not

(2) whether she will investigate the matter and report on it; if not, why not; if so, (a) why were learners taken out of their classrooms, (b) how many learners were involved in the function and (c) what action will be or have been taken to ensure that learners catch up on school hours;

(3) whether any of these learners or schools were paid for the services of entertainment; if not, why not; if so, (a) what were the reasons for the payment and (b) what was the amount paid to each (i) learner and/or (ii) school ?

REPLY

(1) No, the Minister was not informed about learners been taken out of school to entertain NCOP members.

(2) The Minister was not at the NCOP taking Parliament to the people session, instead the MEC for Education in Limpopo was in attendance. It is therefore her considered view that the MEC is better placed to respond to the questions in a more detailed way.

(3) Not Applicable

QUESTION 1706

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 28/05/2010

(INTERNAL QUESTION PAPER: 15 – 2010)

Dr J C Kloppers-Lourens (DA) to ask the Minister of Basic Education:

REPLY

(a) None of the following companies are/were on contract with the Department of Basic Education:

· 101 Junjus Trading CC

· Blue Nightingale Trading 61

· Ever Roaring Investment, and

· SGL Engineering Projects

(b) Provincial departments and the Department's public entities have their own regulatory Framework regarding this matter. They do not require the Minister's permission to enter into business contracts with companies.

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Question & Reply: Basic Education

2010-07-09

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QUESTION 3560

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 26/11/2010

(INTERNAL QUESTION PAPER: 39-2010)

Mrs P C Duncan (DA) to ask the Minister of Basic Education:

Whether any form of counselling is available to learners who have been found in possession of drugs at school; if not, (a) how many counsellors are there in each province, (b) how many learners have been referred to counsellors as a result of substance abuse in each province in the (i) 2007-08, (ii) 2008-09 and (iii) 2009-10 financial years and (c) which substances are the most prevalent amongst learners in each province? NW4400E

Response:

Data on counselling services provided to learners with substance abuse-related problems is held at provincial level. A request was made to provinces to report on the number of counsellors in each province, the number of learners referred to counsellors as a result of substance abuse over the past 3 financial years, and the substances most abused by learners in each province. Reports were received from all provinces. The responses are summarised in Table 1 attached.

Provinces largely use the services of non-governmental organisations (NGOs) and community based organisations (CBOs) to supplement the services of psychologists, social workers and counsellors employed by the province. Many cases are also directly referred to CBOs, NGOs, hospitals and clinics by parents and families, and therefore these statistics are not captured by the provinces.

QUESTION 3510

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 26/11/2010

(INTERNAL QUESTION PAPER: 39-2010)

Dr W G James (DA) to ask the Minister of Basic Education:

(1) Whether (a) her department and (b) any entities reporting to her department provided any financial support to the National Youth Development Agency (NYDA) for the World Festival of Youth and Students to be held in Pretoria in December 2010; if not, why not; if so, (i) what amount was provided to the NYDA, (ii) from which budget were these funds drawn, (iii) who made the decision to provide these funds to the NYDA and (iv) how is this (aa) decision and (bb) amount justified;

(2) whether the NYDA made any other request to (a) her department and (b) any entities reporting to her department to provide support to the festival; if not, what is the position in this regard; if so, what are the relevant details? NW4349E

REPLY

(a) No. The Department of Basic Education did not provide any financial support to the National Youth Development Agency (NYDA) for the World Festival of Youth and Students to be held in Pretoria in December 2010. The Department had not made financial provision for this activity in its 2010/11 financial year.

(i) No amount was provided to the NYDA

(ii) Not applicable. The Department of Basic Education did not contribute

financially to the NYDA.

(iii) Not applicable.

(iv) (aa) Not applicable

(bb) Not applicable

(b) No public entity reporting to the Minister of Basic Education has provided any financial support to the National Youth Development Agency (NYDA) for the World Festival of Youth and Students to be held in Pretoria in December 2010. The entities had not made financial provision for this activity in their 2010/11 financial year.

(i) No amount was provided to the NYDA

(ii) Not applicable. Neither of the entities reporting to the Minister of Basic

Education contributed financially to the NYDA.

(iii) Not applicable.

(iv) (aa) Not applicable

(bb) Not applicable

QUESTION 3494

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 26/11/2010

(INTERNAL QUESTION PAPER: 39-2010)

3494. Mr A P van der Westhuizen (DA) to ask the Minister of Basic Education:

(a) What options are available to out-of-school youth to improve on their original marks in examinations of the current National Senior Certificate curriculum in order to (i) achieve the minimum requirements needed to obtain a National Senior Certificate, (ii) improve their marks in certain subjects to achieve access to tertiary education institutions and (iii) add additional subjects to their original Grade 12 certificates and (b) what is needed for (i) private and (ii) public further education and training institutions to be accredited to offer these services on a part-time basis? NW4333E

RESPONSE

(a) (i)(ii) (iii)

Candidates that have written the National Senior Certificate (NSC) examination, but have not satisfied the requirements for the NSC may register as part-time repeater candidates for the NSC examination. These candidates need not attend school on a full-time basis but must satisfy all the assessment requirements for that subject. The school based assessment mark (SBA) of these repeater candidates is valid for a period of two years. Candidates that may have passed the subject but wish to improve their marks to gain access to higher education institutions, may also register as repeater candidates. Such candidates may also change a maximum of two subjects to those initially registered for, if they can provide evidence that it is required for university admission.

(b) (i) (ii)

Public or Private further education and training institutions are not prohibited from offering the NSC qualification for part-time candidates, if they comply with the policy relating to the offering of the NSC. The NSC qualification is a three year qualification and candidates must comply with the school based assessment requirements. Public or private FET institutions must also comply with the criteria for accreditation as stipulated by the Quality Assurance Council and must demonstrate the capability to offer the NSC qualification.

QUESTION 3462

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 26/11/2010

(INTERNAL QUESTIONPAPER: 39-2010)

Dr W G James (DA) to ask the Minister of Basic Education:

(a) How many employees of (i) her department and (ii) any entities reporting to her department who are on level 11 salary scale and above have been suspended with full pay (aa) in the 2009-10 financial year and (bb) during the period 1 April 2010 up to the latest specified date for which information is available and (b) what is the total amount of money that was paid by her department in respect of these salaries? NW4297E

REPLY

(a) (i) (aa)

Not Applicable

The Department of Basic Education (DBE) came into effect from 01 April 2010. Information provided for this question regarding the Department of Basic Education would therefore only address the period 1 April 2010 up to the latest specified date for which information is available.

(bb) One (1) employee in the Department of Basic Education, on level 14 salary scale was suspended with full pay by the former Department of Education. The investigation against the official was withdrawn due to insufficient evidence. The official resumed duty with effect from 15 November 2010.

(ii) (aa) No employees in the entities reporting to the Minister of the Department of Basic Education, who are on level 11 salary scale and above, have been suspended with full pay for the 2009/10 financial year

(bb) No employees in the entities reporting to the Minister of the Department of Basic Education, who are on level 11 salary scale and above, have been suspended with full pay during the period 1 April 2010 up to the latest specified date for which information is available.

(b) The total amount of money in respect of salary paid to the employee is R536 632.00.

QUESTION 3454

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 26/11/2010

(INTERNL QUESTION PAPER: 39-2010)

Mr M J Ellis (DA) to ask the Minister of Basic Education:

(1) (a) What are the minimum standards for (i) primary, (ii) secondary and (iii) high schools with regard to (aa) desks and chairs, (bb) quality of classrooms, (cc) learning material, (dd) learner to educator ratios, (ee) sporting facilities and (ff) other specified criteria, (b) who is responsible to ensure that all schools meet the minimum standards and (c) how often are schools inspected to ensure that the minimum standards are being met;

(2) (a) which schools failed to meet the specified minimum standards in the past three years, (b) in which province is each of these schools situated and (c) what aspects of the minimum standards did they fail to meet? NW4289E

Reply

(1) (a) (i)(ii)(iii)(aa)Primary, secondary and high school desks and chairs: Minimum Standards for desks and chairs have not yet been nationally standardised and as such ,provinces are using different minimum standards with regard to desks and chairs.

(bb). Quality of classrooms: The Department of Basic Education developed the Minimum Uniform Norms and Standards for Schools Infrastructure. The norms classify schools into primary and secondary schools and gives the minimum and maximum sizes for classrooms and core spaces and the design manual which is in the process of development will provide guidelines and specifications for classrooms and other core educational spaces.

(cc) Minimum Standards for learning material have not yet been nationally standardised.

(dd). There are no minimum standards for the learner to educator ratio however an acceptable standard is 35/1. Presently the learner to educator ratio for public schools both secondary and primary is 32.2/1.

(ee). Sporting facilities: The Minimum Uniform Norms and Standards for Schools Infrastructure provides that all schools must have areas where soccer or rugby and netball or volley ball can be practiced. A basic level for the provisioning of sports fields will be a levelled, compacted earth field or a suitable field for the types of sport codes that are practiced.

(ff)Other specified criteria: The norms and standards also provides minimum and maximum spaces for;

Core education spaces: These include classrooms, Grade R classrooms, libraries, laboratories, computer centres,etc

Administrative spaces: These include administration blocks, principals office, HOD's offices, staff room, strong rooms etc

Educational supporting spaces: These include nutrition centres, sporting facilities, halls etc

(1) (b&c) It is the competency of the Provincial Education Departments to ensure that schools meet the minimum standards and to monitor the provision of such resources.

(2) (a)(b)(c)The National Education Infrastructure Management System (NEIMS) has been used to determine the number of schools that lack specific facilities. The tables below indicate per province the number of schools without these facilities.

Table 1: Total number lacking desks and chairs

Province	No of Schools	Schools lacking Desks & Chairs	Chairs Needed	Desks needed
Eastern Cape	5,677	4,887	935,568	756,848
Free State	1,616	721	114,454	84,559
Gauteng	2,037	1,435	436,242	289,873
KwaZulu Natal	5,831	4,562	732,557	661,710
Limpopo	3,935	3,615	834,752	679,204
Mpumalanga	1,847	1,612	334,698	234,400
North West	1,697	1,384	272,121	211,828
Northern Cape	611	472	85,083	54,565
Western Cape	1,466	862	154,343	110,991
Total	24,717	19,550	3,899,818	3,083,978

NEIMS: 2007

Table 2: Schools without libraries and laboratories:

Ordinary Schools without Laboratories and Libraries
Province	No of Schools	Without Laboratories	% Without laboratories	Without Libraries	% Without Libraries
Eastern Cape	5,677	5,184	91	5,128	90
Free State	1,616	1,279	79	1,194	74
Gauteng	2,037	1,223	60	846	42
KwaZulu Natal	5,831	5,128	88	4,632	79
Limpopo	3,935	3,699	94	3,642	93
Mpumalanga	1,847	1,636	89	1,527	83
North West	1,697	1,428	84	1,374	81
Northern Cape	611	431	71	432	71
Western Cape	1,466	953	65	690	47
Total	24,717	20,961	85	19,465	79

NEIMS 2007

Table 3: Total number of Ordinary schools without sporting facilities

Province	No of Sites	Without sports facilities	%
EC	5,677	401	7
FS	1,616	630	39
GP	2,037	296	15
KZN	5,831	1879	32
LP	3,935	335	9
MP	1,847	119	6
NW	1,697	132	8
NC	611	118	19
WC	1,466	169	12
TOTAL	24,717	4,079	17

NEIMS 2007

23.3% of schools in the country exceed the learner to educator ratio of 35/1 in 2010.

The schools, whose ratios are above 35/1 are distributed as follows across the nine provinces:

Province	Intervals	Grand Total
	36-40	41-45	46-50	>50
EC	754	328	114	124	1320
FS	122	29	10	6	167
GP	569	130	27	17	743
KZN	1104	418	128	109	1759
LP	307	94	34	23	458
MP	294	45	14	14	367
NC	111	18	6	4	139
NW	351	71	23	10	455
WC	215	40	6	2	263
Grand Total	3827	1173	362	309	5671

Source:

EMIS 10th day school survey data 2010

QUESTION 3450

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 26/11/2010

(INTERNAL QUESTION PAPER: 39-2010

Mr J J van der Linde (DA) to ask the Minister of Basic Education:

With reference to her reply to question 1178 on 08 June 2010, (a) what are the names of the schools that have no sporting facilities, (b) what is the estimated cost of providing these schools with sporting facilities and (c) when did the school sport policy come into effect? N4284E

REPLY:

(a) The attached table provides names of schools without sporting facilities.

(b) At the current rates, the cost for providing the basic sporting facilities in line with the Norms and Standards for School Infrastructure is estimated at R1,3m per school.

(c) The school sport policy is not yet in effect. What is available is a draft document that must still be shared for public comment in terms of section 3 (4) (l) of the National Education Policy Act, 1996 (Act No. 27 of 1996).

QUESTION: 3449

DATE OF PUBLCATION OF INTERNAL QESTION PAPER

INTERNAL QUESTION PAPER: 39-2010

Mr J J van der Linde (DA) to ask the Minister of Basic Education:

(1) How many physical education educators/facilitators have qualified in the past five years;

(2) whether all schools have physical education educators/facilitators; if not, (a) why not, (b) what is her department's policy in this regard, (c) what are the names of the schools that do not have physical education educators/facilitators and (d) in which province is each of these schools situated; if so, (i) how many hours in each week are learners required to receive physical education and (ii) what are the further relevant details? NW4283E

REPLY

(1) Currently, the public education system does not make provision for dedicated posts for physical education educators/facilitators in schools. Schools utilize existing educators who are not primarily employed for physical education to undertake physical education duties. Therefore information on the numbers of educators who qualify in physical education is not routinely collected.

(2) There are no dedicated posts allocated to schools for physical education

(a) As mentioned above, no provision is made for posts to schools that are dedicated to physical education

(b) There is no policy for the provision of dedicated posts for physical education teachers/facilitators.

(d) No provinces have dedicated posts to schools for physical education

(i) Physical education is offered as part of Life Orientation, the time

allocations are follows:

Foundation Phase: Two (2) hours per week

Intermediate and Senior Phase: One and half hours (1.5) hours per week

Further Education and Training Phase: One (1)hour per week

No further details

QUESTION 3379

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 19/11/2010

(INTERNAL QUESTION PAPER: )

3379. Mr M H Steele (DA) to ask the Minister of Basic Education:

(1) What (a) was the mandate of her department at the Public Service Bargaining Council with regard to the categories of teachers or educators that is to be included in salary adjustments according to the Occupational Specific Dispensation (OSD), (b) was agreed at the Bargaining Council with regard to these categories of teachers and (c) categories of teachers actually benefitted from the OSD salary benefits package;

(2) whether the amount her department anticipated paying teachers or educators according to the OSD agreement is the same as the amount her department actually paid; if not, (a) why not and (b) what was the difference between the anticipated and the actual cost to her department for the OSD salary benefits package for teachers or educators; if so, what are the relevant details? NW4213E

Reply

(1)

(a) Matters negotiated at the PSCBC are of transversal nature cutting across the whole public service. This includes cost of living adjustment. The collective agreement reached in the PSCBC, binds all government departments employees whether covered by OSD or not. The same goes for the Department of Basic Education.

(b) According to Public Service Bargaining Council, PSCBC resolution 1 of 2007 clearly indicates that matters related to OSD, are sector based. Subsequently, in the education sector, an ELRC Collective Agreement 1 of 2008 was signed and implemented with effect from 1 January 2008. This was a framework for the establishment of an occupation specific dispensation (OSD) for educators in public education. This agreement ushered in a new salary structure and other conditions of service for educators. In 2009, the second agreement on OSD related matters, ELRC Collective agreement 4 of 2009 was signed and paid out in December 2009. This agreement addressed four items:

i) Recognition of experience

ii) Salary progression

iii) Improvement of conditions of service for educators on REQV 10-12

iv) Senior and Master Teachers

(c) When ELRC Collective Agreement 1 of 2008 was signed, it applied to educators in public education only (school-based and office-based educators). It did not include ABET teachers as well as education psychologists and therapists. As OSD is occupation specific, according to PSCBC 1 of 2007, education psychologists and therapists derive their OSD from the occupation which belongs to the health and social development sector. Hence, their bargaining to conclude an agreement on OSD is in the Public Health and Social Development Sectoral Bargaining Council (PHSDSBC). Furthermore, with the implementation of OSD for educators, an agreement was signed in the ELRC that gave interim relief for psychologists and therapists while they were still waiting for the OSD in the health and social development sector to be concluded.

(a) Yes. Before the implementation of OSD, the department did a cost analysis on each of the items to be covered. This envisaged cost was tabled before Treasury for ratification and approval. Once approved by National Treasury, these amounts are then transferred to provincial Treasuries for payment. This process engaged labour unions in the ELRC as well.

(b) As far as the department is concerned, there was no information received from provincial education departments reporting over expenditure on their allocated budgets based on OSD costs. Furthermore, there were no cases of nonpayment of teachers reported based on shortage of funds.

QUESTION 3218

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER

(INTERNAL QUESTION PAPER: 37-2010)

Dr W G James (DA) to ask the Minister of Basic Education:

What is the (a) total cost and (b) number of copies of each (i) annual report and (ii) report on strategic plans that was produced by (aa) her department and (bb) any of its entities in the 2009-10 financial year? NW4032E

Reply:

The attached table refers:

NW24032E

QUESTION (bb)	a) Total cost	b) Number of copies
PUBLIC ENTITY	(i) Annual report	(ii) Strategic plan
	R'000	R'000
Department of Basic Education	R245 369.84	R230 110.06	Strategic Plan 1690 copies Annual Report 190 copies
South African Council for Educators (SACE)	R76 266.00	0*	1 070 copies
Education Labour Relations Council (ELRC)	R180 456.30	0*	1 700 copies
Umalusi	R144 661.00	0*	1 600 copies

* Although the entities prepare strategic plans, they do not print books

QUESTION 3202

DATE OF PUBLICATION OF INTERNAL

3202. Mr P F Smith (IFP) to ask the Minister of Basic Education:

(1) Whether her department has fully updated numbers on the size of the private education sector, particularly at the lower end of the fee spectrum; if not, (a) why not and (b) when does it intend ascertaining the status quo; if so, what (i) is the size of the sector, (ii) growth trends are discernable, (iii) is the average educational outcome compared to the public sector as a whole and (iv) what level of support do such schools receive from the State;

(2) whether there have been indications that the dysfunctionality of the public system drives the growth of the private sector, especially at the low end of the fee spectrum; if not, what is the position in this regard; if so, what are the relevant details;

(3) whether her department intends to do more to encourage the private sector to play a more central role in the basic education system as a whole; if not, why not; if so, what are the relevant details? NW4012E

REPLY

(1) The Department's statistics on the private schooling sector are collected through the Annual School Survey which is completed by registered independent schools.

(i) In 2010 there are 450 744 learners enrolled in 1 399 registered independent schools.

(ii) This sector has grown from representing approximately 3% of all learners in schools in 2009 to approximately 4% of all learners in 2010.

(iii) It is not possible to conclusively comment on the average educational outcome of the private educational sector since no formal study has been conducted in this regard. However, there are certain independent schools that write the State examinations and the performance of these schools in the 2009 NSC examinations has been as follows: 27 376 candidates wrote the NSC examination and 19 431 obtained the NSC certificate. This represents a 71% output rate.

(iv) Independent schools are subsidised by the Government and in terms of Section 48 of the said Act the Minister of Basic Education may, by notice in the Government Gazette, determine norms and minimum standards for the granting of subsidies to independent schools after consultation with the Council of Education Ministers and the Financial and Fiscal Commission and with the concurrence of the Minister of Finance.

(2) Although the Department has noted the increase in enrolment and number of registered independent schools, it does not consider this growth to be excessive. No official research into the reasons for enrolment in independent schools in South Africa has been conducted.

(3) The Department is of the view that independent schools, especially those which provide quality education to learners from poorer families deserve a place in the educational landscape since they do provide in an existing demand. The departmental policy dealing with funding of independent schools is consequently also structured so as to ensure that those registered independent schools which cater for poorer communities will receive more of the available funding.

However, while providing space for individuals to exercise their constitutional right to establish and operate an independent school, the Department is of the view that it remains the responsibility of the state to ensure that all learners have access to quality education and that the state should provide this through a credible public education system.

QUESTION 3163

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 05/11/2010

(INTERNAL QUESTION PAPER: 36-2010)

3163. Mr D C Smiles (DA) to ask the Minister of Basic Education:

(a) How many learners in each province (i) were enrolled in the past three academic years in (aa) grade 1, (bb) grade 2 and (cc) grade 3 of the foundation phase and (ii) passed in each case and (b) what (i) trends could be established from these pass rates and (ii) plans have been put in place to deal with these trends? NW3967E

REPLY:

(a)(i)(aa)

Table 1: Number of learners who passed Grade 1: 2007 to 2009

Province	2006	2007	2008	2009
	Enrolment in Grade 1	Learners who passed Grade 1	Promotion rate	Enrolment in Grade 1	Learners who passed Grade 1	Promotion rate	Enrolment in Grade 1	Learners who passed Grade 1	Promotion rate	Enrolment in Grade 1
EC	246 035	189 492	77.0	237 427	189 598	79.9	218 398	170 551	78.1	208 684
FS	60 029	51 727	86.2	59 238	53 549	90.4	58 608	51 151	87.3	57 331
GT	165 835	151 472	91.3	170 021	159 567	93.9	169 635	154 708	91.2	173 686
KZ	280 475	224 951	80.2	278 890	229 277	82.2	262 464	215 459	82.1	260 200
LP	138 804	131 301	94.6	136 201	130 560	95.9	130 032	114 182	87.8	124 186
MP	101 120	82 406	81.5	97 443	87 939	90.2	91 145	75 746	83.1	89 124
NC	24 793	21 791	87.9	26 869	24 633	91.7	25 527	21 911	85.8	25 661
NW	74 451	62 152	83.5	73 581	71 816	97.6	74 978	62 227	83.0	73 978
WC	93 656	77 274	82.5	91 653	84 882	92.6	91 327	77 449	84.8	93 977
SA	1 185 198	992 566	83.7	1 171 323	1 031 821	88.1	1 122 114	943 384	84.1	1 106 827

Sources:

2006 to 2009 As published in the reports Education Statistics in South Africa

2007 to 2009 Annual School Survey

(bb)

Table 2: Number of learners who passed Grade 2: 2007 to 2009

Province	2006	2007	2008	2009
	Enrolment in Grade 2	Learners who passed Grade 2	Promotion rate	Enrolment in Grade 2	Learners who passed Grade 2	Promotion rate	Enrolment in Grade 2	Learners who passed Grade 2	Promotion rate	Enrolment in Grade 2
EC	205 672	189 973	92. 4	200 679	176 501	88.0	189 598	169 501	89.4	183 010
FS	55 911	51 932	92. 9	54 746	49 967	91. 3	53 549	50 335	94.0	53 884
GT	157 842	152 558	96. 7	156 512	151 013	96. 5	159 567	152 913	95.8	160 157
KZ	239 625	226 333	94. 5	237 347	215 604	90. 8	229 277	216 350	94.4	226 689
LP	143 192	138 402	96. 7	137 491	128 605	93. 5	130 560	118 143	90.5	120 351
MP	96 716	85 770	88. 7	88 434	81 524	92. 2	87 939	79 296	90.2	82 272
NC	23 489	21 626	92. 1	23 321	21 816	93. 5	24 633	22 613	91.8	23 616
NW	71 685	64 563	90. 1	67 313	64 366	95. 6	71 816	62 860	87.5	69 810
WC	87 520	79 922	91. 3	84 260	76 465	90. 7	84 882	78 304	92.3	84 522
SA	1 081 652	1 011 079	93. 5	1 050 103	965 861	92.0	1 031 821	950 315	92.1	1 004 311

Sources:

2006 to 2009 As published in the reports Education Statistics in South Africa

2007 to 2009 Annual School Survey

(cc)

Table 3: Number of learners who passed Grade 3: 2007 to 2009

Province	2006	2007		2008	2009
	Enrolment in Grade 3	Learners who passed Grade 3	Promotion rate	Enrolment in Grade 3	Learners who passed Grade 3	Promotion rate	Enrolment in Grade 3	Learners who passed Grade 3	Promotion rate	Enrolment in Grade 3
EC	199 701	183 954	92.1	200 749	179 401	89.4	187 474	170 492	90.9	180 894
FS	58 588	56 089	95.7	54 438	51 397	94.4	52 283	51 789	99.1	52 287
GT	161 986	156 548	96.6	157 237	152 594	97.0	155 326	150 225	96.7	157 371
KZ	241 260	230 060	95.4	238 651	220 189	92.3	226 466	216 926	95.8	227 399
LP	152 469	144 862	95.0	146 838	136 210	92.8	136 512	124 944	91.5	125 734
MP	99 355	89 081	89.7	91 537	84 801	92.6	87 259	79 944	91.6	85 599
NC	24 880	23 893	96.0	22 841	22 146	97.0	22 817	22 009	96.5	23 849
NW	68 973	61 620	89.3	69 169	65 246	94.3	68 684	62 226	90.6	68 764
WC	92 107	86 317	93.7	85 336	80 984	94.9	80 835	77 691	96.1	82 688
SA	1 099 319	1 032 424	93.9	1 066 796	992 968	93.1	1 017 656	956 246	94.0	1 004 585

Sources:

2006 to 2009 As published in the reports Education Statistics in South Africa

2007 to 2009 Annual School Survey

Note: To calculate promotion rate you need to have 2010 repeater data. Therefore the 2009 promotion rate could not be calculated.

b (i) Grade 1 promotion rate was 84% in 2006. This has risen to 88% in 2007 and dropped to 84% in 2008. The unexpected drop in 2008 in the Grade 1 promotion rate may be the issue of data inconsistencies.

Promotion rate in Grade 2 dropped from 94% in 2006 to 92% between 2007 and 2008.

In Grade 3 the average promotion rate was 94% from 2006 to 2008, with a slight drop to 93% in 2007.

b (ii) In January 2011, each learner in Grades 1,2 and 3 will receive literacy and numeracy workbooks to support the teaching of the these subjects. The Department has also developed Curriculum and Assessment Policy Statements which will provide specificity to teachers of what to teach, when to teach and how to assess in each of the Grades. This will also be achieved through dedicated teacher training.

QUESTION 3162

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 05/11/2010

(INTERNAL QUESTION PAPER: 36-2010)

3162. Mr D C Smiles (DA) to ask the Minister of Basic Education:

What (a) amount has been budgeted for departmental expenditure in each province for the foundation phase for the period 1 April 2010 and 31 September 2010, (b) amount has been spent, (c) was the per capita spending and (d) amount was spent in the 2009-10 financial year? NW3966E

REPLY

(a) The PEDs do not allocate funds according to phases but according to programme and sub-program that is Grade R (public schools and community centres sub-programs) and primary schools sub-programs. Foundation Phase (Grade 1-3) funds are allocated in Primary Schools sub-program. It is therefore difficult for the Department to respond accurately to the question as raised.

(b) and (d) The allocations in respect of Grade R (Public schools and community centres) and Primary Schools are attached:

QUESTION 3129

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 05/11/2010

(INTERNAL QUESTION PAPER: 36-2010)

Mr G R Krumbock (DA) to ask the Minister of Basic Education:

(a) When will the Tauricus Combined School in Mpofana Municipality in KwaZulu-Natal be issued with a payment mandate authorisation to purchase water from the uMgungundlovu District Council and (b) what are the reasons for the delay? NW3929E

Response:

As with all schools, Tauricus Intermediate School needs to apply directly to the uMgungundlovu District Council as a customer and purchase and pay for consumption of water using their Funding Norms and Standards allocation. The school has been informed of the process.

QUESTION 3128

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 05/11/2010

(INTERNAL QUESTION PAPER: 36-2010)

3128. Mr G R Krumbock (DA) to ask the Minister of Basic Education:

(a) How (i) many schools are there in the Mpofana Municipality, (ii) many of these schools are without water-borne sanitation and (iii) long have these schools been waiting for such sanitation to be provided and (b) what are the reasons for the delay in providing such sanitation to these schools? NW3928E

Response:

(a) There are (i) 32 schools in the Mpofana Municipality, (ii) 25 are without water-borne sanitation, (iii) in the main, there are no plans to provide water-borne sanitation at any of these schools as it is not the appropriate technology for schools in this area.

(b) Water-borne sanitation is generally considered inappropriate for schools where (i) there is an unreliable water supply, and (ii) the treatment of sewerage needs to be processed on site or by the school. Where a sewer line to a treatment plant and reliable water supply is available the Department prefers to provide a water-borne system. These schools, as a result, have been provided with Ventilated Improved Pit toilets.

QUESTION 3127

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 05/11/2010

(INTERNAL QUESTION PAPER: 36-2010)

3127. Mr G R Krumbock (DA) to ask the Minister of Basic Education:

(a) When will the Tauricus combined school in the Mpofana Municipality, KwaZulu-Natal, receive the chemical toilets that they applied for (details furnished), (b) what are the reasons for the delay in supplying these chemical toilets and (c) what are the further relevant details? NW3927E

Response:

(a) Eight chemical toilets where delivered to the school on Wednesday, 3rd November 2010.

(b) The reason for the delay in the delivery is unknown but is in all probability as a consequence on the SCM process.

(c) The school was previously provided with Ventilated Improved Pit latrines. These facilities included 4 girls' and 2 boys' toilets with a urinal. The 2 boys' toilets are beyond repair and the remaining facilities are in a condition that will require replacement. The Department as far as possible avoids the use of hired facilities as a result of the associated high costs and only uses such for short term interventions. On the basis of the above the school has been prioritised to receive permanent toilets early in the new year.

QUESTION 3112

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 05/11/2010

(INTERNAL QUESTION PAPER: 36-2010)

Mr L W Greyling (ID) to ask the Minister of Basic Education:

(1) What (a) is the current ratio of social workers to schools (i) nationally and (ii) for each province and (b) criteria are used in allocating social workers to schools;

(2) whether a higher ratio of social workers have been allocated to schools in areas where there are greater socioeconomic difficulties; if not, why not; if so, what are the relevant details;

(3) how much funding (a) has been set aside for this programme and (b) is needed to fund all the social worker posts in terms of the proposed ratio;

(4) whether there are vacant posts for social workers at schools; if not, what is the position in this regard; if so, what plans does her department have in place to fill these posts? NW3912E

Response:

1 (a) and (b) There are no norms. The Department of Basic Education is in the process of developing norms for dedicated posts including posts for social workers in schools.

2 Since there are no norms, the allocation of social worker posts is determined from a provincial budget by the MEC. These posts are part of the adhoc posts which are allocated based on demand and need.

3 Post provisioning is regulated in terms of the Employment of Educators Act, 76 of 1998. Regulations made in terms of this Act determine that an MEC must create a pool of posts in accordance with funds available for this purpose.

4 The extent of the vacancy rate is not known since there is no approved model to determine the bench mark nationally. However, since these posts are educator posts, they are determined as in 3 above.

QUESTION 3034

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 29/10/2010

(INTERNAL QUESTION PAPER: 34-2010)

Mr A P van der Westhuizen (DA) to ask the Minister of Basic Education:

What has been the average cost to the Government of each (a) primary school learner and (b) secondary school learner at public schools (i) in 2009 and (ii) from 1 January 2010 up to the latest specified date for which information is available ? NW3752E

REPLY:

a) i) In 2009, the average cost to Government of a primary school learner at public primary schools was R 7 860.

ii) In 2010, the average cost to Government of a primary school learner at public primary schools is R 8 407.

b) i) In 2009, the average cost to government of a secondary school learner at public secondary schools was R10 399.

ii) From 1 January 2010, the average cost to government of a secondary school learner at public secondary schools is R 11 034.

The information is up to the academic year 2010.

SOURCES:

1. 2010 Estimates of provincial expenditure of PED's i.e. current budgets

2. 2009/10 PEDs annual reports

3. 2009 SNAP survey

4. 2010 SNAP survey (preliminary)

QUESTION 3001

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 29/10/2010

(INTERNAL QUESTION PAPER: 34-2010)

Dr W G James (DA) to ask the Minister of Basic Education:

(1) What is the total number of teachers who (a)(i) applied for (aa) paid and (bb) unpaid leave and (b) were not required to apply for leave, but were still given time off to attend the national conference of the SA Democratic Teachers' Union (Sadtu) in October 2010;

(2) whether she requested the union to hold their conference during the school holidays; if so, what was the union's response; if not,

(3) whether she engaged in discussions with the union regarding the possibility of holding their conference during the school holidays; if not, why not; if so, what (a) was the union's response and (b) are the further relevant details

(4) what total number of teaching hours for (a) Grade 12, (b) Grade 11, (c) Grade 10, (d) Grade 9 and (e) Grade 8 were lost as a result of teachers attending the conference? NW3714E

REPLY,

(1) (a)(i), (aa), (bb) and (b),

There is no need for teachers to either apply or not to apply for this kind of leave since it is provided for in Chapter G, paragraph 3.3 of the Personnel Administrative Measures (PAM) of the Employment of Educators Act, no. 76 of 1998. In terms of this provision employee organisation members and representatives in good standing may take reasonable time off during working hours to participate in agreed to union activities. Section 15 of the Labour Relations Act, 1995, also gives provision for trade union representatives to take reasonable leave during working hours to participate in union activities. Furthermore, these regulations have to be approved by Provincial Departments of Education and all nine provinces have confirmed that they received letters to inform the employer of the time-off arrangements timeously.

(2) No. There was no need to make such a request after approval had already been given based on the fact that the union followed all necessary requirements for taking time off.

(3) (a) and (b),

There was no need to engage with labour on this matter since the labour rights are entrenched in the Constitution of the Republic of South Africa, 1996, supported by the Labour Relations Act, 1995.

(4) (a), (b), (c), (d) and (e)

I am unable to respond to this matter since the responsibility to monitor any loss of teaching hours resides with the Provincial Education Departments (PEDs), who are employers in the provinces. In the event that long hours are taken, the PEDs are empowered by the Personnel Administrative Measures (PAM) to appoint substitute teachers.

QUESTION 2887

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 22/10/2010

(INTERNAL QUESTION PAPER: 32-2010)

Mr P F Smith (IFP) to ask the Minister of Basic Education:

(a) Why South Africa still routinely comes close to last in international comparative tests in literacy and numeracy, especially at foundation phases, 15 years after the advent of democracy and (b) why has the Government not yet remedied the situation? NW3574E

REPLY

(a) It is a well known fact that learner performance in both international and national tests is affected by many variables which are manifest in majority of our schools. The Systemic Evaluation (2006) showed key predictors of performance and the "percentage difference (diff.) they account for" in learner achievement. In this regard the following factors have been highlighted:

· Learners who were exposed to interactive teaching practices were at a 59% advantage to those who were not;

· Learners who were taught in their home language were at a 49% advantage to those who were taught in another language;

· Learners who were at schools that provided learners and teachers with the necessary resources were at an advantage of 49% to those learners at schools were there were no appropriate resources.

These predictors provide possible reasons for poor performance among learners.

(b) The government is committed to addressing this challenge. The following interventions are intended to contribute to the increase in performance in this regard:

· The Foundations for Learning campaign is a direct response to poor performance of learners in national and international tests. It addresses the challenges in teaching literacy/languages and numeracy/mathematics in primary schools. It has been implemented to strengthen the teaching of literacy and numeracy.

· The Annual National Assessmentshave been introduced to assess the development of literacy and numeracy skills in learners in the primary schools. These are intended to track progress of learners in the development of these foundational skills of learning.

· Schools without learning resources have incrementally been provided with resources which are explicitly aimed at assisting teachers to teach the skills that learners need to master in Literacy and Numeracy in the Foundation Phase explicitly. In addition, the Department will in 2011 distribute workbooks to schools for literacy and numeracy for Grades 1 – 6 to support the teaching of literacy and numeracy.

· The Foundation Phase classrooms in Quintile 1-3 schools have also been provided with resources to support the teaching and learning of reading. These are resources like The Reading Toolkit, the 100 Storybooks, and classroomlibrary collections in all official languages.

· Provinces are also implementing Literacy and Numeracy strategies to improve literacy/languages and numeracy/mathematics in the Foundation and the Intermediate Phases.

QUESTION 2886

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 22/10/2010

(INTERNAL QUESTION PAPER: 32-2010)

Mr P F Smith (IFP) to ask the Minister of Basic Education:

(1) Whether she has commissioned any studies to analyse the impact of having implemented the now discontinued Outcomes-Based Education (OBE) system on learners in public schools; if so, what are the (a) key findings and (b) further relevant details; if not,

REPLY

(1) No, I have not commissioned any studies to analyse the impact of OBE. However, in 2009, I established a Ministerial Committee to conduct public hearings with teachers to understand the challenges related to the implementation of the National Curriculum Statement in the classroom.

(a) The report of the Task Team that was constituted for the Review of the Implementation of the National Curriculum Statement revealed the following:

(i) The need for clarification of the National Curriculum Statement policy;

(ii) Onerous administration requirements for teachers should be reduced;

(iii) The unnecessary complication of the assessment should be streamlined;

(iv) Overload on the subjects in the Intermediate Phase should be reduced;

(v) The use of textbooks should be encouraged and promoted; and

(b) I have already decided to implement the recommendations in schools in 2010

Recommendations with immediate effect for implementation in 2010 were published in Government Gazette No. 32836of 29 December 2009 and Government Gazette No. 33160 of 6 May 2010.

QUESTION 2841

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 15/10/2010

(INTERNAL QUSTION PAPER: 31-2010)

Mr D C Smiles (DA) to ask the Minister of Basic Education:

With reference to her reply to question 1164 on 30 April 2010, (a) what was the rationale behind the department's decision not to build an additional primary and secondary school in the Phomolong area near Tembisa in Gauteng, (b) what criteria are used to determine whether a community is entitled to have additional schools built at the department's expense, (c) in what respect did the Phomolong community fall short of the requisite criteria regarding the construction of additional schools and (d) what additional reasons motivated the department's decision not to construct additional schools within this area? NW3523E

REPLY:

The reply given on 30 April 2010 to question 1164, referred to Phomolong area in the Free State and the responses were based on the situation in the said area and not in the Phomolong in Tembisa (Gauteng). On the basis of the clarity and realization of the error, the responses below refer to Phomolong in Tembisa.

(1) Whether any additional (a) primary and/or (b) secondary schools are to be built in the Phomolong area; if not, why not; if so, (i) how many schools are to be built and (ii) when will they be completed;

(a)&(b)There is a need for one primary and one secondary school in Phomolong in addition to the existing schools. A new primary school is in the planning phase and that the project has already been handed over to the Gauteng Department of Infrastructure Development (Public Works) and it is anticipated that the project will go on tender in this financial year. Further, in order to alleviate the shortage in the interim, a mobile school is planned to be provided to the current financial year.

In response to the follow up question (2841), the Gauteng Department of Education has not taken any decision not to build additional schools in the area, and hence a new primary school is planned to be provided in the area. Further, Phomolong has approximately 3000 residential units and there are 2 (two) primary schools and 1 (one) secondary school in the area. The said schools are however overcrowded and hence the decision to provide two additional schools

QUESTION NUMBER: 2834

ACCESS NUMBER: NW3515E

WRITTEN REPLY TO PARLIAMENT ON:

Dr W G James (DA) to ask the Minister of Basic Education

Whether she will support a renewed effort to implement the education programme initiated by former Minister Kader Asmal at the beginning of the year 2000; if not, what is the position in this regard; if so, what mechanisms will be implemented to support this programme?

YES, the Action Plan to 2014: Towards the Realisation of Schooling 2025 takes into account the foundation of education transformation that was laid by previous Ministers and strengthens the development of the schooling system based on previous programmes.

QUESTION 2833

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 15/10/2010

(INTERNAL QUESTION PAPER: 31-2010)

Dr W G James (DA) to ask the Minister of Basic Education:

1) Whether she has any plans in place to ensure that the recent strike by educators does not recur in future; if not, why not; if so, what are the relevant details of the (a) plan and (b) mechanisms that will be implemented to prevent future strikes by educators;

2) Whether she has considered revising her department's approach taken during the recent strike regarding educators' salaries in the event of future strikes; if not, what is the position in this regard; if so, what are the relevant details ? NW3514E

REPLY:

1) No. The recent strike action affected the whole of the public service. The Minister for the Public Service and Administration has jurisdiction in this regard.

It should be mentioned that in the Media Statement issued by the Ministry for Public Service and Administration on 19 August 2010, the Minister for the Public Service and Administration reiterated that the state will continue in its efforts to further collective engagement with labour, including educator unions, on the review of the remuneration policy, the synchronization of salary negotiations with the Government Budget cycle, the return to April as the implementation month for salary adjustment, the building of sustainable capacity of negotiators, as well as the introduction of a multi-term focus in salary negotiation.

2) Yes. The revision of teacher salaries has been in the pipeline long before the current strike action. Emanating from ELRC Resolution 4 of 2009, the Education Labour Relations Council (ELRC) has already appointed a service provider to undertake research around the current salary structure applicable to institution and office based educators. The outcome of the research will be used to advise the Minister accordingly.

QUESTION 2805

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 15/10/2010

(INTERNAL QUESTION PAPER: 31-2010)

Mr DC Smiles (DA) to ask the Minister of Basic Education:

Whether a national audit of private schools has been carried out; if not, why not; if so, what (a) were the findings, (b) regulatory framework is in place to provide quality assurance support to these schools and (c) support does her department offer these schools;? NW 3486E

REPLY

(a) YES: However, national audits including both public and independent schools, were limited to the surveys conducted in 1996 and 2000 and from 2006 they were exluded.

The School Register of Needs (SRN) survey conducted in 1996 was the first of its kind in the history of education in South Africa. It was the first database that included every school in the country (public and independent), indicating their geographic location, the condition of buildings and the facilities available.

Its purpose was to establish a national database of schools and colleges and to provide information on:

Ø Physical facilities;

Ø Basic services;

Ø Learning materials equipment;

Ø Learner information;

Ø Human resources; and

Ø Support services.

The second School Register of Needs Survey was conducted during the last eight months of 2000. The purpose of this survey was to update the 1996 database and to identify and capture 3 000 institutions that were not surveyed in 1996. The update was also used to measure progress and trends between 1996 and 2000.

(b) In terms of the National Qualifications Framework Act, 2008 (Act No. 67 of 2008), Umalusi, the Quality Council for General and Further and Education and Training must develop and manage the General and Further Education and Training sub-framework, and make recommendations thereon to the Minister of Basic Education.

Based on the above, all independent schools in the General and Further Education and Training Bands must comply with the directives of Umalusi regarding quality assurance and moderation. Umalusi is responsible for the moderation of the School-Based Assessment and Practical Assessment Task components of the National Senior certificate candidates in both public and independent schools. Umalusi also appoints external moderators for the national Senior Certificate examination to be conducted for both public and independent school candidates.

All assessment bodies must be registered by Umalusi and must comply with the regulations regarding the conduct, administration and management of the National Senior Certificate examination.

(c) In accordance with section 45 of the South African Schools Act, No. 84 (Act. No. 84 of 1996), the establishment and maintenance of an independent school must be borne by the owner thereof.

Independent schools are subsidised by the Government and in terms of Section 48 of the said Act the Minister of Basic Education may, by notice in the Government Gazette, determine norms and minimum standards for the granting of subsidies to independent schools after consultation with the Council of Education ministers and the financial and Fiscal Commission and with the concurrence of the Minister of Finance.

QUESTION 2742

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER:23/09/2010

(INTERNAL QUESTION PAPER: 30-2010)

Mr M J Ellis (DA) to ask the Minister of Basic Education:

(1) With reference to her reply to question 1698 on 15 September 2010 on Zimele Molweni Centre, what was the outcome of the meeting that was held on 14 June 2010?

(2) Whether her department has implemented any measures to assist this centre; if not, why not; if so, what measures? NW3414E

Response:

(1) The KwaZulu-Natal Department of Education pledged its support for the registration of the Zimele Molweni Centre as a school and advised the centre to proceed with the process of registration.

(2) Yes, the Department of Basic Education requested the KwaZulu-Natal Department of Education to support the Centre with the registration process. The Department of Basic Education is monitoring the process on an ongoing basis.

QUESTION 2740

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER:23/09/2010

(INTERNAL QUESTION PAPER: 30-2010)

Mr D C Smiles (DA) to ask the Minister of Basic Education:

(1) Whether her department is considering a new funding model for schools in which to accommodate a voucher system based on a per capita spending on learners; if not, what is the position in this regard; if so, (a) when is it anticipated to implement the new system and (b) what are the further relevant details;

(2) whether her department has conducted research into the voucher system including benchmarks; if not, what is the position in this regard; if so, what are the relevant details? NW3412E

Reply

(1) No, the Department is currently not considering a new funding model for schools to accommodate a per capita based voucher system. The department is of the view that the existing system of funding schools is still the most suitable for giving effect to the government's objectives of equity and redress. The Department is examining ways to address certain shortcomings within the current funding regime; such as the problems experienced with ranking of schools as well as compensation to schools for loss of fee income due to school fee exemptions.

(2) No research has been conducted into a possible voucher system and no benchmarks have been developed. Since it is not currently the intention of the Department to accommodate a voucher system of funding, it has not committed resources towards research into the development of such.

QUESTION 2739

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER:23/09/2010

(INTERNAL QUESTION PAPER: 30-2010)

2739. Mr D C Smiles (DA) to ask the Minister of Basic Education:

(1) Whether her department monitors the quality of training at teaching training institutions; if not, why not; if so, what (a) are the names of the institutions that are being monitored in each province, (b) is the frequency of such quality control and (c) is the level of quality at each institution in the past three academic years;

(2) whether she has any plans in place to adequately place recipients of the Funza Lushaka Bursary at schools in each province; if not, why not; if so, what plans? NW3411E

REPLY

(1) The split of the former Department of Education (DoE) in 2009 into the Department of Basic Education and the Department of Higher Education and Training meant that functions for the two departments, drawing from the former DoE had to be split. Monitoring of the quality in higher education and training, including training at teaching institutions, is in the realm of the Department of Higher Education and Training, which is mandated through the Higher Education Act, No. 101 of 1997 and the Education White Paper 3 of 1997 (A Programme for the Transformation of Higher Education).

(2) The Council of Education Ministers (CEM) at the CEM meeting held on 15th/16 April 2010 agreed to a proposed placement procedure for 2011. Placement processes started in May 2010 and should be finalised before the end of December 2010. Each potential qualifying Funza Lushaka bursar submitted a placement request form in May 2010. The forms have been collated to generate placement lists per province. In June 2010, each province was given a list of students who wish to be placed in that particular province to enable the provinces to identify suitable posts for the bursars. Provinces are conducting an analysis of post vacancies, specifically those posts that they have been unable to fill through normal means. The focus is specifically on posts in quintile 1-3 schools. This analysis should result in the creation of a closed vacancy list against which Funza Lushaka students can apply or be matched. These lists should include posts currently being occupied by new unqualified entrants into the system e.g. matriculants who have been taken up in the posts because "a qualified teacher could not be found". Provinces are currently in this phase of the processes, and bursars will be offered posts before the end of the year.

QUESTION 2738

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER

(INTERNAL QUESTION PAPER: 2010)

Mr DC Smiles (DA) to ask the Minister of Basic Education:

Whether she or her department intends reducing the number of directors at national level; if not, why not; if so, (a) what is the anticipated number of directors, (b) what model was used to project this number and (c) when will this plan be implemented? NW3410E

REPLY:

Yes

a) 48

b) Functions are realigned in order to streamline the functionality of the Department and bring it in line with the priorities as set out in the strategic plan.

c) I am currently considering the proposals. Implementation will take place once all the consultation processes have been finalised.

QUESTION 2694

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 17/09/2010

(INTERNAL QUESTION PAPER: 29-2010)

2694. Dr C P Mulder (FF Plus) to ask the Minister of Basic Education:†

(1) Whether her department made use of any consultants since the 2004-05 financial year; if so, (a) how many (i) consultants and (ii) consultancy firms were used in each financial year, (b) what are their names in each case, (c) what amounts were paid to each (i) consultant and (ii) consultancy firm in each financial year and (d) who are the directors of each of the consultancy firms used by her department since the 2004-05 financial year;

(2) whether any of the consultants or consultancy firms were previously employed by her department; if so, (a) who are they, (b) why did they leave the employ of her department and (c) what is the total financial value of the remuneration paid to each such consultant? NW3359E

REPLY

The Department of Basic Education (DBE) came into existence in April 2010 due to the split of the former Department of Education (DoE) into the Departments of Basic Education and Higher Education and Training. In light of this, the Department's response will cover the period 01 April 2010 to date.

1. (a)

(i). The Department of Basic Education had not used consultants since it came into existence in April 2010.

(ii) Five (5) consultancy firms were used since April 2010

(b) The Names, (c) Amounts paid and (d) Names of Directors of each consultancy firm are outlined below.

(b) Name of Consultancy firm	(c ) Amounts Paid	(d) Directors of the firm
Rola Ball Eduscript	R149 999.00	Dr Patricia Watson
Consortium for Language	R241 395.00	Prof. JD Swanepoel (Executive member)
Vita Brevis Language	R241 395.00	Mr E De Klerk
Somakhawula Language Consultancy	R152 075.00	Mr France Mahlangu
Khulisa Management Services	R250 000.00	Mr Michael Ogawa

2. No

QUESTION 2646

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 17/09/2010

(INTERNAL QUESTION PAPER: 29-2010)

Dr A Lotriet (DA) to ask the Minister of Basic Education

Whether she will revise the national priorities as stipulated in the Funza Lushaka Bursary programme to include Afrikaans; if not, why not; if so, when will it be revised ? NW3303E

REPLY:

The Funza Lushaka Bursary Scheme is conceptualized within the broad goal of meeting supply and demand needs for high quality teachers in South Africa, with a particular focus on poor and rural schools. It has the overall goal of supplying the education system with well-qualified, high performing teachers who are able to teach in nationally identified priority areas, and who, upon completion of their funded studies, will be available for targeted/directed placement in public school posts.

The list of priority areas is approved by the Minister based on provincial indication of need, supported by vacancy data. The list can be revised on an annual basis depending on need. Current priority areas are:

Current priority areas funded by Funza Lushaka Bursary Scheme
Foundation Phase	Languages	Sciences	Mathematics	Technology
African Languages	English	Physical Sciences	Mathematics	Civil
English	African Languages	Life Sciences	Mathematical Literacy	Electrical
Afrikaans		Agricultural Sciences		Engineering Graphics and Design
		Physical Sciences		Mechanical
		Life Sciences		Technology
		Natural Sciences		Information
				Computer Applications

A request was forwarded to provinces in 2009, inviting provinces to indicate areas of specialization that were noted as in high need for the Minister to consider for inclusion in the list of priorities. The provinces' responses indicated that they need Accounting to be considered for inclusion in the list of priority areas.

Even though Afrikaans is not listed as a priority area, there are student teachers who specialize in Afrikaans who are funded through the Funza Lushaka bursary scheme. This is possible because an applicant should specialize in at least one priority area to be considered for award of the Funza Lushaka bursary. Teacher education qualifications provide space for a student to specialize in more than one area, hence it is possible for a student to major in Afrikaans coupled with a priority area to be funded through the Funza Lushaka bursary scheme. One of the 1754 bursars who completed their studies at the end of 2009, a total of 216 bursars were qualified to teach in Afrikaans and to teach the language Afrikaans. This accounts for 12.3% of Funza Lushaka graduates. The table below provides details in respect of the 216 graduates broken down per phase as well as numbers placed.

2009 Funza Lushaka Graduates qualified to teach in Afrikaans and the language Afrikaans
Phase	No. of Graduates	Placed: June 2010	Not Placed: June 2010
Foundation Phase	143	96	47
Intermediate Senior Phase	53	33	20
FET	20	14	6
TOTAL	216	143	73

Source: Funza Lushaka graduate bursar database, 2009

QUESTION 2612

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 17/09/2010

(INTERNAL QUESTION PAPER: 29-2010)

Mr D A Kganare (Cope) to ask the Minister of Basic Education:

Whether her department has assessed the impact and success of the National Strategy for Mathematics, Science and Technology Education (NSMSTE); if not, why not; if so, what are the relevant details? NW3148E

REPLY

The Department of Basic Education has not assessed the impact of the NSMSTE in all schools. However, the Department of Basic Education, in collaboration with the World Bank, through the Development Impact and Evaluation Initiative, conducted an impact evaluation of the Dinaledi School Project, as a component of the National Strategy for Mathematics, Science and Technology Education. The study covered the period 2005-2007. The results of the impact evaluation have reported the following:

· Enrolment and passing rates in Higher Grade (HG) physical sciences increased as a result of the programme.

· Dinaledi School Project increased the number of students passing the Senior Certificate examination in HG mathematics and physical science by 55% compared to control schools.

· The Dinaledi School Project was very effective in schools with the greatest need.

QUESTION 2611

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 17/09/2010

(INTERNAL QUESTION PAPER: 29-2010)

Mr A M Mpontshane (IFP) to ask the Minister of Basic Education:

Whether her department will achieve the 2015 Millennium Development Goal of providing basic primary education to every child; if not, why not; if so, what (a) are the current statistics with regard to the implementation of this goal and (b) policies are in place to ensure that this goal is met by 2015? NW3138E

REPLY:

The Department of Basic Education will be able to achieve the Millennium Development Goal (MDG) of providing basic primary education to every child by 2015. Primary education in South Africa is characterized by very high rates of enrolment and retention through to grade 7.

(a) THE CURRENT STATISTICS

Table 1: Number of 7-13 years old children attending education institutions: 2002-2009

Provinces	2002	2003	2004	2005	2006	2007	2008	2009
Eastern Cape	96.4	96.0	97.4	97.8	97.7	98.0	98.4	98.4
Free State	97.7	97.4	96.7	98.7	99.1	99.1	98.3	99.2
Gauteng	98.0	98.7	99.4	98.8	98.7	97.8	98.3	98.5
KwaZulu-Natal	95.0	96.8	97.4	98.0	97.2	98.1	97.9	98.5
Limpopo	97.7	98.2	99.1	99.1	99.0	98.7	98.2	98.9
Mpumalanga	97.6	98.3	98.8	97.7	98.1	98.3	98.0	98.4
North West	95.7	97.2	98.0	96.1	96.9	98.1	97.5	98.4
Northern Cape	94.3	96.2	97.6	98.5	98.8	99.0	98.1	98.9
Western Cape	98.3	97.6	99.0	98.7	99.4	99.4	97.8	98.9
RSA	96.7	97.4	98.2	98.2	98.2	98.3	98.1	98.6

Source: Statistics South Africa, General Household Survey, 2002-2009

(b) POLICIES AND INITIATIVES TO ENSURE THAT THIS GOAL IS ACHIEVED

In 2007, the government adopted a policy of "no fee" schools. The aim of this policy is progressively to give effect to the constitutional imperative of the right to a basic education. It is a policy and budgetary response to the need to make education truly accessible by removing fees as a barrier. The South African Schools Act has been amended accordingly and schools in the lowest three quintiles have been declared "no fee" schools. In 2010, 68% of learners (over 8 million in more than 19 000 public schools were classified as no-fee schools.

The Quality Learning and Teaching Campaign (QLTC) was rolled out in 2009. It is aimed at mobilizing communities to monitor and support schools, teachers and learners, in improving the quality of education for all children, especially the poor. Each partner in the campaign is called upon to make a commitment to a '"Code for Quality Education" that describes the responsibilities and discipline required of them.

To adequately address the poor quality of literacy and numeracy in the nation's schools, the teaching and learning of these crucial competencies in the Foundation Phase must improve. The Foundations for Learning Campaign, introduced in April 2008, focuses specifically on Grades R to 3. It includes the provision of support material to educators and schools for use in the classroom as well as actual training and support for educators in Literacy and Numeracy development. A key focus of the campaign is a "back to basics" approach. Resources for the campaign are developed and delivered to the schools by the national DBE. Provincial departments ensure that the necessary support and development for schools and educators is provided so that the resources can be effectively used.

Many young children living in poverty are food-deprived and are therefore not able to participate fully in their own development. The national school nutrition programme is aimed at promoting better quality education for the poorest learners by providing a meal to learners in the programme. The rationale of the NSNP is to actively enhance children's learning capacity. This is done by providing an incentive for children to regularly and punctually attend school. Further, the programme addresses particular micro-nutrient deficiencies.

A national basic education plan has been developed called, Action Plan to 2014: Towards the realization of schooling 2025. This initiative will ensure the effective monitoring of educational progress against a set of measurable indicators covering all aspects of basic education including, amongst others, learners, teachers, infrastructure, school funding, learner well being and school safety, mass literacy and educational quality.

QUESTION 2602

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 13/09/2010

(INTERNAL QUESTION PAPER: 28-2010)

Dr C P Mulder (FF Plus) to ask the Minister of Basic Education:†

Whether her department has appointed an independent institution to investigate the status of mother-tongue education in single and dual-medium Afrikaans schools; if not, why not; if so, (a) which institution will conduct the investigation, (b) what are the estimated costs, (c) what instruction was given to the institution and (d) when will the investigation be completed? NW3252E

REPLY

No. The department has not appointed an independent institution to investigate the status of mother-tongue education in single and dual-medium Afrikaans schools. The department has to deal with the status of mother tongue education in all eleven languages. However, the department did commission a study on the Languages of Learning and Teaching (LoLT) in 2008.

(a) The Education Policy Unit of the University of Witswatersrand was commissioned to do the study on the status of LoLT.

(b) The cost of the study was R298 000.00.

· Provide an overview of the policy on the Language of Learning and Teaching in Schools.

· Analyse EMIS and SNAP data from 1997 to 2007 on home language and LoLT, and provide patterns thereof with respect to provinces, former education departments, race of learners and grades taught in the home language.

· Undertake a qualitative study in all nine provinces to investigate why many traditionally single medium schools have shifted their policy on LoLT.

· Assess the extent to which the LoLT correspnds to the home language of learners, particularly in the Foundation Phase.

· Investigate changes in the racial demographics of the school population over time, and determine if there are any correlations with changes in LoLT of schools.

(d) The report on the status of LoLT in schools will be finalized by end of 2010.

QUESTION 2557

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 13/09/2010

(INTERNAL QUESTION PAPER: 28-2010)

Dr J C Kloppers-Lourens (DA) to ask the Minister of Basic Education:

Whether her department has enough teachers in its employ to provide mother-tongue education to all learners from grade R to grade 6; if not, (a) why not and (b) what plans are in place to address this issue; if so, how many teachers are employed in each province to provide for the mother-tongue speakers of the respective languages?NW3198E

REPLY

(a) All schools in the country provide for learning and teaching through the medium of different languages at Home or First Additional Language levels. The Home Language level is generally taken by mother-tongue language speakers and this is particularly applicable in the Foundation Phase for which there are generally enough teachers. However, quantifying "enough" is a challenge because language shifts in schools and communities tend to be very dynamic.

(b) The department is planning to conduct an audit of:

· The Languages of Learning and Teaching (LoLT) and the First Additional Languages (FAL) being offered in the system from Grade 1 in all schools; and

· Teacher competence (linguistic and pedagogic) to teach the languages offered.

The audit will be used to inform teacher supply strategies.

The Department only has data on teachers per province teaching at home language level for the foundation phase. For the rest of the grades data is collected on teachers per subject and the number of learners who learn in their home language.

The table below indicates the number of teachers in the Foundation Phase per province teaching at home language level. This data was collected in 2009.

NUMBER OF TEACHERS PER PROVINCE TEACHING IN MOTHER-TONGUE IN THE FOUNDATION PHASE

Province	Home Language
	Afrikaans	English	IsiNdebele	IsiXhosa	IsiZulu	Sepedi	Sesotho	Setswana	Siswati	Tshivenda	Xitsonga
EC	816	2 807	9	10 103	65		286	3			4
FS	378	1 590	2	54	85	2	1 703	150	0	0	3
GT	1 193	4 657	25	280	1 965	868	922	876	2	69	237
KZ	101	3603	0	343	13 317	0	10	0	0	0	0
LP	130	382	56	7	66	5 259	0	123	58	1 519	1 515
MP	291	1 065	475	12	1 519	789	80	145	1 348	0	610
NC	913	179	0	50	0	0	1	608	0	0	0
NW	287	440	0	101	7	6	109	4 262	0	23	18
WC	3 109	2 023	0	1 265	0	0	6	0	0	0	0
SA	7 218	16 747	568	12 215	17 025	6924	3118	6168	1410	1612	2 386

(Source: EMIS data)

QUESTION 2529

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 13/09/2010

(INTERNAL QUESTION PAPER: 28-2010)

Mr D A Kganare (Cope) to ask the Minister of Basic Education:

Whether, in the course of the recent strike by educators, her department continuously monitored all schools to ensure that schools remain open; if not, why not; if so, (a) how many schools closed, (b) in which provinces are they situated and (c) what sanctions her department intends applying against schools that shut their doors during the strike? NW3144E

REPLY,

(a); (b)

Yes, the Department continuously monitored all schools to ensure that schools remained open for the duration of the strike action. It has come to the attention of the Department that in some provinces most schools were completely closed.

Information received from provincial education departments indicated

the following:

Province	Average no. of schools closed for the duration of the strike action
Eastern Cape	5656
Free State	314
KwaZulu Natal	1670
North West	37
Northen Cape	10
Western Cape	74

(c) Further investigations are currently underway to gather information that will assist in guiding the department about the correct procedures to follow to ensure that appropriate sanctions are applied.

QUESTION 2518

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 03/09/2010

(INTERNAL QUESTION PAPER: 26-2010)

Adv A de W Alberts (FF Plus) to ask the Minister of Basic Education:

(1) (a) What is her department's policy on mother tongue education and (b) why has it not been included in her department's 2014 Plan of Action;

(2) whether she will consider the inclusion of mother tongue education as a priority in this plan of action; if not, why not; if so, (a) how will this be done and (b) when? NW3095E

REPLY

(1) (a) The Department supports mother tongue education in the Foundation Phase and

the Intermediate Phase. This is a policy position, which is being reinforced through the NCS transformation process that has been introduced.

(b) In view of above, it was not necessary to include it in Action Plan to 2014. Action Plan 2014 covers a wider range of initiative than curriculum only.

(2) As indicated in 1 above, the Department will continue to support the expansion of mother education in public schools.

QUESTION 2500

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 03/09/2010

(INTERNAL QUESTION PAPER: 26-2010)

Dr J C Kloppers-Lourens (DA) to ask the Minister of Basic Education:

Whether the Government has taken any steps to resource school libraries fully; if not, why not; if so, what are the (a) plans and (b) proposed timelines for her department to provide every school in the country with a (i) properly equipped library and (ii) trained school librarian? NW3073E

REPLY

(a) To enable the DBE to address infrastructure provisioning holistically two significant documents have been developed namely the:

· National Policy for an Equitable Provision of an Enabling School Physical Teaching and Learning Environment. Through this policy, the department will realize the provision of all essential spaces and facilities, including school libraries. This policy will be followed by the Norms and Standards for School Infrastructure.

· National School Library and Information Services Guidelines. Through these guidelines provisioning and support of libraries in the system will be addressed.

(b) (i) In terms of the Norms and Standards for School Infrastructure all new schools will have libraries. National Treasury has allocated an additional R2b for the next two financial years to provide libraries, laboratories and grade R classrooms 2011 and 2012. This amount is over and above the infrastructure budget allocated to provinces. The department is also in the process of developing a strategy that aims to accelerate the delivery of schools infrastructure and more specifically, aimed at the improvement of existing schools infrastructure to achieve Optimum Functionality level in targeted schools infrastructure within the 2010-2014 Strategic Plan Period and beyond. The targets related to this initiative are being finalized. From their budgets in this financial year, provinces will be providing 146 libraries to new and existing schools.

(ii) The provision of teacher librarians will have to be made within the context of broad post provisioning according to priority needs in the system.

QUESTION 2499

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 03/09/2010

(INTERNAL QUESTION PAPER: 26-2010)

Dr J C Kloppers-Lourens (DA) to ask the Minister of Basic Education:

Whether her department has put measures in place to lessen the effect that the general teachers' strike in August 2010 will have on learners; if not, why not; if so, what are the relevant details? NW3072E

REPLY

Provincial Departments of Education had developed recovery programmes and established learning centers to support learners during the strike period. The Department of Basic Education, in collaboration with partners, had also implemented relevant programmes to support learning during the strike. Among these were daily broadcasts of lessons on the Public Broadcaster, both on radio and television. Print media houses had also made available study material to provide for revision papers.

The Department and Provincial Departments of Education have also planned interventions post the strike period to ensure that recovery programmes are intensified. In this regard, Provincial Departments of Education will retain selected learning centres to support learners. Other mechanisms for recovery of learning will include extended teaching time, extra classes, study camps and the use of technology to support learning.

QUESTION 2393

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 27/09/2010

(INTERNAL QUESTION PAPER: 25-2010)

Dr J C Kloppers-Lourens (DA) to ask the Minister of Basic Education:

Whether (a) her department or (b) any of its entities has signed any contractual agreements with a certain company (name furnished) or any of its affiliates (i) in the (aa) 2006-07, (bb) 2007-08, (cc) 2008-09 and (dd) 2009-10 financial years and (ii) during the period 1 April 2010 up to the latest specified date for which information is available; if so, (aaa) what is the nature of each contract, (bbb) what is the monetary value of each contract, (ccc) what is the (aaaa) start and (bbbb) end date of each contract, (ddd) what are the details of the process that was followed for the signing of each contract, (eee) who else tendered for each contract that was awarded and (fff) what amount did each tenderer quote in each case? NW2962E

REPLY

(a) No the Department of Basic Education has not signed any contractual agreement with General Nyanda Security Advisory (GNS) in this financial year, i.e. April 2010 to August 2010 (The Department came into existence in April 2010).

(b) The Department's public entities have their own regulatory Framework regarding this matter. They do not require the Minister's permission to enter into business contracts with companies.

QUESTION 2328

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 27/08/2010

(INTERNAL QUESTION PAPER: 25-2010)

Dr C P Mulder (FF Plus) to ask the Minister of Basic Education:†

(1) (a) In how many newspapers has her department placed a certain advertisement (details furnished), (b) what did the total costs of the advertisement amount to and (c) from which part of her department's budget will the costs be recouped;

(2) how many educators in every government school in each province fall under each of the five respective categories of years of service that are mentioned in the advertisement;

(3) whether she will (a) investigate cases in which individual educators do not received the salary packages as set out in the advertisement and (b) effect corresponding corrections to their salaries; if not, why not, in each case; if so, (i) what course of action will she take in tackling this issue and (ii) what are the further relevant details;

(4) whether she will make a statement on the matter? NW2896E

Response:

(1) (a) six, (b) R1.3 million, (c) DG's office

(2)

Province	Number of Educators Per Notch and Years of Service
	Notches
	R150 105	R153 129	R160 920	R194 421	R220 278
	Years of Service
	1	5	10	20	30
EASTERN CAPE	991	2080	1137	1280	119
FREE STATE	745	416	644	306	67
GAUTENG	2066	1475	1018	789	324
KZN	4094	3650	1427	1364	144
LIMPOPO	2373	922	1313	1154	263
MPUMALANGA	869	744	825	746	100
NORTH CAPE	256	202	217	151	25
NORTH WEST	973	442	794	362	81
WEST CAPE	809	727	557	497	132

(3) a. Yes, salary queries of all educators whether brought by individuals or

by their labour unions to the attention of the department are

immediately investigated.

b. Yes, if there are unintended errors, they will be corrected.

i) Provincial Education Departments will be requested to investigate

each query and provide feedback to the DBE, who will in turn respond to the educator.

ii) In cases of unintended errors, such errors will be corrected by the

Provincial Education Departments and reports on this provided to DBE.

c. There will be no public statement made on this issue because all cases after being attended to, my department contacts the affected individuals detailing the merits of the case or rectifying the unintended errors that might have occurred.

QUESTION 2324

DATE OF PUBLICATION O INTERNAL QUESTION PAPER: 27/08/2010

(INTERNAL QUESTION PAPER: 25-2010)

Ms F I Chohan (ANC) to ask the Minister of Basic Education:

What is her department's intention with regard to reconsidering the Common Tasks of Assessment (CTAs) for grade 9 in view of concerns that they are ineffective in offering a systemic measure of learning at this level? NW2864E

REPLY

The Common Tasks for Assessment (CTAs) have been discontinued with effect from 2010 following the Council of Education Ministers' (CEM) approval of the recommendations of the Curriculum Implementation Review Report. For 2010, the CTA will be replaced by a formal end-of-year assessment and, together with school-based assessment, contribute to the final assessment mark of learners in Grade 9.

Provinces will be responsible for the development, moderation, implementation and post-examination moderation of the external assessment. The development process will be determined provincially with schools.

As a systemic measure of learning at the grade 9 level, the Department will conduct national assessments which will be independently verified for quality by credible agents identified by the Department. These assessments will be piloted in a small sample of schools in February 2011 and then rolled out to all the schools in 2012.

QUESTION NUMBER: 2311

ACCESS NUMBER: NW2807E

WRITTEN REPLY TO PARLIAMENT ON:

Ms D Carter (Cope) to ask the Minister of Basic Education

(1) Whether Outcomes-Based Education (OBE) is being scrapped in its entirety across all grades simultaneously; if not, what is the position in this regard; if so, what are the relevant details?

(1) Outcomes-Based Education means different things. In the National Curriculum Statement it was contained in the design features of learning outcomes and assessment standards. These structured the form of the curriculum and expressed its aims and content, but in too complicated a manner.

The National Curriculum Statement Grades R – 12 has been refined and repackaged to make it more accessible for teachers. Through this process, learning outcomes and assessment standards as design features, which have complicated the NCS, were removed. The refined and repackaged curriculum will be presented in the Curriculum Assessment Policy Statements (CAPS), which will show the following:

· The general aims of the South African curriculum;

· The specific aims of each subject;

· Clearly delineated topics to be covered per term and

· The required number and type of assessments per term.

The refined and repackaged National Curriculum Statement Grades R – 12 will be incrementally implemented as follows:

Foundation Phase (Grades R – 3) in 2011;

Intermediate Phase (Grades 4 – 6) in 2012;

Senior Phase (Grades 7 – 9) in 2012; and

Further Education and Training Phase (Grades 10 – 12) in 2012.

QUESTION 2292

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 20/08/2010

(INTERNAL QUESTION PAPER: 23-2010)

Ms D Carter (Cope) to ask the Minister of Basic Education:

Whether her department has put mechanisms in place with regard to the work ethic and professionalism of educators in our schools; if not, why not; if so, what mechanisms? NW2806E

REPLY:

The South African Council for Educators, a statutory body established to enhance the status of the teaching profession and promoting the development of educators and their professional conduct, runs programmes for teachers in this area. Training sessions on a professional Code of Conduct are presented to teachers. SACE also conducts disciplinary hearings for breaches of conduct of teachers. EHRM WILL PROBABLY ADD

QUESTION 2251

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 20/08/2010

(INTERNAL QUESTION PAPER: 23-2010)

Mr J R B Lorimer (DA) to ask the Minister of Basic Education:

Whether her department and/or any of its entities has purchased any 2010 Fifa World Cup Soccer tournament (a) clothing or (b) other specified paraphernalia; if not, what is the position in each case; if so, in each case, (i) what are (aa) the details and (bb) the total cost of the items purchased, (ii)(aa) how many items have been purchased and (bb) why, (iii)(aa) to whom has each of these items been allocated and (bb) why have these items been allocated to these persons and (iv)(aa) on what basis was the decision taken to purchase each of these items and (bb) on whose authority was the decision taken to make these purchases?NW2759E

RESPONSE

Department of Basic Education

This question was circulated to all Branches in the Department of Basic Education for a response. All managers and their subordinates have responded that their units have not, at any time, purchased any 2010 FIFA World Cup Soccer tournament clothing or other specified paraphernalia out of voted funds or any other funds of the Department of Basic Education.

ENTITIES of the Department of Basic Education

Education Labour Relations Council

The Council indicated that they did not purchase any items in relation to the 2010 FIFA

World Cup, both during the period leading up to the World Cup, as indicated in the ELRC Annual Report for 2009/10, as well as in the new financial year up to the end of the World Cup.

South African Council for Educators

The Council did not spend its resources on the World Cup related matters.

UMALUSI

Umalusi purchased Bafana Bafana supporters T - Shirts for staff members. 85 T - shirts were bought at a cost of R42,075. All the T shirts were purchased in May 2010 for the benefit of staff members in the spirit of national support for the country's hosting of the World cup tournament and in conjunction with the organisation's Wellness programme. The decision was taken by Senior Management and approved by the CEO.

QUESTION 2219

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 20/08/2010

(INTERNAL QUESTION PAPER: 23-2010)

2219. Mr J R B Lorimer (DA) to ask the Minister of Basic Education:

(1) Whether her department or any of its entities has (a) purchased or (b) leased any buildings for administration (i) in the (aa) 2008-09 and (bb) 2009-10 and (ii) for the 2010-11 financial years; if not, why not; if so, in each case, (aaa) what is the cost of the building, (bbb) what is the size of the building, (ccc) why was it bought or leased, (ddd) what will be its use, (eee) who will occupy it and (fff) approximately how many persons will occupy the total space of each building;

(2) whether her department and any of its entities intends purchasing or leasing any buildings for administration for the (a) 2011-12, (b) 2012-13 and (c) 2013-14 financial years; if not, why not; if so, in each case, (i) what is the cost of each building, (ii) what is the size of each building, (iii) why will it be bought or leased, (iv) for what will it be used, (v) who will occupy it and (vi) approximately how many persons will occupy the total space of each building? NW2727E

REPLY:

A. Department of Basic Education – 2010/11 Financial Year

1. (a) and (b) including (i) (aa) to (ii) (fff)

No. The Department of Basic Education (DBE) came into existence in April 2010 due to the split of the former Department of Education (DoE) into the Departments of Basic Education and Higher Education and Training. Before that time, the former DoE had entered into a Public Private Partnership (PPP) agreement concerning its office accommodation. The Department of Basic Education merely took over the agreement and moved into the new building when it was completed.

2. No. The DBE does not intend purchasing or leasing any buildings for administration for the (a) 2011-12, (b) 2012-13 and (c) 2013-14 financial years. This is as a result of its new office accommodation that it is currently occupying under the Public Private Partnership agreement.

B. DBE's PUBLIC ENTITIES

Question 1	ELRC	SACE	UMALUSI
(a) Purchasing of buildings	No	No	No
(b)(i)(aa) Leasing of buildings in 2008/09	Yes in provinces	Yes	No
(b)(i)(bb): Leasing of buildings in 2009/10	Yes in provinces	Yes	No
(b)(ii) Leasing of buildings in 2009/10	Yes in provinces	Yes	No
(aaa) : Costs 2008/09 2009/10 2010/11	R1 019 919 R 740 147 Budgeted: R917 820	R49 585 R46 616 No decision taken as yet	0 0
(bbb): Size	778.33 sqm	608.34 sqm	N/A
(ccc): Reason for buying or leasing	To accommodate Provincial staff	Growth in staff numbers	N/A
(ddd): Its Use	Used as provincial Administration Office	Used as Administration Office for Staff	N/A
(eee):Who will occupy it?	Provincial staff	SACE staff	N/A
(fff): Persons per space	2 staff members per province	23 Staff Members	N/A

Question 2	ELRC	SACE	UMALUSI
(a), (b)and (c) Whether the entities intend to purchase or lease during 2011/12 to 2013/14 financial years	Yes, The Council will be renewing the lease agreement in the next financial years with the conditions remaining the same.	No, The Council did not take any decision to purchase or lease a building in the next financial years.	No, The Council has no intention of purchasing or leasing a building in the next financial years because the Council owns the building that it occupied.
(i) Cost of each building	Estimated R917 820	N/A	N/A
(ii) Cost of each building	778.33 square meters	N/A	N/A
(iii) Reason for buying or leasing	Provincial Offices	N/A	N/A
(iv): Its Use	Administration and secretarial services.	N/A	N/A
(v): Who will occupy it?	Administrator and Secretary	N/A	N/A
(vi): Persons per space	Two staff members per province	N/A	N/A

QUESTION 2190

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 20/08/2010

(INTERNAL QUESTION PAPER: 23-2010)

2190. Dr J C Kloppers-Lourens (DA) to ask the Minister of Basic Education:

Whether she has taken any steps to secure (a) an 8.6% salary increase and (b) a housing allowance of R1 000 per month, backdated to 1 April 2010 for members of the education sector; if not, why not; if so, what steps? NW2696E

REPLY,

No, the Minister has not taken any steps to secure (a) an 8.6% salary increase and (b) a housing allowance of R1 000 per month, backdated to 1 April 2010 for members of the education sector. The reason being these matters are addressed at the Public Service Co-ordinating Bargaining Council (PSCBC) level as they affect the whole of the public sector. The Department of the Public Service and Administration (DPSA) is the lead employer at the PSCBC.

QUESTION 2188

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 20/08/2010

(INTERNAL QUESTION PAPER: 23-2010)

Dr J C Kloppers-Lourens (DA) to ask the Minister of Basic Education:

1. Whether her department has formulated a policy to provide guidance to educators (a) on how to plan and spend their working day and (b) prescribing a minimum amount of time which should be spent on (i) preparation, (ii) teaching, (iii) assessment, (iv) marking and (v) administration; if not, why not; if so, what are the relevant details;

2. Whether these guidelines place an obligation on teachers to work overtime where necessary; if not, why not; if so, what are the relevant details? NW2694E

Response

1. The education sector has a regulatory policy to provide guidance to educators through Personnel Administration Measures (PAM) in terms of the Educators' Employment Act, 1998 .These measures cover full-time educators that are school based with regard to workload during the formal school day and outside the formal school day.

(a) All educators should be at school during the formal school day, which should not be less than 7 hours per day.

(b) The 7 hour day includes the breaks and the period(s) in which the learners are not at school. The allocation of subjects, timetable and resultant scheduled teaching time are determined by the principal in consultation with the staff according to the subject, phase or learning area.

2. The measures place an obligation for educators to work outside the formal school day. This work is not defined as overtime since there is no extra remuneration and it includes:

i) Planning, preparation and evaluation

ii) Extra and co-curricular duties

iii) Professionals duties

iv) Professional development

QUESTION 2165

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 20/08/10

(INTERNAL QUESTION PAPER: 23-2010)

Ms D Carter (Cope) to ask the Minister of Basic Education:

(1) Whether, in light of her budget speech, she has undertaken any audits on the national education infrastructure management system; if not, why not; if so, what are the relevant details;

(2) whether she is now able to disclose the results of the last audit that was undertaken on the national education infrastructure management system; if not, why not; if so, (a) what were the outcomes of the audit and (b) are the relevant details? NW2594E

REPLY:

(1)

The National Education Infrastructure Management System (NEIMS) was an audit that was completed in 2007. The system is being updated on a quarterly basis with information received from provinces

(2)

The report was released in September 2007 and is available on the website of the department. To update the report, provinces assess schools where projects were completed and submit these assessment forms to the Department. In January 2010, 11 updated reports were published on the website of the Department. The January 2010 update when compared with the September 2007 report indicates that there is progress in terms of providing basic services to schools.

QUESTION 2164

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 20/08/2010

(INTERNAL QUESTION PAPER: 23-2010)

Ms D Carter (Cope) to ask the Minister of Basic Education:

Whether a detailed programme and material has been (a) designed and (b) prepared to equip teachers for Schooling 2025; if not, why not; if so, what are the relevant details? NW2593E

REPLY:

Schooling 2025 is not a new curriculum but an action plan to help the system set clear targets to be achieved in all aspects of the schooling system by 2025 in order for the schooling system to address the needs of the majority of South Africans.

The Department of Basic Education has therefore strengthened its teacher development and support programmes specifically to support teachers improve their teaching skills, subject knowledge and computer literacy. In response to the Curriculum Implementation Review of 2009, Curriculum and Assessment Policy documents (CAPs) have been developed for all subjects in Grades R – 12 to package in a coherent manner all relevant curriculum and assessment policy requirement (expectations) per subject, per phase. These will be in the schools by January 2011 in the Foundation Phase, and in schools by January 2012 for the rest of the grades. These also provide more specified content to be covered in all the subjects, in all grades. In addition workbooks to address specific challenges in numeracy, literacy, language and mathematics have also been developed for teachers in Grades 1-6. Training for teachers and subject advisors will begin soon, staring with the Foundation Phase in 2010, and for the rest of the grades in 2011.

QUESTION 2152

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 13/08/2010

(INTERNAL QUESTION PAPER: 21-2010)

Ms D Carter (Cope) to ask the Minister of Basic Education:

Whether her department had carried out an analysis of absenteeism of educators to determine on which days they were more likely not to report for work; if not, when will such an analysis be undertaken; if so, what are the relevant details? NW2592E

REPLY

According to research on educator leave commissioned by the Department of Basic Education in 2009 (Report published in 2010) which analysed recorded leave data on PERSAL and data collected through visits to a sample of schools, the pattern of leave taking is that educators are absent more frequently on Mondays and Fridays.

Just over three quarters of all leave instances recorded on the PERSAL system were of one or two days in duration not requiring a medical certificate.

From the findings of this particular study it is estimated that 25% of absence is due to sick leave being taken, which is the highest of all absences.

QUESTION 2102

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 13/08/2010

(INTERNAL QUESTION PAPER: 21-2010)

Ms D Carter (Cope) to ask the Minister of Basic Education:

Whether her department has taken any steps against educators who have been (a) reporting late for work, (b) leaving early, (c) continuously staying away from duty or (d) absenting themselves for long periods at a time without valid reasons; if not, why not; if so, (i) what steps and (ii) what are the further relevant details in each case? NW2503E

Reply:

1. My Department regards (a) reporting late for work, (b) leaving early, (c) continuously staying away from duty or (d) absenting themselves for long periods at a time without valid reasons as acts of misconduct and has taken steps in dealing with them. The steps taken are provided for in section 18 of the Employment of Educators Act (EEA), (Act 76 of 1998), read with Schedule 2 of the Act.

2. Educators who (c) continuously stay away from duty or (d) absent themselves for long periods at a time without valid reasons are also dealt with in terms section 14.1 (a) of the EEA. In terms of this Act, educators who have been absent for a period exceeding 14 consecutive days without the permission of the employer and without proving valid reasons are deemed to be discharged from employment.

3. Depending on the circumstances and merits of each case, reported misconduct cases undergo a formal disciplinary processs resulting in sanctions ranging from Counselling and rehabilitations, Verbal warnings, Written warnings, Final written warnings, Fines, Suspensions without pay, Demotions, Dismissals, Not guilty, Cases withdrawn to Combinations of sanctions

QUESTION 2101

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 13/08/2010

(INTERNAL QUESTION PAPER: 21-2010)

Ms D Carter (Cope) to ask the Minister of Basic Education:

Whether her department has made any alternative plans to accommodate the 9 092 learners affected by the closure of 19 schools at Tlakgameng Village in North West owing to service delivery protests and the destruction of schools; if not, why not; if so, what plans? NW2502E

Response:

The response from the North West Provincial Education Department with regards to the schools that are in Tlakgameng Village in the North West Province is that portions of only 5 schools in the village were damaged during the protest by the community. The affected schools are:

1. Sebitoane

2. Shupu

3. Thuso-Thebe

4. Tasman

5. Seitsang

The Provincial Department investigated the availability of unused mobile classrooms to relocate them to Tlakgameng Village. To date only 6 mobile classrooms have been identified for relocation against 13 needed. Unfortunately, the communities where the mobile classrooms are located are refusing to release them.

A team has been dispatched to assess the cost of the damage with the view to exploring the possibility of shifting funds to renovate the damaged schools as no provision was made in the current budget allocation for these schools. In the interim, learners are accommodated in classrooms that were not affected by the damage.

QUESTION 1975

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 30/07/2010

(INTERNAL QUESTION PAPER: 18-2010)

1975. Dr J C Kloppers-Lourens (DA) to ask the Minister of Basic Education:

Whether, with regard to the establishment of the Ministerial Project Committee on

Curriculum and Assessment Policy Statements and/or the Ministerial Committee

for the Reduction of Learning Areas in the Intermediate Phase in the GET Band, she has invited (a) Higher Education South Africa and/or (b) any of the three national teachers' unions to nominate persons for appointment to these committees; if not, why not, in each case; if so, what are the relevant details in each case ? NW2361E

REPLY:

(a) I appointed the members of the Ministerial Project Committees for Curriculum and Assesment Policy based on their expertise and knowledge of the areas that needed to be addressed. These appointments were not driven by stakeholder representation and I therefore did not consult any organization or constituency in this regard.

(b) The names of the appointed members on the Ministerial Committees were published in Government Notice, No 32832 of 29 December 2009 and Notice No 32924 of 3 February 2010 ,respectively.

QUESTION 1952

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 26/07/2010

(INTERNAL QUESTION PAPER: 17-2010)

Dr J C Kloppers-Lourens (DA) to ask Minister of Basic Education

(1) Whether her department has a career counselling programme in place at all

schools; if not, why not; if so, (a) how many schools in each province have

such a programme in place and (b) how many schools in each province do not have the

programme in place;

REPLY

(1) Career counselling in schools is offered as part of Life Orientation, a subject of the National Curriculum Statement, which is compulsory for all learners from Grades 1to12.

(a) All primary and secondary public schools offer Life Orientation as a compulsory subject.

(b) None.

QUESTION 1951

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER

(INTERNAL QUESTION PAPER: 17-2010)

Mr J R B Lorimer (DA) to ask the Minister of Basic Education:

(1) Whether her department has put out any tenders for the building of schools (a) in the 2009-10 financial year and for the (b) 2010-11 financial year; if so, (i) how many have been awarded and (ii) when did construction begin;

(2) whether any of the projects have been completed; if not, what is the position in this regard; if so, what are the relevant details? NW2339E

Answer

The Department of Basic Education is not responsible for the issuing of tenders and the implementation of projects. This function lies with the Provincial Education Departments who further enlist the services of Provincial Departments of Public Works or other implementing agents to manage this function.

QUESTION 1950

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 26/07/201

(INTERNAL QUESTION PAPER: 17-2010)

Mr J R B Lorimer (DA) to ask the Minister of Basic Education:

(1) Whether her department has conducted any forensic audits into the National School Nutrition Programme in the past five years; if not, why not; if so, (a) what were the reasons for the audit, (b) what were the (i) findings and (ii) recommendations of the audit and (c) what action did her department take as a result;

(2) whether the findings were made public; if not, why not; if so, what are the relevant details;

(3) what was the total cost of training the (a) nine provincial and (b) 162 district coordinators of the National School Nutrition Programme? NW2338E

REPLY

(1) No forensic audits were conducted by the Department into the National School Nutrition Programme in the past five years. The reason for not conducting forensic audits is that no allegations, which could have resulted or necessitated to forensic audits were received from the Public, National Anti Corruption Hotline (Public Service Commission) and/or the Auditor-General of South Africa.

(2) N/A

(3) In the 2009/10 financial year, a total of 19 workshops were conducted to a total of 1 367 district monitors and volunteer food handlers in Free State, KwaZulu Natal, Limpopo, Mpumalanga and North West. The workshops were aimed at improving the quality of meals, food safety and hygiene in schools thereby developing implementers' skills in menu planning. The total expenditure incurred on the 19 workshops was R205 050.

QUESTION 1949

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 26/07/2010

(INTERNAL QUESTION PAPER: 17-2010)

Mr J R B Lorimer (DA) to ask the Minister of Basic Education:

Whether her department has an established (a) tendering process and (b) guideline for its National School Nutrition Programme; if not, why not; if so, what are the relevant details? NW2337E

Answer:

(a) The national Department of Basic Education (DBE) coordinates, oversees, monitors and evaluates the National School Nutrition Programme (NSNP) to ensure adherence to policies and all relevant legislation. Programme implementation, including the procurement of goods and services for the NSNP, is the mandate of the Provincial Education Departments. Each province's tender board develops and advertises tender specifications for the procurement of both food items and equipment.

(b) In January 2004 the then Department of Education developed guidelines on the implementation, monitoring and reporting of the programme. The document was provided to all provinces for distribution to all schools participating in the programme. The document highlights the areas such as:

In preparation for the extension of the programme to secondary schools in 2009, the Department developed a Guide for Secondary Schools (available on www.education.gov.za) which has been distributed to each new cohort of secondary schools as they join the programme.

Annually, a Conditional Grant Framework for the NSNP is drawn up, gazetted and published according to the Division of Revenue Act. The Conditional Grant Framework stipulates the conditions to which provincial departments must adhere in their implementation the programme.

QUESTION 1891

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 26/08/2010

(INTERNAL QUESTION PAPER: 17-2010)

Dr J C Kloppers-Lourens (DA) to ask the Minister of Basic Education:

(1) How does the current physical sciences curriculum for Grades 10 to 12 differentiate between the needs and aptitudes of learners who want to follow academically-oriented careers and those who want to become artisans;

Reply:

The current Physical Sciences curriculum provides the basic content and skills that are necessary for learners who want to follow either an academically oriented career or become artisans. The National Curriculum Statement also offers: Electrical Engineering, Civil Engineering, Mechanical Engineering and Engineering Graphics and Design that cater more for learners who would like to follow careers in the technical field, like artisans.

(2) whether she has been informed that educators find it difficult to offer the subject to both of these groups of learners; if not, what is the position in this regard; if so, what are the relevant details;

Reply:

The Department is aware of the challenges facing teachers of Physical Sciences generally. There are many factors that contribute to teacher effectiveness in the classroom and all of these factors are being addressed by the Department. However the Department has developed curriculum support materials to support both teachers and learners. These include exemplar papers, study guides and other electronic and print media, irrespective of the presumed capabilities or presumed career choice of learners.

(3) whether her department has conducted any investigation into (a) the reason for poor Grade 12 physical sciences results in the past two years, (b) the difficulties experienced by educators in offering the subject to the different groups of learners and (c) the feasibility of introducing a more engineering-oriented form of physical sciences as an alternative to the current physical sciences curriculum for Grades 10 to 12; if so, what are the relevant details in each case; if not,

Reply:

(a) The examiners and moderators have written reports on the performance of learners in the grade 12 examinations and have pointed out areas that pose a challenge in Physical Sciences. The Council for Quality Assurance in General and Further Education and Training has also reported on the challenges of the Physical Sciences Curriculum in the Umalusi 2009 Report.

(b) Some of these challenges are being addressed in the NCS Implementation Review process that is underway.

There is no policy at this stage to introduce an engineering form of Physical Science. The matter will be considered

QUESTION 1890

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 26/05/2010

(INTERNAL QUESTION PAPER: 17-2010)

Dr J C Kloppers-Lourens (DA) to ask the Minister of Basic Education:

(1) Whether the approved sum of R254 million allocated to the provision of work book packs for Grades R to 6 will (a) be a cost-saving approach and (b) result in a surplus; if not, why not; if so, what are the relevant details in each case;

(2) whether the (a) publishing industry was excluded from the development and production of these workbook packs for Grades 1 to 6 and (b) tender submission fees will be refunded to the various publishing companies who have submitted tenders; if not, what is the position in this regard; if so, what (i) are the reasons and (ii) justification in each case;

(3) whether any of the panels responsible for the development of these workbooks have been appointed; if not, why not; if so, what is the required (a) composition of each panel and (b) expertise of each panel member appointed;

(4) whether the development process has started; if not, (a) why not and (b) when is it envisaged to start; if so, what are the relevant details;

(5) whether her department has measures in place to deal with the problems regarding the (a) translation of documents into all African languages and (b) standardisation of these languages?

REPLY

1. The allocated funds for the workbooks will be used for development, printing and distribution of the workbooks to all learners in Grades 1-6 in public schools. The decision to develop the workbooks using internal system capacity will realise a cost saving measure for development of the workbooks. The realised savings will be used to ensure that adequate numbers of workbooks are printed and the appropriate teacher support programmes are implemented to support the use of workbooks.

2. (a) The development of workbooks for Grades 1-6 has used the available internal capacity available in the education system. This process complements the workbooks that are developed by the publishing industry to address literacy and numeracy.

(b) The were no submission fees levied for the submission of tender bids in the previous tender on workbooks development that was cancelled.

3. Yes, the Department of Basic Education has appointed a team for the development of the workbooks. This team, including a number of expert developers on short term contracts, comprises a number of African language expert writers also experienced in educational material production who will ensure that the versioning and translating of material is done to the highest standards, numeracy and reading experts, design and layout experts, and people who are familiar with the large scale production of educational material and the training of educators in their use. Virtually all the staff have been employed by the Department in a similar capacity before.

All the writers for the African language materials have a strong linguistic and phonetic background and have published basic textbooks previously. The majority of African Language writers are members of the PANSALB. The writers have all participated in one or more of the following:

· in the translation of the Foundations for Learning milestone documents

· the versioning or translation of the assessment guidelines

· as reviewers for the aforementioned

· as writers for the Kha Ri Gude materials

· as writers for the ABET level 2 materials

· as matric examiners for one of the African languages.

The maths experts comprise maths researchers, academics/teacher trainers and other writers who have previous publishing experience. Components of the materials will be piloted in typical schools.

4. Yes, the development process of workbooks started in June 2010.

5. The workbooks' development teams include some of the best expertise in the African languages which has been deployed to ensure that the versioning and translation of the materials in all South Africa's official languages is done to the highest standards. Some of the writers were involved in the development of the Kha Ri Gude materials which has already won a national award because of its multi-lingual versioning. All the African language writers concerned are well aware of the issues related to African language standardisation given their roles in teacher training, universities and their previous writing of materials for the school system. They have also been engaged in standardisation of concepts in PanSALB.

QUESTION 1875

DATE OF PUBLICATION OF INTERNAL QUESTIONPAPER: 04/06/2010

(INTERNAL QUESTION PAPER: 16-2010)

Dr J C Kloppers-Lourens (DA) to ask the Minister of Basic Education:

Whether her department provided any guidelines to schools in respect of the impact of the 2010 Fifa Soccer World Cup tournament on school hours; if not, why not; if so, what are the relevant details? NW2183E

REPLY:

The Council for Education Ministers resolved that Provincial Education Departments will develop and implement programmes for learners during the soccer world cup.

These programmes are intended to engage learners in pedagogically productive activities while keeping them safe in this period. These plans have been covered in the media, a summery of the activities planned include the following:

· Programmes that are focused on preparing matriculants for the final examinations at the end of the year.

· Provinces are offering a variety of interventions for matriculants including help lines staffed by subject experts, winter schools or camps for learners across districts.

· Government is also working closely with organizations such as UNICEF and other non government organisations to ensure that youngsters are also positively engaged in activities including safety awareness and school enrichment and cultural programmes.

UNICEF South Africa has scheduled twenty one (21 sports festivals in school communities around the country during school holidays, creating opportunities for children to celebrate the World Cup in their own communities.

QUESTION 1874

DATE OF PUBLICATION OF INTERNAL QUESTIONPAPER: 04/06/2010

(INTERNAL QUESTION PAPER: 16-2010)

Dr J C Kloppers-Lourens (DA) to ask the Minister of Basic Education:

(1) Whether she has found that there is a shortage of educators; if not, what is the position in this regard; if so, how will she deal with such shortage;

(2) whether she will make a statement in this regard? NW2167E

REPLY:

(1) Our analysis of available research reveals that the existing shortage is not in overall quantity but in the quality and distribution of educators. The shortage is mainly in certain subject areas and in rural and remote schools. Hence the strategy of the Department has been two-pronged. Firstly, improving the ability of the system to recruit and retain educators by improving the conditions of service for educators. Since the introduction of the Occupation Specific Dispensation (OSD) in 2008, conditions of service for educators were largely improved particularly in monetary terms. On average the income of educators has improved by 38% during this period. Also, other elements such as career pathing opportunities for classroom-based educators were addressed to ensure that they grow both in terms of job enrichment and compensation without them having to take up managerial positions. Other retention strategies include the provision of teacher incentives targeting the scarcity areas and the Teacher Laptop Initiative aimed at improving the working conditions for educators. These are incentives for teachers teaching in rural/remote areas, subject/learning area specific incentives and hard-to-teach areas. Secondly, most importantly recruitment has also been extended to ensure the supply of new teachers into the system. Through the Funza Lushaka bursary scheme the department is contributing directly to the supply of teachers. For example in the 2008-09 financial year about 9200 teacher education students at all 23 higher education institutions were funded through the Funza Lushaka bursary scheme. The bursaries focus on shortage subjects/learning areas/phases such as mathematics, science, languages and foundation phase teaching.

(2) The challenges are being addressed both by improving the retention and the supply of educators in identified areas of shortage. At this stage there is no necessity for a statement to be made.

QUESTION 1856

DATE OF PUBLICATION OF INTERNAL QUESTIONPAPER: 04/06/2010

(INTERNAL QUESTION PAPER: 16-2010)

Mr J R B Lorimer (DA) to ask the Minister of Basic Education:

(1) (a) Upon which research findings was the decision based to use numeracy/mathematics and literacy workbooks as an intervention or attempt to improve learner competence in these two fields and (b)(i) how and (ii) when will the effectiveness of the workbooks be measured;

(a) The Department of Basic Education is increasingly strengthening assessment and measurement activities to provide credible evidence for interventions and support to improve performance in literacy and numeracy. These are monitored through periodic systemic evaluations and annual national assessments. The Systematic Evaluation Report 2006 has also shown that learners at schools where the necessary resources (this includes workbooks) are provided, available and used effectively have 49% chance of performing better than the average performance be learners. The workbooks contain daily activities that outlines the key skills that learners need to improve literacy and numeracy competence in a systematic way.

(b) The effectiveness of the Workbooks will be measured through feedback from teachers, both during their development and during their use in schools in 2011. The results of the Annual National Assessments will further provide an indication of the contribution of the workbooks to learner performance.

(2) whether she has considered to delay the roll-out of these books until 2011; if not, why not; if so, what are the relevant details;

The development of workbooks has coincided with the development of the Curriculum and Assessment Policy Statements (CAPS) which will specify the content and topics that must be taught on a term by term basis. It is planned that the CAPS will be introduced in schools from 2011. It is therefore critical that the workbooks are aligned to the CAPS documents to support teaching and learning. Thus, the workbooks will be introduced in schools in 2011 having incorporated the critical developmental aspects of the CAPS documents.

(3) whether any measures are in place to ensure accountability for the allocated R750 million for this project; if not, why not; if so, what are the relevant details;

The Department complies with the provision of the Public Finance Management Act (PFMA). The plan for the development and distribution of workbooks to schools is consistent with the provisions of the PFMA.

(4) whether any quality assurance processes are in place to ensure that the new material meets the requirements of the National Senior Certificate (NSC) and will ensure value for money; if not, why not; if so, what are the relevant details;

Yes, the material will be developed in line with the curriculum. It will be developed by subject and language experts to ensure that the quality of materials is maintained.

(5) what steps will be taken before the schools begin in 2011 to ensure that educators are trained in the effective use of the workbooks without detracting from the overall context of the NSC? NW2140E

The workbooks will be easy to use material that will require minimal mediation beyond their development. The Department has also ensured that the workbooks are piloted with a variety teachers and schools during their development to ensure that the final product takes into account teacher experiences and professional comments ahead of time. In addition teacher guides will be provided to facilitate effective utilisation of the workbooks.

QUESTION NO 707

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 12/03/2010

INTERNAL QUESTION PAPER:

Mr M M Swathe (DA) to ask the Minister of Basic Education:

Whether her department intends taking any action with regard to deteriorating schools in rural areas; if not, why not; if so, what are the relevant details? NW834E

Draft response

In the 2009/2010 Basic Education Budget speech I have identified rural schools as a key area of focus for my Department. I indicated that my Department will be partnering with the Ministry of Rural Development, as well as with other relevant Ministries such as public works, water affairs and transport to alleviate the conditions at rural schools.

In that regard the Council of Education Ministers (CEM) established a cluster on rural development, infrastructure and budgetary aspects at the CEM meeting of 27 June 2009. The Cluster has been tasked to develop an integrated national implementation strategy for the advancement of quality education and promotion of access to education at rural and farm schools. The implementation strategy will be based on the key focus areas of the Framework.

My department is also working with provincial education departments to develop a National Framework for Quality Education in Rural Areas. The overall aim of the framework is to improve the quality of education and identifies the following key focus areas for action:

a) Improving the quality of teaching and learning in rural and farm schools.

b) Attracting and retaining learners and educators at rural and farm schools.

c) Improving infrastructure at rural and farm schools.

d) Building effective school governance and the management of rural and farm schools.

e) Promoting advocacy and sustainable partnerships to implement programmes directed at broader rural devel

QUESTION 1164

DATE OF PUBLICATION OF INTERNAL QUESTION PAER: 19/04/2010

(INTERNAL QUESTION PAPER: 10-2010)

Mr J R B Lorimer (DA) to ask the Minister of Basic Education:

(2) what is the (a) actual and (b) optimal number of learners for the (i) Phomolong Primary School and (ii) Phomolong Secondary School? NW1322E

REPLY:

(1) (a) None (b) None. No new Primary or Secondary schools are planned to be built in the Phomolong area. (i) N/A (ii) N/A

(2) (a) actual number of learners in Phomolong P/Schools = (see TABLE A hereunder)

(b) optimal number of learners in Phomolonng P/S = ( See TABLE A hereunder)

TABLE A

Name of school	Classrooms	Actual No. learners	Optimal no. learners
Bahale S/S	22	1058	770
Reiketseditse I/S	19	787	703
Kweetsa P/S	25	1008	1000
Moso P/S	24	913	960
Phomolong P/S	21	613	840
Total	111	4379	4273

Learner classrooms ratio for S/S= 35:1

Learner classroom ratio for I/S = 37:1

Learner classroom ratio for P/S= 40:1

Statistics in TABLE A indicate that there is a shortage of 8 classrooms for Secondary (S/S), and 2 for Intermediate (I/S) and a surplus of 7 classrooms for Primary (P/S). This information will used to plan for the provision of the required classrooms during the current Medium Term Expenditure Framework (MTEF) 2010/11 to 2012/13.

QUESTION 1165

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 19/04/2010

(INTERNAL QUESTION PAPER: 10-2010)

Mr J R B Lorimer (DA) to ask the Minister of Basic Education:

Whether her department, in consultation with the department of Transport, intends to reduce the speed limit around all schools; if not, why not; if so, (a) when will this be done and (b) what will the speed limit be reduced to? NW1323E

RESPONSE

The speed limits are determined by the Road Traffic Management Corporation who knows the zones allocated per area. They also determine the requisite speed limits around schools depending on location. The speed limit is also determined by the nature of the zone and might differ according to the residential status of the area.

Since the determination is done by RTMC, the department is unable to ascertain exactly when speed limits would be reduced at a particular school.

QUESTION 832

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER

(INTERNAL QUESTION PAPER)

Mr J R B Lorimer (DA) to ask the Minister of Basic Education:

1) Whether any provincial Members of the Executive Council have granted permission for teachers to be away from schools for any period of the day during the school term for trade union events; if not, what is the position in this regard; if so, what are the relevant details;

(2) whether it is the policy of her department to support the closure of schools during the school term for any periods for trade union events; if not, what is the position in this regard; if so, what are the relevant details? NW967E

Answer

1. I am not aware of any Provincial Member of the Executive Council that has granted permission for teachers to be away from schools for any period of the day during the school term for trade union events. However, I have requested my Department to verify from Provincial Education Departments whether such permission was granted and the relevant details. I will provide the information when it is available..

2. No, it is not the policy of the Department to support the closure of schools during the school term for any period for trade union events. However, if the Honourable Member has such information, I will appreciate to have details thereof in order to conduct investigations and take appropriate action where applicable.

QUESTION 839

Mr J R B Lorimer (DA) to ask the Minister of Basic Education

Whether each Provincial Education Department has announced its goals for 2010; if so, what are these goals for each province; if not, (a) why not, (b) what steps has the department taken to obtain this information and (c) when is it expected that the outstanding information will be supplied.

REPLY:

No.

Departments have different priorities. However, Schooling 2025 and the Basic Action Plan will ensure that basic sector departments align their priorities and plans accordingly for purposes of monitoring and accountability on set outcomes and targets. Consultation processes are ongoing and once finalized all departments will have properly aligned plans and priorities. Departments will be accorded an opportunity to adjust their plans and priorities to respond to sector outcomes and targets.

QUESTION 844

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 23/03/2010

(INTERNAL QUESTION PAPER: 8-2010)

844. Dr J C Kloppers-Lourens (DA) to ask the Minister of Basic Education:

(1) Whether she received an invitation to participate in the initiative of the three teachers' unions, SAOU, Naptosa and Sadtu, to enter into a social contract with other social partners and stakeholders in education, aiming at establishing all schools in SA as centres of excellence; if not, what is the position with regard to this initiative; if so,

Response

The Minister of Basic Education met with all three teacher unions (SAOU, Naptosa and Sadtu) to discuss the social contract. At the meeting, all parties agreed that the social contract was a follow up to the Quality Learning and Teaching Campaign (QLTC) launched by all education stakeholders in October 2008. Consequently all parties agreed on the importance of making the campaign a sustainable programme.

(2) whether she has accepted the invitation; if not, why not; if so, what are the relevant details;

Response

The Minister has agreed to be part of the social contract as it gives expression to the QLTC. Already, a steering committee consisting of all Education Unions, School Governing Body Associations, Provincial Education Departments and the Department of Basic Education meets on a regular basis. One of the immediate outcomes for the coming period the development of an action plan for the implementation of the QLTC.

(3) whether she will make a statement on the matter? NW980E

Response

The Minister has, on a number of occasions, made pronouncements on the QLTC.

QUESTION 832

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER

(INTERNAL QUESTION PAPER)

Mr J R B Lorimer (DA) to ask the Minister of Basic Education:

Answer

QUESTION 1087

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 30/03/2010

(INTERNAL QUESTION PAPER: 7-2010)

1087. Mr D A Kganare (Cope) to ask the Minister of Basic Education:

(1) (a) How many teachers (i) have been given laptops in each province in accordance with the Laptops For Teachers initiative as announced in the Government Gazette of 8 May 2009 (details furnished) and (ii) received training to maximise the use of these laptops and (b) how much did each province (i) budget for and (ii) spend on these laptops;

(2) whether each province spent the money budgeted for these laptops; if not, why not; if so, what are the relevant details;

(3) (a) what type of training was given and (b) by whom;

(4) whether these laptops are utilised to their maximum by teachers; if not, why not;

(5) whether the provision of these laptops has improved the quality of teaching; if not, what is the position in this regard; if so, which instrument is she using to assess the impact of the initiative? NW1238E

REPLY

(1) (a) (i) It must be explained that teachers are not given laptops, qualifying teachers are paid a monthly allowance that is aimed at contributing to their acquiring of the ICT package (laptop, software, connectivity). The implementation of the Teacher Laptop Initiative is still at an early stage only one province (North West) started implementation in the last month of the 2009/10 financial year and; (ii) no information is available at this stage

(b) (i) and (ii) Most PEDs will start implementing in 2010/11 financial year. One of the reasons why implementation did not commence in July 2009 as stated in the policy is that PEDs did not have funds for the 2009/10 financial year.

(2) As explained above PEDs had no funds for 2009/10 financial year.

(3) (a) and (b) no information available at this stage

(4) Mechanisms will be put in place to monitor the usage. At this stage the existing mechanisms will only monitor the possession of the laptop not the usage. However, all educators are expected to sign a code of conduct in which they will commit to further the objectives of the initiative by using the facility for teaching and learning.

(5) A formal evaluation will be conducted after a significant number of educators have obtained and used the ICT package for at least a year.

QUESTION 586

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 5/3/2010

(INTERNAL QUESTION PAPER: 6-2010)

Mr J R Lorimer (DA) to ask the Minister of Basic Education:

(1) (a) Which schools in each province have vacant principal's posts and (b) since what date has each of these posts been vacant;

(2) whether each of these schools has an acting principal in place; if not, why not; if so, when was every acting principal appointed;

(3) what is the average length of time in each province that principals' posts have remain (a) unfilled and (b) unfilled by a permanent appointment? NW702E

REPLY

EASTERN CAPE DEPARTMENT OF EDUCATION

The vacancies should be considered in the light of the following contextual factors:

1.1 The ECDoE- has for the past two to three years has not been advertising school principal posts in schools with less than 100 learners as it seeks to embark on rationalisation of schools that are very small.

1.2 Some of the vacancies are in schools with less than 100 learners which are therefore not being advertised hence the lengthy vacancy periods.

1.4 Whereas some of the vacant posts have been advertised it does occur that filling is delayed due to disputes.

1.5 The last major principal bulletin was issued in April 2009 and the one intended to be released towards the end of 2009 was delayed due to technical labour related issues.

1.6 The Department's policy for school based educator posts allows for the appointment of acting principals in terms of the relevant ELRC Collective Agreements. Hence between April 2009 and December 2009, 404 acting principals were appointed. Acting appointments are renewed or extended as the need arises.

1.7 The acting appointment information is based on what has been received and what has been implemented on PERSAL: cases which are still being processed at school/ circuit and district level are not reflected as there are no records thereof at this point in time

QUESTION 587

DATE OF PUBLICATON OF THE INTERNAL QUESTION PAPER

(INTERNAL QUESTION PAPER: 6-2010)

Mr J R Lorimer (DA) to ask the Minister of Basic Education:

(1) Whether any vacancy lists have been published in each specified province in each of the three most specified years for which information is available; if so, on what date was each of these lists published;

(2) whether any province is intending to publish vacancy lists in 2010; if not, why not; if so, when? NW703E

REPLY

(1) Vacancy lists have been published by the following provinces on the dates indicated below.

EASTERN CAPE

Year	Volume	Number of Posts	Description of Vacancy List
2007
01 June 2007	Volume 1/2007	166	Principal posts at public schools and Education Therapist posts at special schools
27 July 2007	Volume 2/2007	99	Educator posts at public FET Colleges
30 November 2007	Volume 3/2007	165	Principal posts
2008
07 March 2008	Volume 2/2008	114	Mathematics and science post Level 1 Educator posts
18 April 2008	Volume 3/2008	932	Mathematics and mathematical Literacy Post level 1 Educator posts
11 June 2008	Volume 4/2008	194	Principal posts
09 July 2008	Volume 5/2008	282	Post level 1 Educator posts
06 October 2008	Volume 6/2008	248	FET College Lecturer posts
06 October 2008	Volume 7/2008	87	Principal posts
21 October 2008	Volume 8/2008	1685	HOD & Deputy Principal posts
13 November 2008	Volume 7/2008 Addendum	99	Principal posts
13 November 2008	Volume 9/2008	319	HOD & Deputy Principal posts
2009
28 January 2009	Volume 1/2009	462	Post level 1 Educator posts
31 March 2009	Volume 1/2009 Addendum	453	Post level 1 Educator posts
22 June 2009	Volume 1/2009 Errata	52	Post level 1 Educator posts
23 April 2009	Volume 2/2009	240	Principal posts
22 June 2009	Volume 3/2009	835	HOD & Deputy principal
18 August 2009	Volume 4/2009	6	Principal, Post level 1 and Occupational Therapist posts

NORTH WEST

Year of publication	Number of publication	Date of publication	Date of assumption of duty
2009	Open Vacancy List No 1 of 2009 [Educator posts Post level 1]	February 2009	1 April 2009 [Extended to 1 July 2009]
	Open Vacancy List No 2of 2009 [Promotional posts]	February 2009	1 April 2009 [Extended to 1 July 2009]
	Addendum Open Vacancy List No 3 of 2009	March 2009	Withdrawn
	Addendum Open Vacancy List No 4 of 2009	March 2009	Withdrawn
	Open Vacancy List No 5 of 2009 [Educator posts Post level 1]	March 2009	1 April 2009 [Extended to 1 July 2009]
	Open Vacancy List No 6 of 2009 [Promotional posts]	March 2009	1 April 2009 [Extended to 1 July 2009]
	Open Vacancy List No 7 of 2009 [Only Principal posts]	August 2009	1 October 2009
	Open Vacancy List No 8 of 2009 [Educator posts Post level 1]	October 2009	1 January 2010
	Open Vacancy List No 9 of 2009 [Promotional posts]	October 2009	1 January 2010
2008	Open Vacancy List No 1 of 2008 [Only Principal posts]	July 2008	1 September 2008
2007	Open Vacancy List No 1 of 2007 [Only Principal posts]	June 2007	1 July 2007

WESTERN CAPE

The Western Cape Education Department published 2 vacancy lists per year:

Year	Date of Publication
2007	22 February 2007 and 31 May 2007
2008	8 February 2008 and 6 August 2008
2009	9 February 2009 and 6 August 2009

Information with regard to Free State, Gauteng, Kwa-Zulu Natal, Limpopo, Mpumalanga, and Northern Cape not available at the time of responding to this question. The information has however been requested.

(2) The following provinces intend publishing vacancy lists in 2010 as stipulated below.

EASTERN CAPE

The Eastern Cape Education Department is issuing final post establishments to schools on 12 March 2010 and is planning to publish its first vacancy list by 14 May 2010. It is also planned to issue vacancy lists on a quarterly basis thereafter.

NORTH WEST

The following Open Vacancy Lists will be published in 2010:

Date of publishing	Post Description	Date of assumption of duty
April 2010	Open Vacancy List Promotional Posts	1st July 2010
July 2010	Open Vacancy List Educator Posts [Post level 1]	1st January 2011
July 2010	Open Vacancy List Promotional Posts	1st January 2011

WESTERN CAPE

The Western Cape Education Department will be issuing 5 vacancy lists in 2010.

Dates as follows:

Vacancy List	Description of posts	Date
Vacancy List 1/2010	Principals posts	9 February 2010
Vacancy List 2/2010	Deputy Principal and Departmental Head posts	12 April 2010
Vacancy List 3/2010	Post Level 1 posts	13 July 2010
Vacancy List 4/2010	All Promotion posts	3 August 2010
Vacancy List 5/2010	Post Level 1 posts	3 August 2010

NATIONAL COUNCIL OF PROVINCES

FOR WRITTEN REPLY

QUESTION 310

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 26/08/2010

(INTERNAL QUESTION PAPER: 23-2010)

Mr S H Plaatjie (COPE-NW) to ask the Minister of Basic Education:

(1) Whether each educator has received a computer laptop as promised in terms of the e-Education initiative; if not, how far is the implementation in this regard; if so, how many of the 360 000 educators in the system have received computer laptops;

(2) whether all educators are being trained on how to integrate the Information and Communications Technology (ICT) into their curriculum; if not, why not; if so, what are the relevant details? CW406E

REPLY

(1) As part of the Teacher Laptop Initiative, educators who purchase an ICT

package in line with the specified requirements will have access to a

monthly allowance of R130.00. The allowance will contribute towards

payment for the ICT facility. At this stage none of the Provincial

Education Departments (PEDs) have implemented the allowance.

However, the reports received from the PEDs as at the middle of August

2010 were six of the nine provinces (Free State, KwaZulu-Natal,

Limpopo, Mpumalanga, North West and Western Cape) indicated that

they would commence implementation within the 2010/11 financial year.

Potentially, based on the plans and existing funding, about 143 000

educators will be eligible to apply for and receive the allowance. It should,

however, be noted that the final figure will depend on the actual number

of educators who show interest and apply for the allowance.

(2) Self-training software and material is included in the minimum specifications of the package the teacher is required to purchase. This

includes basic skills training in using the computer technology in everyday life and ICT skills for teachers which involves specific aspects of using ICT for teaching and learning. These training materials could also be used by schools, districts and PEDs for organized training for groups. PEDs and teacher unions will organize training sessions as the uptake of the Laptops allowances rises.

QUESTION 313

(INTERNAL QUESTION PAPER)

Mr A M Mpontshane (IFP) to ask the Minister of Basic Education:

How many schools in each province still need (a) libraries, (b) laboratories and (c) toilets? NW337E

REPLY:

The total number of schools (primary and secondary ordinary) need:

(a) Libraries

Province	Number of Schools without libraries
Eastern Cape	5128
Free State	1194
Gauteng	846
KwaZulu-Natal	4632
Limpopo	3642
Mpumalanga	1527
North West	1374
Northern Cape	432
Western Cape	690
National	19465

(b) laboratories

Province	Number of Schools without laboratories
Eastern Cape	5184
Free State	1279
Gauteng	1223
KwaZulu-Natal	5128
Limpopo	3699
Mpumalanga	1636
North West	1428
Northern Cape	431
Western Cape	953
National	20961

Province	Number of Schools
Eastern Cape	524
Free State	80
Gauteng	4
KwaZulu-Natal	135
Limpopo	44
Mpumalanga	17
North West	37
Northern Cape	3
Western Cape	2
National	846

Note: The above mentioned schools have no sanitation facilities.

QUESTION 314

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 19/02/2010

(INTERNAL QUESTION PAPER 2/1020)

Mr A K Mpontshane (IFP) to ask the Minister of Basic Education:

(1) Whether teenage pregnancies continue to be a problem in schools; if not, what is theposition in this regard; if so, what is the statistical exposition of the situation;

(2) whether her department has provided guidelines to help schools deal with teenage pregnancies; if not, why not; if so, how effective have these guidelines been in assisting schools to curb teenage pregnancies? NW338E

Draft response

Teenage pregnancy is amongst the major concerns facing young people in South Africa today. It is one that compromises their future, as well as their emotional and physical well being. Moreover, it is a phenomenon that goes against the kind of society we want to live in, and the kind of generation that we want to raise.

Since 2007, when the Department released the Measures for the Prevention and Management of Learner Pregnancy (Annexure 1), the Department has focused on working with education stakeholders focusing on ways in which teachers, schools and school communities can prevent and manage teenage pregnancy when it occurs. These initiatives have included the first three editions of the Genderations series, support materials for teachers which appeared in the Teacher newspaper between September and November 2008.

In January and February 2009, the Department held District workshops in three provinces (Mpumalanga, Limpopo and Eastern Cape), focusing on teenage pregnancy, as well as sexual harassment and violence in schools. These workshops and other discussions on teenage pregnancy have shown that teachers and officials struggle to manage teenage pregnancy, in particular the policies that focus on keeping girls in school and ensuring that they return to education after giving birth. There is uneven implementation of the return to school policy, and reports have been received that some principals have used the Measures document, to prevent girls from returning to school after giving birth. All provinces are working hard to ensure that this does not happen.

In 2008, the Department commissioned research on teenage pregnancy with a focus on school-going learners. The study examined the prevalence, determinants, as well as effects of teen pregnancy in South Africa. The study came about through recognising the huge public concern about teenage pregnancy, in particular amongst schoolgirls.

In August 2009, the Department convened a national seminar to release the research report. The research report highlighted the following:

- That there is a decline in teenage fertility in South Africa;

- That remaining in the education system is a strong factor in preventing teenagers from falling pregnant;

- That learner pregnancies are concentrated in Kwazulu-Natal, Eastern Cape as well as Limpopo provinces (predominantly rural);

- That learner pregnancies are more concentrated in schools located in poor neighbourhoods, schools that are under-resourced; and schools with a significant age differential / age mixing between learners; and

- That older adolescents (17-19) account for > 90% of teen fertility, and that rates are higher among African (71/1000) & Coloured (60/1000) teens than among White (14/1000) & Indian (22/1000) teens.

Whilst the study's conclusion is that there is a decline in teenage fertility – the prevalence of teenage pregnancy in South Africa, specifically in public schools, is unacceptably high.

The report is available on the Department's website at www.education.gov.za and has been presented to a number of stakeholders, including the Portfolio committee on Basic Education, a joint sitting with the Portfolio Committee on Women, children and persons with disabilities.

Certain determinants of teenage pregnancy occur within the private domain. It is therefore mainly within families, churches and communities that some remedies must evolve and be implemented. A strong partnership is required between Government, civil society, faith based organizations, learners, school governing bodies, the unions, the media and other sectors of our society in order to address this issue successfully.

NATIONAL COUNCIL OF PROVINCES

FOR WRITTEN REPLY

QUESTION 318

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 03/09/2010

(INTERNAL QUESTION PAPER: 24-2010)

Mr M J R de Villiers (DA-WC) to ask the Minister of Basic Education:

(1) Whether all provincial departments of education have complied with the provisions of the Division of Revenue Act, Act 12 of 2009, in the 2009-10 financial year; if not, (a) which provincial departments have failed to comply and (b) what are the details of non-compliance in each case; if so, what are the relevant details;

(2) whether any measures were being taken to bring the non-compliant provinces in line with the provisions of the said act; if not, why not; if so, what are the relevant details;

(3) whether she will make a statement on the non-compliance of certain provincial departments? CW413E

1. All Provincial Education Departments complied with section 12 of the Division of Revenue Act, 2009 by submitting monthly and quarterly reports to the national Minister of Basic Education as required.

2. Not applicable

3. Not applicable

NATIONAL COUNCIL OF PROVINCES

FOR WRITTEN REPLY

QUESTION 231

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 04/06/2010

(INTERNAL QUESTION PAPER: 15-2010)

Mr K A Sinclair (COPE-NC) to ask the Minister of Basic Education:

Whether any scientific investigation has taken place or will take place this year to determine whether language deficiency among school learners, in respect of home language as well as English, was constituting a fundamental failure in education; if not, what is the position in this regard; if so, what are the relevant details? CW302E

Reply

The Systemic Evaluation of 2006, showed language to be one of the key predictors of performance- where learners whose home language is the same as the Language of Teaching and Learning (LoLT), learners have a 49% chance of performing better.

International research studies further confirm that learning in the home language yields cognitive advantages for school learners, especially in the early years of schooling. It affirms their self-worth and identity, they demonstrate increased lively participation in classroom processes; their levels of self- assurance are raised as is their critical engagement with their teacher. Conversely, children all over the world who are submerged in an education system through an additional language demonstrate loss of self- confidence and low esteem.

It has been a practice in the majority of schools to use home languages as the (LoLT) in the Foundation Phase (Grades R-3) and switch to English as the LoLT from Grade 4 onwards. This abrupt transition to English as LoLT has not been without its challenges. Hence the Minister of Basic Education has recommended that English be taught as a subject from Grade 1. This will ease learners into using English as LoLT in Grade 4.

The DBE will continue to strengthen the teaching and learning of home languages and English as a First Additional Language through a variety of support programmes.

NATIONAL COUNCIL OF PROVINCES

FOR WRITTEN REPLY

QUESTION 233

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 04/06/2010

(INTERNAL QUESTION PAPER: 15-2010)

Mr M J R de Villiers (DA-WC) to ask the Minister of Basic Education:

(1) Whether any schools were found to be dysfunctional in 2009; if not, what is the position in this regard; if so, (a) how many in each province, (b) which schools and (c) what were the reasons for this in each case;

(2) whether the district managers informed her department in this regard; if not, what is the position in this regard; if so, what are the relevant details;

(3) whether any action has been taken against district managers who failed to inform her department; if not, why not; if so, (a) what action, (b) against whom was the action taken and (c) what steps were taken to address the problems in each case? CW304E

RESPONSE

(1) The Department of Basic Education assessed the performance of schools in the 2009 National Senior Certificate Examinations. The findings indicated that there were 506 schools that achieved between 0 -20% in the NSC. Of these 19 schools achieved 0%. In response to this investigation the DBE developed the Rapid Assessment and Remediation Initiative to decisively respond to schools that have dramatically underperformed. This was with a view to diagnosing the challenges that have contributed to the underperformance in schools and introduce short term interventions that address these problems. The assessment indicates that these schools are dysfuntional and require major interventions in terms of infrastructure, management, human resource development and teacher development.

(a) The following table shows the number of schools in each province.

PROVINCE NAME	CENTRE NAME
EASTERN CAPE	108
FREE STATE	4
GAUTENG	11
KWAZULU-NATAL	119
LIMPOPO	186
MPUMALANGA	70
NORTH WEST	5
NORTHERN CAPE	2
WESTERN CAPE	1
TOTAL	506

(b) The list of schools per province is attached at ANNEXURE A.

(c) The provincial reports have identified the following factors to have contributed to the reported underperformance of the schools.

1.1 The lack of leadership by principals at schools demonstrated by the lack of management competences and the lack of supervision of the work of teachers and learners.

1.2 School management teams which do not understand their roles and responsibilities and are unable to monitor curriculum delivery in schools.

1.3 Vacant and unfilled teacher posts which hamper curriculum delivery in schools.

1.4 The prevalence of teacher absenteeism, limited teaching and contact time and late coming, all of which compromise curriculum delivery.

1.5 Learners' problems associated with absenteeism and truancy, drug and alcohol abuse, ill discipline, and teenage pregnancy and in places habitual late coming of learners to school.

1.6 Curriculum planning at the level of the school which results in inappropriate subject offerings and combinations, as well as ineffective time tabling

1.7 Teachers subject knowledge gaps have also contributed to the underperformance.

1.8 Lack and/or shortage of textbooks and relevant learning and teaching support materials.

1.9 Lack of support to schools from the School Governing Bodies and parents

Although not mentioned by provinces, the Department of Basic Education has also noted that there are instances where district support of schools is inadequate. Schools have been left to implement school improvement plans yet they do not have the necessary capacity to do so.

NATIONAL COUNCIL OF PROVINCES

FOR WRITTEN REPLY

QUESTION 234

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 04/06/2010

(INTERNAL QUESTION PAPER: 15-2010)

Mr M J R de Villiers (DA-WC) to ask the Minister of Basic Education:

(a) What are the details of the Teacher Performance Appraisal System (TPAS) of her department, (b) what role-players are involved in the development of the system, (c) when will the system be completed and (d) what process will be followed to implement the system? CW305E

Answer:

(a) The Department of Basic Education (DBE) has been implementing the Integrated Quality Management System (IQMS) since 2003. The system is used to identify needs for teacher development purposes as well as evaluate educators for payment of rewards for good performance.

Due to the challenges that have been experienced in implementing the system, a decision was taken at the Teacher Development Summit held in June 2009, that the IQMS be revised through delinking instruments for Performance Measurement(PM) from that of Developmental Appraisal (DA). A simplified and streamlined instrument for both DA and PM needs to be developed.

In line with the above decision, a new Teacher Performance Appraisal system (TPAS) is being developed. The system will have the following components:

1. Purpose

The purpose of the TPAS, amongst others, is to assess the levels of competence of educators, to enhance good performance and to improve the quality of teaching and learning in schools.

2. Roles and responsibilities

The principal will be responsible for assessing teachers with the assistance of the School Management Team (SMT).

3. Performance Appraisal Instrument

The performance standards in the current IQMS instrument for educators will be streamlined and simplified.

4. Implementation process

It is proposed that the performance appraisal of educators will be conducted annually by the principal during the 1st quarter of the subsequent school year. There will also be informal quarterly assessments. This will allow for the appraisal to be holistic and be based on the educator's overall performance over the previous 12 months.

5. Moderation

The moderation process will form an integral part of the system in order to validate and ensure consistency in the application of the TPAS. The moderation of the educators' scores will be conducted by the district office, under the supervision of the District Director.

(b) The DBE will be responsible for developing the system in consultation with the unions represented in the Education Labour Relations Council (ELRC).

(d) Once the system has been finalized, the DBE will be responsible for the training of all principals and circuit managers. This will be followed by an advocacy campaign for all educators.

NATIONAL COUNCIL OF PROVINCES

FOR WRITTEN REPLY

QUESTION 238

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 04/06/2010

(INTERNAL QUESTION PAPER: 15-2010)

Mrs E C van Lingen (DA-EC) to ask the Minister of Basic Education:

(1) Whether there is a policy in place with regard to the (a) maintenance of school hostels and (b) presenting of such an annual budget to each provincial department; if not, why not; if so, (i) what formula is used to calculate such maintenance budget, (ii) how does this calculation relate to the size of the hostel building, (iii) what percentage of the education budget should be utilised for such maintenance and (iv) what are the further relevant details;

(2) (a) what is the maintenance budget in the Eastern Cape for each school hostel, (b) in which towns are they located, (c) what is the total number of learners residing in each hostel and (d) how do school hostels feature in the school rationalisation programme of her department? CW309E

Reply

(1) (a) The Department of Basic Education is currently in the process of developing a Hostel policy to guide the building and maintenance of hostels. The policy will be finalised by March 2011.

(b) The Department of Basic Education currently does not have figures to indicate how much provinces have set aside for the maintenance of hostels specifically, as the maintenance budget is not aggregated per hostel. Provinces have only recently began to set aside a small percentage of their total infrastructure budget allocations for the maintenance of all facilities. This percentage is determined by the provinces based on their budget allocation and pressures. However, a request has been sent to provinces to provide information on what has been set aside for hostel maintenance and the information will be provided as soon as it is available.

(2) (a) There is currently no maintenance budget for each school hostel in the Eastern Cape due to a lack of funds. Each school however receives a day to day maintenance allocation and the schools with hostels are expected to use this allocation for minor maintenance on their schools and hostels. (see the attached spread sheet ) The major renovations at hostels are referred to the Infrastructure unit at the provincial office. In the current plan for the 2010/11 financial year the following hostels appear for renovations:

Jansenville HS – R19 000.00

Nyanga SSS – R 94 000.00

Spandau HS – R 104 000.00

A large amount of the infrastructure budget had to be spent on new hostels in the past two financial years. In total an amount of R 355 million was spent on schools with hostels; which includes a Youth Care Centre at a cost of R 255 million.

(b) On the attached spread sheet there is a field that indicates in which town a school with a hostel is situated.

(d) The rationalization process of schools in the Eastern Cape is still in the consultation phase and when schools with hostels eventually merge, so will their hostels.

NATIONAL COUNCIL OF PROVINCES

FOR WRITTEN REPLY

QUESTION 244

DATE OF PUBLICATION OF INTERNAL PUBLICATION: 23/07/2010

(INTERNAL QUESTION PAPER: 16-2010)

244. Mr D B Feldman (COPE-Gauteng) to ask the Minister of Basic Education:

Whether her department will support the running of a school pilot project to determine whether vocabulary deficit is the fundamental problem underlying educational failure in South African schools; if not, why not; if so, (a) when and (b) where will this project be done with the help of those willing to contribute voluntarily to this effort? CW315E

REPLY

(a) No. The department will not consider running a pilot project to determine whether vocabulary deficit is the fundamental problem underlying educational failure. This is because vocabulary is one part of a broad spectrum of aspects to ensure that learners become literate.

(b) The department, has put in place various initiatives that address poor performance in Literacy. These include:

· the Foundations for Learning programme through which teachers have been given clear guidelines on the key aspects to be taught and learnt in each quarter and the minimum time allocation for each aspect; the necessary resources to support teaching and learning and assessment. In addition, the necessary resources such as lesson plans and teaching and learning materials such as charts; books and other manipulatives have also been provided. These are intended to develop literacy skills in young people.

· the Annual National Assessments, through which learner performance is measured each year. The literacy results for 2009, indicate an improvement in Grade 3 scores. In 2011, a full scale evaluation will be conducted to assess the impact of the various initiatives to improve literacy.

· the provision of age appropriate reading materials in relevant languages to learners in the early grades through the Drop All and Read project and are other initiatives to inculcate a love for reading in the early years. In 2011 the Department will also provide learners with workbooks to support literacy programmes.

QUESTION 1657

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 28/05/2010

(INTERNAL QUESTION PAPER: 15 – 2010)

1657. Mr M Waters (DA) to ask the Minister of Basic Education:

(1) Whether her department (a) has undertaken any HIV/Aids education campaigns at any schools (i) in the (aa) 2007-08, (bb) 2008-09 and (cc) 2009-10 financial years and (ii) during the period 1 April 2010 up to the latest specified date for which information is available; if not, what is the position in this regard; if so, (i) which (aa) schools, (bb) provinces and (cc) grades were included in this HIV/Aids education campaign;

(2) whether her department is planning to undertake such campaigns in the 2010-11 financial year; if not, why not; if so, (a) which (i) schools, (ii) provinces and (iii) grades were included in this HIV/Aids education campaign, (bb) which organisation presented the HIV/Aids education campaign and (cc) what was the cost in each financial year;

(3) whether she intends extending the HIV/Aids education campaign to other schools and grades; if not, why not; if so, (a) when, (b) to which schools, (c) to which grades and (d) what is the estimated budget? NW1919E

Response:

The primary response towards HIV and AIDS in the school setting is through the HIV and AIDS Life Skills Education Programme that was introduced in the General Education and Training Band (Grades 4-9) in 2000. In 2005, the programme was extended to the Foundation Phase (Grades R-3) and the FET Band (schools and colleges – Grades 10-12). In order to ensure a mainstreamed response, the programme is implemented in all schools through the curriculum. However, on an annual basis, a number of schools are selected by provinces for focused implementation. Such focused implementation includes advocacy campaigns targeted at the broader school community.

The programme is funded through a conditional grant from National Treasury. The provincial budget allocation for the HIV and AIDS Life Skills Education Programme is outlined in Table 1. The allocation for advocacy campaigns represents approximately 3-7% of the total provincial allocation for the Life Skills Education Programme. Provinces also work with a range of institutions to supplement and expand the reach of the programme.

Table 1: Budget allocation for the HIV and AIDS Life Skills Education Programme:

2007/8–2012/3

Province	2007/08	2008/09	2009/10	2010/11	2011/12	2012/13
	R'000	R'000	R'000	R'000	R'000	R'000
Eastern Cape	26 797	28 543	30 167	32 189	34346	35322
Free State	9 218	9 800	10 341	10 866	11772	12561
Gauteng	22 416	23 886	25 253	26 202	28175	29217
KwaZulu-Natal	35 292	37 610	39 765	42 686	45114	46876
Limpopo	23 005	24 495	25 882	28 322	28088	30012
Mpumalanga	13 010	13 848	14 626	15 392	16388	17486
Northern Cape	3 454	3 648	3 828	4 084	4357	4649
North West	11 493	12 229	12 912	12 912	14700	15685
Western Cape	13 010	13 848	14 626	15 392	16388	17486
Total	157 695	167 907	177 400	188 045	199 328	209 294

A request was made to provinces to report on HIV and AIDS education campaigns conducted since 2007 as well as plans for the 2010-2011 financial year. Reports were received from six provinces (Free State, KwaZulu-Natal, Limpopo, Mpumalanga, Northern Cape & Western Cape). Responses received from provinces thus far are summarised in Tables 2-4 as attached.

QUESTION 1668

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 28/05/2010

(INTERNAL QUESTION PAPER: 15 – 2010)

Dr J C Kloppers-Lourens (DA) to ask the Minister of Basic Education:

(1) Whether she or her department has any plan to stop bullying in schools; if not, why not; if so, what are the relevant details;

(2) whether her department has a policy document that provides guidance to educators on how to deal with bullying in schools; if not, (a) why not, (b) when is it envisaged for such a document to be developed and (c) what guidelines are used in the absence of such a document; if so, (i) what are the relevant details and (ii) where can a copy of the document be obtained;

(3) (a) what is the role of educators in addressing this problem and (b) what (i) information and (ii) training does her department provide;

(4) whether the curriculum provides for (a) discouraging learners to participate in bullying activities, (b) informing learners of the dangers of such a culture, (c) guiding learners to develop coping strategies and (d) punishing offending learners; if not, why not, in each case; if so, what are the relevant details in each case? NW1930E

(1) Bullying is an offence; a violation of a child's right to physical and psychological safety and is in direct contrast with my Department's objective to create safe, caring and child-friendly schools. In order to curb incidences of bullying in schools my Department has developed an example Code of Conduct for Learners to guide School Governing Bodies, principals and teachers to draw up their own context-specific Codes of Conduct for Learners. Section 8(4) of the SA Schools Act provides that the Code of Conduct of a school binds all learners attending a school. All learners are expected to sign a statement of commitment to the Code of Conduct. The administration of the Code of Conduct is the responsibility of the Disciplinary Committee of the School.

(2)(i) The examplar Code of Conduct for Learners addresses inappropriate learner behaviour, such as bullying, and describes the disciplinary system to be implemented by the school concerning transgressions by learners. The Code of Conduct applies to all learners while they are on the school premises or when they are away from the school representing it or attending a school function. Schools are therefore responsible to provide an environment for the delivery of quality teaching and learning by promoting the rights and safety of all learners, teachers and parents; ensuring learners' responsibility for their own actions and behaviours; prohibiting all forms of unfair discrimination and intolerance and eliminating disruptive and offensive conduct.

Furthermore my Department has implemented the Hlayiseka Early Warning System, which serves as a tool for SGBs, principals, teachers, learners and parents to identify and manage risks and threats of violence. The key pillars of this system include the development and integration of physical, reactive and proactive systems to ensure safe and healthy schools. A learner survey form is provided to identify incidences of bullying, the immediate impact thereof and coping strategies applied by learners to put an end to bullying. The survey on bullying provides schools with an indication of the prevalence thereof amongst learners and to develop intervention strategies to combat bullying.

In March 2010 my department has trained nine schools, which are part of a Ministerial pilot project, on Positive Discipline and Classroom Management. The programme not only focuses on the notion of disciplining learners but also includes issues such as accepting responsibility for their behaviour, respect the rights of others, solving of problems through negotiation, making choices and decisions that will benefit themselves or that are in the best interest of others. It is envisaged that provinces will roll out this programme to schools.

(2)(ii) The Code of Conduct has been distributed to all provinces for further distribution and implementation to schools. An electronic copy of the Code of Conduct has been uploaded on the Departmental website. Hard copies are available in provincial and district offices within the units responsible for School Safety. Provinces have since 2007 rolled out and implemented the Hlayiseka Early Warning System to identified schools.

(3)(a) The Code of Conduct includes a list offences that learners should not commit and has graded these according to degree and intensity. The list is coupled with corresponding corrective sanctions. The role of educators is to ensure that for every offence a learner commits, a corresponding corrective sanction is carried out with that particular learner.

(b) In terms of bullying or any other inappropriate behaviour by learners, schools take the responsibility to deal with it in terms of the Code of Conduct for Learners. Either district or provincial education officials support schools in terms of information and training programme.

4(a) Life Orientation as a compulsory learning area addresses through the teaching of life skills all behaviour that infringes upon the dignity and well-being of others in a comprehensive way. This focuses on both potential victim and perpetrator

(b)and(c) It is through the teaching of Life Skills and transfer of knowledge that learners are informed and empowered to develop the necessary coping mechanisms and strategies to deal with behaviour that infringes on their rights and well-being.

(d) Disciplinary measures against bulling are executed in terms of the Code of Conduct for Learners.

QUESTION 972

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 30/03/2010

(INTERNAL QUESTION PAPER: 7-2010)

Mr J R B Lorimer (DA) to ask the Minister of Basic Education:

Whether any former employees of her department and/or the previous Department of Education are on contract to her department; if not, what is the position in this regard; if so, what (a) are their names, (b) is the (i) payment and (ii) value of their contracts, (c) is the nature of work each person is currently performing, (d) is each contract's (i) start and (ii) end date and (e) are the reasons for their contracts being necessary?

REPLY:

a) PW Morkel

MM Ramarumo

JP Rault-Smith

RB Swartz

b)(i) PW Morkel : Deputy Director - Salary level 12

MM Ramarumo : Deputy Director - Salary level 12

JP Rault-Smith : Director - Salary level 13

RB Swartz : Chief Executive Officer - Salary level 15

(ii) PW Morkel : R520 527.00 pa

MM Ramarumo : R448 521.00 pa

JP Rault-Smith : R780 228.00 pa

RB Swartz : R1 099 824.00 pa

c) PW Morkel: Manage the finalisation of the PPP project and the relocation of the Department of Basic Education to new premises.

MM Ramarumo: Assist with the revision of learner support materials before the print run of books for 600 000 learners for 2010.

JP Rault-Smith: Assist with the reading toolkits for grades 1 to 3, the LTSM Catalogue plan for grades R to 3, the development of school library services and the conclusion of Inclusive Education field test.

RB Swartz: To manage the establishment of NEEDU in the Department.

d)(i) PW Morkel : 01/11/2006

MM Ramarumo : 09/03/2010

JP Rault-Smith : 01/08/2009

RB Swartz : 17/08/2009

d)(ii) PW Morkel : 31/07/2010

MM Ramarumo : 17/12/2010

JP Rault-Smith : 30/04/2010

RB Swartz : Until the post is suitably filled

e) In all cases YES.

QUESTION 973

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 30/03/2010

(INTERNAL QUESTION PAPER: 7-2010)

Mr JRB Lorimer (DA) to ask the Minister of Basic Education:

How many posts in her department at the level of Chief Director and upwards are occupied by (a)(i) former and (ii) current members of the SA Democratic Teachers Union (SADTU) and (b)(i) former and (ii) current office bearers/officials of SADTU? NW1116E

Answer:

(a)(i) This information is not available as the Department does not ask for such information and is also not required to ask for such information if appointments are made.

(ii) This information is not available as the Department does not ask for such information and is also not required to ask for such information if appointments are made.

(b)(i) This information is not available as the Department does not ask for such information and is also not required to ask for such information if appointments are made.

(ii) This information is not available as the Department does not ask for such information and is also not required to ask for such information if appointments are made.

QUESTION 1607

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 21/05/2010

(INTERNAL QUESTION PAPER: 2010)

Mr J R B Lorimer (DA) to ask the Minister of Basic Education:

(1) Whether any forensic audits have been instituted by her department into its administration or the administration of its entities (a) in the (i) 2007-08, (ii) 2008-09 and (iii) 2009-10 financial years and (b) during the period 1 April 2010 up to the latest specified date for which information is available; if not, what is the position in this regard; if so, in each case, (aa) what was the subject of the audit, (bb) what was the finding of the audit, (cc) which entity or company or person was used to conduct the audit and (dd) what was the cost of the audit;

(2) whether the results of the audits have been made public; if not, why not; if so, (a) when and (b) what are the further relevant details;

(3) whether any criminal or disciplinary proceedings have been instituted as a result of the audits; if not, what is the position in this regard; if so, what are the relevant details? NW1870E

REPLY: FORENSIC AUDITS – ADMINISTRATION OF THE DEPARTMENT OF BASIC EDUCATION

1) (a) Yes – Forensic audits were instituted as follows:

(i) 2007-08 4

(ii) 2008-09 3

(iii) 2009-10 1

(b) 1/ 4/2010 to 25/5/2010 1

NB: All public entities under the Department of Basic Education have their own internal audit units as required by the PFMA and conduct forensic audits on their own.

(aa) Subjects of Audits

· 2007-2008

(1) FET Study Guide ( No correct tender procedures were followed when books were procured)

(2) No proper procedures were followed when state vehicle was sold: Volvo S80

(3) UNESCO website ( Not following procurement process )

(4) Non compliance with the Supply Chain Management policy.

· 2008-2009

(1) Unfair Appointments (Relatives and friends appointed unfairly by the Department)

(2) Contract Appointment (Official employed on a contract basis and work from home but still receive leave entitlement.

(3) Staff member conduct remunerated work outside Public Services without approval and utilise state equipment to do the work

· 2009-2010

(1) Bright Side Services - Service provider was using a VAT number of a different company

· 1/4/2010 – 25/5/2010

Development of a database for Whole School Evaluation that never functioned properly after installation.

(bb) FINDINGS

· 2007-2008

(1) FET Study Guide

The investigation revealed that necessary approval was obtained and no irregularities were discovered

(2) Volvo S80

No irregularities were discovered during the audit.

(3) UNESCO website

No irregularities were discovered during the audit.

(4) Noncompliance with the Supply Chain Management

The matter was investigated and it was found that the Department did not adhere to the Supply Chain Policy to obtain services .Quotations were also split so that the amounts were small enough to meet the ceiling amount applicable to price quotations, thus avoiding Tender process.

· 2008-2009

(5) Unfair Appointment

The matter was investigated and it was found that proper procedures were followed when appointing the officials.

(6) Contract Appointment

The matter was investigated and no irregularities were found.

(7) Remunerative work outside Public Service

No irregularities were found.

· 2009-2010

(8) Bright Side Services

The matter is under investigation by SARS

· 1/4/2010 – 25/5/2010

(1) Development of a database for Whole School Evaluation

The investigation is pending

(cc) Company or person used to conduct the audit

(1) Non compliance with the Supply Chain Management policy

OMA Chartered Accountants was appointed to conduct the investigation.

ALL OTHER INVESTIGATIONS MENTIONED ABOVE WERE CONDUCTED INTERNALLY BY THE DEPARTMENT'S INTERNAL AUDIT DIRECTORATE

(dd) Non compliance with the Supply Chain Management Policy

Cost: R201 752, 64

OTHER CASES (INTERNALLY CONDUCTED)

No cost

(2) (a) Noncompliance with the Supply Chain Management policy

The Department report the matter as irregular expenditure in the annual report of 2007-08. The matter was also reported to the PSC and the Auditor General

All cases received via the anti- corruption hotline were reported to Public Service Commission.

All cases were also reported to the Audit Committee.

(3) Yes.

· Noncompliance with the Supply Chain Management Policy:

Three officials were charged with financial misconduct and disciplinary proceedings have been instituted. The officials were discharged.

· Remunerated work outside the Public Service:

The staff member was suspended for the duration of the investigation.

QUESTION 632

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 15/03/2010

(INTERNAL QUESTION PAPER 7-2010)

Ms F I Chohan (ANC) to ask the Minster of Basic Education

Whether her department intends transferring reform schools throughout the country to the Department of Social Development; if not, what is the status of reform schools; if so, (a) how many schools are affected and (b) what are the further relevant details. NW585E

ANSWER

The Department of Basic Education intends to transfer all Reform Schools to the Department of Social Development as prescribed in the Children's Act of 2005.

(a) Five Schools will be affected.

(b) At present there are three fully fledged Reform Schools and two Reform Schools Programmes attached to Schools of Industries in four of the nine provinces. Those provinces with a Reform School or Reform School Programme are Eastern Cape, KwaZulu Ntal, Mpumalanga and the Western Cape. Learners sentenced to a Reform School from Free State, Gauteng, Limpopo, Northern Cape and North West are admitted to a Reform School in another province. Most of the time those learners are admitted to Ethokomala Reform School in Mpumalanga.

The two Reform School Programmes are at Gali Tembani Youth Care Centre in Eastern Cape and Newcastle Youth Care Centre in KwaZulu Natal. These Reform School Programmes at Gali Tembani Youth Care Centre and Newcastle Youth Care Centre are operative.

The three Reform Schools are Eureka Special Youth Care Centre, Kraaifontein Special Youth Care Centre and Ethokomala Reform School. Eureka Special Youth Care Centre and Ethokomala Reform School are operative whilst Kraaifontein Special Youth Care Centre closed down in December 2009.

The two Western Cape Reform Schools (Eureka and Kraaifontein) have a bed capacity of 120 and the Ethokomala Reform School has a bed capacity of 160. The Reform School Programme in Eastern Cape has a bed capacity of 76 whilst the Reform School Programme in KwaZulu Natal has a bed capacity of 20.

School's Name	Province	Town	Bed Capacity	Operative Yes/No
Gali Tembani	Eastern Cape	Queenstown	76	Yes
Newcastle	KwaZulu Natal	Newcastle	20	Yes
Ethokomala	Mpumalanga	Kinross	160	Yes
Eureka	Western Cape	Rawsonville	120	Yes
Kraaifontein	Western Cape	Kraaifontein	120	No

QUESTION NO. 633 INTERNAL QUESTION PAPER NO. 7 NW670E

DATE OF PUBLICATION: 15 March 2010

Dr L L Bosman (DA) to ask the Minister of Water and Environmental Affairs:

(1) (a) How many persons in the (i) commercial sector and (ii) the subsistence sector have permits to conduct trek netting in False Bay, (b) in each case, what was the most recent total allowable catch for a season as allowed by the department and (c) what was the official tonnage landed from trek netting in False Bay in (i) 2008 and (ii) 2009;

(2) whether action was taken against any permit holders who over-caught in (a) 2008 and (b) 2009; if not, why not; if so, what are the relevant details;

(3) whether fisheries officers are as a matter of course on site whenever catches from trek netting are landed; if not, why not; if so, what are the relevant details?

Dr L L Bosman (DA) SECRETARY TO PARLIAMENT

HANSARD

PAPERS OFFICE

PRESS

633. THE MINISTER OF WATER AND ENVIRONMENTAL AFFAIRS ANSWERS:

(1)(a)(i) Five.

(1)(a)(ii) None.

(1)(b)(i) The total allowable effort was five tons in the commercial sector.

(1)(b)(ii) Nil in the subsistence sector.

(1)(c) Tonnage is not officially known as research has focused on the number of nets, which is stated in the total allowable effort.

(2) The notion of over-catching, in terms of tonnage, in a total allowable effort environment is not relevant. There were also no known cases of more nets being used than permitted in both 2008 and 2009.

(3) The current permit conditions do not place an obligation on the trek net fishers to submit their catch to the Fishery Control Officers (FCOs) or notify them when they launch their nets. This situation is however currently under review as there have been recent incidents of the harvesting of under-sized fish and has not been reported to FCOs.

QUESTION NO 634

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 15/03/2010

(INTERNAL QUESTION PAPER: 7-2010)

Mr R B Bhoola (MF) to ask the Minister of Basic Education:

(1) Whether all schools in KwaZulu-Natal have received laptops in terms of the laptop initiative programme for schools; if not, which schools have not received laptops;

(2) whether occupational-specific dispensation agreements have (i) been finalised and (ii) concluded with all educators in KwaZulu-Natal; if not, why not; if so, what are the relevant details in each case? NW755E

REPLY:

(1)

The Teacher Laptop Initiative is directed at school-based educators not schools. It offers an opportunity for school based educators to own and use an ICT package (laptop, teaching and learning software and connectivity) for teaching and learning. It is aimed at

both contributing towards the policy of integrating ICT in teaching and learning and the improvement of the conditions of service for educators by providing a monthly allowance for the qualifying educators.

The Province intends providing 41805 teachers with the laptop allowance for the financial year 2010/2011. The remaining educators will receive in the financial year 2011/2012.

(2)

Programmatic payments were made in December 2009 and January 2010. The targeted date for the finalization of the remaining exception cases (31179) is end of the financial year 2009/2010.

QUESTION 632

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 15/03/2010

(INTERNAL QUESTION PAPER 7-2010)

Ms F I Chohan (ANC) to ask the Minster of Basic Education

ANSWER

The Department of Basic Education intends to transfer all Reform Schools to the Department of Social Development as prescribed in the Children's Act of 2005.

(a) Five Schools will be affected.

School's Name	Province	Town	Bed Capacity	Operative Yes/No
Gali Tembani	Eastern Cape	Queenstown	76	Yes
Newcastle	KwaZulu Natal	Newcastle	20	Yes
Ethokomala	Mpumalanga	Kinross	160	Yes
Eureka	Western Cape	Rawsonville	120	Yes
Kraaifontein	Western Cape	Kraaifontein	120	No

QUESTION 136

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 11/02/2010

(INTERNAL QUESTION PAPER)

Mr Smiles (DA) to ask Minister of Basic Education:

1. (a) Of which (i) 10 subjects of the 2009 Senior Certificate examination were the marks increased and (ii) six subjects were the marks decrease, (b) by what margin were the respective subjects adjusted, (c) what are the primary reasons in each case and (d) what criteria was followed for each of the respective subjects:

2. whether any difficulties were experienced with regard to any of those 16 subjects which prohibited providing the matriculants of 2009 with results; if not, why not; if so, what measures?

3. whether there are any measures in place to avoid the incomplete and late release of matric results; if not, why not; if so, what measures? NW144E

RESPONSE

1 (a) It needs to be noted that the standardization of marks, in terms of the General and Further Education and Training Quality Assurance Act, no 58 of 2001, is the responsibility of the Quality Assurance Council, Umalusi. Therefore, if any additional information, to that which is provided in this response is required, it should be directed to the Quality Assurance Council. It also needs to be mentioned that standardisation of examination marks is an international practice necessary to take care of the variation in the standard of question papers and the variation in the standard of marking that may occur from year to year and across examining bodies.

(i) The 10 subjects for which marks were adjusted upwards are the following:

· English Home Language

· Sesotho Home Language

· Setswana Home language

· Mathematics

· Mathematics Paper 3

· Accounting

· Economics

· Engineering Graphics and Design

· Physical Science

· Geography

(ii) The six subjects where the marks were decreased are the following:

· Afrikaans Home Language

· Isindebele Home Language

· Siswati Home Language

· Tshivenda Home Language

· Agricultural Management Practice

· Hospitality Studies

In the remaining 42 subjects the raw marks of the candidates were accepted.

(b) It is not possible to indicate the exact adjustments per subject, since these adjustments are scaled depending on the segment of the mark distribution that needs to be adjusted to bring the distribution of 2009 to be comparable to previous years. As a principle the adjustments cannot exceed 10% of the maximum marks in that subject. In most subjects the adjustments ranged between 1 to 5%.

(c) The primary reasons for the adjustment of the marks is that the question paper was either too difficult, and therefore marks are adjusted upwards or the question paper was less demanding than previous years, and therefore marks are adjusted downwards. This practice ensures that candidates writing the examination in 2009 are neither advantaged or disadvantaged.

(d) The Quality Assurance Council determines norms for each subject which are based on the performance of learners over the last three to five years. The marks of the current examination are compared to the distribution of the previous history and adjustments are made based on sound statistical analysis, supported by qualitative data.

2. The standardization of the examination marks was finalised on 30 December 2009 and these decisions were captured on the examination computer system on the evening of 30 December 2009, and all results were processed and released on 7 January 2010. The standardization of results did not in any way contribute to Grade 12 candidates not receiving their results.

3. Incomplete results will occur in every examination due to a number of reasons which include, inter alia, candidates being irregular in one or two papers, candidates not submitting their school based assessment marks, candidates not pitching to write a paper, etc. In the 2009 examination there was a very small number of outstanding marks which were due to the reasons listed above.

QUESTION 143

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 11/02/2010

(INTERNAL QUESTION PAPER)

Dr JC Kloppers-Lourens (DA) to ask Minister of Basic Education

What are the (a) names, (b) location, (c) number of grade 12 learners and (d) pass rate at each of each 429 schools that received a matric pass rate of less than 20% in 2009? NW155E

RESPONSE

The response to the above questions (a), (b), (c) and (d) are included in the attached Excel spreadsheet. In terms of the latest data, there are 446 schools that obtained a pass rate of below 20%.

QUESTION 144

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 11/02/2010

(INTERNAL QUESTION PAPER)

Dr J C Kloppers-Lourens (DA) to ask the Minister of Basic Education:

What are the details of the formulas and calculations used to determine the (a) top performing schools and (b) top performing learners after each National Senior Certificate examination? NW152E

RESPONSE

a) The top performing schools are determined by each provincial education department, taking note of the contextual factors of each of the school. The criteria used by the PEDs, include inter alia, the following:

· No. of candidates enrolled.

· No. of total passes.

· No. of university entrance passes.

· Quintile ranking of the school.

b) The criteria for the top performing learner are nationally determined and include the following:

· Only candidates that offered two official languages, will be considered.

· Life Orientation and Mathematics Paper 3 are excluded.

· The total mark for six subjects is calculated as follows:

§ Total of two languages (as specified above)

§ Total of the candidate's four best remaining subjects.

· The maximum mark for all subjects must be 400.

QUESTION 145

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 11/02/2010

(INTERNAL QUESTION PAPER)

Dr J C Kloppers-Lourens (DA) to ask the Minster of Basic Education

1. Whether all examination panels follow the same prescribed guidelines in order to ensure balanced examination papers with the right standards; if not, why not; if so, what procedures are the relevant details;

2. whether an examination panel is dissolved and a new panel reconstituted if it was found that the standard of a particular paper had been flawed; if not, why not; if so, what procedures re followed;

3. whether her department has taken any steps to ensure that the level of difficulty for subjects will be correct for the next National Senior Certificate examination; if not, why not; if so, what are the relevant details? NW153E

RESPONSE

Dr J C Kloppers-Lourens (DA) to ask the Minster of Basic Education

1. The standard for the National Senior Certificate (NSC) question papers is derived from the National Curriculum Statement (NCS) and Subject Assessment Guidelines. These documents stipulate the learning outcomes and assessment standards on which questions are based. In addition, Examination Guidelines further clarify the format of the question paper, mark allocation, assessment criteria, cognitive levels and the scope and depth of the content to be assessed.

The National Curriculum Statement (NCS), Subject Assessment Guideline and Examination Guideline are specific to the subject and provides the standard to which question papers in the subject must comply.

In addition, the setting of question papers follows a rigorous process of internal and external moderation. During internal moderation, a subject specialist appointed by the Department of Basic Education, moderates the question paper, memorandum and accompanying analysis grid using a set of agreed criteria to ensure that there is compliance to policy in all respects. This is followed by external moderation where a team of independent subject specialists appointed by Umalusi, the Quality Assurance Council, review the question paper, memorandum and analysis grid to ensure that the question paper is of the highest quality and standard.

The Department of Education also benchmarked selected question papers, which included Physical Science, Mathematics, Life Sciences, History, Accounting and English First Additional language, with three international examining bodies. This exercise found that the South African Grade 12 question papers were of comparable standards with question papers of the same level in those countries.

2. At the end of each examination the question papers are reviewed and if a flaw is identified, this is thoroughly interrogated to ascertain the reasons for the flaw. The flaw could arise due to an interpretation of the curriculum statement, the assessment or the examination guidelines, given that this is the only the second year of implementing the new curriculum. If however members of a panel are found to be incompetent or negligent in the setting of the question papers, their appointment will be immediately terminated. The DoBE also conducts an annual performance evaluation of all examiners and where a panel is deficient in certain skills, additional examiners are appointed to strengthen the team.

3. Out of a total of 197 question papers written by candidates in the 2009 NSC examination, the level of difficulty was found to be appropriate in all the question papers except for Mathematics P1, Accounting and Physical Science. The performance in these subjects was very poor compared to previous years.

It is important to note that with 2008 being the first year of implementation, it was agreed that the cognitive demand of the Mathematics question paper would be phased in over a three year period. Hence, the Mathematics question paper was regarded as being easy by the public in 2008. The cognitive demand of these papers was raised in 2009, as part of the phased in plan of the DoBE. In the case of Physical Science, it has been observed that the Physical Science curriculum is too extensive for Grade 12 and the curriculum is currently under review. The performance in Accounting has also been poor and this has been identified to be a problem related to teaching and learning of the subject, which is also being currently addressed. The responses from the public and the candidates are useful and are expected with the implementation of the new curriculum. These comments will be looked at very closely and every effort will be made to make sure that more appropriate question papers are set in 2010, in these subjects.

Therefore I am convinced that my Department is doing all that is possible to ensure that the 2010 question papers, in the selected subjects are of the appropriate standard.

QUESTION 149

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 11/02/2010

(INTERNAL QUESTION PAPER)

Mr G G Boinamo (DA) to ask the Minister of Basic Education:

1 Whether it is the policy of her department to accept donations from media houses in exchange for the right to publish matric results one day prior to the official release date; if so, what are the relevant details; if not,

2. Whether she has been informed of certain persons in her department (names and details furnished) who allegedly accepted such donations to make this information available; if so, (a) what action has been taken against these persons and (b) what measures are in place to ensure that the media will be granted equal access to matric results on the same date and time in the future? NW 158E

RESPONSE

1. It is not the policy of the Department of Basic Education to accept donations from media houses in exchange for the publication of results in the print and electronic media.

2. However, the Department of Basic Education, did explore the option of requesting a voluntary donation from the media houses, with a view to using such funds to establish a bursary fund that could be used to support indigent candidates. However, the concept was shelved in view of the limited time that was available to set up and administer such a fund. This concept will be further explored in the planning of the release of the 2010 results.

Parliamentary Question 475

NATIONAL ASSEMBLY

Mrs J D Kilian (Cope) to ask the Minister of Basic Education:

(1) (a) How many legal advisers were appointed permanently to her staff complement, (b) how are legal firms or practitioners selected and (c) how often is the list of legal practitioners revised;

(2) whether her (a) Ministry and (b) department from time to time obtain legal services from private legal firms or practitioners; if so,

(3) whether a specific panel of legal firms or practitioners were selected for her (a) Ministry and (b) department; if so, (i) which legal firms or practitioners were selected to serve on the panel for her (aa) Ministry and (bb) department and (ii) what are the names of these firms or practitioners;

(4) (a) what amounts were paid out to the respective firms in (i) 2008 and (ii) 2009 and (b) what was the total cost of outsourced legal services in (i) 2008 and (ii) 2009? NW551E

ANSWER

(1) The Department of Basic Education currently has four legal advisors: the Director: Legal Services, one senior legal administration officer, and two legal administration officers.

(b) As provided for in the State Attorney Act, the Department uses the State Attorney's office as its attorneys of record. Except in exceptional circumstances and on advice of the State Attorney's office, the Department does not employ private attorneys' firms or practitioners. The Department therefore does not use a panel of attorneys. An example of exceptional circumstances is if there is a conflict of interest in that the State Attorney represents two or more departments that have conflicting defences and it would not be ethical to represent all of the departments. Another example is if the State Attorney's office does not have the capacity to perform the legal services required by the Department. In such instances, the Department is guided by the State Attorney's office as to the choice of attorney. The State Attorney may, in terms of its mandate, employ an advocate (who can only be appointed by an attorney). In respect of the choice of advocate, the Department is guided by the State Attorney's office; the choice of advocate is determined by that office's internal policies.

2. Whether her (a) Ministry and (b) department from time to time obtain legal services from private legal firms or practitioners;

The Department of Education has not, in the past 10 years, made use of private legal firms, except with regard to court cases that were inherited from the University of Vista on the closure of that university, in which case, for practical reasons, the State Attorney's office allowed some private firms to continue with some of the cases in which they had been involved on behalf of the University of Vista prior to its closure.

The State Attorney's office does, in complex cases and as is provided for by its mandate, makes use of private advocates from the Pretoria Bar or other bar councils in other parts of the country. The choice of advocate is determined in terms of the internal policies of that office. The State Attorney did appoint advocates in some of the court cases of the Department of Education. In such a case, the cost is initially borne by the State Attorney's office and is then recovered from the Department.

3. See 1 and 2 above.

4. The Department paid the following amounts to the State Attorney's office, mainly in respect of the appointment of advocates from the Bar Council:

2008/9: R504 560, 51

2009/10: R937 116, 47

QUESTION 788

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 23/03/2010

(INTERNAL QUESTION PAPER: 8-2010)

Mr R B Bhoola (MF) to ask the Minister of Basic Education:

(1) What plans does she have to deal with the challenges schools have in funding its security?

(2) What are her plans to give schools policy directives with regard to the form of disciplining of learners after the abolishment of corporal punishment in schools? NW918E

REPLY:

(1) Provincial departments of education have incrementally implemented the provisioning of security officers at schools. The appointment of security officers focused on schools located within the 169 "hotspot areas" (areas identified by SAPS as areas with high crime rates). The Northern Cape has appointed security officers at 72 schools, in Gauteng 43 schools have received security officers, and in the Western Cape the Bambanani Project in partnership with Community Safety has been extensively implemented in schools within the "hotspot areas" A total number of 174 schools are currently benefiting from the Bambanani Project. In KwaZulu Natal the responsibility for the appointment of security officers at schools falls within the ambit of Human Resource Management, and it is estimated that 2000 schools have benefited from this programme.

The Free State, Eastern Cape, Mpumalanga, North West and Limpopo provinces rely on schools to appoint private security agencies where the need arises.

(2) Since the abolishment of Corporal Punishment in schools the Department has developed guidelines for teachers on Alternatives to Corporal Punishment. The document was distributed to provinces and extensive training for principals, teachers and SGB members was done in all provinces. Additionally the Department has partnered with Girls and Boys Town to training nine schools (one school per province) presenting with high levels of crime and violence on Positive Discipline and Classroom Management. This training started in February 2010. It is envisaged that provinces will roll out this programme to more schools where teachers experience challenges regarding the behaviour of learners.

The Department has also developed and distributed to provinces an example Code of Conduct for Learners at all Public Schools to serve as an example for schools to develop their own context specific codes of conduct for learners.

QUESTION 4

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 11/02/2010

(INTERNAL QUESTION PAPER)

Mrs C Dudley (ACDP) to ask the Minister of Basic Education:

1. Whether there is a shortage of high schools in the city and suburbs of Port Elizabeth; if not, what is the position in this regard; if so, what are the relevant details;

2. whether this situation is common to other cities; if so, what are the relevant details;

3. whether her department is taking any steps to address this situation; if not, why not; if so, what steps? NW5E

REPLY:

1. Whether there is a shortage of high schools in the city and suburbs of Port Elizabeth; if not, what is the position in this regard; if so, what are the relevant details;

School infrastructure delivery is the competence of Provincial Departments of Education. Therefore provincial departments must determine the shortage, plan and prioritize and address the issues within the available budget allocation to provide infrastructure in the relevant province. .The province concerned (Eastern Cape) has been requested to provide the required information.

2. whether this situation is common to other cities; if so, what are the relevant details;

As it is a provincial responsibility and each MEC responsible for schools in his or her province must identify school infrastructure needs and to provide schools accordingly. This request has been referred to all the provinces for a response.

3. whether her department is taking any steps to address this situation; if not, why not; if so, what steps? NW5E

As above

QUESTION 7

(DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 19/02/2010)

(INTERNAL QUESTION PAPER)

Mr R A Lees (DA-KZN) to ask the Minister of Basic Education:

Whether there are any educators employed at schools in KwaZulu-Natal who (a) have less than a Grade 12 qualification, (b) have a Grade 12 qualification but with no further education and (c) have a Grade 12 qualification as well as further education but where such further education is not appropriate for learners of the grades they are teaching; if so, how many educators are employed on a (i) permanent and/or (ii) temporary or casual basis to teach (aa) Grades 1 to 6 and (bb) Grade 7 to 12 in each district and school in each case? CW10E

REPLY:

This information is not readily available within the Department of Basic Education and therefore a request has been made to the Kwa-Zulu Natal Provincial Department of Education to provide the information.

QUESTION 18

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 11/02/2010

(INTERNAL QUESTION PAPER)

Mr A P van der Westhuizen (DA) to ask the Minister of Basic Education:

(1) Whether clarity has been reached on whether her Department or the Department of Higher Education will in future be responsible for Umalusi: if not, why not; if so, what are the relevant details:

(2) Whether Umalusi will in future still be quality assuring those learners studying towards the National Certificate (vocational) at FET colleges, if not, to what institution will this responsibility be allocated,: if so, what are the relevant details.

(3) Whether there are any developments affecting the governance or functioning of Umalusi that were brought about by the separation of education into two departments, if not, why not; if so, what are the relevant details. NW20E

RESPONSES

(1) Umalusi will report to the Minister of Basic Education. The changes to the relevant pieces of legislation that will regularise this arrangement are currently dealt withiny the Department of Basic Education (DBE).

(2) The status quo for quality assurance of the NC(V) qualifications by Umalusi remains. Changes to the quality assurance and certification regime will only be considered if the NC(V) qualification structure is changed to the extent that it alters the basis for the award of the NC (V) certificates. In view of the response above, draft protocol agreements between the Minister: DBE and Minister: DHET have been drawn up for specific functions and infrastructure related to FET College exams and certification to be accommodated in the DBE.

(3) The protocol agreements are still in draft form. Details will follow its finalisation.

QUESTION 1307

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 11/04/2010

(INTERNAL QUESTION PAPER: 11-2010)

Mr P F Smith (IFP) to ask the Minister of Basic Education:

(1) What is the average number of hours spent on teacher-student contact instruction per year, in light of the international average of 1000 hours;

(2) whether this has been found to be sufficient; if not, (a) why not and (b) what steps are being taken to improve the matter; if so, on what were her findings based? NW1537E

Reply

(1). The average teacher-learner contact time is 26.1 hours per week. There are 42 weeks in the school calendar hence the average number of hours spent on teacher- per year is 1097.25 hours. On average, South African schools spend learner contact instruction 97.25 hours more compared to the international average of 1000 hours.

(2) The Department is concerned about the quality of teaching during teacher student contact instruction process based on the competence skills that learners acquire. In this regard, the Department has planned to improve the quality teaching through integrated number of interventions which is based on teacher development activities praision of appreciation learning and teaching Support Materials.

QUESTION 1316

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 11/04/2010

(INTERNAL QUESTION PAPER: 11-2010)

Mr N J J van R Koornhof (Cope) to ask the Minister of Basic Education:

(1) (a) How many teachers are expected to take part in Census 2011 and (b) for what period;

(2) whether she foresees any disruption of teaching during that time; if not, what is the position in this regard; if so, what are the relevant details? NW1546E

REPLY:

(1) No information is currently available of how many teachers are expected to take part in Census 2011.

(2) The Minister does not forsee any disruption of teaching time during this period since the process is managed according to Chapter 7 of the Employment of Educators Act, section 33(1)(b) which indicates that no educator shall without the permission of the employer perform or undertake remunerative work outside the educator's official duty or work.

Therefore the educator would have to apply for permission through his line manager (the Principal) who will make a recommendation to the authorizing authority in the relevant Province.

QUESTION 1846

DATE OF PUBLICATION OF INTERNAL QUESTIONPAPER: 04/06/2010

(INTERNAL QUESTION PAPER: 16-2010)

Mr J R B Lorimer (DA) to ask the Minister of Basic Education:

(1) Whether the Eastern Cape province have more than the standard allocation of school educators; if not, what is the position in this regard; if so, (a) how long has it had a surplus of educators, (b) what effect has this surplus had on results and (c) what has been the cost of this surplus in each year since it had the surplus;

(2) whether this surplus of educators allow for smaller classes; if not, why not; if so, what are the relevant details;

(3) whether she has any plans in place to reduce the number of educators to conform to teacher allocation in other provinces; if not, why not; if so, what are the relevant details? NW2128E

REPLY:

(1) The national guideline with regards to the Learner Educator Ratio (LER) is the maximum of 1:40 for primary and 1:35 for secondary schools. There is no guideline in terms of the minimum LER. The average LER in the Eastern Cape Department of Education (ECDoE) is currently at 1:30. The educator post allocations in the ECDE are in line with the budget as determined by the MEC each year.

(a) There are no surplus educators.

(b) There are no surplus educators.

(2) At this stage any surplus would not lead to smaller classes due to infrastructure constraints.

(3) The ECDoE seeks to continuously conform to the national LER guidelines and to determine its post establishment in line with the approved national post provisioning norms and in consultation with labour unions. The Department of Basic Education is supporting the ECDoE in this process.

QUESTION 1210

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 19/04/2010

INTERNAL QUESTION PAPER: 10-2010

Dr J C Kloppers-Lourens (DA) to ask the Minster of Basic Education:

(1) Whether her department has a policy on the translation of exam question papers for the National Senior Certificate Examinations; if not, why not; if so, (a) in which languages are each of the papers initially set, (b) who is responsible for the translation of each paper, (c) who ensures that all translations are correct and that certain learners are not prejudiced by insufficient translations and (d) what are the details of the process or procedure followed with the translations process;

(2) whether language scrutinisers are in any way involved in the process; if not, why not; if so, what are the relevant details;

(3) who is responsible for proofreading the papers;

(4) whether any examiners are given the opportunity to check the final products; if not, why not; if so, what are the relevant details;

(5) who is responsible for the final quality control and signing off of each of the papers? NW1369E

RESPONSE

Dr J C Kloppers-Lourens (DA) to ask the Minster of Basic Education

In response to your questions relating to the Grade 12 2009 National Senior Certificate Examinations please take note of the following procedures followed in the setting, moderation and quality assurance of national question papers which will assist in contextualizing the Grade 12 National Senior Certificate Examinations of 2009.

National question papers go through a stringent process of setting, moderation and quality assurance. Question papers are set by a panel of examiners comprising of a 2- 4 subject experts. The question paper, accompanying memorandum together with all annexures or addendums and analysis grid are submitted for internal moderation. An internal moderator who is recognized as a leader in the subject is brought in to thoroughly interrogate the paper to ensure that it is of the appropriate standard and of the highest quality. Thereafter, the question paper is submitted to the external Quality Assurance Council, Umalusi, who engage the services of the top subject specialists in the country from Higher Education, Subject advisory services, practicing teachers, etc, who finally moderate the question paper based on agreed criteria. Umalusi approves the paper and thereafter there is an intensive process of editing, quality control, proofreading and final approval of paper. It is a requirement that the final print ready copy is approved and signed off by the external moderator before the question paper is handed over for printing and distribution. This process ensures that the question papers are of the highest quality and standard.

1. The setting, moderation and translation of question papers is addressed in the Regulations on the Conduct, Administration and Management of the National Senior Certificate (NSC). In addition the Heads of Education Department have approved the Norms and Standards for the handling of question papers, which also covers the translation of question papers.

(a) Question papers are set in English and thereafter translated into Afrikaans.

(b) Each panel of examiners is constituted in such a way that one examiner is proficient in Afrikaans. It is preferred that translation is done by the examining panel to ensure that language registers and terminology peculiar to the subject are adequately and correctly translated. In the rare case where none of the examiners or the internal moderator is able to do the translation, the translation may be done by the Language Editing unit of the Department of Basic Education (DBE).

(c) The translation that is done by the member of the examining panel is quality assured by the DBE Language editors to ensure that there is correlation between the English and Afrikaans versions of the question paper.

2. Special language editors are appointed to check the language in the papers, after the paper has been edited, translated and moderated, so as to ensure that the language is pitched at the right level and also to ensure that the language accurately captures the essence of the question.

3.+ 4 The final proof reading of each question papers is done by the chief examiner, internal moderator and external moderators who are required to sign a declaration indicating that they have proofread and are satisfied that the question paper, memoranda and all accompanying annexures are correct in every aspect, in terms of content and in terms of the technical aspects relating quality of question papers.

Therefore the final product is only handed over to provincial education departments for printing, after it has been approved by the chief examiner, internal moderator and external moderator.

5. The final quality control and signing off of each paper is the responsibility of the internal moderator (appointed by the DBE) and the external moderator (appointed by Umalusi).

QUESTION 493

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER:

(INTERNAL QUESTION PAPER: 6-2010)

Ms F I Chohan (ANC) to ask the Minister of Basic Education:

(1) Whether the levy of the SA Council of Educators (SACE) of R6,00 per teacher per month will be increased to R20,00 per teacher per month in order to meet rising expenditure at the SACE; if not, what is the position in this regard; if so,

(2) whether she will make a statement on the matter? NW582E

Response

No, the levy will not be increased from R6 per teacher per month to R20 per teacher per month.

The SACE council made a decision to request an increase in the monthly levies from R6 to R20 per educator per month, and requested the Minister to consider this increase, as they are required to in terms of the SACE Act.

Following this request the Minister held discussions with the SACE Council, on the 6th October 2009, to explore issues related to SACE's funding. The Council was persuaded that the levy increase requested be reduced from an additional R14 per educator per month (totalling R20) to R9 per educator per month (totalling R15).

The Department received a letter from SACE dated 3 November 2009 requesting the Minister to consider the Council's new proposal to increase the levy from R6 to R15 per educator per month.

(2) The Minister is currently considering this request. Once all the facts and relevant issues have been taken into account the minister will make a decision. Once the decision is made the Minister will consider whether she will make a statement on the matter.

QUESTION 494

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 5/03/2010

(INTERNAL QUESTION PAPER: 6-2010)

Ms F I Chohan (ANC) to ask the Minister of Basic Education:

What was the total salary expenditure for the SA Council of Educators (SACE) for the (a)(i) 34 permanent and (ii) eight temporary staff members in the 2007-08 financial year, (b)(i) 39 permanent and (ii) four temporary staff members in the 2008-09 financial year and (c) what is the breakdown of the (i) salary, (ii) fringe benefits and (iii) bonus increases in each case? NW583E

Response

(a)(i) R7 032 320

(ii) R104 302

(b)(i) R8 873 823

(ii) R18 357

EXECUTIVES

NAME	BASIC	P/BONUS	FRINGE BENEFIT/OTHER	TOTAL
BRIJRAJ R (CEO)	613 660	164 953	408 999	1 187 612
MAPINDANI GM (CFO)	387 428	130 225	434 489	952 142
TOTAL	1 001 088	295 178	843 488	2 139 754
TOTAL OTHER
STAFF MEMBERS	3 539 062	437 772	2 227 817	6 204 651
GRAND TOTAL	4 540 150	732 950	3 071 305	8 344 405

Total Executives and other staff 8 344 405

Salary provisions 529 418

Temporary staff 19 357

TOTAL 8 893 180

2007/08

EXECUTIVES

NAME	BASIC	P/BONUS	FRINGE BENEFIT/OTHER	TOTAL
BRIJRAJ R	525 683	83 541	351 213	960 437
GALLIE M	427 465	71 294	381 082	879 841
MAPINDANI GM	277 044	44 028	290 517	611 589
TOTAL	1 230 192	198 863	1 022 812	2 451 867
TOTAL OTHER
STAFF MEMBERS	2 466 760	176 826	1 594 850	4 238 436
GRAND TOTAL	3 696 952	375 689	2 617 662	6 690 303

Total Executives and other staff 6 690 303

Salary provisions 342 017

Temporary staff 104 302

TOTAL 7 136 622

QUESTION 495

DAT OF PUBLICATION OF INTERNAL QUESTION PAPER:

(INTERNAL QUESTION PAPER: 6-2010)

Ms F I Chohan (ANC) to ask the Minister of Basic Education:

Whether all stakeholder unions have agreed in specific terms to the purchase by the SA Council of Educators (SACE) of a property of R12 100 000 and the improvements and/or reconstruction of the building projected cost of R49 281 812; if not, (a) who and (b) on what basis; if so, when was this agreement (i) sought and (ii) reached? NW584E

Response

At the outset we wish to point out that Council does not seek specific mandates or agreements from any of the Stakeholders participating in Council regarding impending decisions in Council. Council strives initially to arrive at a Council position on all issues pertaining to its work, including finances and infrastructure. Thereafter Council engages with Stakeholders and other interested parties to explain the rationale of its decisions.

Further, in response to this question, we are informed by Sections 5(d) and 6 of Act no. 31 of 2000 (South African Council for Educators Act of 2000).

Of particular reference to this question is that all Stakeholders indicated in the question form part of the SACE Council, and were present when the decision on the purchase of the building and the subsequent decision to increase the levies to cater for amongst others, the refurbishment of the building, were taken. The attendance register and the minutes in this regard are available on request.

Furthermore, based on the decision of Council to increase the monthly levies to R20.00 per educator, consultations were held with the Minister as stipulated by the SACE Act.

UESTION 117

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 11/02/2010

(INTERNAL QUESTION PAPER)

Dr W G James (DA) to ask the Minister of Basic Education:

How many science teachers are employed in public schools in each province, (b) what (i) is the name, (ii) are qualifications for each teacher, (c) at what school does each teach and (d) what was the matric pass rate for the school? NW124E

REPLY:

a) The table below shows the number of science teachers per province. This is the latest data available based on the EMIS survey that was undertaken in 2008. Data that specifies what subject each teacher is teaching, which is the basis for this inquiry, is not readily available from any of the regular data sources in the Department. The information is in an aggregated form as set out in the table below based on the survey that was undertaken in 2008. (This survey covered all the schools offering mathematics and science in Grade 12).

b) (i) no names can be made available as explained above (ii) qualification level and numbers given in the table below.

c) as explained above no specifics can be given

d) as explained above no specifics can be given

Table 1: Number of Science teachers per province

Province	Number Qualified (REQV13+)	Number Unqualified (REQV 12-)
Eastern Cape	1334	216
Free State	692	273
Gauteng	2671	179
KwaZulu-Natal	1510	405
Limpopo	2498	386
Mpumalanga	674	60
North West	209	44
Northern Cape	922	72
Western Cape	842	76
Total	11352	1711

Source: EMIS Mathematics and Science survey 2008

NATIONAL COUNCIL OF PROVINCES

FOR WRITTEN REPLY

QUESTION 197

Ms M W Makgate (ANC-NW) to ask the Minister of Basic Education:

1. Which directorate of her department is responsible for the payments of service providers for learner transport? CO245E

REPLY:

1. There is no directorate in the Department of Basic Education that is responsible for payments of service providers as this is the competency of the Provincial Departments of Education.

QUESTION 526

DAT OF PUBLICATION OF INTERNAL QUESTION PAPER: (INTERNAL QUESTION PAPER)

Mrs P C Duncan (DA) to ask the Minister of Basic Education:

(1) Whether any steps are being taken to ensure that children and youth with disabilities are receiving quality education; if not, why not; if so, what are the relevant details;

Yes, the Department of Basic Education is taking steps to ensure that children and youth with disabilities are receiving quality education.

1. In 2008 as part of the Inclusive Education Field Test, the Department of Basic Education conducted a situational analysis to assess the needs of special schools and full-service schools. A total of 33 sampled special schools and 4 full-service schools across the country were visited. The findings of the situational analysis revealed that these institutions are contending with acute shortage of resources, making it difficult to provide quality and inclusive education to learners they serve.

2. Flowing from the findings of the situational analysis, between July and December 2009 the Department rolled out a tender to procure and supply assistive devices to 10 of the 37 schools visited. Through this tender:

· R9 million worth of assistive devices, material resources and assistive technology were supplied to the 10 selected schools (7 special and 3 full-service schools) in order to reduce the state of neglect that pervaded special schools in rural and remote areas.

· Learners with physical disabilities were fitted with appropriate, customized wheelchairs with fittings, standing and seating devices.

· Schools for learners with visual impairment were supplied with IT equipment to mitigate the effects of visual loss, such as computers with relevant software, desktop magnifiers, Perkins Braillers, etc.

· 80 Desktop computers were supplied to the schools.

· Devices and therapy packs for hearing-impaired learners were also supplied.

· Alternative and augmentative communication (AAC) software was supplied to enhance teaching and learning of children with communication problems.

· Training was provided in all schools on the use, management and maintenance of the devices and software, including a programme on fine-motor development for foundation phase learners.

The following schools were the beneficiaries:

SCHOOL	PROVINCE
Ebhotwe	Eastern Cape
Agape	Western Cape
Thiboloha	Free State
Silindokuhle	Mpumalanga
Re-Tlameleng	Northern Cape
Thuthukani	KZN
Tshilidzini	Limpopo
Vukuzenzele	Eastern Cape
Mphuphuthe	North West

3. The Department of Basic Education further rolled out a second phase of this tender process between January and March 2010 and 23 of the 37 schools were the added beneficiaries of two computers each, loaded with AAC software. The supply of the equipment happened concurrently with the training of teachers on the usage of such devices. The following schools were the beneficiaries:

Province	School
Eastern Cape	Nompumalanga
Eastern Cape	Ebhotwe
Eastern Cape	Zanokhanyo
Free State	Tswellang
Free State	Leboneng
Free State	Letlotlo
Gauteng	Ezibeleni
Gauteng	Nokuthula
KwaZulu Natal	Khalipha
KwaZulu Natal	Inanda
KwaZulu Natal	Sondelani
Limpopo	Tshilidzini
Limpopo	Tshisaulu
Limpopo	Mokgalabye
Limpopo	Bosele
Mpumalanga	Kamagugu
North West	Meerhof
North West	Ikalafeng
Northern Cape	Kimberley T.C.
Northern Cape	Jannie Brink
Northern Cape	Learamele
Northern Cape	Boitumelo
Western Cape	Noluthando

4. In February 2009, the Department engaged the services of a consultant on a one-year contract to develop a strategy for improving the quality of education for learners with visual loss. 26 Schools serving visually impaired learners were visited to audit services.

5. The Department supplied 25 schools with Brailled and enlarged print books through the Ithuba Books Project for learners with visual impairment in 2009.

6. A plan for procuring prescribed textbooks in Braille and Large Print copies for Blind and partially sighted learners has been drawn up for 2010/11. This is quite an involved process requiring:

· skilled translation and contraction from written text to Braille text;

· costly equipment in the form of embossing, printing and binding machinery and special Braille paper;

· Personnel to man the machines and package the Braille copies.

7. Visually impaired teachers across provinces are participating in a Training Project for Visually Impaired Educators to improve their curriculum delivery through the use of innovative technology.

(2) whether any steps are being taken to ensure that there is sufficient schools with the required, structural and communication accessibility for children and youth with disabilities; if not, why not; if so, what are the relevant details?

The Department is taking gradual steps to ensure that there are sufficient schools with the required, structural and communication accessibility for children and youth with disabilities.

1. Education White Paper 6: Special Needs Education, Building an Inclusive Education and Training System, recommends the conversion of ordinary schools to full-service/inclusive schools as one of the first steps of building an inclusive system.

2. In line with the recommendation, the Department identified 30 ordinary schools for conversion into full-service/inclusive schools of which 10 were allocated funding for physical upgrading. R10 million has already been spent in the process.

3. Eight of the 10 ordinary schools have been fully converted into full-service schools and the remaining two are nearing completion. Table below indicates the 10 schools that were identified for conversion into full-service schools:

PROVINCE	SCHOOL	STATUS
LIMPOPO	Mokgalabye primary	Complete
	Tshisahulu primary	Complete,
MPUMALANGA	Tenteleni Primary	Nearing completion
NORTH WEST	Mphuphuthe primary	Phase 1 Complete Phase 2: is in progress
FREE STATE	Letlotlo primary	Nearing completion
KWAZULU NATAL	Sondelani primary	Complete
	Dover primary	Complete
WESTERN CAPE	J D Crawford	Complete
EASTERN CAPE	Ebhotwe primary	Complete
	Zanokhanyo primary	Phase 1 Complete Phase 2: is in progress

Over and above environmental accessibility which is achieved through physical upgrading, the selected full-service schools have participated in other Inclusive Education activities including advocacy, training on Screening, Identification, Assessment and Support (SIAS) and Inclusive Learning Programme (ILP) as well as other activities initiated by the provinces. The capacity building that full-service schools have received and continue to receive prepares them for inclusivity and therefore relieves special schools of burden due to long lists of referrals.

5. The responsibility for the physically upgrading of the remaining 20 selected full-service schools is in progress and has been taken over by provinces.

QUESTION 904

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 23/03/2010

(INTERNAL QUESTION PAPER: 8-2010)

Mrs. J D Kilian (Cope) to ask the Minister of Basic Education:

(1) Whether the SA Democratic Teachers' Union (Sadtu) tabled a formal proposal with the Education Labour Relations Council (ELRC) to amend the constitution of the ELRC so as to increase the current threshold for the participation of teacher unions; if not, what is the position in this regard; if so,

(2) whether she has considered any findings on the impact that Sadtu's proposal will have on the (a) constitutional right to freedom of association, (b) right to fair labour practices and (c) right to engage in collective bargaining; if not, what is the position in this regard; if so, what are the relevant details;

(3) whether she will make a representation to Cabinet to endorse and implement Sadtu's proposal; if not, why not; if so, how will the labour rights and interests of the other teachers' unions and their members be protected if such unions are excluded from the ELRC;

(4) whether she has conducted a risk assessment of the (a) financial, (b) legal and (c) constitutional consequences of endorsing this proposal; if not, why not; if so, what are the relevant details;

(5) whether she will make a statement on the matter? NW1045E

ANSWER:

(1) Whether, or not SADTU or any other union in the ELRC has submitted a proposal can only be answered by the ELRC. I am mindful of the rules governing bargaining and would not want to jeopardize this process. However should any such proposals have been tabled, research may have to be conducted and/or legal opinions may be obtained before any decision is made by council.

The state is the employer party in the ELRC and constitutes 50% of council. There can be no decision of council without the agreement of the state as employer and the state will only agree to proposals, and make decisions that accord with the constitution of this country and the relevant legislation.

(2) (a) All constitutional rights can only be limited in accordance with section 36 of the constitution.

(b) Section 14 & 16 of the LRA gives only majority unions in workplaces the right to trade union representatives and to disclosure of information;

Furthermore section 23(1)(d) makes collective agreements binding on employees who are not members of a registered trade union or trade unions party to the agreement if – that trade union or those trade unions have as their members the majority of employees employed by that employer in the workplace. The ELRC has enshrined these legal principles in their constitution and would continue to provide a basis for the right to fair labour practices.

(c) The right to Collective Bargaining and the formation of workplace forums are covered by the LRA. However admission to a Bargaining Council is directed by the Constitution of that Bargaining Council. It should be noted that such constitution must be registered and approved by the Registrar of Labour Relations in the Department of Labour.

(3) It is not my intention to make any representation to Cabinet on behalf of or in support of any trade union. The position of the employer party in the ELRC will be based on the values and principles enshrined in the constitution, the prescripts of the legislation, and the best interest of the basic education sector broadly.

(4) No, I will be guided by discussions in the ELRC and await a report on the processes within the ELRC before I make a full assessment on the matter.

(5) It would be premature to pronounce on any position prior to the discussions in the council of the ELRC, where the matter would be fully addressed.

QUESTION 1002

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 30/03/2010

(INTERNAL QUESTION PAPER: 7-2010)

Mr J R B Lorimer (DA) to ask the Minister of Basic Education:

(1) (a) How many (i) local mathematics and physical science teachers have been recruited to teach in public schools in each province through the Incentives for Educators policy as published in Gazette No 30678 (details furnished) and (ii) of those recruited are currently still employed in public schools and (b) what is the annual value in rand of the incentives paid to individual teachers;

(2) whether there is a salary range; if so, what is the range? NW1147E

REPLY

(1) (a) (i) and (ii) Presently none of the Provincial Education Departments(PEDs) are implementing the incentive for mathematics and science teachers. The gazette No 30678 on Incentives for Educators is not confined only to teaching mathematics and science, but is also for remote schools and hard to teach schools;

(b) The annual value in rand of the incentives that could be paid to individual teachers is approximately R14 140.80 before tax.

The policy stipulates that the minimum payment for incentives must be 10% of the starting salary (R141 408) of a qualified educator at REQV 14. At this stage the amount is approximately R1 178.40 per month before tax.

QUESTION 1025

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 30/03/2010

(INTERNAL QUESTION PAPER: 7-2010)

Mr J J van der Linde (DA) to ask the Minister of Basic Education:

(1) How will she ensure that school sports create an environment to promote healthy living and participation within a sporting culture;

(2) whether she will take any steps to solve the problem of sufficient, qualified physical development and movement specialists to offer life orientation subjects in all schools; if not, why not; if so, what are the relevant details? NW1171E

REPLY:

(1) In the 2009 National School Sport Calendar, the Department declared that each school should introduce at least two sport codes for each school term for both boys and girls. It further encouraged both intra and inter school sport leagues for both recreational and competitive purposes. As part of encouraging the promotion of healthy living and participation within a sporting culture for the broader school community, the Department will be establishing School Sport Leagues in at least two districts per province during the current financial year.

The Departments of Basic Education and Sport and Recreation South Africa are finalising the drafting of the school sport policy with all stakeholders that will ensure the maximum participation of all learners in school sport programmes.

(2) Yes. The Department of Basic Education, in partnership with the provinces is rolling out a national Physical Education plan. In the 2010/2011 financial year the focus is on educators and subject advisors for the Foundation Phase. LTSM has been developed in partnership with the Red Cap Foundation and distributed to all provinces. The 5 day training workshops were held successfully in the following provinces: Eastern Cape, North West, and Free State to date.

ANNEXURE A TO NA-QUES 1022 OF 2010

FINANCIAL MISCONDUCT (FORENSIC / DISCIPLINARY CASES FINALISED DURING THE PERIOD 1 APRIL 2009 TO 31 MARCH 2010)
NAME AND CONTACT DETAILS OF EMPLOYEE RESPONSIBLE FOR COMPLETION OF REPORT: Tshuba Mogashoa Tel: (012) 312-8131
NO OF OFFICIALS	(c) CHARGES AGAINST EMPLOYEE	FINDINGS OF DISCIPLINARY ENQUIRY	SANCTION IMPOSED	(d) AMOUNT INVOLVED
7	Theft of toner cartridges, laptop and projector	Guilty	Final Written warning	+-R21 942.00
1	Fraud :Child support grant	Guilty	Final written warning	R4 580.00
1	Fraud :Child support grant	Guilty	Final written warning	R2 840.00
1	Fraud :Child support grant	Guilty	Final written warning	R5 280.00
1	Misused of hired vehicle	Guilty	Final Written warning	R963.00
1	Engaging in transaction or action that is in conflict with or infringement of execution of official duties.	Guilty	Final Written warning	R17 658.00
1	Alleged theft of 01 official computer	Guilty	Dismissal	R11 100.00
1	Fraudulent S & T claims, and Subsidised Cell phone	Resigned before disciplinary hearing	Resigned before disciplinary hearing	R11 326.53
2	Misuse of official transport and petrol card	Guilty	Written warning	R418.70
2	Alleged financial mismanagement	Matter transferred to new employer to effect disciplinary action. (Dept of Transport: KZN)	Matter transferred to new employer to effect disciplinary action. (Dept of Transport: KZN)	R201 913.80
1	Fruitless and wasteful various expenditures	Matter transferred to new employer to effect disciplinary action. (Dept of Transport: KZN)	Matter transferred to new employer to effect disciplinary action. (Dept of Transport: KZN)	R200 135.11

QUESTION 1531

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 21/05/2010

(INTERNAL QUESTION PAPER: 2010)

Mr J R B Lorimer (DA) to ask the Minister of Basic Education:

Whether her department and/or any of its entities have purchased any tickets for (a) the 2010 Fifa World Cup Soccer tournament, (b) the Cape Town International Jazz Festival and (c) any other entertainment event in the (i) 2009-10 financial year and (ii) during the period 1 April 2010 up to the latest specified date for which information is available; if not, what has been the position in each case; if so, in each case, (aa) what is or has been the date of the event, (bb)(i) how many tickets have been purchased and (ii) why, (cc) what has been the total cost of the tickets and (dd)(i) to whom has each of these tickets been allocated and (ii) on what was the decision for the allocation of these tickets based? NW1787E

RESPONSE

The above question has been circulated to all directorates in the Branch for Social Responsibility and Support Services. All managers and their subordinates have responded that their units have not purchased any 2010 FIFA World Cup Tickets or Cape Town International Jazz Festival Tickets or tickets to any other entertainment event during the 2009-10 financial year.

29 December 2010 - Question:Minister of Cooperative Governance

MPs to ask the Minister of Cooperative Governance and Traditional Affairs

Source
Link

Reply:

QUESTION NO: 296

PUBLISHED IN INTERNAL QUESTION PAPER NO 02 OF 19 February 2010

Mr N Singh (IFP) to ask the Minister of Cooperative Governance and Traditional Affairs:

(1) (a) How many community development workers have been engaged by municipalities countrywide and (b) Provincial CoGTA. who is responsible for the salaries of these community workers;

(2) Whether his department is involved in successfully engaging these community workers; if not, why not; if so, what are the relevant details;

(3) Whether he will make a statement on the matter? NW312E

Reply

(1) According to the information received from the Department of Public Service and Administration there are 3153 community development workers engaged at ward level (b) The Provincial Departments of Cooperative Governance and Traditional Affairs or premier's offices are paying the salaries of the CDWs.

(2) The provinces as employers are dealing with the daily operations of the CDWs.

(3) No.

QUESTION NO: 1522

PUBLISHED IN INTERNAL QUESTION PAPER NO 14 Of 21 May 2010

Mr W P Doman (DA) to ask the Minister of Cooperative Governance and Traditional

Affairs:

Whether there are any consequences for an executive mayor and the mayoral committee members when the municipality they govern is placed under administration in terms of section 139 of the Constitution; if not, why not; if so, what are the relevant details? NW1778E

Reply

If the Municipality is placed under administration in terms of Section 139 (1 )(b) of the Constitution, normally all the executive functions of the executive mayor or mayoral committee related to that particular identified executive obligation will be assumed by the Administrator, but the Mayor and Mayoral Committee will still be responsible for all the other executive obligations. However, if the Administrator is assuming all the executive obligations of the executive mayor and mayoral committee, then the mayor and mayoral committee will be left without any executive obligations. In both these instances the Mayor and the Council remains with the legislative Authority over all the functions.

If the administration is in terms of section 139(1)(c) both the executive and legislative functions are taken away by the Administrator, as the Council is dissolved until a new Council is elected. Dissolution would mean the Mayoral Committee and Executive Mayor being stripped of their duties of executive functions as well as legislative functions. The remuneration package does not get to be paid out to the Executive Mayor and Mayoral Committee as the Municipal Council has been dissolved.

QUESTION NO: 1187

PUBLISHED IN INTERNAL QUESTION PAPER NO 10 OF 19 April 2010

Ms M Wenger to ask the Minister of Cooperative Governance and Traditional Affairs:

Whether there are any national laws stipulating safety measures that must be enforced for domestic swimming pools and other water bodies such as fish ponds; if so, (a) what are these safety measures, (b) who enforces these safety measures; if not, (a) why not and (b) who is responsible for the development and implementation of these safety measures?

Reply

Available national Laws

There are national laws stipulating safety measures that must be enforced for domestic swimming pools and other water bodies such as fish ponds, This is in terms of the National Building Regulations and Building Standards Act (Act No, 103 of 1977), and on the recommendation of the Council of the South African Bureau of Standards which came into operation on the 1 October 2008,

Furthermore, in terms of section 14 of the Municipal Systems Act, the Minister of the Department of Cooperative Governance and Traditional Affairs, at the request of organized local government representing local government nationally, or after consulting the MECs for local government and organized local government, may by notice in the Gazette- make standard draft by-laws concerning any matter, including standard draft rules and orders referred to in section 160 (6) of the Constitution, for which municipal councils may make by-laws,

(a) what are these safety measures?

In terms of the National Building Regulations and Building Standards Act, Regulation 04 sub regulation (1) the owner of any site which contains a swimming pool shall ensure that access to such swimming pool is controlled and (2) any owner who fails to comply with the requirement of sub-regulation 1 shat! be guilty of an offence, The requirements of regulation 04 shall be deemed to be satisfied where change in level, the design of access to swimming pools, as the case may be, complies with SANS 10400-0.

(b) Who enforces these safety measures?

The municipalities enforce the measures. A Municipal Manager of a Municipality in terms of section 13 of the Local Government: Municipal System Act, 2000 (Act 32 of 2000), read with section 162 of The Constitution of the Republic of South Africa, 1996(Act 108 of 1996), publishes the Swimming Pools and Spa Baths By-laws which have been approved by the Municipal Council.

QUESTION NO: 1200

PUBLISHED IN INTERNAL QUESTION PAPER NO 10 OF 19 April 2010

Mr S Mokgalapa (DA) to ask the Minister of Cooperative Governance and Traditional Affairs:

(1) Whether he has been informed of the expropriation of plots of land in Winterveldt by the City of Tshwane; if not,

(2) whether he will launch an investigation into the matter; if not, why not; if so, what are the relevant details;

(3) what are the details of the process that is being followed in the investigation into the expropriation;

(4) whether he intends taking any steps to rectify this matter; if not, why not; if so, what are the relevant details? NW1358E

ANSWER

The matter has not been brought to my attention and thus cannot comment. However, the details if in possession by the member will assist in mapping the appropriate intervention.

QUESTION NO: 1200

PUBLISHED IN INTERNAL QUESTION PAPER NO 10 OF 19 April 2010

Mr S Mokgalapa (DA) to ask the Minister of Cooperative Governance and Traditional Affairs:

(1) Whether he has been informed of the expropriation of plots of land in Winterveldt by the City of Tshwane; if not,

(2) whether he will launch an investigation into the matter; if not, why not; if so, what are the relevant details;

(3) what are the details of the process that is being followed in the investigation into the expropriation;

(4) whether he intends taking any steps to rectify this matter; if not, why not; if so, what are the relevant details? NW1358E

Reply

(1) The said municipality, City of Tshwane Metropolitan Municipality, could not confirm if they had informed this Department of the expropriation of plots in Winterveldt. This Department has no record of any communication received from the City of Tshwane in this regard. In investigating this matter so as to respond to this parliamentary question, this Department was informed by the City of Tshwane that it did, on three separate occasions, during 2003, 2005 and 2007, expropriate land in Winterveldt Agricultural Holdings for housing purposes and that all the statutory prescriptions in this regard were met, including obtaining the prior written approval of the Gauteng and North-West Provincial MECs' for Local Government and Housing.

(2) Based on the information provided by the City of Tshwane Metropolitan Municipality, this Department sees no need to launch an investigation into the matter. The Department is satisfied that the expropriation of Winterveldt does not violate any section of the Constitution, especially in terms of Section 25 (Property) and Section 26 (Housing). The current upgrading and development of Winterveldt ( which was until fairly recently, a densely-populated informal settlement on privatelyowned agricultural land ) is much more than just a housing construction project - it is a holistic development programme - which the City of Tshwane Metropolitan Municipality has ambitiously cast into the mould of the Winterveldt Reconstruction and Redevelopment Programme ( WRRP ) - The WRRP is based on an eight year Business Plan with developmental programmes which are collectively aimed at the eradication of the housing and infrastructure backlogs in Winterveldt, as well as a spectrum of urban renewal projects aimed at enhancing the social, economic and institutional sustainability of Winterveldt as an urbanized and integrated suburb of the City of Tshwane.

(3) The City of Tshwane has confirmed that it is not true that people's houses are being demolished, as alleged, without compensation. After extensive negotiations and consultations with the affected community in Winterveld, it was agreed that the following procedure would be followed when approved housing beneficiaries are relocated into their new RDP houses: As soon as a specific number of houses have been approved by the Inspectors for occupation, the officials of the Housing Department inform the housing beneficiaries that their new RDP house is ready for occupation and on which date they will be relocated into their new house. As soon as the said beneficiary has moved into his/her new house, his/her informal shack is then demolished by the Security Company appointed by the Municipality as a proactive measure of ensuring that that particular shack is not subsequently occupied by another family coming from outside of Winterveldt, which, if it were allowed to occur, would defeat the Municipality's objective of eliminating the housing backlog and also create opportunity's for queue-jumping.

(4) In light of the responses provided above, the Department sees no need at this stage to take any steps.

THIS FILE CONTAINS 25 REPLIES.

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QUESTION NO: 3512

PUBLISHED IN INTERNAL QUESTION PAPER NO 39 OF 26 November 2010

Mr J R B Lorimer (DA) to ask the Minister for Cooperative Governance and Traditional Affairs:

(1) Whether (a) his department and (b) any entities reporting to his department provided any financial support to the National Youth Development Agency (NYDA) for the World Festival of Youth and Students to be held in Pretoria in December 2010; if not, why not; if so, (i) what amount was provided to the NYDA, (ii) from which budget were these funds drawn, (iii) who made the decision to provide these funds to the NYDA and (iv) how is this (aa) decision and (bb) amount justified;

(2) whether the NYDA made any other request to (a) his department and (b) any entities reporting to his department to provide support to the festival; if not, what is the position in this regard; if so, what are the relevant details? NW4351 E

Reply

The Department has not transferred any funds to the NYDA for the said festival and we have no know1edge of any request made by the Agency for funding towards such a festival.

QUESTION NO: 3464

PUBLISHED IN INTERNAL QUESTION PAPER NO 39 OF 26 November 2010

Mr J R 8 Lorimer (DA) to ask the Minister for Cooperative Governance and Traditional Affairs:

(a)How many employees of (i) his department and (ii) any entities reporting to his department who are on level 11 salary scale and above have been suspended with ful1 pay (aa) in the 2009-10 financial year and (bb) during the period 1 April 2010 up to the latest specified date for which information is available and (b) what is the total amount of money that was paid by his department in respect of these salaries? NW4299E

Reply

FINANCIAL YEAR	NUMBER OF EMPLOYEES SUSPENDED	DATE OF SUSPENDED	AMOUNT INCURRED
2009/2010	0	N/A	N/A
2010/2011	1	30 March 2010	R506 843,87

QUESTION NO: 3455

PUBLISHED IN INTERNAL QUESTION PAPER NO 39 OF 26 November 2010

Mr G R Krumbock (DA) to ask the Minister for Cooperative Governance and Traditional Affairs:

Whether the Ekurhuleni Metro has taken out any loans or bonds since the 2000-01 financial year; if not, what is the position in this regard; if so, (a) how many loans or bonds were taken out, (b) on which dates and (c) what (i) is the value of each loan or bond, (ii) are the interest and repayment conditions for each loan or bond and (iii) is the time frame of the repayment of the loan or bond? NW4290E

Reply

Response from the Ekurhuleni Metropolitan Municipality (EMM):

Yes, the EMM has taken both loans and bonds since the 2000/2001 financial year.

The following loans were taken up:

- December 2001 - RiS0 million from INCA @ 12.25% (Annuity Loan)

- March 2002 - R150 million from DBSA @ 13.5% (Annuity Loan)

- March 2003 - R291 m consolidation of existing DBSA loans @ 12.2%

(Annuity Loan) (restructuring of existing loans, not additional funding)

- July 2004 - R400m from ABSA @ 11.99% (Bullet repayment)

- May 2009 - R1.1 b from Nedbank @ 10.78% (Annuity Loan)

- February 2010 - R400m from ABSA @ 11.68% (Annuity Loan)

- March 2010 - R200m from ABSA @ 11.68% (Annuity Loan)

- April 2010 - R200m from ABSA @ 11.68% (Annuity Loan)

- July 2010 - R815m - Municipal Bond @ 10.56% (Bullet repayment) -

R4b Domestic Medium Term Note Programme has been registered with the JSE.

A further R800m bond tapping is scheduled for January / February 2011.

The National Treasury Quarterly Return on Borrowings is attached as additional information.

QUESTION NO: 3433

PUBLISHED IN INTERNAL QUESTION PAPER NO 39 OF 26 November 2010

Mr E J Marais (DA) to ask the Minister for Cooperative Governance and Traditional Affairs:

(1) Whether he has a plan for (a) large-scale services and (b) the (i) shortfalls and (ii) maintenance in respect of such services; if not, why not; if so, what are the relevant details;

(2) whether he has submitted an application to National Treasury to make funds available for this purpose in the 2011-12 financial year; if not, why not; if so, what are the relevant details? NW4207E

Reply

(1)(a)The Department is in the process of finalising proposals with regard to the establishment of a Bulk Infrastructure Fund that would focus on unlocking the delivery of reticulation services by funding bulk infrastructure that includes the upgrading, refurbishment and rehabilitation of bulk infrastructure such as Water and Waste Water Treatment Works, especially in rural areas.

(b)(i) The shortfall in bulk infrastructure is estimated in the region of R400

billion.

1(b)(ii) The maintenance for bulk infrastructure municipalities for which municipalities are responsible for, should be accommodated through current operating revenue streams such equitable share allocations and rates and taxes.

(2) An application was submitted to National Treasury in respect of the funding for bulk infrastructure over the 2011/12 Medium Term Expenditure Framework period which amounts to R26,3 billion. National Treasury is still in the process of evaluating the funding request.

QUESTION NO: 3363

PUBLISHED IN INTERNAL QUESTION PAPER NO 37 OF 12 November 2010

Mr P F Smith (IFP) to ask the Minister for Cooperative Governance and Traditional Affairs:

Whether the average age of municipal debt is increasing compared to previous years; if so, (a) what are the reasons that he has identified for this trend and (b) what are the implications in respect of (i) credit control and (ii) collection? NW4193E

Reply

Yes, (a) this is due to the need to strengthen our debt collection and revenue enhancement at municipal level (b) (i) and (ii) in terms of credit control and revenue collection, the Department has intervened through the implementation of the Local Government Turn-Around

Strategy and the implementation of outcome 9 signed between myself and the President.

QUESTION NO: 3335

PUBLISHED IN INTERNAL QUESTION PAPER NO 37 OF 12 November 2010

Ms N P Gcume (Cope) to ask the Minister for Cooperative Governance and Traditional Affairs:

Whether his department has taken any steps to deal with issues affecting service delivery in the Qawukeni Municipality in the Eastern Cape; if not, why not; if so, what steps? NW4167E consioutise

Reply

The Department of Cooperative Governance and Traditional Affairs conducted an assessment in all the municipalities in the Republic of South Africa to ascertain the State of Local Government challenges and opportunities that were prevalent in various municipalities and the Ngquza Hill Municipality as it is called now was not an exception.

The state of Local Government Report has identified amongst others that in this municipality the following are challenges:

· Low revenue base

· Problems of financing by the National Treasury using the FFC formula

· Service delivery backlogs

· Conflict within the council

· High unemployment and poverty rate

When the Local government turnaround strategy was rolled out to various municipalities to address the challenges which were discovered during the local government assessment all municipalities were workshopped just to get to the understanding on the crafting of Municipal Turn Around Strategies and their implementation. This was done after an intensive workshop on the Local Government Turn Around Strategy. Through the efforts by this Department the Municipality was then able to develop its own MTAS and all the projects are linked to the MTAS and the lDP.

The Mayor of the municipality has through the initiatives of outcome nine (9) and its seven (7) outputs signed a delivery agreement on the 30 September 2010. The signing of this agreement is to ensure that this municipality is responsive, accountable, effective and efficient.

The provincial government of the Eastern Cape is empowered by all laws in this including Section 139 of the Constitution to deal with municipalities in their own jurisdiction. The Honourable Member may ask members of her political party in the Eastern Cape Legislature to ask this question.

QUESTION NO: 3317

PUBLISHED IN INTERNAL QUESTION PAPER NO 37 OF 12 November 2010

Mr P F Smith (IFP) to ask the Minister for Cooperative Governance and Traditional Affairs:

(1) Whether h is department is working with other state agencies to deal with municipal corruption more effectively; if so, (a) what agencies, (b) what are the working arrangements (c) what is the geographical scope of the investigations, (d) what (i) human and (ii) other resources are being devoted to this initiative and (e) how are particular investigations prioritised;

(2) Whether the initiative is .applicable to alleged corruption extending as far back as' the establishment of municipalities in 2000; if not, why not;

(3) Whether, in view of his department's writ, the initiative also applies to corruption in the nine provinces and the national sphere; if not, why not, in each case; if so, what are the relevant details in each case? NW4144E

Reply

(1 ) Yes, the Department is· working with other state agencies to deal with municipal corruption more effectively. (a) the Special Investigating Unit (SIU), (b) the working arrangements with the SIU are by a presidential proclamation, unless there is a Memorandum of Understanding signed between the SIU and the concerned provincial department responsible for localgovernment affairs, (c) the geographical scope of the investigations is reliant on the nature of allegations levelled against each of the municipality, (d) (i) specialised forensic investigators and (ii) financial resources are deployed in conducting the investigation, (e) priority for investigations is given to cases that have the potential negative impact on service delivery.

(2) Yes, other reported cases are investigated by provincial departments responsible for local government and .covers periods back to the year 2000.

(3) No, the mandate of the department is limited to municipalities and provincial departments responsible for local government. National and other provincial departments are the responsibility of the Department of Public Service and Administration.

QUESTION NO: 3220

PUBLISHED IN INTERNAL QUESTION PAPER NO 37 OF 12 November 2010

Mr J R B Lorimer (DA) to ask the Minister for Cooperative Governance and Traditional Affairs:

What is the (a) total cost and (b) number of copies of each (i) annual report and (ii) report on strategic plans that was produced by (aa) his department and (bb) any of its entities in the 2009-10 financial year? NW4034E

Reply

The CoGTA Annual Report for 2009/10 and the strategic plan for the financial year were produced and the details are as follows:

Name	Financial Year	Budgeted Cost	Actual Cost	Number Copies Of Printed	Number Copies Of Distributed
CoGTA Annual Report	2009/10	R 500 000	R 287 460.78	1 500	Being distributed
CoGTA Business Plan	2009/10	R 500 000	R 52 455.11	800	550
South African Cities Network	2009/10	R75000	Still under production no final cost yet	Not printed yet (300 planned)	Nil
Municipal Demarcation Board	2009/10	R160,000	R73,638.30	700	482
National House of Traditional Leaders	2009/10	Part of funds allocated for communications	R26298.66	1500	1500
National House of Traditional Leaders – Strat Plan	2009/10	N/A	R24 333.30	1000	1000
South African Local Government	2009/10	R 350,000	R 325,178.16	5000	5000
CRL Commission	2009/10	R300 000 Part of funds allocated for communications	R109440.00	1000	1000
CRL Commission	2009/10		R1 478. 81	12 digicards 12 CD's	12 digicards 12 CD's

QUESTION NO: 3139

PUBLISHED IN INTERNAL QUESTION PAPER NO 36 OF 05 November 2010

Mrs M Wenger (DA) to ask the Minister for Cooperative Governance and Traditional Affairs:

Whether, with reference to copper thefts at Sabie's main pump station that left the town without water on 25 October 2010, municipalities are required to provide security at such pump stations in order to protect the supply of clean water; if not, (a) why not and (b) how is the supply of water protected; if so, what are the relevant details? NW3939E

Reply

According to the report received from Thaba Chweu Municipality

 The premises has a 2,4m high razorblade security fence with a locked gate.

 During the incident on 26 October 2010, access was gained to the premises by cutting a hole in the security fence.

 After the incident, they have arranged for security guards to protect the premises.

 A detection system has been installed which activates an alarm and sends an SMS to the personnel on duty, the moment there is tampering taking place. The pumps are switched off when the Electricity is cut.

QUESTION NO: 3004

PUBLISHED IN INTERNAL QUESTION PAPER NO 34 OF 29 October 2010

Mr M H Steele (DA) to ask the Minister for Cooperative Governance and Traditional Affairs:

(1) (a) Who are the members of his department's audit committee since 1 April 2010, (b) when were these members appointed and (c) how many (i) properly constituted, (ii) quorate, (iii) invalid and (iv) non-quorate meetings has the audit committee held;

(2) whether any issues of (a) internal control or (b) risk management have been (i) identified by and (ii) reported to the accounting officer of the audit committee; if not, why not, in each case; if so, what are the relevant details in each case? NW3718E

Reply

(1) (a) The members of the Department's audit committee are as follows;

· Ms Nonhlanhla Khumalo- Interim Chairperson

· Mr William Ndlovu - member

· Mr Thomas Ntuli - member

(b) Audit Committee members were recruited and inaugurated in March 2010

i. Yes, they are properly constituted with diverse experience

ii. All three members were present in all the meetings held during the current financial period

iii. No invalid meeting took place

iv. There was no non-quorate audit committee meeting which took place during the current financial period.

(2) (a) The internal financial controls for the previous financial year were reported as not effective, however, during the current financial year management has put measures in place to improve the control environment, e.g. Annual Financial Statements checklist has been developed. Department has resuscitated the Internal Audit Steering Committee meeting which will convene and oversee all the audit matters and advice the Accounting Officer accordingly.

(b) The department did not conduct a formal risk assessment during the previous financial year. The risk assessment for the current financial year has been conducted and it will be used to direct internal audit efforts. The risk assessment report will be used to develop the internal audit plan where high risk areas will be subjected for auditing. Reports on how risks are being mitigated will be issued to the Accounting Officer and the Audit Committee.

QUESTION NO: 2992

PUBLISHED IN INTERNAL QUESTION PAPER NO 34 OF 29 October 2010

Mrs M Wenger (DA) to ask the Minister for Cooperative Governance and Traditional Affairs: [*93.] [Question submitted for oral reply now placed for written reply because in excess of quota [Rule 108(8)]

What (a) is the total number of ward committee members and (b) has been the total cost of their stipends in the 2008-09 financial year? NW2529E

Reply

The total number of ward committee members is 37750.
The Department does not keep records on stipend for ward committee members. However this information will be forwarded to the member once it becomes available.

QUESTION NO: 2991

PUBLISHED IN INTERNAL QUESTION PAPER NO 34 OF 29 October 2010

Mrs M Wenger (DA) to ask the Minister for Cooperative Governance and Traditional Affairs: [*92.] [Question submitted for oral reply now placed for written reply because in excess of quota [Rule 108(8)]]

Whether any funds have been earmarked by his department to assist the Sedibeng District Municipality with their regional sewer works; if not, what is the position in this regard; if so; how much money has been set aside for this purpose? NW2528E

Reply

The Department of Water Affairs is currently undertaking an environmental impact assessment for the development of Sedibeng Regional Sewer scheme Project.

The financial implications for the project will be finalised with proposals to undertake Public Private Partnerships to support the development of the scheme. Once these are finalised the commitments from the department will be made through the Municipal Infrastructure grant.

A meeting between the Minister and the Mayor is in the pipeline to also discuss this project.

QUESTION NO: 2968

PUBLISHED IN INTERNAL QUESTION PAPER NO 32 OF 22 October 2010

Mr D C Ross (DA) to ask the Minister for Cooperative Governance and Traditional Affairs:

Whether any (a) funding or (b) implementation plans have been set in place to deal with the dysfunctional water supply and purification system in the Brandfort region in the Masilonyana Municipality; if not, why not; if so, what are the relevant details in each case? NW3660E

Reply

(a) Yes an amount of R8,030,507.00 is registered as a Municipal Infrastructure Grant project for the Upgrading of the Brandfort Water Purification Plant.

(b) An implementation plan does exist and the site was handed over to the Contractor Big Bravo on 9 June 2010. The project is currently under construction. The project is at 32% progress and the expected completion dateis March 2011.

QUESTION NO: 2941

PUBLISHED IN INTERNAL QUESTION PAPER. NO 32 OF 22 October 2010

Mrs M Wenger (DA) to ask the Minister for Cooperative Governance and Traditional Affairs:

(1) Whether, with reference to the service delivery demonstrations in

Itsoneng on 5 October 2010, any research has been conducted into the causes of the demonstrations; if not, why not; if so, what causes have been identified;

(2) (a) what basic services are residents of itsoneng receiving, (b) what sanitation is provided for Itsoneng, (c) how many flush toilets are in operation, (d) how many people are still without access to flush toilets, (e) what plans are in place to increase the provision of flush toilets for Itsoneng, (f) what is the sanitation budget for Itsoneng, (g) how much of itsoneng's 2009-10 budget was a1located for delivering basic services and (h) what portion of the budget for service delivery was spent in the 2009-10 financial year? NW3637E

Reply

1) In a preliminary investigation conducted by the Local Authority (the City of Johannesburg), it was reported that a conflict resulted when the security to control access to the informal settlement prevented building materials to be taken into the informal settlement in an attempt to contain the growth of the settlement. This resulted in a violent demonstration to which a person was killed, a Johannesburg Metro Police Department vehicle was set alight and other individuals were injured. This matter is now being investigated by South African Police Services.

2) In responding to this question, it must be clarified that this is an informal settlement and that the following rudimentary services are being provided. The Province and the City has initiated a project to formialise this settlement into a development that is commonly referred to as Malibongwe Ridge. The legal processes, (environmental authorization and township establishment) is far advanced. The inclusion of the land on which the settlement is situated into the project is also far advanced but not concluded as yet. Once all approvals are obtained and the land acquisition process concluded, the project will be in a position to proceed on the same basis as Cosmo City, but subject to budget approvals.

The residents have access to basic sanitation and basic water.

Access to water is obtained through stationary water tanks and 36 (6 tap) communal standpipes.

Most stands are serviced with Ventilated Improved Pit latrines (VIP's). The settiement also has some chemical toilets.
No households are serviced with flush toilets.
All households are without access to flush toilets.
Currently no households are serviced with flush toilets. The Provincial Department of Housing and Local Government plans to formalize the township in order to provide permanent water and sanitation and provision of housing.
There is no budget allocated for 2009/10 financial year.
There is no budget provision as the basic service have been provided.
Not applicable as it relates to the above response on (G).

QUESTION NO: 2946

PUBUSHED IN INTERNAL QUESTION PAPER NO 32 OF 22 October 2010

Mrs M Wenger (DA) to ask the Minister for Cooperative Governance and Traditional Affairs:

Whether the bucket system of sewage collection is still being used in Gauteng; if so, (a) in which (i) communities and (ii) municipalities is the system being utilised, (b) what steps have been taken to replace this system and (c) by what date is the project to replace the bucket system expected to be completed? NW3636E

Reply

Merafong City Local Municipality

The bucket system of sewage collection is still being used in the Merafong City Local Municipality in the following communities:

(a) (i) Khutsong - Number of buckets in use: 80

(ii) Kokosi - Number of buckets in use: 145

(b) All bucket systems were initially eradicated but were partly reinstated due to community demand emanating from the fact that families had to share VIP toilets installed as part of the eradication programme.

(c) The bucket system will again be eradicated after completion of the Informal Sanitation project scheduled for implementation during this financial year. Priority will be given within this project to first start with the eradication of the remaining bucket systems as reflected above.

Merafong City Local Municipality is presently in process of drafting tender documents with the project due to be advertised in November. Project implementation is scheduled for January 2011 taking into account the annual closure of construction over the December festive period. Complete eradication of the present bucket is anticipated to be completed by April 2011 latest.

Lesedi Local Municipality

(a)

I. There are some buckets being used in Ratanda community. A site visit was conducted and about 52 buckets were identified to our knowledge.

II. It is in Lesedi Local Municipality.

(b) Lesedi Local Municipality is currently servicing these buckets with their own funds. There is a plan in process to relocate the people to the formalized settlement of Albert Nkosi. This is a housing problem due to land invasions. Currently, sewer systems have been completed and water systems are being put in place. It is hoped by end of the financial year the problem will be resolved.

(c) Everything is expected to be completed by March 2011. However, some who have been rejected due to lack of IDdocuments, there is an interim place to provide them with VIP toilets.

QUESTION NO: 2684

PUBLISHED IN INTERNAL QUESTION PAPER NO 29 OF 17 September 2010

Mrs M Wenger (DA) to ask the Minister for Cooperative Governance and Traditional Affairs:

Whether all service charges at stadiums incurred by the Local Organising Committee (LOC) and Fifa have been paid; if not, why not; if so, what are the relevant details? NW3349E

Reply

No.

Only the Nelson Mandela Bay Metropolitan Municipality has been fully settled by the 2010 FIFA World Cup Organising Committee South Africa (LOC) for the utilisation and consumption of municipal services during the 2010 FIFA World Cup.

For the remaining eight Host Cities, the LOC has indicated that they are awaiting more detailed information and other supporting documentation to be provided by the relevant Stadium Authority / Host City before they could finalise payment for the utilisation and consumption of municipal services during the 2010 FIFA World Cup,

The Ministry of Cooperative Governance and Traditional Affairs will continue to monitor the situation and ensure that the relevant municipalities provide the outstanding information to the LOC, and that the LOC settles all claims in this regard.

QUESTION NO: 2682

PUBLISHED IN INTERNAL QUESTION PAPER NO 29 OF 17 September 2010

Mr D CRoss (DA) to ask the Minister for Cooperative Governance and Traditional Affairs:

Whether all municipalities have reported and provided information to his department in terms of section 27 of the Electricity Regulation Act, Act 4 of 2006, regarding debts owed to Eskom; if not, (a) why not and (b) what action has he taken to ensure compliance; if so, (i) what amount is owed to Eskom by each municipality and (ii) what steps will he take to ensure that municipalities pay their debts?

Reply

Please see attached for reply

QUESTION NO: 2542

P BLISHED IN INTERNAL QUESTION PAPER NO 28 OF 13 September 2010

Mr. P F Smith (IFP) to ask the Minister of Cooperative Governance and Traditional Affairs:

Whether the Commission for the Promotion and Protection of the Rights of Cultural, Religious and Linguistic Communities (CRL) is functioning as envisaged by its founding statute; if not, (a) why not and (b) what steps has he taken to ensure that the commission fulfils its mandate; if so, how has this conclusion been reached? NW3164E

Reply

(a) Yes1 the CRL Commission is executing legislated mandate within the available capacity and resources approved by Parliament and as reported annually through its Annual Report to Parliament.

(b) The Ministry for Cooperative Governance and Traditional Affairs provides financial resources to the Commission on annual basis. Nothwithstanding the above, the Ministry has since initiated a Strategic Planning workshop where the Business Plan of the Commission was discussed, and the Commission will report progress on a quarterly basis with effect from April 2011.

QUESTION NO: 2514

PUBLISHED IN INTERNAL QUESTION PAPER NO 26 OF 03 September 2010

Mr J J Mc Gluwa (ID) to ask the Minister for Cooperative Governance and Traditional Affairs:

(1) Whether he has launched an investigation into allegations that rural villagers in Limpopo have still not received proper access to boreholes because of problems with tenders (details furnished); if not, why not; if so, (a) when and (b) what are the further relevant details;

(2) Whether he will take any steps in cases where tender problems or any other problems have prevented the proper installation of boreholes; if not, why not; jf so, what are the relevant details? NW3090E

Reply

(1)The Minister has not received any complaint in this regard, but invite anyone with information on such allegations to come forward for his consideration.

(2)Yes, if any information relating to tender irregularities comes to his attention, he will take the necessary action.

QUESTION NO: 2451

PUBLISHED IN INTERNAL QUESTION PAPER NO 26 OF 03 September 2010

Mrs M Wenger (DA) to ask the Minister for Cooperative Governance and Traditional Affairs:

(1) Whether his department will take steps to clarify the uncertainty surrounding the (a) future and (b) administration of the Municipal Councillors Pension Fund; if not, why not; if so, what steps;

(2) whether his department will release an audited statement for the fund in light of the fact that none had been released in the past four years; if not, why not; if so, when;

(3) Whether any action will be taken against administrators of the fund if the audit reveals mismanagement; if not, why not; if so, what are the relevant details? NW3019E

Reply

(1)Anational task team has been established and provincial meeting have been held to address issues surrounding the Municipal Councillors Pension Fund.

(2)The task team is working directly with the Registrar of Pension Funds on these matters, from ourside; we will be guided by their report while dealing with the matter.

(3)The Registrar is now in the final phase of concluding his investigation into the affairs of the Fund and a further meeting with the national task team is to be held to consider possible steps to be taken against those found to have acted irregularly.

QUESTION NO: 2450

PUBLISHED IN INTERNAL QUESTION PAPER NO 26 OF 03 September 2010

Mrs M Wenger (DA) to ask the Minister for Cooperative Governance and Traditional Affairs:

Whether any action will be taken against parties responsible for sending out a memorandum contrary to the Government's official position on the purchasing of 2010 Fifa World Cup Soccer tournament tickets by municipalities; if not, why not; if so, what action? NW3018E

Reply

Prior to the commencement of the 2010 FIFA World Cup, the National Treasury issued a circular to municipalities indicating that the spending of municipal funds on the purchase of tickets for the event will constitute irregular, wasteful and fruitless expenditure in terms of the relevant provisions contained in the Municipal Finance Management Act, No. 56 of 2003.

Any party who has issued a memorandum that is contrary to the above will be subject to any sanction that is provided for in the Public Finance Management Act, Act No. 1 of 1999, the Municipal Finance Management Act, No. 56 of 2003, as well as the views expressed by the Auditor-General.

As both these pieces of legislation are primarily administered by the National Treasury, the Honourable Member is referred to that Ministry for further information relating to this matter.

QUESTION NO: 2395

PUBLISHED IN INTERNAL QUESTION PAPER NO 25 OF 30 August 2010

Mrs M Wenger (DA) to ask the Minister for Cooperative Governance and Traditional Affairs:

Whether (a) his department or (b) any of its entities has signed any contractual agreements with a certain company (name furnished) or any of its affiliates (i) in the (aa) 2006-07, (bb) 2007-08, (cc) 2008-09 and (dd) 2009-10 financial years and (ii) during the period 1 April 2010 up to the latest specified date for which information is available; if so, (aaa) what is the nature of each contract, (bbb) what is the monetary value of each contract, (ccc) what is the (aaaa) start and (bbbb) end date of each contract, (ddd) what are the details of the process that was followed for the signing of each contract, (eee) who else tendered for each contract that was awarded and (fff) what amount did each tenderer quote in each case? NW2964E

Reply

No, from our records, this Department does not have any contractual agreements with General Nyanda Security Advisory for the financial years in question.

QUESTION NO: 2358

PUBLISHED IN INTERNAL QUESTION PAPER NO 25 OF 30 August 2010

Mr W P Doman (DA) to ask the Minister for Cooperative Governance and Traditional Affairs:

(1) Whether the Senqu Municipality has adhered to the Auditor-General's recent recommendation to cease the illegal payment of rent to the executive mayor for his own house which has been treated as a mayoral house; if not, why not; if so, what are the relevant details;

(2) whether any monies have been recovered in terms of section 167(2) of the Municipal Finance Management Act, Act 56 of 2003; if not, what is the position in this regard; if so, what are the relevant details? NW2927E

Reply

We were not aware of the said payments taking place at the municipality, We appreciate the fact the Honourable Member has raised this matter with us, We will launch a formal investigation on the matter.

QUESTION NO: 2357

PUBLISHED IN INTERNAL QUESTION PAPER NO 25 OF 30 August 2010

Mr W P Doman (DA) to ask the Minister for Cooperative Governance and Traditional Affairs:

(1) Whether his department will continue with the urban renewal programme in the current financial year; if not, when was it terminated; if so, (a) what is the total amount budgeted for this project, (b) how much of the budget has been spent since the inception of the programme, (c) what total amount of the budget for this programme is left for its implementation for the rest of this financial year and (d) what is the total number of personnel committed to it;

(2) Whether a report will be released on what this project has achieved; if not, why not; if so, when? NW2926E

Reply

1. Yes, the department will continue with the Urban Renewal Programme.

(a) The total amount budgeted for the programme over the years since the implementation of the Urban Renewal Programme under the former Department of Provincial and Local Government from 2001/2 until March 2010 was R30, 992,000.

(b) Since its inception a total amount of R20, 959,000 was spent on the programme.

(d)Thetotal number of personnel committed to the programme is 4

(1 X Chief Director, 1 X Director and 2 X Administration Assistants).

(2) Yes, a progress report is available.

QUESTION NO: 2356

PUBLISHED IN INTERNAL QUESTION PAPER NO 25 OF 30 August 2010

Mr W P Doman (DA) to ask the Minister for Cooperative Governance and Traditional Affairs:

What was the vacancy rate for municipal managers and managers directly accountable to municipal managers in terms of section 57 of the Local Government: Municipal Systems Act, Act 32 of 2000, (a) in each province and (b) countrywide at the latest specified date for which information is available? NW2925E

Reply

FILLED AND VACANT MUNICIPAL MANAGER POSTS PER PROVINCE

A total of 247 out of 283 municipal manager posts have been filled as at March 2010 representing 87% filled posts nationally.

Province	Total MM posts	Total filled MM posts	Number of vacant MM posts	Vacancy rate
		March 2010	March 2010	March 2010
Eastern Cape	45	40	5	11%
Gauteng	15	11	4	26%
Free State	25	22	3	12%
Kwazulu Natal	61	61	0	0%
Limpopo	30	24	6	20%
Mpumalanga	21	15	6	29%
Northern Cape	32	26	6	19%
North West	24	20	4	17%
Western Cape	30	28	2	7%
TOTAL	283	247	36	13%

FILLED AND VACANT SECTION 57 MANAGER POSTS

A total of 1207 (86%) out of 1411 section 57 manager posts have been filled nationally as at March 2010.

Province	Total s57 Manager posts March 2010	Total filled s57 Manager posts	Number of vacant s57 Manager posts	Vacancy rate
		March 2010	March 2010	March 2010
Eastern Cape	236	209	27	11%
Gauteng	136	120	16	12%
Free State	100	90	10	10%
Kwazulu Natal	277	245	32	12%
Limpopo	156	132	24	15%
Mpumalanga	101	98	3	3%
Northern Cape	115	89	26	23%
North West	131	97	34	26%
Western Cape	159	127	32	20%
TOTAL	1411	1207	204	14%

QUESTION NO: 2319

PUBLISHED IN INTERNAL QUESTION PAPER NO 25 OF 30 August 2010

Mr M Johnson (ANC) to ask the Minister for Cooperative Governance and Traditional Affairs:

Whether there are still ocean areas designated for whites only; if so, (a) which areas and (b) what is the Government's policy in this regard?

NW2854E

Reply

No. All previous legislation which permitted certain restrictions based on race or membership of a specific population group on the acquisition and utilization of rights to land were abolished in terms of Abolition of Racially Based Land Measures Act, 1991 (Act No. 27 of 1991 ),

(a)Not applicable

(b) Not applicable

QUESTION NO: 2312

PUBLISHED IN INTERNAL QUESTION PAPER NO 23 OF 30 August 2010

Ms D Carter (Cope) to ask the Minister for Cooperative Governance and Traditional Affairs:

Whether he has put stricter measures in place to hold local government officials accountable for abusing public funds; if not, why not; if so, (a) how are these measures implemented, (b) who oversees its implementation and (c) what are the penalties for this type of transgression? NW2809E

Reply

Yes, the department has hitherto assisted 277 municipalities with the development of anti-corruption and fraud prevention plans and is in the process of revising the Supply Chain Management Regulations of the Municipal Finance Management Act, 2003 to ensure that municipalities do not abuse the processes of awarding of tenders and other corruption related malfeasances. The Department is also currently involved with assisting municipalities with the Municipal Turn Around

QUESTION NO: 2301

PUBLISHED IN INTERNAL QUESTION PAPER NO 23 OF 20 August 2010

Mr P F Smith (IFP) to ask the Minister for Cooperative Governance and Traditional Affairs:

Whether he has taken any steps with regard to the repeated failure of the SA Local Government Association (Salga) to secure clean audits owing to problems centered on the status of the KwaZulu-Natal Local Government Association (Kwanaloga); if not, why not; if so, what is the (a) nature and (b) outcome of the steps? NW2859E

Reply

SALGA has obtained an unqualified audit opinion for the 2009/2010 financial year.

(a) The organisation has separated the legal issues from the accounting treatment and has thus de-recognised the assets for which it has lost control. In this instance the organisation has applied the applicable accounting standards viz, GRAP 1 which define an asset as follows:

"Assets are resources controlled by an entity as a result of past events and from which future economic benefits or service potential are expected to flow to the entity. 1!

For accounting purposes, the organisation has to recognise the fact that it has lost control of the KZN operation. Consequently, the organisation could not use GRAP 17 in accounting for the assets located in KwaZulu-Natal province since it has lost control. Furthermore, the accounting standard on revenue recognition requires that SALGA fair value its revenue on initial recognition. SALGA has fair valued revenue collectable from the KwaZulu-Natal municipalities to nil for 2009/2010 as a result of the outstanding impasse between SALGA and its KZN office (Kwanaloga).

You will recall that the PFMA in section 55(1)(b) prescribes framework for accounting treatment.

The accounting treatment adopted recognises the substance of the transactions and circumstances rather than the legal form. Furthermore, the above mentioned approach allows SALGA to account for its resources in terms of the prescribed framework without mixing-up the legal matters with accounting. The approach also allows for the political engagement that is unfolding between SALGA's political leadership and Kwanaloga's political leadership to continue.

Kwanaloga is to account as a provincial public entity for all resources employed under the contror of the KwaZulu-Natal political leadership. The Auditor-General has been granted access to audit the financial records of Kwanaloga.

(b) The outcome of the steps have led to SALGA securing an unqualified audit opinion for the 2009/2010 financial year.

QUESTION NO: 1741

PUBlISHED IN INTERNAL QUESTION PAPER NO 15 OF 28 May 2010

Mr. W P Doman (DA) to ask the Minister for Cooperative Government & Traditional Affairs:

What were the start and end dates of tenure In office of every (a) permanent and (b) acting (i) Director-General and (ii) chief financial officer during the period 1 January 2000 to 31 December 20097 NW2007E

Director-General:

(a) (i) Permanent: 1 January 2000 to 31 December 2001

1 August 2002 to 30 June 2009

(b)(i) Acting: 14 January 2002 to 31 July 2002

1 July 2009 to 31 March 2010

Chief Financial Officer:

(a)(ii) Permanen: 1 January 2000 to 31 March 2006

(b)(ii) Acting: 1 April 2006 to 31 March 2008

1 April 2008 to 3 December 2009

4 December 2009 to date

THIS FILE CONTAINS 25 REPLIES.

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QUESTION NO: 2288

PUBLISHED IN INTERNAL QUESTION PAPER NO 23 OF 20 August 2010

Mr M A Nhanha (Cope) to ask the Minister of Cooperative Governance and Traditional Affairs:

Whether he has been informed of the shortage of water that has been plaguing Grahamstown in the Eastern Cape; if so, (a) what steps has he taken to ensure that (i) the township outside Grahamstown, (ii) the army base and (iii) the prison will have access to water and (b) who will be held accountable for this problem? NW2800E

Reply

No, the Minister had not been informed of water shortages in Grahamstown and hence there had been no initiative from DCOG to deal with the water crisis in the area.

However, the municipality has since reported that the water shortage is as a result of the drought situation that is being experienced by the Eastern Cape province generally and the town

In particular which has caused the water reserves to dry out, hence there are water challenges at the army base, prison and the township. To deal with this situation the municipality is engaging with the Department of Public Works who pledged to buy 10 000 L tanks for the prison and the army base. The municipality has also pledged to cart water to the affected areas using the fire fighting trucks which are not adequate for the extended responsibility. The Eastern Cape Province has received R86.8 million for drought relief of which a sum of R9.72 million will be going to Cacadu District Municipality as a short term intervention.

The Municipal Manager for Makana Local Municipality is responsible for ensuring that all areas under the jurisdiction of the Makana Local Municipality as a Water Services Authority has access to water by ensuring that there are skilled personnel and sufficient resources to ensure that potable water is being provided to the communities at all times.

QUESTION NO: 2253

PUBLISHED IN INTERNAL QUESTiON PAPER NO 23 OF 20 August 2010

Mrs M Wenger (DA) to ask the Minister for Cooperative Governance and Traditional Affairs:

Whether his department and/or any of its entities has purchased any 2010 Fifa World Cup Soccer tournament (a) clothing or (b) other specified paraphernalia; if not, what is the position in each case; if so, in each case, (i) what are (aa) the details and (bb) the total cost of the items purchased, (ii)(aa) how many items have been purchased and (bb) why, (iii)(aa) to whom has each of these items been allocated and (bb) why have these items been allocated to these persons and (iv)(aa) on what basis was the decision taken to purchase each of these items and (bb) on whose authority was the decision taken to make these purchases? NW2761 E

Reply

(a) No

b) other specified paraphernalia; if not, what has been the position in each case; if so, in each case,

(i) what are ,

(aa) the details and Flags, vuvuzela's

(bb) the total cost of the items purchased, R4230.95

(ii) (aa) how many items have been purchased and

(bb) why, Display purposes in the foyer of the Department and Ministerial offices

(iii) (aa) to whom has each of these items been allocated and (bb) why have these items been allocated to these persons, Personel with in department to celebrate opening of the World cup in the Department.

(iv) (aa) on what basis was the decision taken to purchase each of these items and (bb) on whose authority was the decision taken to make these purchases? Relevant Programme Managers (DG and Acting CFO)

QUESTION NO: 2221

PUBLISHED IN INTERNAL QUESTION PAPER NO 23 OF 20 August 2010

2221. Mr W P Doman (DA) to ask the Minister for Cooperative Governance and Traditional Affairs:

(1) Whether his department or any of its entities has (a) purchased

or (b) leased any buildings for administration (i) in the (aa) 2008-09 and (bb) 2009-10 and (ii) for the 2010-11 financial years; if not, why not; if so, in each case, (aaa) what is the cost of the building, (bbb) what is the size of the building, (eec) why was it bought or leased, (ddd) what will be its use, (eee) who will occupy it and (fff) approximately how many persons will occupy the total space of each building;

(2) whether his department and any of its entities intends purchasing or leasing any buildings for administration for the (a) 2011-12, (b) 2012-13 and (c) 2013-14 financial years; if not, why not; if so, in each case, (i) what is the cost of each building, (il) what is the size of each building, (iii) why will it be bought or leased, (iv) for what will it be used, (v) who will occupy it and

(vi) approximately how many persons will occupy the total space of each building? NW2729E

Reply

1 (a) No

(b) The Department is leasing three buildings.

(i)

(aa) 2008-09: The Department was accommodated in three buildings.

(bb) 2009-10: The Department was accommodated in three buildings.

(ii) 2010-11: The Department is currently accommodated in three buildings on 24 months lease rentals.

(aaa) Not applicable

(bbb) The square meters comprises of:

87 Hamilton Street Building: 8933m2

NOSA Building: 3770m2

Pencardia Building: 9000m2

(ccc) The building is leased to accommodate all staff members in accordance with an approved establishment.

(ddd) Office accommodation

(eee) Office accommodation for all personnel of the Department. .

(fff) 87 Hamilton Street Building: 283 staff members

Pencardia Building: 301

NOSA Building: 100

2) (a) 2011-12: The Department is currently accommodated in three buildings on 24 months lease rentals

(b) 2012-13: The Department provided DPW with new accommodation requirements and requested DPW to acquire consolidated accommodation in accordance with integrated needs assessments. The Department is waiting for the outcome of the costing of the construction of a new building to consolidate the need for three buildings as a permanent solution beyond the lease period.

(c) 2013-14: The Department will have no other option but to continue renting beyond the existing lease period, should the DPW fall to acquire consolidated accommodation beyond 2012-13.

(i) Waiting for the outcome from DPW on the costing.

(ii) 15044m2

(iii ) The Department is opting for the construction of a new building as an alternative to consolidate the need for the

three buildings as a permanent solution. Acquisition of consolidated office accommodation is a necessity and

very critical for enhancement of service delivery in the

entire department. DCoG is experiencing numerous

logistical problems as a result of being accommodated in

different buildings.

(iv) Office accommodation

(v) Officials for the Department of Cooperative Governance

and Traditional Affairs.

(vi) According to the establishment for the 2012-13 financial

year eight-hundred and twenty-five (825) will have to be

accommodated in the new building.

QUESTION 2202

23 OF 2010 August

Mr D C Ross (DA) to ask the Minister of Cooperative Governance and Traditional Affairs:

Whether, in light of the recent problems experienced by Eskom in the Free State in recovering monies owed for services rendered to 54 municipalities, his department has formulated a policy to achieve sustainable solutions for these municipalities which will negate the necessity to terminate the supply of electricity to defaulting consumers and safeguard the interests of paying consumers; if not, why not; if so, what (a) measures have been included in the policy to compel consumers to pay for the electricity supplied by Eskom and (b) are the relevant details;

Whether this policy includes a provision which obliges Eskom to mitigate its losses when faced with the situation experienced in the Free State; if not, why not; if so, what are the relevant details? NW2709E

Reply

Two of the major reasons behind the inability of many municipalities in the Free State to meet their obligations towards, among other service providers, ESKOM, have to do with (i) their inability to accurately project their cash flows and (ii) the challenges associated with collecting all billed operating revenue due to them. The Free State Provincial Treasury, the National Treasury and other major stakeholders are currently working to find a sustainable solution to these factors. It is also hoped that the various training interventions in financial management being currently offered by the National Treasury will, in the near future, begin to make a significant impact in as far as building financial management capacity in these municipalities.

In addition, municipalities in arrears have been encouraged to engage with Eskom to make arrears payment arrangement and to honour current account. Currently ESKOM is satisfied that the arrears will be paid from the equitable share allocations in November 2010. However a concern still exists with ESKOM on the ability of municipalities to settle it's monthly accounts. In the interim it was agreed that although ESKOM will not stop their disconnection process, the dates of cut-off notices will be postponed to allow municipalities the opportunity to settle arrear accounts from Equitable share allocations.

In the meantime, municipalities are encouraged to vigorously implement their respective credit control policies as a way of compelling consumers to pay for the electricity supplied to them by ESKOM. ESKOM too is encouraged to apply its own credit control policy to customers it directly supplies and to municipalities,

QUESTION NO: 2186

PUBLISHED IN INTERNAL QUESTION PAPER NO 23 OF 20 August 2010

Mrs A T Lovemore (DA) to ask the Minister for Cooperative Governance and Traditional Affairs:

(1) Whether all provinces have established disaster management centres in terms of section 29 of the Disaster Management Act, Act 57 of 2002; if not, (a) which provinces have not established such centres and (b) what action is being taken to ensure the establishment of such centres;

(2) whether all provinces have submitted disaster management plans to the National Centre in terms of section 38 of the Act; If not, (a) which provinces have not submitted plans in terms of the legislation and (b) what action is being taken to ensure that acceptable and appropriate disaster management plans are in place;

(3) whether all municipalities have established disaster management centres in terms of section 43 of the Act; if not, (a) which municipalities have not established such centres and (b) what action is being taken to ensure the establishment of such centres;

(4) whether all municipalities have submitted complete disaster management plans to the National Centre in terms of section 53 of the Act; if not, (a) which municipalities have not submitted complete disaster management plans and (b) what action is being taken to ensure that complete disaster management plans are in place;

(5) whether all provinces and municipalities have submitted annual reports to the National Centre in terms of section 36 and section 50 of the Act; if not, (a) which provinces and municipalities have not submitted annual reports and (b) what action has been taken to remedy the situation? NW2692E

Reply

(1) Not all provinces have established disaster management centres in accordance with section 29 of the Disaster Management Act, Act 57 of 2002.

(a) The Northern Cape is the only province that has not yet established a disaster management centre. The reason being financial and capacity constraints. Mpumalanga Province currently operates from the disaster management centre in Nelspruit The permanent centre is complete and should be furnished and- operational by the end of September 2010.

(b) The relevant details of the Provincial Disaster Management Centres that have been established are attached as follows:

(2) In terms .of section 43 of the Disaster Management Act, 2002 only Metropolitan and District Municipalities must establish a disaster management centre.

(a) The following municipalities have not yet established a disaster management centre:

Xhariep District Municipality, Free State

Sedibeng District Municipality, Gauteng

Metsweding District Municipality, Gauteng

Uthukela District Municipality, KwaZulu-Natal (Procurement process in progress).

Amajuba District Municipality, KwaZulu-Natal (Procurement process in progress).

Umkhanyakude District Municipality. KwaZulu-Natal (Procurement process in progress).

Sisonke District Municipality, KwaZulu-Natal (Procurement process in progress).

Vhembe District Municipality. Limpopo

Capricorn District Municipality, Limpopo

Greater Sekhukhune District Municipality, Limpopo

Gert Sibande District Municipality, Mpumalanga

Ehlanzeni District Municipality, Mpumalanga

John Taolo Gaetsewe District Municipality, Northern Cape

Namakwa District Municipality, Northern Cape

Naka Modiri Molema District Municipality

Cape Winelands District Municipality, Western Cape

Mothea District Municipality, Free State (Building has been identified)

Lejweleputswa District Municipality, Free State (Construction has commenced)

Thabo Mofutsanyane District Municipality, Free State

Fezile Dabi District Municipality. Free State (Construction is complete - require assistance with regard to the development of aninformation management system)

No information is available with regard to the following municipalities:

City of Johannesburg Metropolitan Municipality, Gauteng

Nkangala District Municipality, Mpumalanga

Capricorn District Municipality. Limpopo Province

Frances Baard District Municipality, Northern Cape

Pixley Ka Seme District Municipality, Northern Cape

(3) The Gauteng. Western Cape and Limpopo Provinces have submitted their disaster management plans to the national centre in accordance with section 38 of the Act.

(a) The following provinces have not yet submitted plans:

Province		Reasons
Eastern Cape		Still finalising the development of the Provincial Disaster Management Policy Framework.
Free State	Draft Plan is complete and has been submitted to ExCo for adoption.

Kwa Zulu-Natal		Framework is being finalised for publication. Plan still to be completed
Mpumalanga	,	A draft disaster management plan is available.
North West		Plan still to be completed.
Northern Cape		In process of appointing a Service Provider to assist the PDMC to develop a plan.

(4) The following metropolitan and district municipalities have not submitted acceptable and appropriate disaster management plans to the national centre in accordance with section 53 of the Act:

Nelson Mandela Bay Metropolitan Municipality (The plan has been completed).

Cacadu District Municipality (The first draft plan has been developed).

Amathole District Municipality (The draft plan is in place).

Chris Hani District Municipality (The draft plan is in place).

Joe Gqabi District Municipality (Process has been started but short of funds).

OR Tambo District Municipality (In progress starting with risk assessment process).

Alfred Nzo District Municipality (A service provider has been appointed).

Xhariep District Municipality (Plan is still to be reviewed)

City of Johannesburg Metropolitan Municipality

Sedibeng District Municipality

Metsweding District Municipality

Ethekwini Metropolity Municipality (Being finalised)

Ugu District Municipality (Available plan to be submitted to the NDMC)

Umgungundlovu District Municipality

Uthukela District Municipality

Umzinyathi Dj"strict Municipality

Amajuba District Municipality (New plan being prepared - previous draft has expired)

Zululand District Municipality' (Available plan to be submitted to the NDMC)

Umkhanyakude District Municipality (Available plan to be submitted to the NDMC)

Uthungulu District Municipality (Available plan to be submitted to the NDMC)

lIembe District Municipality (Available plan to be submitted to the NDMC)

Sisonke Distrlct Municipality (Available plan to be submitted to the NDMC)

Vhembe District Municipality (Available plan to be submitted to the NDMC)

Capricorn District Municipality

Waterbeg District Municipality (The reviewed Plan and Framework was submitted to the PDMC on 25 March 2010)

Greater Sekhukhune Municipality

Gert Sibande District Municipality

Nkangala District Municipality

Ehlanzeni District Municipality

John Taolo Gaetsewe District Municipality

Frances Baard District Municipality

Namakwa District Municipality

Pixley Ka Same District Municipality

Siyanda District Municipality

Bojanala Platinum District Municipality (The municipality does have a plan)

Naka Modiri Molema District Municipality (Leve/1 plan completed)

Dr Kenneth Kaunda District Municipality (Leve/2 plan is complete) City of Cape Town (Plan completed - submitted to the Province)

West Coast District Municipality (Plan completed - submitted to the Province)

Cape Winelands District Municipality (PDMC supporting and guiding

QUESTION NO: 2185

PUBLISHED IN INTERNAL QUESTION PAPER NO 23 OF 20 August 2010

Mr M H Steele (DA) to ask the Minister for Cooperative Governance and Traditional Affairs:

(1) (a) How many municipal public accounts committees (MPACs) have been established to date, (b) in which municipalities and (c) what training has been provided for members of MPACs by his department or any other agencies;

(2) whether his department will monitor the effectiveness of these committees; if not, why not; if so, what are the relevant details;

(3) whether he will make a statement on this matter? NW2691 E

Reply

The establishment of MPAC's varies from province to province; training is being provided by the provinces that have established MPAC's and the other provinces will provide training as MPAC's are established,

The following is the status quo of MPAC's per province:

1. Gauteng Province

In Gauteng all municipalities currently have MPAC's, 13 MPACs have been established. The Metsweding district are utilizing the shared services model for the MPAC, hence 13 and not 15.

2. North West Province

No Municipal Public Accounts Committee were established in any of the municipalities in the province, the province is planning to assist with the establishment of MPAC's and the rolling-out of training programmes, this process will be completed by the end of the current financial year.

3. Limpopo Province

In the Limpopo Province the MPAC's system is being piloted only in the Sekhukhune District municipality and the other municipalities will follow during the financial year.

4. Nothern Cape

No MPAC's have been established in the province, there are Oversight Committees functioning in all municipalities with regards to annual reports.

Due to the demographics of the Province it will not be effective to have MPAC's at individual municipalities as the average number of councilor in a municipality is six.

The Province has decided to apply the shared services approach to the MPAC and therefore five MPAC committees will be formed in the five District Municipalities.

5, Eastern Cape Province

No municipality has established MPACs as yet however all the municipalities have oversight committees to deal with the annual reports.

6. Kwa-Zulu Natal Province

24 MPACs have been established in the Kwa-Zulu Natal Province in the

following municipalities:

Ethekwini

Ugu (DC 21)

Vulamehlo (KZ211)

Umdoni (KZ212)

Umzumbe (KZ213)

Richmond (KZ227)

uMtshezi (KZ234)

Endumeni (KZ241)

Nquthu (KZ242)

uMvoti (KZ245)

Newcastle (KZ252)

Emadlangeni (KZ253)

Jozini (KZ272)

The Big Five False Bay (KZ273)

uThungulu (DC28)

Mfolozi (Mbonambi) (KZ281)

uMhlathuze (KZ282)

uMlalazi (KZ284)

Ilembe (DC29)

Mandeni (KZ291)

KwaDukuza (KZ292)

Sisonke (DC43)

Kwa Sani (KZ5a2)

uBuhlebezwe (KZ5a5)

The remaining municipalities are being assisted to establish MPAC's, it is envisaged that this process will be completed by 31 March 2011.

7.Mpumalanga Province

The following 7 municipalities have established MPAC's in the province:

Nkomazi Municipality

Bushbuckridge Municipality

Victor khanye Municipality

Govan Mbeki Municipality

Albert Luthuli Municipality

Emalahleni Municipality

Gert Sibande District Municipality

The province is assisting the balance of municipalities to also establish MPAC's.

8. Western Cape Province

The following three municipalities have established MPAC's In the Western Cape province:

City of Cape Town;

Central Karoo OM; and

Swellendam LM

9. Free State Province

No MPAC's have been established in the Free State Province as yet, the Province has conducted a workshop whereby 24 of the 25 municipalities have signed a declaration to establish the MPAC's.

The provincial Public Account Committee is currently assisting municipalities in the establishment of MPAC's.

Yes the department is monitoring both the establishment and functionality of MPACS through the Operation Clean Audit Programme.

The provinces are required to include the MPAC's in their provincial Operation Clean Audit Action Plans which are monitored on a quarterly basis for progress. Within these plans Provinces are required to demonstrate details of the support being provided to municipalities in both establishment and training and timeframes.

A training programme is also being planned in partnership with SALGA to include MPAC training as part of the new Councillors induction process after the Local government elections in 2011.

QUESTION NO: 2183

PUBLISHED IN INTERNAL QUESTION PAPER NO 23 OF 20 August 2010

Mr T 0 Lee (DA) to ask the Minister for Cooperative Governance and Traditional Affairs:

Whether any funds have been allocated to a certain trust (Bethelsdorp Development Trust) since 1 January 2000; if so, (a) what amount in each year and (b) for what reasons in each case?

NW2689E

Reply

This department does not have any funds allocated to any Trust Account

FOR WRITTEN REPLY QUESTION NO: 2175

PUBLISHED IN INTERNAL QUESTION PAPER NO 23 OF 20 August 2010

Mr. N Singh (IFP) to ask the Minister for Cooperative Governance and Traditional Affairs:

(1) (a) How many municipalities are without permanent (a) municipal

managers and (b) financial officers and (b) what are the reasons for these municipalities not having permanent senior staff;

(2) whether he will take any steps to ensure that every municipality has qualified, permanent senior managers; if not, why not; if so, what steps? NW2681 E

Reply

(1)(a)Attached is a list of municipalities are without permanent (a) municipal managers and (b) financial officers

1 (b) Section 57(6)(a) of the Municipal Systems Act,2000 stipulates

that the employment contract for a municipal manager must be for a fixed term of contract not exceeding a period ending one year after the election of the next council of the municipality.

Section 57(7) stipulates that a municipality may extend the application of subsection (6) to any manager directly accountable to the municipal manager. Therefore, there are no senior staffs appointed on a permanent basis.

The Honourable Member will note that information from Free State, Mpumalanga and Kwa Zulu Natal province is incomplete. The outstanding information will be made available to the Honourable Member as soon as it is available.

2 The Ministry for Cooperative Governance and Traditional affairs has tabled the Local Government: Municipal Systems Amendment Bill to Parliament.

The Act currently does not prescribe minimum requirements for the appointment of municipal managers and senior managers. The insertion of section 54A and the amendment of section 56 oblige municipalities to only appoint people with appropriate "skills, expertise, competencies and qualifications" as municipal managers or acting municipal managers. The employment contracts of managers who do not meet these requirements, shall be null and void and the MEC is obliged to take appropriate steps to enforce compliance with these requirements if a person has been appointed in contravention of the new legislation. Any councilor voting in favour of the appointment of a municipal manager, knowing that he or she does not meet the requirements of the legislation, may be held personally liable for any fruitless and wasteful expenditure.

FOR WRITTEN REPLY QUESTION NO: 2158

PUBLISHED IN INTERNAL QUESTION PAPER NO 21 OF 13 August 2010

Mr N Singh (IFP) to ask the Minister of Cooperative Governance and Traditional Affairs:

Whether any plans are in place to finance the maintenance of the new stadia where municipalities are unable to bear the costs; if not, why not; if so, what plans? NW2607E

Reply

No. There are no plans by national government to finance the maintenance of the new stadia where municipalities are unable to bear such costs.

In August 2006, the Host Cities of the 2010 FIFA World Cup developed business plans with financial forecasts to ensure financial sustainability of the venues once the competition was over. The national government set up a conditional grant to assist the

municipalities with capital finance for the construction of the new stadiums.

It should be also noted that six of the ten stadia that hosted the 2010 FIFA World Cup are owned by municipalities, and as such, it is the responsibility of these municipalities to budget for the long term maintenance of their respective stadiums and to implement a business model to ensure the financial sustainability of those venues. As part of their plans, the municipalities have decided to appoint independent authorities to ensure the commercial viability of these stadia.

The Royal Bafokeng Stadium (in the Rustenburg Local Municipality), the Ellis Park Stadium (in the City of Johannesburg Metropolitan Municipality), the Free State Stadium (in the Mangaung Local Municipality), and the Loftus Versfeld Stadium (in the City of Tshwane Metropolitan Municipality) are privately owned.

The other six stadia are owned by the following municipalities:

NAME OF STADIUM	NAME OF MUNICIPALITY
FNB Stadium (known as Soccer City during the 2010 FIFA World Cup)	City of Johannesburg Metropolitan Municipality
Moses Mabhida Stadium	Ethekwini Metropolitan Municipality
Cape Town Stadium	City of Cape Town Metropolitan Municipality
Mbombela Stadium	Mbombela Local Municipality
Peter Mokaba Stadium	Polokwane Local Municipality
Nelson Mandela Bay Stadium	Nelson Mandela Metropolitan Municipality

QUESTION NO: 2118

PUBLISHED IN INTERNAL QUESTION PAPER NO 21 OF 13 August 2010

Mrs A T Lovermore (DA) to ask the Minister for Cooperative Governance and Traditional Affairs:

Whether, with regard to interaction between his department's advocate (name furnished) and the Ndlambe community, hehas taken any steps to improve service delivery by the Ndlambe municipality; if not, (a) why not and (b) when will steps be taken; if so, (i) what steps and (ii) what are the relevant details?NW2558E

Reply

NDLAMBE MUNICIPALITY

PORT ALFRED

Phone: (046) 624 1140

Causeway

PO Box 13

Port Alfred

6170

Fax: (046) 6242669

[email protected]

http://www.ndlambe.co.za

Please address all correspondence to The Municipal Manager.

------------------------------------------------------------------------------------------------------------------------------------

Our Ref: - 8469 17 August 2010

Your Ref: Adv Gaum

------------------------------------------------------------------------------------------------------------------------------------

Enquiries: Mr R Dumezweni

DEPARTMENT OF COOPERATIVE GOVERNANCE AND TRADITIONAL AFFAIRS

Private Bag X 804

PRETORIA

000

FOR ATTENTION: ADV GAUM

Dear Sir,

PROGRESS REPORT AND SUPPORT PROVIDED BY BOTH PROVINCE AND NATIONAL

The MEC- Local government and Traditional Affairs - Eastern Cape was one of the instrumental people who assisted in securing the R 31 million grant for Water supply in Ndlambe Municipality. He arranged the meeting with DWAF-DG in Port Elizabeth and immediately three weeks later the grant was accessed. Again DWAF is giving the Municipality R 9 million for water harvesting.

The National and Provincial Treasury arranged a meeting with NAG, NRF and the Municipality to discuss the budget issues after they received a complaint/petition from NAG. Minutes of the meeting are appended.

The progress in general so far as other matter raised by NAG are addressed. Ms Mali issue on Johannesburg trip has been resolved. The Internal Auditor investigated the matter and the travel agency admitted that it was at fault and it has paid the money. Ms Mali is innocent in this regard.

The PWC report was submitted to council on 7 July 2010 and an ad hoc committee consisting of three (3) ANC councillors and one DA councillor have submitted their final report to council on 28 July 2010. This matter is also resolved or completed.

Your department is now facilitating a meeting with NAG to unlock the negotiations in the week of 23-27 August 2010 and the council is willing to faithfully participate in the session. Mr Christo Nel has arranged with the Mayor already to facilitate a workshop to unlock the negotiations between two parties.

The Municipal Manager and his management are going to submit a turnaround service delivery plan to council 011 the 31 August 2010 where it is changing the strategic and operational way of doing things especially on those matters that NAG and Imbizo's have raised, This is going to involve everybody in the staff component or hierarchy.

A proper declaration of interest form has been formulated and endorsed by council for both officials and councillors. This has been given to all councillors to fill in. This seeks to respond to the concern of NAG on officials/ councillors having businesses with the municipality.

The Chief Directorate: Rural Disaster Mitigation Services within the Department of Rural development and Land Reform is busy facilitating a meeting with the office of the Municipal Manager in response to the letter that was written to the Minister to Declare Ndlambe as Disaster area. This meeting should take place on the 9 September 2010.

Any further enquiries could be forwarded to my office.

Yours faithfully

R DUMEZWENI

MUNICI AL MANAGER

FOR WRITTEN REPLY QUESTION NO: 2126

PUBLISHED IN INTERNAL QUESTION PAPER NO 21 OF 13 August 2010

Mr P J C Pretorius (DA) to ask the Minister for Cooperative Governance and Traditional Affairs:

Whether he intends introducing changes to the current system of local government particularly with regard to district municipalities; if not, what is the position in this regard, if so, what are the relevant details? NW2566E

Reply

The Department is in the process of a Policy Review on Provincial and Local Government. As yet, the government has not taken any decision on any changes of the current system of local government, including the status of the district municipalities.

FOR WRITTEN REPLY QUESTION NO: 2177

PUBLISHED IN INTERNAL QUESTION PAPER NO 23 OF 20 August 2010

Mr R N Cebekhulu (IFP) to ask the Minister for Cooperative Governance and Traditional Affairs:

What steps will he take or measures will he put in place to ensure that future appointees to the post of municipal manager meet the prescribed requirements of the job? NW2683E

Reply

The Ministry for Cooperative Governance and Traditional affairs has tabled the Local Government: Municipal Systems Amendment Bill to Parliament.

The Act currently does not prescribe minimum requirements for the appointment of municipal managers and senior managers. The insertion of section 54A and the amendment of section 56 oblige municipalities to only appoint people with appropriate "skills, expertise, competencies and qualifications" as municipal managers or acting municipal managers. The employment contracts of managers who do not meet these requirements, shall be null and void and the MEC is obliged to take appropriate steps to enforce compliance with these requirements if a person has been appointed in contravention of the new legislation, Any councilor voting in favour of the appointment of a municipal manager, knowing that he or she does not meet the requirements of the legislation, may be held personally liable for any fruitless and wasteful expenditure.

QUESTION NO: 2113

PUBLISHED IN INTERNAL QUESTION PAPER NO 21 OF 13 August 2010

Mrs M Wenger (DA) to ask the Minister for Cooperative Governance and Traditional Affairs:

Whether, with reference to the disclaimer in the Auditor-General's report of 19 March 2010 that R300 million has not been accounted for in the Kungwini municipality, an investigation has been conducted to establish why the amount was unaccounted for; if not, why not; if so, (a) for what purpose was this money utilised, (b) when will the report be made available to the pubJic and (c) what are the further relevant details of the report? NW2552E

Reply

The finding on the Auditor General's report pertained to Non disclosure of contingent liability of R300 000 000 in the 2008/09 AFS (Annual Financial Statements). The item was omitted in error and will be disclosed in 2009/10 AFS as a correction of error in previous financial year.

FOR WRITTEN REPLY QUESTION NO: 2093

PUBLISHED IN INTERNAL QUESTION PAPER NO 19 OF 06 Aug 2010

Mr J J Mc Gluwa (ID) to ask the Minister for Cooperative Governance and Traditional Affairs:

(1) Whether, with reference to a certain court case (details furnished), any action has been taken against the municipal manager and the council that approved the sale of the 27 erven; if not, why not; if so, what are the relevant details;

(2) (a) what (i) was the total legal cost of the said court case and (Ii) attempts have been made to recover the legal costs from a certain company (name furnished) since the judgement has been granted and (b) who are the current owners of the 27 erven?

NW2497E

Reply

(1) The case was only concluded in May 2010, thereafter Council went on recess. In essence the matter has not been submitted to Council as yet.

(2)(a) (i) R 381 845.00 (ii) The decision wif1 be a prerogative of the Council once a full report has been tabled. (b) The total number of the plots advertised was 36 (thirty six). Of the 36 only 5 (five) has been sold. Erf 2565:ABA Group Contract Management CC

Erf 5817: Tshongwana Yoliswa Edith

Erf 5818: Tshongwana Yoliswa Edith

Erf 5819: Tshongwana Yoliswa Edith

Erf 5826: Tshongwana Yoliswa Edith

FOR WRITTEN REPLY QUESTION NO: 2032

PUBLISHED IN INTERNAL QUESTION PAPER NO 17 OF 06 Aug 2010

Ms D Carter (Cope) to ask the Minister for Cooperative Governance and Traditional Affairs:

Whether all municipalities have implemented Schedule 1 of the Local Government: Municipal Structures Act, Act 117 of 1998, to allow for municipal demarcation boards to delimit wards for all qualifying municipalities in preparation for the 2011 local government elections; if not, why not; if so, what are the relevant details? NW2371 E

Reply

The Municipal Demarcation Board ("the Board") is the only authority responsible to implement Schedule 1 of the Local Government Municipal Structures Act, 1998 (Act No. 117 of 1998) to delimit wards after consultation with the Independent Electoral Commission (lEG), not municipalities.

However, the Board works with all the municipalities, South African Local Government Association (SALGA), Provinces and IEC and the Department of Cooperative Governance and Traditional Affairs as primary stakeholders, and communities to delimit wards.

Currently the process is at an advanced stage and the Board intends to hand over final delimited wards to the IEC by 1 September 2010.

QUESTION NO: 1996

PUBLISHED IN INTERNAL QUESTION PAPER NO 18 OF 30 July 2010

Mr W P Doman (DA) to ask the Minister for Cooperative Governance and Traditional Affairs:

(1) In each province, (a) how many community development workers have been appointed by 30 March 2010 and (b) who (i) was responsible for their appointment, (ii) is responsible for their remuneration and (iii) do they report to;

(2) Whether these workers form part of the civil service; if not, why not; [f so, what are the relevant details? NW2393E

Reply

1 (a) Number of CDWs

CDWs Per Province

598

There are currently 3327 CDWs deployed. To date, Eastern Cape has the highest number of CDWs employed per province while Western Cape has the lowest number of CDWs enrolled in the Programme. Initially 400 learners were trained on the learnership in Western Cape, but only 200 CDWs were recruited and l or employed due to budget constraints.

Appointment of CDWs

To begin to qualify for recruitment and selection, candidates should:

Live in the community in which they wish to serve
Be acceptable to and trusted by members of the community
Show potential to be excellent communicators
Be knowledgeable about the community
Be known to be reliable and responsible, having voluntary or other community-

based experience in that community

Be respectful of the community
Have the best interests of the people in that community at heart
Be able to work effectively with the local political structures
Have a minimum of NQF level 4 or grade 11 (standard nine) or equivalent to access the learnership. (Provinces are reviewing additional educational requirements.)

Prospective CDW candidates are selected after being interviewed by their ward committees. As the selection panelists, ward committees are required to identify equal numbers of men and

women and are encouraged to include people with disabilities.

1 (b) (i and ii) The provincial governments (Department of Cooperative governance and traditional affairs). (iii) They report to coordinators employed at regional and district level.

2. CDWs are public servants and they are governed by the Public Service Act. A CDW regulations been developed and will be tabled in November 2010.

QUESTION NO: 1995

PUBLISHED IN INTERNAL QUESTION PAPER NO 18 OF 30 July 2010

Mr W P Doman (DA) to ask the Minister for Cooperative Governance and Traditional Affairs:

Whether his department's clean audit campaign has made provision to assist the municipalities who failed to submit their accounts in the 2008-09 financial year, to submit their accounts timeously for the 2009-10 financial year; if not, why not; if so, what are the relevant details? NW2392E

Reply

Yes, through the Operation Clean Audit programme all the municipalities who did

not submit including those who received disclaimers and adverse opinion are

receiving support in order to submit credible annual financial statements (AFS) on the 31st August 2010.

The approach differs per province and per the requirements of the individual

municipality; in most cases it includes the following:

Where the root cause for late submission was a lack of adequate skills and knowledge the municipality is assisted to appoint key financial management personnel including the CFO.
In some instances where adequate skills and knowledge are an issue but there are no resources, a person is either seconded from the province or an external resource is appointed.
The partnership between CoGTA and DBSA on Operation Clean Audit has been used to co-ordinate the resources from the DBSA's Siyenza Manje project to be directly linked to those municipalities identified as requiring maximum support for credible AFS submission and improved audit opinions.
The Operation Clean Audit Provincial Co-ordinating Committee is a forum in each province where all role players, ie Provincial Treasury, Provincial CoGTA, SALGA, DBSA, Office of the Premier and Office of the Auditor General (as support but maintaining their independence) get together and strategise on the municipalities that require support and the approach required for each considering the individual circumstances and an action plan is agreed to.
- This approach makes it possible for the resources to be combined and focused on areas of critical need and thus maximise impact whilst eliminating the risk of duplication.

Operation Clean Audit nationally monitors the functionality of these forums, the performance on the action plans and the partnerships; whenever necessary they intervene.
The individual municipalities as role players are also invited to some of these forums to give progress reports and report on any challenges experienced.

QUESTION NO: 1930

PUBLISHED IN INTERNAL QUESTION PAPER NO 17 OF 26 July 2010

Mrs M Wenger (DA) to ask the Minister for Cooperative Governance and Traditional Affairs:

Whether Members of the Executive Council of each province have complied with section 47 of the Local Government: Municipal Systems Act, Act 32 of 2000, in the (a) 2001-02, (b) 2002-03, (c) 2003-04, (d) 2004-05, (e) 2005-06, (f) 2006-07, (g) 2007 -08, (h) 2008-09 and (i) 2009-10 financial years; if not, (i) why not, (ii) which provinces have failed to comply in each of the respective financial years and (iii) what action has been taken in this regard? NW2318E

Reply

(a-d) There were no Section 47 reports submitted to the former Department of Provincial and Local Government during this period. The Department took a step to strengthen the implementation of Performance Management Systems through provision of technical support.

(e) In the 2005/06 financial year, all provinces submitted their consolidated Section 47 reports. However, only seven (7) were tabled at the provincial legislatures. The provinces that did not table their report at the legislature were Mpumalanga and Eastern Cape.

(f) The Department of Cooperative Governance (previously the dplg), in 2007/08 financial year provided technical support with regards to Performance Management Systems implementation (PMS) to Eastern Cape, Free State, KwaZulu Natal, Limpopo, Mpumalanga and Northern Cape with the intention of improving the submission and quality of the Section 46 municipal reports thereby improving the quality of the Section 47 reports and consequently the Minister's Section 48 report.

(g) In 2006/07 seven (7) provinces submitted and tabled their reports to their provincial legislatures. Eastern Cape and Free State only submitted their reports to the Minister for Cooperative Governance and have not tabled their reports to their provincial legislature.

(h) In 2007/08, only seven (7) provinces submitted and tabled their reports to provincial legislatures. Free State province has only submitted their report to the Minister for Cooperative Governance without tabling at the legislature.

(i) Mpumalanga is the only province that has not submitted their 2007/08 report and they have stated capacity constraints as the reason for noncompliance.

In the 2005/06 financial year details of the submission to provincial legislature and gazzetting were not provided.
In the 2006/07 financial year, Northern Cape was the only province to submit their report to the NCOP and gazette it. North West also submitted their report to the NCOP. In the 2007/08 financial year, only three (3) provinces - Eastern Cape, North West and Western Cape submitted their reports to their NCOP and gazetted. Reasons for non-compliance by other provinces were not provided.

FOR WRITTEN REPLY QUESTION NO: 1867

PUBLISHED IN INTERNAL QUESTION PAPER NO 04 OF 04 June 2010

Dr L L Bosman (DA) to ask the Minister for Cooperative Governance and Traditional Affairs:

Whether he will introduce amendments to the Disaster Management Act, Act 57 of 2002, to include measures to counteract financial losses suffered as a result of the recent disastrous Transnet strike; if not, why not; if so, what are the relevant details? NW2160E

Reply

No, Section 2(1)(b) of the Disaster Management Act, 2002 (Act No, 57 of 2002), clearly states that the Act does not apply to an occurrence falling within the definition of "disaster" in Section 1 of the said Act - "to the extent that that occurrence can be dealt with effectively in terms of other national legislation", such as labour law legislation-

"(i) aimed at reducing the risk, and addressing the consequences, of occurrences of that nature".

It would therefore not be appropriate to amend the Disaster Management Act for this purpose.

THIS FILE CONTAINS 25 REPLIES.

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QUESTION NO: 251

PUBLISHED IN INTERNAL QUESTION PAPER NO 02 OF 19 February 2010

Mr W P Doman (DA) to ask the Minister for Cooperative Governance and Traditional Affairs:

(1) Whether, since his appointment, he appointed a ministerial task team to investigate (a) municipalities in the North West and/or (b) the Province itself; if not, on what grounds was intervention done in several municipalities; if so, (i) who served in the task team and (ii) what was the brief given to the task team;

(2) Whether he intends briefing the Portfolio Committee on Cooperative Governance and Traditional Affairs on the report; if not, why not; if so, what are the relevant details? NW266E

Reply

The Minister of Cooperative Governance and Traditional Affairs has since initiated a comprehensive assessment of state of local government in South Africa, The assessments were triggered by the resolve to ascertain the state of Local Government in 2009 and to establish what can be done to improve performance of Local Government going forward. The departmental officials working with provincial counterparts interacted with all 283 municipalities, including interviews and engagement with key stakeholders in municipalities such as business stakeholders, ward committees, traditional leaders, unions, and other organisations.

The members of the Portfolio Committee on Cooperative Governance and Traditional Affairs attended the Launch of the "State of Local Government Report and Municipal Turn Around Strategy". Furthermore, the Department of Cooperative Governance and Traditional Affairs officials have interacted and presented the Local Government Turn Around Strategy to the Portfolio Committee.

QUESTION NO: 259

PUBLISHED IN INTERNAL QUESTION PAPER NO 02 OF 19 February 2010

Mrs M Wenger (OA) to ask the Minister for Cooperative Governance and Traditional Affairs:

With reference to the key findings in the Auditor-General's report in the 2008-09 financial year that 62% of the provincial departments do not comply with regulatory requirements, (a) which provincial departments are responsible and (b) for what percentage of the noncompliance; if not, why not; if so, what are the relevant details? NW274E

Reply

Province	Department	Area of Non-Compliance
Gauteng	Education	Investment in infrastructure
	Health	Investment in infrastructure
	Transversal	Entities that are connected with government employees I
		doing business with departments .
KwaZulu-Natal	Education	Investment in infrastructure I
	Health and Social	Welfare Investment in infrastructure
Mpumalanga	Education	Investment in infrastructure
	Health	Investment in infrastructure
	Transversal	Entities that are connected with government
		employees doing business with departments
Limpopo	Education	Investment in infrastructure
	Health and Social	Investment in infrastructure
	Welfare
	Housing	Allocation of housing subsidies to municipal employees
	I	and the administration of low-cost housing projects by
		the department
	Transversal	i Entities that are connected with Government

	Province	Department	Area of Non-Compliance
			employees doing business with departments	--
	North West	Agriculture,	Procurement of agricultural equipment
		Conservation and
		Environment
		Education	Investment in infrastructure
		Health	Investment in Infrastructure
		I Transversal	Entities that are connected with government
			employees and doing business with departments
	Free State	Education	Investment in infrastructure
		Health	Investment in infrastructure
		I Housing	Allocation of housing subsidies to municipal employees
I			and the administration of low-cost housing projects by
			the department
		Transversal	Entities that are connected with government employees
			and doing business with the departments
	Northern Cape	Housing	Administration of low-cost housing projects by the
			department
		Transversal	Entities that are connected with government employees
			and dOing business with deoartments
	Eastern Cape	Education	Investment in infrastructure
		Health	Investment in infrastructure
		Transversal	Entities that are connected with government employees
			and doing business with the department
	Western Cape	Education	Investment in infrastructure
		Health	Investment in infrastructure
		Local Government	Allocation of housing subsidies to municipal employees
		and	and the administration of low-cost housing projects by
		Housing	the department
		Environmental Affairs	Handling of confiscated abalone
I		and Tourism
)		Transversal	Entities that are connected with government employees
		I	doing business with the department

(b) The Auditor-General has a specific formula which is using to quantify the level in percentages of non-compliance on the areas as reflected in the last column of the table above. We are still waiting submission from the Auditor-General on these figures.

QUESTION NO: 260

PUBLISHED IN INTERNAL QUESTION PAPER NO 02 OF 19 February 2010

Mrs M Wenger (DA) to ask the Minister for Cooperative Governance and Traditional

Affairs:

What are the (a) names and (b) details of the 42% municipalities that did not report on their performance as indicated in the findings of the Auditor General's report for the 2008-09 financial years? NW275E

Reply

This report has just been recently tabled to provinces; the Department is currently in the process of collating all relevant information required. A complete reply will be forwarded to you, once information is obtained.

QUESTION NUMBER 260
(Internal Question Paper NW275E - 2009)
Mrs M Wenger (DA) to ask the Minister for Cooperative Governance and Traditional Affairs:

1. What are the (a) names and (b) details of the 42% municipalities that did not report on their performance as indicated in the findings of the Auditor General's report for the 2008-09 financial years? NW275Em

REPL.Y

According to the information received from the Auditor-General. 110 municipalities out of 283 did not report on their performance. The following are the names of the municipalities that did not report on their performance:

NO	Province	Municipal /Entity	Expected / actual date of tabling of the annual report
1	EC	Alfred Nzo District	29-Mar-10
2	EC	Amahlathl	31-Mar-10
3	EC	Amathole District	31-Mar-10
4	EC	Arna/hole Economic Development	31-Mar-10
		Aaencv
5	EC	Baviaans	31-Mar-10
6	EC	Buffalo City	31-Mar-10
7	EC	Buffalo City Development Agency	31-Mar-10
8	EC	Camdeboo	31-Mar-10
9	EC	Centenary Hall	31-Mar-10
10	EC	Chris Han; District	Not yet scheduled
11	EC	Emalahleni	31-Mar-10
12	EC	Engcobo	30-Apr-10
13	EC	Feather Market	31-Mar-10
14	EC	Ikwezi	31-Mar-10
15	EC	Ingquza Hilt	29-Mar-10
16	EC	Inkwanca	31-Mar-10
17	EC	Intsika	16-Mar-10
18	EC	Inxuba Yethemba	04-Feb-10
19	EC	Kouga	H-Mar-10
20	EC	Mandela Bay Development Agency	31-Mar-10
21	EC	Mbhashe	17":Mar-10
22	EC	Mnquma	31-Mar-10
23	EC	Nelson Mandala Metro	31-Mar-10
24	EC	Ngqushwa	Not yet scheduled
25	EC	Nkonkobe	02-Mar-10
26	EC	Ntinga OR Tambo Development	31-Mar..10
		Agency
27	EC	Nxuba	15-Feb-10
28	EC	Nyandeni	31-Mar10
29	EC	OR Tambo District	31-Mar-10
30	EC	Port St Johns	Not yet scheduled
31	EC	Sakhisizwe	31-Mar-10
32	EC	Senqu	31-Mar-10
33	EC	Sundays River Valley	Not yet scheduled
34	EC	Ukhahlamba District	09-Apr-10
35	EC	Umzimvumbu	31-Mar-10
36	FS	Centlec (pty) LId	31 March 2010*
37	FS	Letsemeng	23-Feb-10
38	FS	Mafube	09-Feb-10
39	FS	Malutl-A-Phofung	31 March 2010.
40	FS	Mantsopa	31 March 2010.
41	FS	Masilonyana	01-Feb-10
42	FS	Matjhabeng	10 March 2010.
43	FS	Nala	31 March 2010*
44	FS	Naledi	22-Feb-10
45	FS	Ngwathe	24-Feb-10
46	FS	Nketoana	12-Mar-10
47	FS	Phumelela	31 March 2010.
48	FS	Setsoto	31 March 2010"
49	FS	Tswelopele	31 March 2010*
50	GP	Lesedi local Municipality	23-Feb-10
51	GP	Metsweding District Municipality	21..Feb-10
52	GP	Nokeng Tsa Taemane	Awaiting confirmation
53	GP	Randfonteln Local Municipality	03.Feb.10
54	GP	Sedlbeng District Municipality	Expected in Mar-10
55	GP	Westonaria Local Municipality	02-Feb-10
56	KZN	eMadlangeni	No - date not available
57	KZN	Indaka	01-Feb-10
58	KZN	Mbonambl	18-Feb-10
59	KZN	Mkhambathini	No - date not available
60	KZN	Umgungundlovu District	04-Feb-10
61	LP	B10uberg	*30 March 2010
62	LP	Elias Motsoaledi	*Before 31 March 2010
63	LP	Greater Letaba	26-Feb-10
64	LP	Greater Tubatse	.11 March 2010
65	LP	Greater Tzaneen	23-Feb-10
66	LP	Lephalale	No date available
67	LP	Makhudutamaga	No date available
68	LP	MogalakwenEi	24-Feb-10
69	LP	Mookgophong	No date available
70	LP	Mutale	No date available
71	LP	ThuJamefa	No date available
72	LP	Vhembe District	No date available
73	LP	Waterberg District	No date available
74	MP	Dipaflseng	30-Apr-10
75	MP	Dr JS Moroka	#REF!
76	MP	Emalahleni	04-Mar-10
77	MP	Mkhondo	Audit not completed
78	MP	Msukaligwa	Audit not completed
79	MP	Pixley Ka Seme (Volksrust)	#REFI
80	MP	Thaba Chweu	#REF!
81	NC	Dikgatlong	11-Feb-10
82	NC	Ga-Seoonvane	22-Feb-10
83	NC	KailGarib	16-Feb-10
84	NC	Kamiesbem	03-Feb-10
85	NC	Kareeberg	16-Feb-10
86	NC	Karoo Hoogland	16-Feb-10
87	NC	Khat-Me	04-Mar-10
88	NC	Maaareng	Report not tabled yet. expected tabling 31-Mar-
			2010
89	NC	Mier	23-Feb-10
90	NC	Moshaweng Local	24-Feb-10
91	NC	Rlchtersveld	03-Feb-10
92	NC	Sivancuma	23-Feb-10
93	NC	Sol Plaatje	03-Feb-10
94	NC	Ubuntu	11.Feb-10
95	NW	Sojanala Platinum District	25-Mar-10
96	NW	Dr Kenneth Kaunda District	no date available
97	NW	Lekwa-Teemane	31-Mar-10
98	NW	Mafikeng	01-Feb-10
99	NW	Naledi	no date available
100	NW	Ramotshere Moiloa	no date available
101	NW	Rustenburg	3Q-Mar-10
102	NW	Rustenburg Water Services Trust	30-Mar-10
103	NW	Tlokwe	09-Feb-10
104	WC	Beaufort West	28-Feb-10
105	WC	Cape Agulhas	24-Feb-10
106	WC	Central Karoo District	28-Feb-10
107	WC	laingsburg	31-Mar-10
108	we	Prins Albert	31-Mar-10
109	WC	Saldanha Bay	22-Feb-10
110	WC	Swellendam	31-Mar-10

QUESTION NO: 209

PUBLISHED IN INTERNAL QUESTION PAPER NO 02 OF 19 February 2010

Mr W P Doman (DA) to ask the Minister of Cooperative Governance and Traditional Affairs:

What (a) amount was owed to each municipality on 30 September 2009 for (i) water, (it) electricity, and (iii) rates and services and (b) is the breakdown in respect of (i) 0-30 days, (Ii) 31-60 days, (iii) 91-120 days (iv) 151-180 days and (v) more than 180 days? NW218E

Reply

The report is being disaggregated and thereafter it will be submitted to cabinet before it can be given to yourself.

QUESTION NO: 1231

PUBLISHED IN INTERNAL QUESTION PAPER NO 10 OF 19 April 2010

Mr. T. Botha (Cope) to ask the Minister of Cooperative Governance and Traditional Affairs:

Whether government had given serious consideration to the viability of municipal structures, with very large and costly councils, after the transfer of revenue generating water, electricity and solid waste services to regional government; if not, why not, if so, how were failing municipalities expected to manage escalating costs with diminishing revenues?

Reply

This department has given serious consideration to the viability of the municipal structures in that the turnaround strategy which has been approved by Cabinet is at phase 2 of developmental stage at municipal level. The viability of municipalities and revenue generation are critical priorities which are going to be addressed by the turnaround strategy during phase 3 of the turnaround strategy implementation stage.

NATIONAL COUNCIL OF PROVINCES

FOR WRITTISN REPLY

QUESTION NO: 166

Mrs E C van Lingen (DA-EC) to ask Minister of Cooperative Governance and Traditional Affairs:

(1) Whether he will provide a detailed progress report regarding an local municipalities which have been placed under administration since 1 March 2009; if not, why not; if so, what are the relevant details;

(2) Whether he will provide details. regarding the main chs1lenges his department will overcome in respect of each of the abovementioned municipalities; if not, why not; if so, what are the relevant details;

(3) Whether his department has formulated a plan or policy to solve the challenges encountered within each of these municipalities; if not, why not; if so, what are the relevant details of each of these policies;

(4) Whether any dates have been determined by which each municipality will be able to operate without any form of assistance from his department; if not. what is the postion in this regard; if so, what date is it anticipated that each municipality will commence its operations independently of his department? CW197E

Reply

(1) Yes, the report will firstly be presented to Cabinet, then to yourselves.

(2) Yes, the challenges facing all municipalities are known to ourselves and to everyone. They are contained in the State of Local Government report presented to major stakeholders who attended the Local Government Indaba that was held in October 2009. We have developed the Local Government Turn-Around Strategy which is based on the report that covered broadly all challenges facing municipalities.

(3} Yes, the Local Government Turnaround Strategy is currently being implemented in all municipalities.

(4) The Department is anticipating that by 2014 the Local Government Turnaround Strategy will be fully Implemented and challenges: facing municipalities would be substantially addressed.

NATIONAL COUNCIL OF PROVINCES FOR WRITTEN REPLY

QUESTION NO: 171

PUBLISHED IN INTERNAL QUESTION PAPER NO 10 OF 07 May 2010

Mr M W Makhubela (COPE-Limpopo) to ask the Minister for Cooperative Governance and Traditional Affairs:

Whether a certain person (name and details furnished) will be designated as a Headman (Gota); if not, why not; if so, when will this happen? CW202E

Reply

The appointment of headmans is a function of the province. The province makes a decision on the appointment while guided by the history of the royal family. The national government get involved in a situation where there are disputes and reported to us. Or in other instances where appointments are long overdue and the province has not acted upon it. In this case, nothing has been reported to us. We will investigate and revert to you.

QUESTION NO: 1568

PUBLISHED IN INTERNAL QUESTION PAPER NO 14 OF 21 May 2010

Mr E J Marais (DA) to ask the Minister of Cooperative Governance and Traditional Affairs:

Whether any staff member of the Bitou Municipality was redeployed and/or transferred to any other municipality in the past three years; if not, why not; if so, (a) how many, (b) what are their names, (c)(i) what was each person's position and (ii) to what position was each person transferred, (d)(i) on what basis were they transferred and (ii) who approved the transfer and (e) in each case, what (i) procedure was followed and (ii) were the cost implications? NW1827E

Reply

(a) One (1)

(b) Mr. MK Leluma

(ii) Acting Municipal Manager in Vetersdorp Local Municipality

(d) (i) to assist Ventersdorp

(ii) Executive Mayor and Municipal Manager

(e) (i) Request from Ministry

(ii) Period May 2009 to May 2010

Total Gross Salary R608 281.46

Total Cellphone and 3G Card Exp R34 655,22

Total Accommodation R123 555.00

Total cost of flights R 10 745.00

Total costs of car hire R297 275.71

Total R1 074512.39

THIS FILE CONTAINS 25 REPLIES.

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QUESTION NO: 1376

PUBUSHED IN INTERNAL QUESTION PAPER NO '12 OF Q1 May 2010

Mr. M Waters (DA.) to) ask the Minister for Cooperative Governance & Tradition Affairs:

(1) What is the (a) actual and (b) optimal number of (i) personnel and (ii) emergerny vehicles for Emergency Medical Services with regard to (aa) rescue services, (bb) emergency services, (cc) planned patient transport, (dd) inter-hospital services and(ee) other specified services for each local authority in each province;

(2) By what date will the lack of (a) personnel and (b) emergency vehicles be rectified in each province?

NW1613E

Reply

The Department of Cooperative Governance and Traditional Affairs would like to apologise to the Honourable that the information requested is not in our possession. The Department does not have jurisdiction on emergency medical services. This question will be best responded to by the department of Health. We would like to advise the Hounarable Member to kindly direct this question to the Department of Health for an appropriate response.

FOR WRITTEN REPLY QUESTION NO: 1377

PUBLISHED IN INTERNAL QUEST/ON PAPSR NO 12 OF 07 May 2010

Mr. MWaters (DA) to ask the Minister for Cooperative Governance & Traditional Affairs:

(1) Whether there are any minimum standards for Emergency Medical Services (EMS) with regard to the number of (i) emergency vehicles and (ii) personnel, including advanced life support personnel for (a) rescue services, (b) emergency services, (c) planned patient transport and (d) inter-hospital services; if not, why not; if so, what are the minimum standards in each case

(2) Whether minimum standards differ between local, district and metropolitan local authorities; if so, what are the relevant details?

(3) Whether the Government is obliged to meat any minimum international standards with regard to EMS; if not, what is the position in this regard; if so, what are the relevant details? NW1614E

Response:

QUESTION NO: 645

PUBLISHED IN INTERNAL QUESTION PAPER NO 07 OF 15 March 2010

Mr S N Swart (ACDP) to ask the Minister for Cooperative Governance and Traditional Affairs:

(a) What role does the National Energy Regulator of South Africa (Nersa) play in determining municipal guideline increases in electricity tariffs and (b) what steps will he take to resolve the impasse between the Government and Nersa on this matter?NW771E

Reply

(a) In terms of section 4 (ii) of the Electricity Regulation Act, 2006 (Act no 4 of 2006) the National Energy Regulator must regulate prices and tariffs, Therefore NERSA on an annual basis determines and communicates municipal guidelines increases to promote co-operative governance between all spheres of government and public entities.

(b) This guideline increase is then sent through to municipal distributors as a guide to them in determining their annual electricity tariffs. Further to that, to provide timely information to enable municipalities to plan properly and to prepare their budget in accordance with the process set out in Chapter 4 of the PFMA. Please see the Table Here

QUESTION NO: 1221

PUBLISHED IN INTERNALQUESTION PAPER NO 10 OF 19 April 2010

Ms. Patricia De Lille to ask the Minister for Cooperative Governance and Traditional Affairs:

(1) In reference to the attached (Mr. Foster Moagi, email) is the Sekgopo Community-ward 10, Greater Letaba Municipality, Mopani District, limpopo Integrated Development Planning (lOP) for 2007/08 going to be put into place; if so, (a) what has been the delay and (b) when will it commence; if not, why not;

(2) Mr. Moagi has suggestions of other development that will help develop the community and grievances with the council, can the Minister indicate who he should be in correspondence with regarding these developments and grievances;

(3) As stated in the attached Mr. Moagi, has been to different spheres to government with his grievances, but has yet to have any assistance, (a) can the Minister indicate why this has happened and (b) is there going to be more accountability of government officials in the future; if not, why not, if so, what are the relevant details.

Reply

(1) The Municipality conducts lOP public participation processes during each and every financial year and with projected income and due to insufficient funding some projects may not be implemented entirely. Projects which cannot be implemented in the same year, are then shifted to the next financial year during budget adjustment and councillors later communicate changes during community meetings. As a result all communities at Sekgopo are aware of the changes made in all financial years.

(2) Members of the public are encouraged to communicate with Ward Committees and then the Mayor's Office on development matters and grievances. Mr. Moagi is not able to attend to all these meeting because he is working in Johannesburg fulltime. It must be further clarified that Mr. Moagi is not complaining for Ward 10 as a whole which has nine villages but he is complaining for his home village being Ramoadil Matlou or Bloc C, resulting in him playing village politics.

(3) It must be clarified that all matters raised by Mr. Moagi were long responded to, after he was not satisfied, he arranged for a meeting with the Mayor on the 15 October 2009 and his concerns were discussed between him and the Mayor. After that meeting, the Mayor attended a community meeting at Ga- Sekgopo which Mr. Moagi also attended on the 28 December 2009, All parties that attended the meeting including the traditional leader were satisfied with the discussions. The last meeting which was held at Ga-Sekgopo was on the 04 April 2010 and Mr. Moagi did also attend the meeting while the issues he is raising were not discussed because they have long been resolved, The Premier's Office and Public Protector visited the municipality and responses were given to them.

PROJECTS

1 km pavement 2008/09

This project is being implemented and about to be completed in this financial year. It is expected to be completed and handed over to the municipality before the end of this financial year by June 2010.

FOR WRITTEN REPLY QUESTION NO: 1222

PUBLISHED IN INTERNAL QUESTION PAPER NO 10 OF 19 April 2010

Ms. Patricia de Lile to ask the Minister of Cooperative Governance and Traditional Affairs:

In reference to the attached question (Question 728, Internal Question Paper No 7 _ 2009) whether tile Minister has required information been obtained, if so, can the Minister provide it; if not, (a) what is the delay and (b) when will it be provided?

NATIONAL ASSEMBLY

WRITTEN REPLY

QUESTION NO 728

(Internal Question Paper No 7 - 2(09)

Mrs P de Lille (I D) to ask the Minister of Cooperative Governance and Traditional Affairs:

(1) (a) What are the salaries paid to the (i) mayor, (ii) speaker (Hi) municipal manager, (iv) general manager for infrastructure and economic development, (v) manager: customer relations, water services, and (vi) manager for special programmes in the Ugu municipality and (b) how were these salaries decided;

(2) whether these salaries match the job descriptions; if not, what is the position in this regard; if so, what are the relevant details;

(3) whether these salaries correspond with similar salaried positions in other municipalities; if not, why not; if so, what are the relevant details? NW853E

Reply

1 (a)

Designation	Salaries paid
(i) Mayor	R 646 835
(II) Speaker	R 520 664
(iii) Municipal Manager	R 825 198
(iv) General Manager Infrastructure and Economic Development	R 682 325
(v) Manager: Water Services	R 621 098
(vi) Manager for Special Services	R 505 638

(b) The salaries in respect of (i) Mayor and (ii) Speaker are upper limits for a grade 5 municipality in terms of Government Gazette Notice No. 1319 dated 8 December 2008.

The salaries in respect of (iii) Municipal Manager, (iv) General Manager Infrastructure and Economic Development and (v) Manager for Water Services were determined by resolution of the Council, taking into consideration comparable jobs with similar responsibilities from equally graded municipalities.

The salary in respect of (vi) Manager for Special Services (being a full-time appointment) was decided by a Bargaining Councii agreement dated 31 July 2009 designated for municipalities.

In respect of the Mayor and the Speaker their roles are indicated in the legislation.

The relevant Municipal Council is of the opinion that the salaries are commensurate with the job description of the posts concerned. It has been verified that there are job descriptions for each of the posts concerned.

The salaries of the Mayor and Speaker correspond with the mayors and speakers in other grade 5 municipalities who are in full-time positions, as determined by the MEC responsible for local government.

The salaries of the municipal officials from the Ugu District Municipality are marginally lower as compared to similar positions in other district municipalities within KwaZulu-Natal. The levels of payment are currently not legislated and the Municipality is consequently not bound by prescriptive levels of payment, be it maximum or minimum. A comparison shows the following details:

Designation	Ugu Municipality (grade 5)	Municipality A (grade 4)	Municipality B ](grade 4)
Municipal Manager	R 825 198	R 866 491	R 1 053 896
Manager: Infrastructure and Economic Development	R 682 325	R 733 507	R 733 159
Manager: Water Services	R621 098	R 729 128	R 699 321
Manager: Special Programmes	R505 638	No such position	R 539 493

Kindly note that Ugu is the only grade 5 District Municipality in KwaZulu-Natal in terms of the grading formula as determined by Government Gazette Notice No, 1319 dated 8 December 2008 which relates to the grading of municipalities in respect of councillors salaries and allowances payments, Other district municipalities are graded 3 and 4,

QUESTION NO: 193

PUBLISHED IN INTERNAL QUESTION PAPER NO 01 OF 11 February 2010

Mr J J McGluwa (ID) to ask the Minister of Cooperative Governance and Traditional Affairs: (Interdepartmental transfer on 26 February 2010)

With reference to his reply to Question 2191 on 14 December 2009, (a) which municipalities are employing their own community development workers and (b) how many are there in each of these municipalities? NW199E

Reply

We are unable to respond to the Honourable Member's question as the question that the honourable Member is referring too was asked by the Honourable Member to the Minister for Public Service and Administration and not to the Minister for Cooperative Governance and Traditional Affairs.

QUESTION NO: 817

PUBLISHED IN INTERNAL QUESTION PAPER NO 08 OF 23 March 2010

Mrs D van der Walt (DA) to ask the Minister for Cooperative Governance and Traditional Affairs:

(1) Whether legislation makes provision for the appointment of more than one municipal manager at a municipality; if not, why not; if so, what are the relevant details;

(2) whether the former municipal manager of the Mookgopong Municipality in Limpopo is still in the employ of the municipality; if so, (a) in what position and (b) since when;

(3) whether a new municipal manager has also been employed at Mookgopong Municipality in Limpopo; if so, (a) who is this person and (b) when was this person appointed;

(4) whether the Mookgopong Municipality in Limpopo is in a position to have two municipal managers appointed at the same time; if not, why not; if so, what are the relevant details?

NW950E

Reply

(1) Section 82 of the Local Government: Municipal Structures Act (Act 117 of 1998) makes provision for an appointment of a Municipal Manager who is the head of Administration and the Accounting Officer of the Municipality. The Act further makes provision for an appointment of an Acting Municipality Manager when necessary.

(2) The former Municipal Manager (Peter Modiba) of the Municipality is no longer in the employment of the Municipality. His contract expired in 2007 and he has since been released off his duties as a municipal manager.

(3) Mr. Mokgadi Kgatla was appointed as a Municipal Manager of the Municipality in 2007.

(4) Please refer to reply in (1).

NATIONAL COUNCIL OF PROVINCES
FOR WRITTEN REPLY
QUESTION NO: 188
PUBLISHED IN INTERNAL QUESTION PAPER NO 12 OF 21 May 2010
Mr R J Tau (ANC-NC) to ask the Minister for Cooperative Governance and Traditional Affairs:

(1) Whether his department has made any commitments to relocate the Magareng Municipality sewage plant in the Northern Cape; if not, what is the position in this regard; if so, what are the relevant details;

(2) Whether his department will assist the municipality in this regard; if not, why not; if so, what are the relevant details? CW272E

Reply

The Department of Cooperative Governance and Traditional Affairs has made funds available through the Municipal Infrastructure Grant to assist the municipality to address challenges of infrastructure, including the matter in question.

QUESTION NO: 396

PUBLISHED IN INTERNAL QUESTION PAPER NO 04 OF 26 February 2010

Mr W P Doman (DA) to ask the Minister for Cooperative Governance and Traditional Affairs:

Whether he has promulgated the recommendation by the Independent Commission for the Remuneration of Public Office Bearers that an amount to which section 8 (1 )(d) of the Income Tax Act, Act 58 of 1962, applies form part of the basic component in the recent salary negotiations; if not, why not; if so, when will he do so? NW469E

Reply

No. The Recommendations of the Commission relating to the Allowance contemplated in section 8(1)(d) of the Income Tax Act, 58 of 1962, could not be implemented, This is due to the fact that section 6(4) of the Remuneration of Public Office Bearers Act, 20 of 1998, provides that section 8 (1 )(d) of the Income Tax Act shall apply to the remuneration of a Premier, Member of Executive Council, Member of Provincial Legislature concerned. Therefore section 8(1)(d) strictly relates to members mentioned above and not to the councillors and traditional leaders,

It is therefore significant to note that no such authority has been provided for in respect of determination of the remuneration packages of councillors and members of traditional leaders. Consequently recommendation of the Commission could not be implemented as the principal law, in this case the Remuneration Act, could not be amended by way of proclamation, Therefore provisions of section 8(1)(d) may only be extended to councillors if an appropriate amendment is effected to the Remuneration Act.

Shortly the bill to propose the amendment to the Remuneration Act will be introduced to the cabinet to extend this allowance to councillors.

QUESTION NO: 1008 FOR WRITTEN REPLY

PUBLISHED IN INTERNAL QUESTION PAPER NO 09 OF 30 March 2010

Mr M Mnqascla (DA) to ask the Minister for Cooperative Governance and Traditional Affairs:

(1) Whether there are any vacancies for councilors at any municipalities; if not,

what is the position in this regard; if so, (a) which vacancies exist in which municipalities and (b) how many disputes on such vacancies by political parties and/or municipal managers have been brought to his department's attention;

(2) whether he intends taking any action in this regard; if not, why not; if so, what are the relevant details? NW1153E

Reply

The Ministry of Cooperative Governance and Traditional Affairs and the Department of Cooperative Governance currently do not have this information at our disposal. The matter has been referred to the Independent Electoral Commission for verification and reporting. The information will be provided to yourselves once it has been obtained from the lEC.

QUESTION NO: 1533

PUBLISHED IN INTERNAL QUESTION PAPE.R NO 14 OF 21 May 2010

Mr W P Doman (DA) to ask the Minister for Cooperative Governance and Traditional Affairs:

Whether his department and/or any of its entities have purchased any tickets for (a) the 2010 FIFA World Cup Soccer tournament, (b) the Cape Town International Jazz Festival and (c) any other entertainment event in the (i) 2009-10 financial year and (ii) during the period 1 April 2010 up to the latest specified date for which information is available; if not, what has been the position in each case; if so, in each case, (aa) what is or has been the date of the event, (bb)(i) how many tickets have been purchased and (ii) why, (cc) what has been the total cost of the tickets and (dd)(i) to whom has each of these tickets been allocated and (ii) on what was the decision for the allocation of these tickets based? NW1789E

Reply

(a) The Department of Cooperative Governance and Traditional Affairs and neither its entities have purchased any tickets for the upcoming world soccer spectacular,

(b) The Department of Cooperative Governance and Traditional Affairs and its entities have not purchased tickets for the Cape Town International Jazz Festival in April 2009 and April 2010.

(c) The Department has not purchased any tickets for any entertainment events in the previous and current financial year.

28 December 2010 - Question:Minister of Higher Education

MPs to ask the Minister of Higher Education and Training

Source
Link

Reply:

QUESTION 1503

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 21/05/2010

(INTERNAL QUESTION PAPER 14 OF 2010)

Ms A M Dreyer (DA) to ask the Minister of Higher Education and Training

1. Whether the forensic investigation into the Public Sector Education and Training Authority (PSETA) has been completed; if not, why not; if so, (a) when was it completed and (b) when was the report delivered to him;

2. Whether he has taken any action subsequent to receiving the report; if not, why not; if so, (a) when will this report be tabled in Parliament and (b) what are the further relevant details?

NW1759E

REPLY:

It must be noted that the questions refer to a period of time that predates the date on which I, as the Minister of Higher Education and Training, was assigned the responsibility for the administration of the Skills Development Act by the President. This proclamation took effect on 1st November 2009. Since assuming responsibility, I have taken the following actions:

· The Skills Development Act permits the Minister, after consultation with the National Skills Authority and the SETA in question, to direct the Director-General to appoint an administrator to take over the administration of a SETA or to perform the functions of a SETA if, inter alia, the SETA fails to perform its functions. I have invoked section 15 (1) of the Act to address non-compliance of the Public Services Sector Education and Training Authority (PSETA). I have directed a letter to the PSETA requesting them to comment on my intentions to invoke section 15 (1) of the Act. I have received their reply and have indicated that I have instructed my DG to proceed with the appointment of an administrator.

· I have proposed to my Colleague Minister Baloyi, the Minister of the Public Service and Administration, that we establish a joint committee reporting to both Minister Baloyi and myself to review the role of the Public Services Sector Education and Training Authority (PSETA). This Committee is in the process of being established

1 (a) The forensic investigation has not been completed. However, two forensic investigations were conducted into the PSETA's finances, namely, a joint effort between SAPS and the Special Investigations Unit and another one by Price Waterhouse Coopers which must still be concluded.

1 (b) I was informed that a report dated 3 March 2009 was submitted to the Department of Public Service and Administration (DPSA) by the SIU. The PWC investigation is currently under way and great strides have been made in finalising the investigation. According to the last meeting that was held between PSETA and PWC on 30 April 2010, all the information that was outstanding was made available except for the following:

(i) On 31 March 2010, the PSETA Board requested the ADG: DPSA to provide banking details of all employees that were employed by the PSETA during the period when the incident occurred so that the said information can be forwarded to the PWC forensic investigators.

(ii) Computers and/or Laptops that were used by the former CFO Mr. Munyayi and Managers at PSETA that were involved in the administration of the NSF project and especially the management of the finances could not be traced and: a request was made to the DPSA – Asset Management Unit to provide relevant information. However, according to the DPSA it was not possible to trace the computers/laptops that were used at the time.

The meeting also resolved that the forensic investigators will prepare a list of suspected fraudulent accounts and assistance of the SIU will verify whether the suspected accounts are fraudulent or not.

Due to the fact that the outstanding information as indicated was not provided by the DPSA, it will therefore be difficult to determine by when the report will be finalised.

1 (b) Based on the above, it was not possible for the investigators to report to the Department of Higher Education and Training. However, it is important to note that the matter was discussed by the PSETA Board with the DDG: ESDS and HRD at the Department of Labour during August 2008.

2 As already indicated to the report is not finalised and therefore not submitted to me to take the necessary action.

The PSETA has reported that subsequent to the discovery of the fraud and the outcome of the Special Investigations Unit's (SIU) report, the following actions were taken:

(i) PSETA's banking account with ABSA was placed on hold to prevent any further fraudulent transactions and was only opened after new personnel and controls were put in place.

(ii) PSETA sent out letter to the banking institutions where the fraudulent accounts were held requesting the respectively banks to place the affected accounts on hold.

(iii) Disciplinary proceedings were instituted against the former Chief Financial Officer, Mr. Maxwell Munyai, who was identified to have been responsible for the fraud and/or theft.

(iv) Legal proceedings were instituted against Mr. Munyai for the fraud and/or theft of the NSF funds. He was subsequently convicted on 39 counts of the initial 44 counts of fraud and/or theft and was sentenced to 10 years in prison, of which 3 years were set aside for time spend whilst awaiting trial.

(v) VIP Softline was engaged to manage and administer the Larnership payroll for the rest of the learnership programme.

(vi) SAB & T Chartered Accountants were engaged to provide the back office accounting services and Kwinana and Associates was also engaged in 2009 to carry out the financial records reconstruction exercise for the PSETA since inception.

(vii) Mr. Kenny Govender, the Acting Chief Executive Officer during the period in which the fraud occurred was given a written warning for negligence in the management of the NSF account.

(viii) Ms. Mamello Mahommed's, the Learnership Manager, probation was not confirmed due to unsatisfactory performance in the discharge of the NSF obligations.

(ix) Mr. Hannes Roets was appointed as the Finance Manager in January 2007 and unfortunately passed away in March 2007 and in 2009 Kwinana and Associates was appointed to provide the CFO function/services.

(x) Mr. Clive Mtshisa was seconded as the interim Chief Executive Officer and Mr. Sipho Majombozi was subsequently appointed Acting Chief Executive Officer from February 2008 on the understanding that he will relinquish the position upon the recruitment of a substantive Chief Executive Officer.

(xi) A substantive Chief Financial Officer has been identified and is expected to assume office with effect from 1 June 2010 and the selection process for a substantive Chief Executive Officer is currently under way with interviews having been conducted on the 17th of May 2010 and the final appointed will done on 8 June 2010.

In view of the fact that the report is not finalised as already indicated and it is therefore not possible to confirm by when the report will be tabled in Parliament. The Department will require the administrator of the PSETA to ensure that the report will be finalised and submitted as soon as possible.

2(a) Once the final report has been submitted to my Department, I will ensure that it will be managed in terms of the relevant legislation.

2 (b) Further details pertaining to the issue under discussion could be made available once the final report has been submitted to my Department.

QUESTION 1791

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 04/06/2010

(INTERNAL QUESTION PAPER 16 OF 2010)

Mr N M Kganyago (UDM) to ask the Minister of Higher Education and Training:

(1) What are the minimum compulsory qualifications for a person to take up a lecturing position at a further education and training (FET) college?

(2) Whether all current FET lecturers meet the minimum compulsory qualifications; if not, (a) how many lecturers are not properly qualified and (b) what steps does his department intend taking in this regard?

NW2059E

REPLY:

(1) There has been no specific policy for FET college lecturers in the past and they were generally appointed in terms of the Employment of Educators' Act, at REQV 10 to 13. This was however applied very unevenly across the colleges nationally. It must be noted that the requirements of FET Colleges differ significantly from schools. Accordingly the South African Council of Educators (SACE) granted special dispensation for qualified artisans (with N certificates / Technical Diplomas) but lacking professional Teaching qualifications to register as teachers.

(2) In August 2009 the Department published a gazette for public comment that sets out the framework for lecturer qualifications and development in the FET college sector. Although the framework has not been finalised, it serves as the benchmark for the employment of lecturers going forward. . Once the framework is finalised the Department will develop a plan for relevant lecturers to upgrade and up-skill to meet these requirements. An analysis of 4788 lecturers reveals the following:

Relative Education Qualification Values	Number of Lecturers	%
REQV 10	99	2.07%
REQV 11	11	0.23%
REQV 12	57	1.19%
REQV 13	1721	35.94%
REQV 14	2900	60.57%

There are currently just over 5000 lecturers employed in public FET Colleges.

QUESTION 1792

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 04/06/2010

(INTERNAL QUESTION PAPER 16 OF 2010)

Mr N M Kganyago (UDM) to ask the Minister of Higher Education and Training:

(1) How many lecture periods per week do further education and training (FET) colleges devote to practical training of learners in (a) carpentry, (b) bricklaying and plastering, (c) plumbing, (d) motor mechanics and (e)(i) heavy and (ii) light current electrical work;

(2) Whether he has found that learners in the above trades acquire suitable saleable skills for entry into the labour market; if not, why not; if so, what are the relevant details? W2060E

REPLY:

(1) In the NC (V) qualification students spend 2 - 3 hours per week in practical training. The curriculum prescribes that neither the theory nor practical learning must be more than 60%, or less than 40%. Given this limited flexibility, the firm requirement however is that all the outcomes as listed in the subject guidelines must be met.

(2) The subjects mentioned are the occupational component of a much bigger vocational (career-orientated) qualification requiring students to spend the greater portion of the college day in other forms of learning. The occupational subjects mentioned are not intended to qualify the students in these respective occupations. It is intended rather to give the students an opportunity to acquire important knowledge and skills to enable further learning and qualification along a career pathway, or to specialise further in a given occupation/job. Practical application in the subjects mentioned are supported by practical work done in the other three vocational subjects in the vocational programme, and is therefore sufficient for the intended purpose.

QUESTION 1793

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 04/06/2010

(INTERNAL QUESTION PAPER 16 OF 2010)

Mr N M Kganyago (UDM) to ask the Minister of Higher Education and Training:

(a)(i) How many first-year students were registered for degrees in engineering at each university and (ii) how many of them qualified to commence their second year in (aa) 2007, (bb) 2008 and (cc) 2009 and (b) what was the demographic breakdown of these students according to race?

NW2061E

REPLY

(a)(i) The attached table gives an indication of how many first-year students were registered for degrees in engineering at each university, including the demographic breakdown as requested in part (a)(ii) of the question.

(ii) The information on how many have qualified to commence their second year and the demographics for the second year is not available as institutions have different definitions for years of study. For example some institutions may require a student to repeat the first year if they fail subjects, whereas another institution will regard a student in a similar position as a 2nd year student. The total number of students (second year and onwards, excluding first time entering students) enrolled for engineering are as follows:

2006: 34066

2007: 35959

2008: 37035

QUESTION 687

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 15/03/2010

(INTERNAL QUESTION PAPER 7 OF 2010

Dr W G James (DA) to ask the Minister of Higher Education and Training:

(1) Whether any universities took up the offer to register students without having to pay registration fees upfront; if not, why not; if so, (a) how many and (b) which universities;

(2) Whether any eligible students were overlooked by the National Student Financial Aid Scheme of South Africa (NSFAS) offer; if not, what is the position in this regard; if so, what are the relevant details? NW813E

REPLY:

(1.a) As of Thursday, 17 March 2010, eighteen institutions had taken up the offer for the 2010 academic year, to the value of R331 million as indicated in table below. The total upfront payment claimed from HEIs for donor category DE-General amounts to R317 million. Central University of Technology and the University of South Africa indicated that they did not need the upfront payment. The Cape Peninsula University of Technology will send additional claims during March 2010.

The University of Pretoria, Rhodes University, and Vaal University of Technology are still busy with the processing of claims and will submit their claim for upfront payment during March 2010.

The total amount claimed for DE-Teacher (ringfenced) amounts to R9, 835 million. Three universities submitted claims: UKZN, NWU and TUT. Only three universities (UKZN, UNIZULU and TUT) submitted claims in the Category DE-Disability to the amount of R2, 343 million.

Other claims submitted by Stellenbosch University of R1 million was for the payment of agricultural bursaries and the University of the Witwatersrand for the bursaries provided by Rural Education Access Programme (R66 000).

(b) UPFRONT PAYMENTS CLAIMED BY UNIVERSITIES AS AT 18 MARCH 2010

18 Universities took up the offer to register students without having to pay registration fees upfront:

Institution	DE-General	DE-Teaching (Ringfenced)	DE - Disability	Other
	R'000	R'000	R'000	R'000
Cape Peninsula University of Technology	5 391
University of Cape Town	21 816
Durban Institute of Technology	35 680
University of Fort Hare	5 205
University of the Free State	19 584
University of Johannesburg	54 124
University of KwaZulu-Natal	23 205	2 990	614
University of Limpopo	1 331
Nelson Mandela Metropolitan University	22 852
North West University	19 580	2 091
University of Stellenbosch				1 000
Tshwane University of Technology	34 620	1 442	1 633
University of Venda	1 699
Walter Sisulu University	23 445
University of Western Cape	23 491
University of Witwatersrand	29 882			66
University of Zululand	12 828	3 312	96
Mangosuthu University of Technology	5 500
TOTAL	316 765	9 835	2 343	1 666
TOTAL UPFRONT PAYMENT CLAIMED FOR ALL CATEGORIES	R330 009 087 million

It is assumed that universities that did not apply for funds used their own funds in anticipation of receipt of the NSFAS transfer.

(2) In 2008, 11 120 and in 2009, 16 172 students applied for, were eligible for but did not have an NSFAS award. Reasons are not provided as to why these students do not have an award, but it could be that they received bursaries elsewhere such as from private companies. The 2009 figure provided by public institutions is provisional as this data from the public institutions is not audited. The public institutions will submit their audited 2009 data to the Department in July 2010. Provisional 2010 data will be available from institutions at the end of October 2010 as they have a 2nd semester registration in July 2010.

QUESTION 881

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 23/03/2010

(INTERNAL QUESTION PAPER 8 OF 2010

Dr W G James (DA) to ask the Minister of Higher Education and Training:

(1) What is the (a) breakdown and (b) total budget of the stakeholder summit on higher education transformation scheduled for 22 to 23 April 2010, including the preparations towards it? NW1018E

REPLY:

1a) Breakdown of budget (in Rands)[1]

Programme development	46 850
Development of summit concept papers (including honoraria for plenary and commission presenters)	325 400
Logistics, Planning and Project Management (including management of summit webpage)	138 000
Scribing (including synthesis report of pre-summit submission, recording of summit proceedings)	118 400
Development of proceedings report and summit report using blogs/submissions	125 400
Travel costs	46 204
Printing for conference report	102 400
Consumables	30 050
Contingency	67 596
Management fee	124 727
Catering costs	219 161
VAT	155 806
TOTAL	1 500 000[2]

1b) It must be highlighted that the budget for the Summit does not utilise voted funds but donor funding. The total budget of the stakeholder summit amounts to R1.5 million. A Summit Steering Committee (SSC) was appointed by the Minister who oversees the planning of the summit, the development of the programme, the management of the event and, the production of the report. The SSC is stakeholder driven with representation from HESA, the CHE, SAUS and organised labour. A service provider was appointed to undertake all the organisational work and to manage the summit. The committee has met several times and will meet again on 15 April to finalise the preparations. An advertisement, calling for submissions from higher education stakeholders was placed in the Mail & Guardian, The Sunday Times and the City Press.

[1] Total number of delegates expected is 400.

[2] The budget is donor funding, not voted funds.

QUESTION 2211

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 20/08/2010

(INTERNAL QUESTION PAPER 23 OF 2010)

Dr W G James (DA) to ask the Minister of Higher Education and Training:

(a) How many lecturers currently employed at the 53 further education and training colleges (i) have (aa) doctoral, (bb) masters, (cc) honours and (dd) bachelors degrees and (ii) do not have a university degree and (b) what are the relevant details regarding the rationale to employ lecturers who do not have a university degree?

NW2718E

REPLY:

a) The information contained below is for lecturers employed in the 50 further education and training colleges and not 53 FET Colleges as requested. This data is collated from the summary of REQVs.

(i) (aa)Doctors degree : 38;

(bb)Masters degree: 200;

(cc) Honours degree: 720;

(dd)Bachelors degree :2647and

(ii) number of lecturers who do not have university degree is 4062, of which 3569 have diploma qualifications

b) There are two types of lecturers that are under-qualified in FET Colleges, but they offer effective teaching and learning. The following are the categories:

· Lecturers with National N Diploma (Trade Test and N6 Diploma)

These lecturers have acquired the relevant qualification in different field of trades. They have knowledge required to teach trade subjects, but have no professional training as lectures and teachers

· Lecturers with ordinary Teachers Diploma

These lecturers have had professional being as teachers /educators but do not have disciplinary knowledge to teach trade related subjects.

In August 2009, the Department published a gazette for public comment that sets out the policy framework for lecturer training and development in the college sub-sector. Although the framework is not yet finalised, the department intends to build on this framework to set the minimum qualifications requirements for employment as a lecturer in the FET sub-system. The issue of lecturer training, development and support is part of the FET summit process, because the department had already identified it as of the challenges in this sector.

QUESTION 2117

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 13/08/2010

(INTERNAL QUESTION PAPER 21 OF 2010)

Dr W G James (DA) to ask the Minister of Higher Education and Training:

1. Why has only one university made it onto the Times Higher Education World University Ranking;

2. whether he has any plans in place to ensure that South African universities appear in the top 100 rankings; if not, why not; if so, what are the relevant details?

NW2557E

REPLY:

1. Comparative practices related to league tables like the Times Higher Education World University Ranking is limited in its biased use of a range of indicators in an attempt to measure and compare universities. There are many differences between universities and the context in which universities are developed; continue to develop and function - including the financial, historical, social, political and cultural changes - makes information obtained in this way controversial. South Africa is on a specific development trajectory and imperatives considered as being key to South African universities might be excluded from the list of criteria against which institutions are judged.

A snapshot evaluation of these rankings shows a bias towards universities which are larger and well-resourced, where English is the language of the academy and modelled along Westernised notions of what a university is or ought to be. Strikingly, there is little or no recognition for the humanities and creative arts.

2. As the South African Government, our objective is to ensure that the quality of our universities is constantly and consistently measured against our own set of criteria (including international best practices). We have in place the Higher Education Quality Committee (HEQC), which is the permanent committee of the Council for Higher Education mandated to ensure a robust quality system for the university sector. The HEQC executes this mandate through a vigorous process of academic programme accreditation as well as institutional audits. The process is aimed at continuously improving and strengthening our university sector.

QUESTION 1969

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 30/07/2010

(INTERNAL QUESTION PAPER 18 OF 2010)

Mrs G M Borman (ANC) to ask the Minister of Higher Education and Training:

Whether all the Further Education and Training (FET) Colleges have received their final examination results for 2009; if not, why not; if so, what are the relevant details? NW2205E

REPLY:

Yes. All FET Colleges have received their final examination results for 2009.

The Department of Higher Education and Training uses two key policies when resulting candidates for the National Certificate (Vocational), namely the National Policy on the Conduct, Administration and Management of the Assessment of the National Certificates (Vocational) gazetted in September 2007 and the Policy for the National Certificates (Vocational): Qualifications on the National Qualifications Framework (NQF) gazetted in March 2006.

In terms of national policy, an NC (V) candidate must complete all the required assessment components for each National Certificate (Vocational) subject to ensure a complete result in each subject. In instances where an examination centre has marked a candidate absent on the mark sheet for the Internal Continuous Assessment (ICASS) and/or the Integrated Summative Assessment Task (ISAT), the policy states that the absence of a mark in either of these components will result in the student registered for the particular subject receiving an "incomplete" result. A high number of NC (V) candidates were marked absent on official mark sheets for either or both the ICASS and ISAT components. Such candidates are therefore deemed by the Department of Higher Education and Training to have been officially resulted.

The Department of Higher Education and Training will be visiting all 9 provinces during September 2010 to provide guidance and support in the resulting process to facilitate an improved understanding of the process and how to interpret the results generated.

QUESTION 1948

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 26/07/2010

(INTERNAL QUESTION PAPER 17 OF 2010)

Mr G G Boinamo (DA) to ask the Minister of Higher Education and Training:

(1) Whether his department has measures in place to identify all (a) unregistered and (b) illegally operating colleges; if not, why not; if so, (aa) how many (i) unregistered and (ii) illegal colleges have been identified, (bb) where were they located;

(2) whether the department has taken any action against these unregistered and illegal colleges; if not, why not; if so, in each case, (i) what action has been taken, (ii) what criminal charges have been brought and (iii) how many cases of false registration of students were identified at each college?

NW2336E

REPLY:

1. (a) No, the Department of Higher Education and Training (DHET) does not have such measures in place. DHET reacts to complaints, reports, allegations from students, parents and the general public with regard to unregistered Private FET Colleges. This is the same process by which law enforcement agencies obtain information about criminal acts.

(aa) (i) and (ii) Investigations sparked by complaints have exposed sixty two (62) private institutions that are not registered as FET colleges and as such are operating illegally.

(bb) The colleges found operating illegally were located in the following provinces: Gauteng (39), Western Cape (6), Eastern Cape (6), Limpopo (4), KwaZulu-Natal (4) North West (2) and Mpumalanga (1).

2. (i) The DHET issued defaulting private education institutions with letters warning that they were not registered and were therefore acting in contravention of the FETC Act (2006). The DHET works closely with the South African Police Service and other law-enforcement agencies, in responding to reports of private education institutions that are alleged operating illegally.

(ii) and (iii) Police recently arrested owners and management of eight (8) private colleges and charges of fraud were brought against them. The cases are being finalised by the courts and this process could reveal the numbers of students who were illegally enrolled. DHET advises identified students to institute lawsuits for refund against institutions that have been found to be operating illegally.

QUESTION 1946

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 26/07/2010

(INTERNAL QUESTION PAPER 17 OF 2010)

Dr W G James (DA) to ask the Minister of Higher Education and Training:

(1) How many student protests were held at each tertiary institution campus (a) in (i) 2005, (ii) 2006, (iii) 2007 and (iv) 2009 and (b) during the period 1 January 2010 up to the latest specified date for which information is available;

(2) (a) which student organisation led the protest in each case, (b) what were the reasons for the protest action in each case and (c) how long did the protest action last in each case;

(3) whether teaching and academic work was affected by any protest action; if so, (a) how and (b) what are the further relevant details in each case;

(4) what (a) damage to property or (b) violence was reported in each case? NW2334E

REPLY:

1. My Department has always monitored student protests, but not kept records or data on what transpires on individual university campuses. Since the beginning of 2010, my Department established an internal registration monitoring process to ensure that the DHET is informed about unrest at institutions. I have consulted with the university leadership (administrators as well as students) as to the causes of student protest and how these can be addressed by individual institutions taking into account their contexts.

2. Anecdotal evidence suggest that the genesis of student protests does not necessarily reside in any one organisation. Instead, students express their dissatisfaction through the voice of its leaders in Student Representative Councils (SRC). The SRC is enshrined in legislation, through the Higher Education Act (Act 101 of 1997), section 26 (2) (e), as an integral organ to the institutional governance landscape. The main causes of student protests relate to exclusions, whether academically or financially. How students articulate this (and other causes) differs across institutions (and even across campuses within one institution) as the institutional context will determine the degree of dissatisfaction amongst the student body.

3. Universities have, as part of their rules and regulations as stipulated through Institutional Statutes, formal procedures for managing protest action, and these are implemented where necessary. Institutions manage student protests when they arise to specifically prevent the disruption of academic work and examinations. My Department, where necessary, works with the institutions to ensure that disruptions are kept to a minimum, and to prevent further disruptions. Institutions have the responsibility for dealing with time lost during protest action.

4. Reports about damage to property are sometimes received from institutions, or reported in the media. In this case, individual institutions would have to supply reports about specific incidents on their campuses.

QUESTION 1944

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 26/07/2010

(INTERNAL QUESTION PAPER 17 OF 2010)

Dr W G James (DA) to ask the Minister of Higher Education and Training:

With reference to his reply to question 881 on 17 May 2010, (a) what are the names of the donors of the R1,5 million that was spent on the Stakeholder Summit on Higher Education Transformation of 22-23 April 2010, (b) what amount did each donor contribute and (c) on what date was each donation made?

NW2332E

REPLY:

a) The Summit was jointly funded in kind by the Centre for Education Policy Development (CEPD) and the Joint Education Trust (JET)

b) The total cost of the summit amounted to R1 700 933.17. Funds were provided as follows:

CEPD: R1 201 026.07

JET: R499 907.10

c) As it was a contribution in kind, no actual monies were transferred to the department. Donors managed the payments to service providers over a period of time.

QUESTION 61

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 05/03/2010

(INTERNAL QUESTION PAPER 4 OF 2010

Mr R Tua (ANC-NC) to ask the Minister of Higher Education and Training:

Whether the Government is considering the construction of a university in the North Cape; if not; why not; if so; (a) how far are such plans and (b) what are the timeframes for the completion of such university? CW86E

REPLY:

(a)The establishment of fully fledged universities in the said province remains a priority for this government. In this regard, we have consulted and continue to consult with the National Institute for Higher Education, provincial governments and stakeholders involved in the provincial delivery of higher education programmes in the relevant provinces. Work towards the establishment of universities in Mpumalanga and the Northern Cape will continue this financial year.

(b) I will be appointing two task teams to explore suitable university models for the needs of these provinces and come up with costed proposals and timelines. Professor Cheryl de la Rey and Professor Thandwa Mthembu will Chair these teams and will work together on key issues that will be common to both processes. It is envisaged that the time-frames for completion of the work of the task team will be by the end of 2010.

QUESTION 68

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 02/03/2010

(INTERNAL QUESTION PAPER 5 OF 2010

Mr G G Boinamo (DA) to ask the Minister of Higher Education and Training:

(1) Whether the provision of bursaries to students is based on the criteria of (a) race, (b) gender and (c) disability; if not, why not; if so, what are the relevant details;

(2) Whether access to funds of the National Student Financial Aid Scheme (NSFAS) is equally managed and promoted in (a) rural and (b) urban areas; if not, why not; if so, what are the relevant details in each case;

(3) Whether the pay-outs from the NSFAS cover all necessary fees, including boarding, lodging and books; if not, why not; if so, what are the relevant details in each case? NO594E

REPLY:

1a) No. NSFAS primarily allocates bursaries to students based on priority skills areas, financial need and academic potential.

1b) No. See point 1a)

1c) Yes. NSFAS administers bursaries for people with disabilities on behalf of the DHET and DoL.

2 NSFAS is equally managed and promoted in both rural and urban environments. NSFAS has in the recent past tried to focus much more on rural communities. This has taken a number of forms - use of SABC Radio vernacular language stations to allow them to reach communities all over South Africa; visits to schools in rural areas; attending career exhibitions in rural areas; a presence on some rural-based university campuses during the university registration period; industrial theatre (in some rural towns); etc. In addition there is a partnership with the Rural Education Access Programme and other NGOs to ensure that access is not urban based purely.

3 No. Allocation to universities falls into mainly two categories. Some universities grant full loans to needy students and others like UCT and Stellenbosch, have adequate funding to grant full loans to needy students. Historically disadvantaged institutions (HDI) like the University of Fort Hare and Walter Sisulu University, which have a larger number of financially needy students, usually adjust loans to needy students, reducing them to spread the funds to more needy students. This is the conundrum of the allocation formula to both institutions and individuals. If the demand is greater and the allocation cannot accommodate full loans, financially needy students obtain partial loans which do not necessarily cover all necessary fees, including boarding, lodging and books. Under current arrangements, NSFAS bursaries are also provided to students registered at FET Colleges.

4 BACKGROUND INFORMATION

I assume that the honourable member is addressing the issue of NSFAS-administered bursaries and not bursaries in general. NSFAS administers the following bursary schemes:

a. On behalf of the Department of Higher Education and Training (DHET):

· Bursaries for Further Education and Training students

· Funza Lushaka bursary scheme for teacher education in priority areas. The School of Education at Higher Education Institutions and the DHET identifies successful candidates based on the following criteria: academic ability, eligibility for one of the academic programmes for which the bursary is granted and candidates whose financial position would otherwise exclude them from enrolment for a teaching qualification.

· Bursaries for disabled students

b. On behalf of other government departments:

· Bursaries for training social workers to address its skills shortages via the Department of Social Development. The allocation to the student starts as a loan but is converted to a bonded bursary upon graduation, where the graduate takes up a post in the public sector for a specified period. No specific criteria is attached as the objective is to alleviate the shortage of qualified social workers by offering bursaries to students willing to study social work.

· Bursaries for scarce skills studies are identified by the Department of Agriculture using selection criteria based on academic potential and financial need. The Department of Agriculture selects its bursaries through its National Bursary Committee and require graduates to work for the same number of years that they received the bursary.

· Bursaries from the Department of Labour targets scarce skills areas including bursaries for people with disabilities. The NSFAS selects suitable bursary recipients based on the Department's National Master Scarce Skills List.

· Bursaries of R50 000 are provided to top achievers through the Eastern Cape Provincial Government.

c. NSFAS also administers private sector funded bursaries. NSFAS is not responsible for identifying suitable candidates for the bursaries, but enters into contracts with each private sector partner. Academic admission criteria and conditions applicable on graduation are determined by the donors/sponsors.

QUESTION 69

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 02/03/2010

(INTERNAL QUESTION PAPER 5 OF 2010

Mr G G Boinamo (DA) to ask the Minister of Higher Education and Training:

(1) Whether there is a correlation between (a) the funds allocated by the National Student Financial Aid Scheme (NSFAS) to students and (b) the number of learners matriculating annually; if not, why not; if so, what are the relevant details? NO595E

REPLY:

1a) NSFAS has developed an allocations formula to determine how its funds are distributed to universities. NSFAS funds are divided between 23 public higher education institutions on the basis of the following formula:

· The disadvantaged student index (DSI), which is calculated for each institution using full-time equivalent (FTE) enrolled undergraduate students, actual student numbers from 2009, weighted by race, namely, African = 3, coloured = 2, Indian = 1 provided by the DHET through HEMIS. Although not weighted, white students are eligible for NSFAS funds.

· The full cost of study (FCS), which is calculated for each institution based on the costs required to cover tuition, registration fees and residence fees including meals per institution.

· The FCS and DSI are multiplied to determine the Disadvantage Students' Cost Index (DSCI).

· The allocation to HEIs in Rands is the Apportionment Factor (AF) percentage for that institution of the total sum available. The AF is expressed as a percentage for each institution as follows: DSCI of HEI/sum of all DCSI x 100.

1b) The allocation of funds to the HEIs is based on the number of disadvantaged students and the FCS at each institution and not the number of learners matriculating in a particular year. Aspiring students who wish to enroll at HEIs must apply for registration at the institution of the student's choice. They would be advised to apply for financial aid if it is required and will be requested to submit to NSFAS the necessary application forms. The HEIs recommend the amount of the aid to be given to students from the allocation of funds (the Apportionment Factor) allocated to the HEI through NSFAS. The HEIs allocates an estimated three quarters of NSFAS funding to existing students and a quarter is reserved for first year students.

QUESTION 1748

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 28/05/2010

(INTERNAL QUESTION PAPER 15 OF 2010)

Dr W G James (DA) to ask the Minister of Higher Education and Training:

(1) What were the start and end date of tenure in office of every (a) permanent and (b) acting (i) Director-General and (ii) chief financial officer during the period 1 January 2000 to 31 December 2009?

NW2014E

REPLY:

The member is reminded that the Department of Higher Education and Training (DHET) did not exist between 1 January 2000 and 7 July 2009. The question can only be answered from the time that DHET was established. In addition, a budget for DHET was only established in April 2010, and a Chief Financial Officer was only appointed then.

EMPLOYMENT STATUS	NAME OF OFFICIAL	START DATE	END DATE
(a) (i) Permanent Directors-General	Ms. M Metcalfe	1st September 2009	To- date
( a) (ii) Permanent Chief Financial Officers	n/a	n/a	n/a
(b) (i) Acting Directors-General	Dr M Qhobela	21 July 2009	31st August 2009
(ii) Acting Chief Financial Officers	n/a	n/a	n/a

QUESTION 270

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 19/02/2010

(INTERNAL QUESTION PAPER 2 OF 2010

Ms P C Duncan (DA) to ask the Minister of Higher Education and Training:

(1) How many medical graduates graduated from each medical school in each of the five most recent specified years for which information is available;

(2) whether his department has any plans in place to increase the number of medical graduates; if not, what is the position in this regard; if so, (a) what plans, (b) how many additional medical graduates will result from the implementation of these plans and (c) at what stage of development are these plans? NW286E

REPLY:

(1) Number of medical graduates from 2004 to 2008

Institution	2004	2005	2006	2007	2008
University of Cape Town	159	150	185	160	164
University of Limpopo	238	294	239	200	150
University of KwaZulu-Natal	178	298	201	189	224
University of the Free State	167	106	105	129	109
University of Pretoria	180	197	207	198	200
University of Stellenbosch	148	150	170	149	167
University of Witwatersrand	205	247	170	175	189
Walter Sisulu University	119	69	89	97	103
TOTAL	1394	1511	1366	1297	1306

(2) (a) The preparing of growth projections in the health sciences is part of the brief of the Health Sciences Review Committee. This is a joint committee of the Departments of Finance, Heath and Higher Education and Training. It is administered by the Department of Higher Education and Training, and includes as members representatives from HESA and the HPCSA.

The Review Committee has concentrated its work on enrolment and graduation models for those undergraduate health sciences programmes which require access, for clinical training purposes, to provincial hospital services. These programmes include the MBChB.

The Health Sciences Review Committee's enrolment and graduation models for the MBChB have allowed it to construct three scenarios for the period 2008 to 2020 for the eight universities which offer MBChB degrees.

Scenario 1

(b) The Department of Higher Education and Training has allocated infrastructure and clinical training funding to five universities which had indicated that they could increase their new intakes of MBChB students by 3% per annum. On this low growth scenario, the number of clinical students requiring access to provincial hospital services would, by 2020, be 665 (or 16%) higher than the total for 2008. The total of MBChB graduates would increase by only 175 (or 14%) in 2020 compared to 2008.

Scenario 2

This is a medium growth scenario. It assumes that all eight universities will increase their new undergraduate intakes by 3 percentage points above scenario 1. So the first five universities would be given 6% new intake growth targets, and the remaining three 3% growth rate targets. On this growth scenario, the number of students in the clinical years would, by 2020, be 1843 (or 43%) higher than the total for 2008. The total of MBChB graduates would increase by 504 (or 40%) in 2020 compared to 2008.

Scenario 3

This is a high growth scenario. It assumes that all eight universities will increase their new undergraduate intakes by a further 3 percentage points above scenario 2. On this scenario, the number of students in the clinical years would, by 2020, be 3059 (or 72%) higher than the total for 2008. The total of MBChB graduates would, on the scenario, increase by 800 (or 63%) in 2020 compared to 2008.

The Health Sciences Review Committee has begun to determine what the costs would be of these and other enrolment and graduate growth scenarios in health sciences programmes. It has noted that the initial cost demands of growth in the MBChB will be high, even in the years before increased totals of graduates begin to emerge from the system. Costs will have to be incurred in employing additional academic staff as enrolments in the preclinical years begin to grow. Provision will have to be made for additional academic teaching space, particularly class rooms, class laboratories and staff offices.

A major bottle neck in the system will be the demands which increases in clinical training will place on provincial hospital services. As enrolments grow in the clinical years (which would be three years after intakes increase), provision would have to be made for rapid increases in new training beds in provincial hospitals services. Provision would also have to be made for additional clinical supervisors and for additional service staff and running costs in those hospitals which are involved in the training of students.

(c) The Health Sciences Review Committee will complete its work on these enrolment and cost models during the 2010/11 financial year. Its report will be submitted in the first instance to the Minister of Higher Education and Training.

QUESTION 1067

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 30/03/2010

(INTERNAL QUESTION PAPER 9 OF 2010)

Mr D C Ross (DA) to ask the Minister of Higher Education and Training:

With reference to his reply to question 270 on 16 March 2010, what amount of funding has been given to each medical school for the (a) 2007-08, (b) 2008-09, (c) 2009-10 and (d) 2010-11 financial years? NW1216E

REPLY:

(1) Earmarked (or designated) funds have been allocated from two sources to universities which have either a medical faculty or dental faculty or both. These are (a) infrastructure funds covering the cycles 2007/08 to 2009/10 and 2010/11 to 2011/12, and (b) clinical training grants covering the cycles 2008/09 to 2009/10 and 2010/11 to 2011/12.

(2) The infrastructure funds made available for 2007/08 to 2009/10 were allocated on the basis of applications received from universities. They had been asked to indicate what funds they would need to implement student enrolment growth plans in the period from 2005 to the 2010. No specific provision was made for the health sciences in this first cycle, but universities could have submitted requests for funds under this category. Applications for funding tended to focus on engineering and technology, the applied sciences, and the basic life and physical sciences. The second cycle of 2010/11 to 2011/12 made specific provision for the health sciences. Universities were asked to submit applications for infrastructure developments which would enable them to increase their outputs of health sciences graduates. Table 1 below sums up the health sciences infrastructure amounts allocated to universities over the 5-year period 2007/08 to 2011/12.

Table 1

Health sciences infrastructure allocations to universities with medical and/or dental faculties (Rands millions)
	2007/08 to 2009/10	2010/11 to 2011/12	TOTAL
University of Cape Town	0	0	0
University of the Free State	0	17.1	17.1
University of KwaZulu-Natal	0	62.0	62.0
University of Limpopo	81.0	84.7	165.7
University of Pretoria	0	32.6	32.6
Stellenbosch University	0	20.2	20.2
Walter Sisulu University	0	25.5	25.5
University of the Western Cape	0	46.4	46.4
University of the Witwatersrand	0	70.3	70.3
TOTAL	81.0	358.8	439.8

(3) Clinical training grants are allocated to universities on the basis of the numbers of students they have in clinical training programmes. These are programmes which require health sciences students to have access to the staff, patients and facilities of provincial health services. Programmes which are eligible for clinical training grants include medicine and dentistry, the professions allied to medicine, pharmacy, nursing, emergency medical care, and clinical and biomedical technology. These clinical training grants are used by universities to appoint additional clinical training staff, purchase clinical training equipment, and to provide new clinical training facilities. Most of these new clinical training facilities will be in small towns and rural areas some distance from the main teaching hospitals. The new facilities will give the medical and dental faculties access to new groups of patients, and will enable them to expand the numbers of students in the clinical training years of their academic programmes.

(4) Table 2 below sums up the clinical training grants allocated to the universities with medical and dental faculties over the 4-year period 2008/09 to 2011/12.

Table 2

Clinical training grant allocations to universities with medical and/or dental faculties (Rands millions)
	2008/09 to 2009/10	2010/11 to 2011/12	TOTAL
University of Cape Town	59.0	66.2	125.2
University of the Free State	39.3	47.3	86.6
University of KwaZulu-Natal	75.3	106.3	181.6
University of Limpopo	61.3	70.4	131.7
University of Pretoria	73.9	73.0	146.9
Stellenbosch University	56.7	60.8	117.5
Walter Sisulu University	20.5	27.5	48.0
University of the Western Cape	25.0	49.8	74.8
University of the Witwatersrand	86.0	96.3	182.3
TOTAL	497.0	597.6	1094.6

(5) The totals in Tables 1 and 2 do not include the undesignated block grants which universities receive on the basis of their student enrolments, their graduate totals and their research outputs. These block grant funds amount totalled R13 300 million in 2009/10, and will be R15 000 million in 2010/11.

(6) Block grants are undesignated in the sense that they are spent at the discretion of each Council to support all teaching and research activities of its university. It is not therefore not possible to indicate exactly how much of the 2010/11 block grant total will be spent on teaching and research in medical and dental faculties. The most that can be said is that approximately 12% (or R1 800 million) of the 2010/11 block grant will have been be generated by the enrolments, graduates and research outputs of these faculties.

QUESTION 1072

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 30/03/2010

(INTERNAL QUESTION PAPER 9 OF 2010)

Mrs D Robinson (DA) to ask the Minister of Higher Education and Training:

(a) How many librarians have graduated in each year since 2000, (b) from which institutions did they graduate and (c) what steps have been taken to increase the number of graduate librarians? NW1221E

REPLY:

(a) and (b)

A total number of students at the different universities who have majored in the field of study: Library and Information Science (LIS) and have graduated is as follows:

	2000	2001	2002	2003	2004	2005	2006	2007	2008
TOTAL	747	716	478	508	460	435	376	411	486

The table below provides further detail of the 18 universities where students have graduated over the years 2000 to 2008.

Graduates in Library and Information Science by institution

(b) It is acknowledged that South Africa is experiencing an increasing shortage of young people in the LIS profession. Attracting young people to this profession is difficult due to past librarian stereotypes. Moreover, the trend is for businesses to appoint non-LIS professionals to manage their information. Therefore the education of future leaders of the LIS profession rests firmly on the shoulders of the 12 universities that currently offer formal education in mainly Information Science.

QUESTION 1075

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 30/03/2010

Mrs M Wenger (DA) to ask the Minister of Higher Education and Training:

(1) Whether any amount was (a) budgeted for and (b) spent (i) in the (aa) 2007-08 and (bb) 2008-09 financial years and (ii) during the period 1 April 2009 up to the latest specified date for which information is available on his department's mini drug master plan; if not, why not; if so, what are the relevant details;

(2) What amount has been allocated to his department's mini drug master plan for the 2010-11 financial year? NW1224E

REPLY:

(1)(a) (i)(aa) No, since the Department did not exist at that time.

(bb) No, since the Department did not exist at that time.

(ii) No, since the Department did not exist at that time.

(2) The Department did not budget for the mini drug master plan for the 2010/11 financial year.

QUESTION 929

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 23/03/2010

(INTERNAL QUESTION PAPER 8 OF 2010

Mr A M Mpontshane (IFP) to ask the Minister of Higher Education and Training:

(1) Whether he has received and studied the review report of the National Student Financial Aid Scheme (NSFAS); if not, why not; if so,

(2) Whether he will make it mandatory for prospective recipients of NSFAS not to pay an upfront registration fee; if not, why not; if so, when;

(3) Whether a student failing in one academic year will still receive funding for another year; if not, why not; if so, what are the relevant details? NW1074E

REPLY:

1 Yes, I received the report and studied it.

2 A period of consultation has commenced which will end on the 30th April 2010. I will present a report with final recommendations to Cabinet in August 2010. It must be noted that both NSFAS and I have written to institutions informing them of the upfront payment facility available from NSFAS and have urged them to utilise this facility.

3 The NSFAS Manual indicates that academic performance determines continued funding by NSFAS. However, a student is allowed to appeal the decision supported by evidence such as death in the family, sick note/certificate and/or, any other circumstances beyond his/her control. The financial aid committee of an institution will have to look at the student's academic history to satisfy itself before a decision to consider the appeal is made, subject to the availability of funds.

QUESTION 1289

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 26/04/2010

(INTERNAL QUESTION PAPER 11 OF 2010)

Ms A M Dreyer (DA) to ask the Minister of Higher Education and Training:

(1) Whether he has received the report of the Public Service Commission (PSC) on the assessment of the Public Sector Education and training authority's PSETA) contribution towards the development of skills and careers progression prospects in the public section; if so , what are the relevant details ; if not ,

(2) Whether he accepts the recommendations based on the findings of the PSC with regard to the functioning of the PSETA; if not, why not if so, what are the details of the (a) dates and (b) timelines for the implementation of the report recommendations?

N1449E

REPLY:

The Department has received the report of the PSC on the assessment of its contribution towards the development of skills and careers progression prospects in the public sector and the report is relevant in its entirety given that in the Department's assessment of the PSETA, it has been operating in a unstable environment which resulted in it being a poorly performing SETA.
The Department accepts the recommendations of the PSC report. The Department has further commenced on a process to address the poor performance of the PSETA in terms of the relevant legislative requirements as well as approved policies and processes.

QUESTION 155

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 11/02/2010

(INTERNAL QUESTION PAPER 1 OF 2010

Mr A Louw (DA) to ask the Minister of Higher Education and Training:

(1) (a) What was the cost of the advertisement that appeared in a certain newspaper (name furnished) on 21 January 2010 congratulating the Services Seta Learnership graduates and (b) from which budget was the advertisement funded;

(2) whether any other similar advertisement was taken out in any other (a) radio, (b) television or (c) print media; if not, why was it only printed in the said newspaper; if so, (i) which media, (ii) on what dates and (iii) at what cost? NW164E

REPLY:

The SETA Funding Regulations provide for administration costs to a maximum of 12.5% of the total levy income of a SETA, which includes advertising costs. The management of the SETA funds is verified/audited on a regular basis by the Department and the Auditor-General to ensure compliance with legislation/policies.The SETA confirmed that the costs under discussion were from the 12.5% administration budget and not from any training budget.

1 (a) The SETA indicated that the advertisements appeared in the following newspapers at the costs as reflected in the third column of the under mentioned table:

Newspaper name	Date of advertisement	Cost
Sowetan	31 January 2010	R51 217.92 Excluding VAT
City Press	31 January 2010	R139 618.08 Excluding VAT
Business Report	01 February 2010	R185 259.90 Excluding VAT

1(b). The said costs were funded from the Public Relations budget (Administration budget).

2. It was also confirmed by the SETA that similar advertisements occurred as indicated below:

(a) Radio - Durban Local Radio Station: No cost (free)

(b)Television - E TV and SABC: No cost (free)

QUESTION 162

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 14/05/2010

(INTERNAL QUESTION PAPER 10 OF 2010)

Mr R A Lees (DA-KZN) to ask the Minister of Higher Education and Training:

(1) Whether any classes and teaching took place at Dr C N Phatudi Campus of the Sekhukhune Further Education and Training College during the week of 22 to 26 March 2010; if not, (a) why not, (b) what action has been taken for students in order to catch up on the time lost and (c) what were the financial implications for the (i) students and (ii) campus for this period; if so, what are the relevant details?

CW193E

REPLY:

1. Yes, classes took place at Dr C N Phatudi Campus of the Sekhukhune Further Education and Training College during the week of 22 to 26 March 2010. However, it was only the classes for students who were preparing exams for the 1st trimester which was due to commence on 24 March 2010.The students enrolled on the NC (V) programmes were on recess from 19 March to 6 April 2010.

a) Falls away in the light of the above response.

b) No action has been taken because there was no teaching time lost; hence there was no need to catch up.

c) (i) There were no financial implications for the students.

(ii) There were no financial implications for the campus

QUESTION 1715

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 28/05/2010

(INTERNAL QUESTION PAPER 15 OF 2010)

Dr J C Kloppers-Lourens (DA) to ask the Minister of Higher Education and Training:

NW1972E

REPLY

(a) None of the following companies are/were on contract with the Department of Higher Education and training:

· 101 Junjus Trading CC

· Blue Nightingale Trading 61

· Ever Roaring Investment, and

· SGL Engineering Projects

QUESTION 1140

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 19/04/2010

(INTERNAL QUESTION PAPER 10 OF 2010)

Dr W G James (DA) to ask the Minister of Higher Education and Training:

Whether his department has established (a) on what the universities spend the funds they receive from the government for their research performance and (b) how much goes back to the researcher and their research account; if not, why not; if so, what are the relevant details? NW1297E

REPLY:

Funding for research outputs is calculated based on research output units, measured on an annual basis, and is included in the block grant allocated to each university. The block grants are utilised at the discretion of the University when the budget of the university is finalised and approved by Council. The total funding for research outputs increased from R1,522 billion in 2008/09 to R2,003 billion in 2010/11.

In addition to the funding of research outputs, research developments grants (earmarked allocation) totalling R129 million have been allocated to 12 universities. For these research development grants, the department requires each institution to submit a proposal on how they will use the grant to improve and strengthen an institutions research capacity. Once the plans have been approved by the Minister of Higher Education and Training, the funds are released. At the end of the year each institution will submit a progress report on how the funds have been spent and the department ensures that the funds spent are in line with what the Minister approved in order to increase its research capacity.

QUESTION 1159

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 19/04/2010

(INTERNAL QUESTION PAPER 10 OF 2010)

Dr W G James (DA) to ask the Minister of Higher Education and Training:

(1) Whether the hosting of the Stakeholder Summit on Higher Education Transformation scheduled for 22 and 23 April 2010 at the Cape Peninsula University of Technology will be funded by his department; if not, why not; if so,

(2) whether such funding has been pursued through a tender process; if not, what is the position in this regard; if so, what are the relevant details?

NW1317E

REPLY:

1. The costs of hosting the Summit at the Cape Peninsula University of Technology were met by donor funds and not voted funds.

2. Not applicable. See above response.

QUESTION 827

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 23/03/2010

(INTERNAL QUESTION PAPER 8 OF 2010

Mr G G Boinamo (DA) to ask the Minister of Higher Education and Training:

(1) With which programme within his department is the responsibility of the compilation of the skills shortage audit vested;

(2) whether this programme works in collaboration with (a) training centres specific to certain industries, (b) technikons and (c) universities of technology in order to ensure that each of the individuals who graduate from these institutions are properly trained and equipped with relevant and marketable skills to secure employment within the fields in which they are trained; if not, why not; if so, what are the relevant details? NW960E

REPLY:

(1) Historically this work was done by the Employment and Skills Development Services (ESDS) Branch (under the Department of Labour) but will now be located in the Skills Branch of the Department of Higher Education and Training.

(2) The compilation of the national scarce and critical skills list is based on Sector Skills Plans submitted annually by Sector Education and Training Authorities (SETAs). For the past 5 years, the preliminary draft of the National Scarce and Critical Skills List has been checked with the Skills Committee of government's economic cluster before being published. The Skills Development branch within the Department of Higher Education and Training will be responsible for evaluating SETA sector skills plans and compiling for draft list which will then be submitted to the Human Resources Development, Planning and Monitoring Coordination Branch for verification and publication.

The Council for Higher Education has the task of supporting Institutions of Higher Education to ensure that their qualifications are fit for purpose. The Qualifications Council for Trade and occupations will perform this role for trades and occupations. Until this is fully operational, the SETAs will continue to perform the Quality Assurance function.

QUESTION 306

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 19/02/2010

(INTERNAL QUESTION PAPER 2 OF 2010

Mr D A Kganare (Cope) to ask the Minister of Higher Education and Training:

(a) How many students attended first year studies at public universities in the past five years, (b) how many repeated their first year, (c) how many passed their first year, (d) what is the percentage of students that finish their degrees in under five years and (e) how much on average does it cost the Government for each student in each year in subsidies and student loans? NW323E

REPLY:

(a) Number of first time entering undergraduate students, from 2004 to 2008:

Year	Number of Students
2004	145 238
2005	135 293
2006	140 008
2007	152 125
2008	151 952

(b) This information is not available as institutions have different definitions for years of study. For example some institutions may require a student to repeat the first year if they fail subjects, where as another institution will regard a student in a similar position as a 2nd year student.

(c) Success rates of first time entering undergraduate students, from 2004 to 2008:

Year	Percentage Success Rate
2008	69.2
2007	69.1
2006	68.4
2005	69.7
2004	67.3

Note: This includes contact and distance students. The success rate is calculated by taking the number of courses passed by students at all the public higher education institutions and dividing by the number of courses for which they are enrolled.

(d) Based on a cohort study analysis for 2000 and 2001 first time entering undergraduate students in contact institutions, 40.8% and 40.7% students graduate within five years of study, respectively. Students registered for professional first bachelors' degrees are included in this study, however, the minimum duration of their qualifications may be longer than 4 years, e.g. the MBChB.

Note: The cohort study tracks the first time entering undergraduate students for a particular year in order to determine the percentage of students who drop out and who graduate within the minimum time plus 2 years. For contact institutions a minimum of 5 years data is required for tracking General 1st Bachelor's degrees and for the 4 or more years Professional Bachelor's degrees the study requires at least 8 years of data.

e) The average cost per student is presented in the table below.

Year

Head count enrolled students

(A)

(thousands)

Total State budget for universities 1) (B)

(R billions)

Average

State Budget

per student

(B/A)

(R thousands)

2003

2004

2005

2006

2007

685

744

735

741

761

10.8

11.8

13.1

14.8

17.1

15.8

15.9

17.8

20.0

22.5

1) Students of year n determine the State funding of year n+2

The average cost per student has been calculated by taking the total state budget for Universities and dividing by the number of headcount students enrolled in the system. A headcount student is an unduplicated count of all students in the University system. This represents only the cost of the State through the subsidy and does not include private contributions or NSFAS where applicable. It does not include any analysis of the differentiated costs by discipline or institution within the system.

NATIONAL COUNCIL OF PROVINCE

FOR WRITTEN REPLY

QUESTION 307

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 27/08/2010

(INTERNAL QUESTION PAPER 23 OF 2010)

Mr D B Feldman (COPE-Gauteng) to ask the Minister of Higher Education and Training:

(1) What strategies did his department use to increase the number of (a) young people and (b) adults who are accessing education at (i) technical and (ii) vocational centres during the period 1 July 2009 up to the latest specified date for which information is available?

CW403E

REPLY:

a) Strategies adopted by the Department to increase the number of young people who are accessing education at:

i. Technical Centres

In 2009, the department extended the phasing out of selected programmes of the National N Certificates: N4-6 and N Diploma qualifications offered at Further Education and Training (FET) Colleges. The extension came as the result of the need for Grade 12 learners to access further learning. The last date for examination of these programmes is November 2012 for N Certificates and December 2014 for N Diplomas.

Furthermore, the department has approved the extension of the phasing out of the National N Certificates: N1-N3 Engineering Studies. The extension period of the engineering studies ends when the Quality Council for Trades and Occupations (QCTO) offers occupational qualifications registered on the National Qualification Framework. Students enrolled on the N1-N3 programmes must be indentured by industry prior to enrolment. This allows industry to continue with their apprenticeship programmes until such time that these are replaced by the QCTO registered occupational qualifications.

ii. Vocational Centres

The department introduced a bursary scheme (NSFAS) for NCV programmes in order to increase the number of disadvantaged young people who are willing to access FET Colleges.

b) The Department has collaborated with provinces and stakeholders to advocate for access to adults accessing education at centres. Part of the advocacy has entailed community radio interviews with AET officials.

Interprovincial meetings have been held with AET officials on advocacy matters to develop contextual messages for adult learners.

When AET learners receive their GETC results, learners are also encouraged to look to Colleges to further their learning.

QUESTION 1596

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 21/05/2010

(INTERNAL QUESTION PAPER 14 OF 2010)

Dr W G James (DA) to ask the Minister of Higher Education and Training

1. Whether he will permit the establishment of private medical schools; if not, why not; if so, when will they be established;

2. Whether his department had any discussions with the Department of Health on the establishment of private medical schools; if not, why not; if so, what are the relevant details?

NW1858E

REPLY:

1. In terms of the Higher Education Act, 1997 (Act No 101 of 1997) (hereafter referred to as "the Act"), the Minister of Higher Education and Training has the authority to establish public higher education institutions including the establishment of medical schools. The Act however does not empower the Minister of Higher Education and Training to establish "private medical schools".

Section 51 of the Act states that no person other than a public higher education institution or an organ of state may provide higher education unless that person is, in the prescribed manner, registered or conditionally registered as a private higher education in terms of this Act.

Medical schools offer higher education programmes. If such a provider does not fit the definition of a public higher education institution or an organ of state, then that provider is required to establish a private higher education institution which operates as a "medical school" under the authority of the Registrar of Private Higher Education Institutions.

Since the Act permits the establishment of private medical schools if it meets the requirements for registration, the Minister may not prohibit the registration unless there are compelling reasons to do so.

2. No, there were no discussions with the Department of Health because the matter was never raise

QUESTION 1561

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 21/05/2010

(INTERNAL QUESTION PAPER 14 OF 2010)

Dr W G James (DA) to ask the Minister of Higher Education and Training

1. Whether there are enough students in the education sector to meet the annual target of preparing the 15 000 to 18 000 teachers a year as estimated by his department for jobs in the school education sector; if not, why not; if so, what are the relevant details?

NW1820E

REPLY:

No, there are currently no sufficient students in teacher education programmes to meet the projected needs of the system.

The number of new teachers required each year is not a simple calculation as there are a variety of labour market forces influencing the teacher supply needs of Basic Education, including internal mobility of qualified teachers in and out of the labour market and foreign educators entering the system. It is estimated that the Higher Education and Training system should prepare approximately 15 000 new teachers annually across specific subjects and phases.

The table below provides an indication of initial teacher education (ITE) graduate output in 2007, and 2008 from the 21 Higher Education Institutions which offer initial teacher education programmes. The information provided in the table was submitted by the Higher Education Management and Information System officer at each institution in 2009, and provides the most accurate picture available. At the time that the information was collected, audited data for 2009 was not yet available. Audited graduate figures for 2009 will be available in October 2010.

Table 1: Graduate output in initial teacher education programmes

	Number of ITE graduates in 2007	Number of ITE graduates in 2008
Total graduates across all universities	5528	6009

It should be noted that these figures do not include graduates who may take up teaching positions without completing a formal initial teacher education qualification. However, the information confirms that the teacher education system needs to expand to at least double its 2008 graduate output over the next few years in order to meet the projected need for new teachers.

It is expected that 2009 figures will show a significant increase in graduate production, as the impact of the Funza Lushaka Bursary Scheme and the Teacher Recruitment Campaign become more evident. Since the introduction of the Funza Lushaka Bursary Scheme there has been a significant increase in the enrolment of student teachers at Higher Education Institutions. The table below shows that the total Full-time equivalent (FTE) enrolment across all years in initial teacher education programmes increased by 25% from 2008 to 2009.

Table 2: Initial Teacher Education programmes: Growth in FTEs from 2008 to 2009

	FTEs 2008	FTEs 2009	% growth
Total FTEs in ITE across all institutions*	27747	34675	25.0%
*UNIVEN data not available

When the first year enrolment alone is considered, there was an increase of 35% in 2009, as compared to first year enrolment in 2008.

The issue of teacher preparation and provisioning is receiving attention in the new, strengthened, integrated Plan for Teacher Education and Development, which is being developed as a result of collaborative work that was started through the Teacher Development Summit held last year. The Plan proposes that institutional arrangements for teacher education and development be strengthened. In particular, it proposes that institutional capacity be increased through increasing the capacity of existing institutions to provide initial teacher education, and developing additional institutions where appropriate/necessary.

QUESTION 1385

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 07/05/2010

(INTERNAL QUESTION PAPER 12 OF 2010)

Dr H C van Schalkwyk (DA) to ask the Minister of Higher Education and Training:

Whether the Public Service Sector Education and Training Authority (PSETA) received 100% of its part of his department's budget allocated to Programme 2: Human Resource Management and Development in the 2008-09 financial year; if not, why not; if so, (a) what was the allocation for PSETA in Programme 2, (b) what percentage of this allocation was budgeted for (i) skills programmes, (ii) education and training quality assurance and (iii) learning programmes and (c) what percentage of the allocation was budgeted for salaries?

NW1622E

REPLY:

a. The PSETA receives budgetary support for its operations through the Department of Public Service and Administration (DPSA) on an annual basis. The budget amount is determined by the DPSA and PSETA is then advised on the quantum of the budgetary support. The Seta does not take physical delivery of the money, but the money resides at the DPSA and is ring fenced for use by the PSETA. During the course of the year PSETA, through the Office of the Chief Executive Officer submits requests to the DPSA to procure goods and services and any expenditure incurred by the DPSA on behalf of the PSETA is set off against the ring fenced money on a draw-down facility. These expenses are recorded and accounted for as part of the DPSA expenditures in the relevant accounting period. In the 2008/09 financial year the PSETA was allocated a total of R20 575 000.00 to meet its operational expenses for the year. According to the expenditure report generated by the DPSA, PSETA used R14 748 883.00 of the allocated budget and the balance was retained by the DPSA.

The budget surplus that was recorded in 2008/09 (unused balance) was mainly due to the breakdown in relations between the PSETA and the DPSA which resulted in PSETA paying some of its operational expenses using the National Skills Fund (NSF) monies. The breakdown in relations resulted in the DPSA failing or refusing to honour some of the operational expenses that the PSETA had incurred and to avoid facing possible litigation by the service providers PSETA used the unused balance in the National Skills Fund account to meet these obligations on the understanding that the funds will be reimbursed from the DPSA managed and controlled Operational Fund when relations between the two entities healed. There are currently extensive discussions underway as part of the broader SETA Landscape discussions which are intended to heal the rifts and re-establish the PSETA on a widely accepted basis.

b. & c. The allocated funds were proportionately distributed amongst the major operational units as follows:

DESCRIPTION	PERCENTAGE ALLOCATED
Compensation to Employees	30%
Administration	25%
Education and Training Quality Assurance Unit	15%
Learnership Unit	15%
Skills Planning	15%
TOTAL	100%

QUESTION 998

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 30/03/2010

(INTERNAL QUESTION PAPER 9 OF 2010)

Dr W G James (DA) to ask the Minister of Higher Education and Training:

Whether any arrests and/or prosecution of students for drug and alcohol-related offences committed on the campus of any of the 23 universities and 50 Further Education and Training (FET) colleges have occurred; if not, why not; if so, what are the relevant details? NW1143E

REPLY:

Honourable Member is requested to note that the information is not available at the moment. It will be requested from the 23 public higher education institutions and the Members of the Executive Councils in the nine Provinces who are responsible for Further Education and Training Colleges and will be submitted once all institutions have replied.

QUESTION 148

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 11/02/2010

(INTERNAL QUESTION PAPER 1 OF 2010

Mr G G Boinamo (DA) to ask the Minister of Higher Education and Training:

(1) How many (a) first-time first year students have registered at each university for 2010, (b) of these students are on the National Student Financial Aid Scheme, (c) are recipients of other bursaries and (d) first year students are registered to study (i) education, (ii) accounting, (iii) engineering, (iv) medicine, (v) social work and (vi) geology;

(2) whether his department has implemented any new measures to reduce the high drop-out rate amongst the first and second year students; if not, why not; if so, what measures;

(3) whether these measures have proven to be effective in other countries and/or institutions; if not, what is the position in this regard; if so, what are the relevant details? NW157E

REPLY:

1(a) Provisional data for 2010 shows that there are 161 184 first time entering students however institutions are still registering students and their 2nd semester enrolments only take place from June 2010. Please note that final audited figures will only be available later in the year.

1(b) This information is not available at this stage due to the requirements for individual loan agreements between each student and NSFAS.

(c) This information varies from institutions to institutions. Institutions are responsible for the disbursement of bursaries.

1(d) Number of first time entering, undergraduate students, in education, engineering, medicine, social work and geology, by institution, in 2008

Institution	Education	Accounting	Engineering	Medicine	Social Work	Geology
Cape Peninsula University of Technology	745	784	1 390	0	0	15
University of Cape Town	30	665	491	223	29	26
Central University of Technology, Free State	219	184	439	0	0	1
Durban Institute of Technology	103	707	1 126	0	33	0
University of Fort Hare	199	203	0	0	86	13
University of the Free State	1 615	303	0	150	32	19
University of Johannesburg	266	1 548	1 110	0	123	22
University of KwaZulu-Natal	626	946	407	213	93	28
University of Limpopo	1 642	72	0	208	51	6
Nelson Mandela Metropolitan University	188	497	453	0	0	7
North West University	639	675	222	0	177	0
University of Pretoria	566	793	983	217	71	13
Rhodes University	0	208	0	0	0	15
University of South Africa	4 075	6 387	1 538	0	1 306	2
University of Stellenbosch	73	174	93	267	7	0
Tshwane University of Technology	1 034	960	1 664	0	0	35
University of Venda	269	225	58	0	109	24
Vaal University of Technology	147	524	1 517	0	0	0
Walter Sisulu University	939	672	315	113	93	0
University of Western Cape	77	8	0	0	0	0
University of Witwatersrand	526	494	578	202	27	26
University of Zululand	1 514	147	0	0	90	4
Mangosuthu University of Technology	0	408	868	0	0	0
TOTAL	15 490	17 585	13 252	1 593	2 327	256

Provisional data for 2010 can only be provided in October by institutions, as they are still registering students and their 2nd semester enrolments only take place from June 2010.

2. Institutions are being funded through the Foundation provisional grants to provide additional support and extended programmes to students that are underprepared. These Foundation provisional grants are a top up to address teaching and learning aspects such as staffing, equipment and facilities. Provision is also made in the infrastructure funding to address the improvement of efficiency in the teaching and learning experience. R430 million, R185 million and R1, 585 million have been allocated in the 2010/11 financial year for teaching development grants, foundation provision and infrastructure and efficiency funding respectively.

3. The effectiveness of these abovementioned strategies are monitored through progress reports submitted by each institution. There has been some improvement in the success rates; however it is still to early to determine the outcome of these.

QUESTION 472

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 26/02/2010

(INTERNAL QUESTION PAPER 4 OF 2010

Rev H M Dandala (Cope) to ask the Minister of Higher Education and Training:

Whether he developed any plans to establish universities in (a) Mpumalanga and (b) Northern provinces that will make tertiary education easily accessible to the people in these provinces; if not, why not; if so, what are the relevant details? NW548E

REPLY:

The National Institutes of Higher Education in Mpumalanga and the Northern Cape are mandated, through the Higher Education Act, to coordinate the provision of higher education in these provinces. This co-ordinating function is managed through partnership agreements with universities operating in these provinces, i.e. UNISA, Tshwane University of Technology, Vaal University of Technology and the University of Pretoria for the NIHE in Mpumalanga; and the University of the Free State, Central University of Technology and Vaal University of Technology for the NIHE in the Northern Cape.

The establishment of fully fledged universities in the said provinces remains a priority for this government. Part of this government's mandate is to ensure that universities are established in those provinces which do not have universities. In this regard, we have consulted and continue to consult with the NIHEs, provincial governments and stakeholders involved in the provincial delivery of higher education programmes in the relevant provinces. I will address this further in my budget speech.

Until the proposed model is approved, the National Institute of Higher Education in Mpumalanga and Northern Cape will remain the vehicle through which higher education is delivered in those provinces.

QUESTION 1028

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 30/03/2010

(INTERNAL QUESTION PAPER 9 OF 2010)

Dr W G James (DA) to ask the Minister of Higher Education and Training:

(1) Whether he received the forensic audit report and other related documents in respect of the Tshwane South Further Education and Training College; if so,

(2) Whether he intends taking any action with regard to these documents; if not, why not; if so, what are the relevant details? NW1174E

REPLY:

(1) Member James is referred to the provisions of section 46 of the Further Education and Training Act (2006) and respectfully requested to note that the powers to investigate are with the MEC of Education.

The Gauteng Department of Education is keeping the Department of Higher Education and Training informed of the actions they are taking in terms of the FETC Act, 2006 (Act 16 of 2006). I have not received any forensic audit report in respect of the Colleges.

(2) In conjunction with the Member of the Executive Council responsible for the Gauteng Department of Education, I will take appropriate steps after all the reports have been considered.

QUESTION 1029

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 30/03/2010

(INTERNAL QUESTION PAPER 9 OF 2010)

Mr G G Boinamo (DA) to ask the Minister of Higher Education and Training:

Whether he will close the sector education and training authorities and replace them with apprenticeships operating within well-established industries with recognised training centres; if not, what is the position in this regard; if so, what are the relevant details? NW1175E

REPLY:

I have no intention of closing the sector education and training authorities (SETAs). The member is respectfully requested to consider the functions of the SETA as outlined in the Skills Development Act (SDA). SETA's are advisory authorities which represent our social partners and which develop sectoral skills plans (SSPs) and administer the skills levy in that sector in alignment with the SSP and the National Skills Development Strategy (NSDS). They have performed a quality assurance function, but this is to move to the Quality Council for Trades and Occupations (QCTO).

I will not replace SETAs with apprenticeships as the the functions and purposes of these are not conceptually interchangeable. SETAs are advisory bodies. Apprenticeships are one of the routes to attaining artisan status. The member is respectfully referred to the Annual Reports and Strategic Plans of several SETA's, notably MERSETA, which explain the work done by SETA to support artisan training through both learnerships and apprenticeships systems.

The position in respect of SETA's is that we have now gazetted the proposed new SETA landscape for public comment. The position in respect of apprenticeships is that the DHET will through the QCTO establish the National Artisan Moderating Body (NAMB) as required in the SDA. As indicated in my budget speech, this is a priority

QUESTION 1030

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 30/03/2010

(INTERNAL QUESTION PAPER 9 OF 2010)

Mr G G Boinamo (DA) to ask the Minister of Higher Education and Training:

(1) Whether any chief executive officers (CEOs) of the sector education and training authorities (Setas) (a) have been (i) handed over to the SA Police Service for investigation, (ii) arrested, (iii) prosecuted and (iv) convicted and (b) are serving prison sentences; if not, what is the position in this regard; if so, (aa) which Setas' CEOs and (bb) what are the relevant details in each case;

(2) Whether any money have been retrieved as a result of such investigations and prosecutions; if not, what is the position in this regard; if so, what are the relevant details? NW1176E

REPLY:

1) I have not been informed of any actions as indicated in paragraph (1) of your question against any SETA or senior officials managing the SETAs.

2) In terms of my response to (1), this falls away

QUESTION 1031

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 30/03/2010

(INTERNAL QUESTION PAPER 9 OF 2010)

Mr G G Boinamo (DA) to ask the Minister of Higher Education and Training:

(a) How many (i) black, (ii) Indian, (iii) coloured and (iv) white students have (aa) been trained, (bb) graduated and (cc) been placed in the (aaa) Auto, (bbb) plastic, (ccc) Metal and (ddd) New Tyre and Motor Chambers in terms of the Manufacturing Engineering and Related Services Sector Education and Training Authority (MERSETA), (b) how many of each of these categories of Chambers have students with disabilities and (c) what are the costs for each trainee? NW1177E

REPLY:

(a) (i) –( iv) & (aa) - (bb) & (aaa) – (ddd).The following students as indicated in the table below have been trained in the different chambers for the 2009/10 period :

FIELD	GROUP	NUMBERS
METAL	AFRICANS	54
METAL	COLOUREDS	10
METAL	INDIANS	3
METAL	WHITES	3
MOTOR	AFRICANS	23
MOTOR	COLOUREDS	2
MOTOR	INDIANS	1
MOTOR	WHITES	12
NEW TYRE	AFRICANS	2
PLASTIC	AFRICANS	2
PLASTIC	COLOUREDS	3

(cc) The MERSETA has indicated that their data not does not track placements, as it only focuses on training up until when a learner gets qualified. However, the SETA is in a process to implement a system that will track the learners' movements and placements.

(b) The following categories of chambers had learners with disabilities:

CHAMBER	RACE	DISABLED
AUTO	AFRICANS	19
AUTO	WHITES	1
METAL	AFRICANS	18
METAL	COLOUREDS	7
METAL	INDIANS	3
METAL	WHITES	5
MOTOR	AFRICANS	12
MOTOR	COLOUREDS	2
MOTOR	INDIANS	1
MOTOR	WHITES	5
PLASTIC	COLOUREDS	1

(c) The costs of each learner in the different learning programmes are as reflected in the table below:

Learning Programme	Cost per learner
Skills Programme	R190 per credit per learner
Learnership 18.1 Leanership 18.2	Primary Focus Learnerships : R25000 per learner Non-primary focus Learnerships: R18 500 per learner Bonus grants for people with disability R 10 000 per learner Primary Focus Learnerships: R20 000 per learner Non-primary focus Learnerships: R16 500 per learner Bonus grants for people with disability R 10 000 per learner Learner allowance is paid in accordance with the regulations
Apprenticeship	R90 000 per apprentice Bonus grants for people with disability R 10 000 per learner
New Venture Creation learnership Level 2 or Level 4:	Basic Grant R19 000 per learner. Bonus for people with disability R 10 000 per learner
Adult Basic Education and Training (ABET)	ABET Placement Assessment: R150 per learner Levels 1 & 2 = R1800 per learning area Levels 3 & 4 = R2 500 per learning area
Training for sector specialists, assessors and moderators	· Assessors R3000 · Moderators R2500 · Mentors R2500 · SDFs R5000

QUESTION 496

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 05/03/2010

(INTERNAL QUESTION PAPER 6 OF 2010

Mr M L Fransman (ANC) to ask the Minister of Higher Education:

What (a) is the total budget of the National Skills Fund (NSF), (b) amount has been spent until November 2009, (c) amount of the 2009-10 budget has not been spent as at 1 November 2009, (d) amount of the 2009-10 budget has not yet been committed to a project as at 1 November 2009 and (e) is the amount of the NSF unspent allocations broken down in each province? NW586E

REPLY:

(a) The total approved 2009/10-budget of the National Skills Fund as at 1 November 2009 was –

R 3,470,479,000.

One of the reasons for the quite high budget amount is because the budget makes provision for an amount of R1,2 billion to support the Training Lay-off scheme as a result of the international economic crisis.

(b) The total expenditure of the National Skills Fund as at 1 November 2009 was –

R 537,363,000.

(c) The unspent part of the 2009/10-budget of the National Skills Fund as at 1 November 2009 was therefore – R 2,933,116,000.

Kindly note that the contractual commitments as at 01 November 2009 amounted to –

R 1,059,426,000. Also note that certain of these commitments are multi-year commitments, for instance the Business Processing Outsourcing and Off-Shoring (BPO&O) training grants linked to the DTI investment incentive programme are spread over a 3 year period from as per the approved incentive period per case.

It should further also be noted that at this point none of the R1,2 billion earmarked for the support of the Training Lay-off scheme was committed or spent.

(d) The 2009/10-budget not yet committed to a project as at 01 November 2009 amounted to –

R 1,174,860,000-00

(e) The amount of the NSF unallocated funds broken down in each province?

Of the abovementioned amount of R1,174,860 uncommitted funds R508,560 have been directly earmarked per province for the training of unemployed people related to the Social Development Initiatives funding programme of the National Skills Fund . The break-down per province are as follows:

Province	Budget 2009/10 (A)	Training contracts awarded at 31 Oct 2009 (Dept of Labour Prov Offices) (B)	Balance of previous years carried forward too 2009/10 (C)	Total Commitments [ B + C = D ] (D)	Total Expenditure (as at 1 November 2009) – payments of claims submitted by training providers (E)	Unallocated Balance [A – D]
Eastern Cape	135,742,393	23,993,011	796,160	24,789,171	2,482,963	110,953,222
Free State	37,339,028	3,380,040	1,410,263	4,790,303	797,415	32,548,725
Gauteng North	42,559,136	5,010,380	1,027,057	6,037,437	74,084	36,521,699
Gauteng South	102,279,675	55,391,395	349,269	55,740,664	2,922,358	46,539,011
KwaZulu Natal	61,502,481	0	105,254	105,254	1,082,035	61,397,227
Limpopo	26,622,028	5,901,751	11,389	5,913,140	221,334	20,708,888
Mpumalanga	30,541,447	5,996,431	431,435	6,427,866	302,588	24,113,581
Northern Cape	22,153,622	14,818,261	146,503	14,964,764	259,750	7,188,858
North West	71,580,333	9,213,062	3,314,258	12,527,320	1,378,707	59,053,013
Western Cape	74,330,120	0	153,146	153,146	153,146	74,176,974
BESD-Entrepreneur Development Programme * Gauteng North * Gauteng South * Northern Cape	23,000,000	11,162,583		11,162,583	0	11,837,417
		(3,814,805)
		(4,168,774)
		(3,179,004)
Daily Learner Allowance	24,521,120	999,056		999,056	999,055	23,522,064
Head Office	624,248	624,248		624,248	624,248	0

TOTAL	652,795,631	136,490,218	7,744,734	144,234,952	R 11,297,683	R 508,560,679

The transfer of the skills development function from the Department of Labour (DoL) to the new Department of Higher Education and Training from 1 November 2009 resulted the uncertainty at the DoL Provincial Offices to continue awarding training contracts for the training of unemployed people. This has since been resolved and now receiving the necessary attention.

A further amount of R500 million and R50 million have been earmarked for the Requests for Proposals respectively for the NSF Strategic Project Programmes and Capacity Building for Community Based Organisations (CBOs) that have been advertised in the media during 2009, and these proposals received are under consideration through the normal procurement adjudication processes. A breakdown per province is only available once the adjudication process has been completed.

The remaining balance of unallocated funds are related to –

(1) R 80 million earmarked for ABET-programmes which has been held back to determine whether the NSF should still continue to fund ABET programmes in the future.

(2) R25, 3 million available for BPO&O training grants. These funds are dependant on applications that the Department of Trade and Industry receive from interested qualifying investors for BPO&O incentives and applications approved by the BPO&O Adjudication Committee. Training incentive grants has since been awarded to qualifying applicants during November 2009 to February 2010 and the current available balance as at end February 2010 is R8, 6 million.

(3) R10 million earmarked for the capacity building of members of the National Skills Authority constituency organisations. This programme is currently receiving attention.

QUESTION 1102

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 19/04/2010

(INTERNAL QUESTION PAPER 10 OF 2010)

Mr R B Bhoola (MF) to ask the Minister of Higher Education and Training:

(1) Whether there are specific criteria for funding poor children to advance their tertiary education; if so, what are the relevant details?

(2) Whether there is a National student Financial Aid Scheme (NASFAS) office in Durban; if not, why not; if so what are relevant details?

NW1099E

REPLY:

1. The National Student Financial Aid Scheme(NSFAS) was established by Government as the primary instrument for providing financial support for poor students who wish to advance their tertiary education. The current distribution model is based on the historical equity profile of students at institutions and the means test to allocate funds to institutions and individuals. Based on an annual estimation of the number of students that are eligible for financial assistance and through the financial means test with joint family income of less than R122 000, allocations are made to each institution by the NSFAS.

Two criteria are important in determining allocation:

- NSFAS funding is dependent on the student being granted and retaining an academic place at a HEI;

- NSFAS funding is dependent on determining the degree of financial need of the family of the student who has been granted an academic place at a public HEI through the NSFAS means test.

2. NSFAS has a national head office in Cape Town but no provincial or regional offices. It must be noted that students apply for NSFAS through public higher education institutions and not through NSFAS directly.

QUESTION 399

DATE OF PUBLICATION IF INTERNAL QUESTION PAPER: 26/02/2010

(INTERNAL QUESTION PAPER 4-2010)

Dr W G James (DA) to ask the Minister of Higher Education and Training:

REPLY:

(a) (i) Mercedes Benz ML320 CDI and BMW 750i.

(ii) The Department does not own any aircraft.

(iii) The Department does not own any property.

(b) (i) - Mercedes Benz ML 320 CDI – Purchased on 19 March 2008.

- BMW 750i - Purchased on 25 June 2009.

(ii) - Mercedes Benz ML 320 CDI – Purchase price – R576 379.98.

- BMW 750i - Purchase price – R1 110 750.01.

(iii) - Mercedes Benz ML 320 CDI – Purchased as official vehicle for the former

Minister of Education in Cape Town.

- BMW 750i - Purchased as official vehicle for the Minister of Higher Education and Training

It may be noted that following the re-organisation of government after the 2009 elections, the Department is in the process of transferring assets from the Department of Labour, which will be effective as from 1st April 2010.

26 December 2010 - Question:Minister of Home Affairs

MPs to ask the Minister of Home Affairs

Source
Link

Reply:

QUESTION 277

DATE OF PUBLICATION: Friday, 19 February 2010

INTERNAL QUESTION PAPER NO 2 of 2010

Mrs J F Terblanche (DA) to ask the Minister of Home Affairs:

(a) How many arrests have been made by immigration officers at the (i) departure and
(ii) arrival halls of the Cape Town International Airport in (aa) 2007, (bb) 2008 and
(cc) 2009 and (b) what was the reason for each arrest?

NW293E

REPLY

(a) & (b) The information is specified in the table:click

QUESTION 278

DATE OF PUBLICATION: Friday, 19 February 2010

INTERNAL QUESTION PAPER NO 2 of 2010

Mrs J F Terblanche (DA) to ask the Minister of Home Affairs:

(1) Whether the layout of the new Cape Town International Airport Building allows for immigration officers to do profiling of passengers; if not, why not; if so, what are the relevant details;

(2) which officials in her department were responsible for approving of and signing off the planning documents for those areas that her department would require;

(3) whether the problem that arose after the completion of the building was brought to her attention; if so, what are the relevant details;

(4) whether any action will be taken to rectify the situation; if not, why not; if so, what are the relevant details;

(5) whether any additional security measures will be implemented at Cape Town International Airport until the section has been changed; if not, why not; if so, what are the relevant details?

NW294E

REPLY

(1) No. The current layout is in a temporary structure.

(2) The Deputy Director-General: Immigration Services.

(3) No. The current layout is a temporary arrangement.

(4) Yes. The Airports Company of South Africa (ACSA) has new development programmes for the Cape Town International Airport within the next three years. The final layout of the International Departures, and Arrival Terminals will be discussed with ACSA, during this period. As an interim measure, the following shortcomings were discussed with ACSA, and it is attending to the following requests:

· A dedicated lane for staff, and assisted passengers to avoid overcrowding in the clearance area.

· Access control to the entrance of the clearance area.

· Dedicated security cameras to monitor officials, as well as, passengers in the clearance area.

· The installation of one way glass in the cubicles to give immigration officers the assurance that persons moving around in their perimeters have been cleared by Immigration.

· The installation of self closing gates between cubicles to allow only passengers who have been cleared access to the transit area.

(5) Yes. The following measures are currently being addressed:

· The access control door in the staff passage will be replaced with a card retention system. This will ensure that only designated card holders have access to the clearance area. The door will close automatically once the card holder has entered, and the card holder will only receive his or her access card back after the door has closed.

· The cameras fitted in the departure area will be channelled to the observation room to allow for supervisors to monitor the entire clearance area, as well as, cubicles for possible corrupt activities.

· The cubicles will also be fitted with monitors to allow immigrations officers to view passengers waiting in the queue, and to do profiling.

QUESTION 279

DATE OF PUBLICATION: Friday, 19 February 2010

INTERNAL QUESTION PAPER NO 2 of 2010

Mrs J F Terblanche (DA) to ask the Minister of Home Affairs:

(1) Whether an inspectorate is currently based at Cape Town International Airport; if not, (a) why not, (b) when will the posts be advertised and (c) how many posts will be advertised; if so, what are the relevant details;

(2) whether the applicants will be undergoing any vetting process; if not, why not; if so, (a) what are the relevant details and (b) by when will the inspectorate be appointed and fully functional at the airport; if so, (i) how many staff members are employed in the inspectorate, (ii) how many posts still need to be filled and (iii) when will these posts be advertised;

(3) whether the current incumbents and/or new applicants will undergo any vetting procedures; if not, why not; if so, what are the relevant details?

NW295E

REPLY

(1)(a) No. There is, currently, no office space available for the officials. A standby team is available around the clock to attend to incidents at the Cape Town International Airport.

(1)(b) It is intended that Inspectorate officials, from our existing Unit at Barrack Street office in Cape Town, will be deployed to the Cape Town International Airport, during April 2010, as the necessary office space has been acquired, and the plans to set up this Unit have been set in place.

(1)(c) A total of 10 posts will be advertised. That is, 2 Chief Control Immigration Officers, and 8 Immigration Officers. The posts for 1 Chief Control Immigration Officer, and 3 Immigration Officers have been prioritised, and will take up their positions in May 2010.

(2)(a) Yes. All candidates who are recommended for appointment to Immigration positions are subjected to criminal record checks, and security clearance before appointment. Further, all new officials undergo the vetting process as it is a Departmental policy to vet all recommended employees.

(2)(b) The posts will be advertised in the 2010/11 financial year.

(2)(b)(i) The total of staff members employed in the Inspectorate, nationally, is 638.

(2)(b)(ii)(iii) The approved structure which is intended to be over the period of three (3)

to four (4) years requires, approximately, another 548 positions.

(3) Yes. All candidates appointed in Immigration Services are subjected to vetting procedures in terms of criminal record checks, and security clearance.

QUESTION 299

DATE OF PUBLICATION: Friday, 19 February 2010

INTERNAL QUESTION PAPER NO 2 of 2010

Dr C P Mulder (FF Plus) to ask the Minister of Home Affairs:†

(1) Whether her Department has paid any performance bonuses to the current Director-General during his contract period; if not, what is the position in this regard; if so, (a) what did the various amounts run into, (b) when they were paid out and
(c) what criteria were applied in determining his performance;

(2) whether the Director-General has solved her Department's ongoing problems and improved the Department; if not, what is the position in this regard; if so,

(3) whether she will extend his contract for another period; if not, why not; if so, what are the relevant details?

NW316E

REPLY

(1)(a) No. The Director-General has completed two performance cycles since his appointment in May 2007. The outcome of his performance assessment for the 2007/08 cycle is, currently, under review, while his performance assessment for the 2008/09 performance cycle is, still, in process.

(1)(b) The performance incentives (if any) will be effected upon moderation by the Moderating Committee.

(1)(c) The granting of Performance Incentives (if any) will be determined by the Director-General's achievements of the deliverables as indicated in the Strategic Plan for each performance cycle.

(2) Work is ongoing to address the many challenges facing the Department of Home Affairs. The turnaround times for key products as specified in the Strategic Plan were, largely, achieved, and maintained. Reports from the Government Communication Information System (GCIS), based on their tracker research, indicate that this is noticed, and appreciated, particularly, by rural and poor communities. The majority of callers to talk shows, also, register their satisfaction with the services of the Department. Among the more important achievements, are the following:

§ On average, it, now, takes 43 days to issue an Identity Document, versus the target of 60 days.

§ Live capture for passports is implemented at 40 offices.

§ At the end of January 2010, it took 27 days from the capturing of a passport application to the issuance of the passport, versus the average of 56 days it took in April 2009.

§ The Department moved from a disclaimer in the 2007/08 financial year to a qualified audit in the 2008/09 financial year.

Corruption, most, unfortunately, continues to blemish the efforts of many who work tirelessly to provide a service that is efficient, accessible, and corruption free to the citizens, and other important customers. However, the Department has implemented a counter corruption strategy that is beginning to show positive results.

(3) No. The Director-General is leaving on retirement, and will, therefore, not ask for the renewal of his contract.

QUESTION 300

DATE OF PUBLICATION: Friday, 19 February 2010

INTERNAL QUESTION PAPER NO 2 of 2010

Dr C P Mulder (FF Plus) to ask the Minister of Home Affairs:

(1) Whether her department has made use of consultants in the (a) 2004-05, (b) 2005-06, (c) 2006-07, (d) 2007-08, (e) 2008-09 financial years and (f) during the period
1 April 2009 up to the latest specified date for which information is available; if so, (i)(aa) how many and (bb) which consultants and consultancies were used in each of these financial years, (ii) what amounts were paid to each consultant or consultancy in each of these financial years and (iii) who are the directors of each of the consultancies that her department used in each of these financial years;

(2) whether any of the directors and shareholders of the consultancies have any links with the ruling party; if not, what is the position in this regard; if so, what are these links;

(3) whether any persons who are currently consultants or owners of consultancies were formerly in the employ of her department; if so, (a) who are they, (b) why did they leave the employ of her department, and (c) what is the total financial value that has been paid out to each one of these consultants?

NW317E

REPLY

(1)(2)(3) This Question's required response, will take a long time, because the research

that is required to be undertaken, has to cover a period of, just, over six (6)

years. For this reason, the Honourable Member is, kindly, advised to source out

the required information from the previous Department's Annual Reports of the

years under question.

QUESTION 1776

DATE OF PUBLICATION: Friday, 28 May 2010

INTERNAL QUESTION PAPER NO 15 of 2010

Mr N J J van R Koornhof (Cope) to ask the Minister of Home Affairs:

When will the visa requirements for South Africans visiting the United Kingdom be lifted?

NW2042E

REPLY

No. I have not asked for the Visa requirements to be lifted. There were objective, and subjective reasons that led to the Visa requirements. For this reason, it will serve no useful purpose to request for the lifting of the requirement, at this stage.

QUESTION 1798

DATE OF PUBLICATION: Friday, 04 June 2010

INTERNAL QUESTION PAPER NO 16 of 2010

Mrs C Dudley (ACDP) to ask the Minister of Home Affairs:

(a) What (i) was the outcome of the review and (ii) are the relevant details of the dispensation that allows undocumented Zimbabwean migrants to live and work in South Africa and (b) when will the special dispensation be implemented?

NW2070E

REPLY

(a)(i) The review of the Immigration Act, 2002 (Act No 13 of 2002), is, still, in progress. The Department of Home Affairs is, currently, in the consultation phase.

(ii) None.

(b) It was implemented, last year, 2009.

QUESTION 1749

DATE OF PUBLICATION: Friday, 28 May 2010

INTERNAL QUESTION PAPER NO 15 of 2010

Mrs J F Terblanche (DA) to ask the Minister of Home Affairs:

What were the start and end dates of tenure in office of every (a) permanent and (b) acting (i) Director-General and (ii) Chief Financial Officer during the period 1 January 2000 to
31 December 2009?

NW2015E

REPLY

The Honourable Member is, kindly, advised to source out the required information from the Department's Annual Reports of the years, under question.

NATIONAL COUNCIL OF PROVINCES

FOR WRITTEN REPLY

QUESTION 213

DATE OF PUBLICATION: Friday, 28 May 2010

INTERNAL QUESTION PAPER NO 14 of 2010

Mr D A Worth (DA-FS) to ask the Minister of Home Affairs:

(1) Whether her Department still intends to introduce a new identity card for all South Africans; if not, why not; if so, (a) when will this process take place, (b) what will be the cost implications of this process to the (i) Government and (ii) citizens, (c) what is the envisaged timeline of this process and (d) what are the further relevant details;

(2) whether this new identity card will incorporate the drivers licence details; if not, why not; if so, what are the relevant details?

CW286E

REPLY

(1)(a) Yes, the Department still intends to introduce a new identity card for all South Africans. The Department is, currently, preparing its front office, and back office processes to ensure the state of readiness of these offices. The outcome of these preparations will enable the Department to determine how best to introduce the identity card. Once the state of readiness is determined, the time frames for the introduction of the identity card will be announced.

(1)(b)(i) & (ii) The costs have not, yet, been determined, and are dependent on the outcome of preparations, as indicated in (1)(a) above.

(1)(c) It is envisaged that preparations of back offices, and front offices will be finalised by the end of this financial year (2010/11).

(1)(d) None, at this stage.

(2) Other relevant Departments will be consulted for purposes of additional smartcard capabilities, and utilisation.

UESTION 935

DATE OF PUBLICATION: Tuesday, 23 March 2010

INTERNAL QUESTION PAPER NO 8 of 2010

Ms H N Makhuba (IFP) to ask the Minister of Home Affairs:

(1) How much of the R104,4 million allocated to the smart ID card project in the Adjusted Appropriation Budget of October 2009 was spent in the last six months of the financial year;

(2) whether all such expenditure relates to the smart ID card project; if not, on what was the money spent;

(3) how has the expenditure from the above allocation moved the smart ID card project forward to date?

NW1080E

REPLY

(1) The total amount of R104,4 million was spent.

(2) No. The National Treasury has approved that this fund could be utilised for the shortfall on the printing costs of new passports, which was payable to the Government Printing Works.

(3) Not applicable, as the funds were not spent on the Smart ID Card Project.

QUESTION 330

DATE OF PUBLICATION: Friday, 26 February 2010

INTERNAL QUESTION PAPER NO 4 of 2010

Mr J J Mc Gluwa (ID) to ask the Minister of Home Affairs:

(1) (a) What is the cost to produce 524 618 identity documents (IDs), (b) how many working hours were involved in making those IDs, (c) how will such IDs be destroyed, (d) how much will it cost to destroy them and (e) how many IDs have been destroyed in the past five years;

(2) whether her department will send text messages to persons to notify them of the readiness of their (a) IDs for collection and (b) smart cards for collection once the systems are in place; if not, (i) why not in each case and (ii) what are the new methods her Department is looking at to resolve this matter; if so, what are the relevant details in each case?

NW385E

REPLY

(1) We have not calculated all these costs, nor, have we destroyed any ID's in the past five

(5) years. What is important, is that we, as the public representatives, must assist the

Department by making sure that the population understands:

(i) the value of the ID beyond the cost, in rands, and cents.

(ii) that they have to look after their ID's.

(iii) that they do not apply for a re-issue of the ID, unless they have ascertained

that their ID is lost.

(iv) that they fetch their ID, once they receive a sms informing them that their

ID has arrived.

(2)(a) Yes. With the implementation of the Track and Trace system, in 2007, short text messages (sms) are, automatically, sent to applicants informing them that their identity documents are ready for collection at the office of application. Two subsequent sms messages are, also, sent after 60 days, and 110 days, respectively, to inform applicants that their identity documents are ready for collection.

(2)(b) There are no Smart Cards, yet.

QUESTION 1716

DATE OF PUBLICATION: Friday, 28 May 2010

INTERNAL QUESTION PAPER NO 15 of 2010

Mrs J F Terblanche (DA) to ask the Minister of Home Affairs:

Whether her (a) Department or (b) any of its entities has signed any contractual agreements with certain companies (names furnished) or any of their affiliates; if so,
(i) what is the nature of each contract, (ii) what is the (aa) start and (bb) end date of each contract, (iii) what is the monetary value of each contract, (iv) what are the details of the process that was undertaken for the signing of each contract, (v) who else tendered for each contract that was awarded to these companies and (vi) what amount did each tenderer quote in each case?

NW1982E

REPLY

(a)(i) to (vi) THE DEPARTMENT OF HOME AFFAIRS:

No. The Department of Home Affairs has not signed any contractual agreements with the mentioned companies.

(b)(i) to (vi) THE GOVERNMENT PRINTING WORKS:

No. The Government Printing Works has not signed any contractual agreements with the mentioned companies.

(b)(i) to (vi) INDEPENDENT ELECTORAL COMMISSION (IEC):

No. The IEC has not signed any contractual agreements with the mentioned companies.

(b)(i) to (vi) FILM AND PUBLICATION BOARD (FPB):

No. The FPB has not signed any contractual agreements with the mentioned companies.

QUESTION 1402

DATE OF PUBLICATION: Friday, 07 May 2010

INTERNAL QUESTION PAPER NO 12 of 2010

Mr S B Farrow (DA) to ask the Minister of Home Affairs:

(1) Whether she and / or her Department has been informed of the problems experienced by the Glenmore community in the Eastern Cape to register the death of their relatives who died in the tornado and flood that devastated the area in 1979; if so, what are the relevant details; if not,

(2) whether she will investigate the matter and provide assistance to the community; if not, why not; if so, what are the relevant details?

NW1641E

REPLY

(1) No. Neither I, nor the Department of Home Affairs was informed.

(2) Yes. The Department of Home Affairs will investigate the matter after consultation with the relevant Provincial Government Entities to collect, as much as possible, information pertaining to the incident mentioned. A comprehensive report will, then, be compiled which will, then, indicate what action, or steps will be taken to assist the Glenmore community to address the registration process for the deaths. It would be appreciated, if the Honourable Member could, kindly, avail any additional information, or contact persons, in order to assist in addressing, and finalising the matter, as soon as possible.

QUESTION 1404

DATE OF PUBLICATION: Friday, 07 May 2010

INTERNAL QUESTION PAPER NO 12 of 2010

Mr J J Mc Gluwa (ID) to ask the Minister of Home Affairs:

Whether fingerprints taken by her Department are made available to the SA Police Service; if not, why not; if so, what are the relevant details?

NW1643E

REPLY

No. Fingerprints taken by the Department of Home Affairs are not made available to the SA Police Service. The Department does, however, receive requests from SA Police Service to assist it with the identification of certain individuals, by sending a full set of fingerprints to the Department.

Question & Reply: Home Affairs

2010-10-19

THIS FILE CONTAINS 25 REPLIES.

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QUESTION 2403

DATE OF PUBLICATION: Friday, 27 July 2010

INTERNAL QUESTION PAPER NO 25 of 2010

Mrs J F Terblanche (DA) to ask the Minister of Home Affairs:

Whether (a) her Department or (b) any of its entities has signed any contractual agreements with a certain company (name furnished) or any of its affiliates (i) in the
(aa) 2006-07, (bb) 2007-08, (cc) 2008-09 and (dd) 2009-10 financial years and (ii) during the period 1 April 2010 up to the latest specified date for which information is available; if so, (aaa) what is the nature of each contract, (bbb) what is the monetary value of each contract, (ccc) what is the (aaaa) start and (bbbb) end date of each contract, (ddd) what are the details of the process that was followed for the signing of each contract, (eee) who else tendered for each contract that was awarded and (fff) what amount did each tenderer quote in each case?

NW2972E

REPLY:

(a) & (b) No. Neither the Department of Home Affairs, or any of its entities had signed any contractual agreements with the mentioned company, in any of the 2006/07, 2007/08, 2008/09, 2009/10 or 2010/11 financial years.

QUESTION 2361

DATE OF PUBLICATION: Monday, 30 August 2010

INTERNAL QUESTION PAPER NO 25 of 2010

Mr M Swart (DA) to ask the Minister of Home Affairs:

Whether her Department's Regional Office in George has a Mobile Unit; if not, why not; if so, what (a) are the areas in which the Unit operates and (b) is the total number of applications for identity documents which (i) the Unit has processed since its launch and (ii) this Unit has processed since its launch at no charge to the applicant?

NW2930E

REPLY

(a) Yes. The Department's Regional Office in George has one Mobile Truck which has been in operation, since September 2009, and visits the following areas, once, or twice a month:

· Stil Bay

· Waboomskraal

· Thembalethu

· Hornlee

· Mossel Bay

· Riversdale

· Sedgefield

· Knysna

· Heidelberg

· Rheenendal

· Plettenberg Bay

· Kranshoek

· Damesbos

· Asla Park

· Slang River

· Albertinia

(b)(i) The total number of identity documents processed is, as follows:

First identity document Issues : 1334

Re-issues of identity documents : 1 924

Identity documents distributed : 2 253

(b)(ii) The Mobile Unit was able to provide the following documents at no cost to the applicants during an outreach programme partnered with the Bitou Municipality who paid for the photos (First Issues), as well as, for the photos, and the application fee (Re-Issues):

First Identity document issues : 274

Re-issues of Identity Documents : 807

QUESTION 2350

DATE OF PUBLICATION: Friday, 27 August 2010

INTERNAL QUESTION PAPER NO 25 of 2010

Mrs S V Kalyan (DA) to ask the Minister of Home Affairs:

Whether she will consider amending official documentation completed by members of the public to reflect the category intersex in addition to the categories male and female; if not, why not; if so, what are the relevant details regarding the time frame for the proposed amendment of these documents?

NW2919E

REPLY:

The Department of Home Affairs does not make provision for an intersex category on official documentation, but has procedures in place, with regard to changing of sex. An Amendment application form is used for this purpose, and will indicate the sex that is preferred. Expert medical opinion must, then, be provided as stipulated in the Alteration of Sex Description, and Sex Status Act, 2003, before a determination can be made. These procedures have proved to be sufficient, in terms of the practical application of the Act.

QUESTION 2318

DATE OF PUBLICATION: Monday, 30 August 2010

INTERNAL QUESTION PAPER NO 25 of 2010

Dr C P Mulder (FF Plus) to ask the Minister of Home Affairs:

What is the breakdown for the officials at post levels 8 to 12 in her Department in terms of (a) sex, (b) race and (c) age?

NW2852E

REPLY:

The information is provided in the tables, attached:

QUESTION 2261

DATE OF PUBLICATION: Friday, 20 August 2010

INTERNAL QUESTION PAPER NO 23 of 2010

Mrs J F Terblanche (DA) to ask the Minister of Home Affairs:

Whether her Department and / or any of its entities has purchased any 2010 FIFA World Cup Soccer tournament (a) clothing or (b) other specified paraphernalia; if not, what is the position in each case; if so, in each case,
(i) what are (aa) the details and (bb) the total cost of the items purchased, (ii)(aa) how many items have been purchased and (bb) why, (iii)(aa) to whom has each of these items been allocated and (bb) why have these items been allocated to these persons and (iv)(aa) on what basis was the decision taken to purchase each of these items and (bb) on whose authority was the decision taken to make these purchases?

NW2769E

REPLY:

The information for the Department of Home Affairs (DHA), the Government Printing Works (GPW), the Film and Publication Board (FPB) and the Independent Electoral Commission (IEC) is specified in the table, attached:

QUESTION 2112

DATE OF PUBLICATION: Friday, 13 August 2010

INTERNAL QUESTION PAPER NO 21 of 2010

Dr A Lotriet (DA) to ask the Minister of Home Affairs:

Whether her Department has a language policy; if not, why not; if so, what are the relevant details?

NW2551E

REPLY:

Yes. The Department of Home Affairs has a language policy. It is in line with the provisions of the Constitution of the Republic of South Africa with specific reference to section 9(3).

QUESTION 2097 / NW2507E

DATE OF PUBLICATION: Friday, 6 July 2010

INTERNAL QUESTION PAPER NO 19 of 2010

Ms A M Dreyer (DA) to ask the Minister of Home Affairs:

Whether a certain official of her Department (name furnished) is investigating allegations regarding a certain person (name furnished); if not, why not; if so, (a) when is the investigation anticipated to be completed and (b) when will the details and outcomes of the investigation be available?

NW2507E

REPLY:

(a) & (b) Yes. The official concerned has finished the investigation regarding the allegations levelled against a certain person. The details and outcomes of the investigation are available.

QUESTION 1981

DATE OF PUBLICATION: Friday, 30 July 2010

INTERNAL QUESTION PAPER NO 18 of 2010

The Leader of the Opposition (DA) to ask the Minister of Home Affairs:

(1) What is the estimated number of Zimbabwean refugees currently living in South Africa;

(2) whether she has any strategies in place to encourage the repatriation of Zimbabwean refugees; if not, why not; if so, what are the relevant details?

NW2376E

REPLY:

(1) In the period 1 January 2000 to 31 May 2010, a total of 5 822 Zimbabwean nationals were granted refugee status (refugee permits), in terms of section 24 of the Refugee Act, 1998 (Act No 130 of 1998).

(2) All the efforts to get Zimbabwe back to normal by the South African government are relevant to the repatriation of Zimbabweans. As the economic, and the political situation improves in Zimbabwe, a lot of Zimbabweans will voluntarily go back home.

QUESTION 1918

DATE OF PUBLICATION: Monday, 26 July 2010

INTERNAL QUESTION PAPER NO 17 of 2010

The Leader of the Opposition (DA) to ask the Minister of Home Affairs:

(1) How many (a) Zimbabwean citizens have been granted asylum since 1 January 2002 and (b) applications for asylum by Zimbabwean citizens have yet to be processed;

(2) whether, with reference to the report by the United Nations Refugee Agency in June 2010 (details furnished), (a) there are any reasons for the backlog of asylum applications and (b) she has taken any steps to expedite the processing of these applications; if not, why not; if so, what are the relevant details?

NW2306E

REPLY:

(1) A total of 5 815 Zimbabwean citizens have been granted asylum in the period
1 January 2002 up to, and including, 31 May 2010.

(2) The moratorium and the Special Dispensation is coming to an end. The ongoing operation of documenting all Zimbabweans, in the country, is towards resolving the problem. There is, also, an amendment Bill that, if passed into law, will assist in speeding up the refugee application process, generally.

QUESTION 78

DATE OF PUBLICATION: Friday, 5 March 2010

INTERNAL QUESTION PAPER NO 4 of 2010

Mr M J R de Villiers (DA-WC) to ask the Minister of Home Affairs:

(1) Whether any of the offices of her department is being rented; if so, (a) which offices in each (i) town and (ii) province and (b) what is the monthly rental for each of the buildings;

(2) whether there are any arrears of rent for any of the buildings; if so, (a) which buildings and (b) when will the arrears be addressed;

(3) (a) who are the owners of each of the buildings and (b) what is the term of the rental agreement for each of the buildings?

CW104E

REPLY

(1) to (3) It is suggested that the Honourable Member directs this Question to the Minister of Public Works. The Department of Home Affairs does not own immovable property. It leases its office accommodation through the Department of Public Works (DPW), who is responsible for the administration of the leased properties.

QUESTION 93

DATE OF PUBLICATION: Friday, 12 March 2010

INTERNAL QUESTION PAPER NO 5 of 2010

Mr M J R de Villiers (DA-WC) to ask the Minister of Home Affairs:

(1) (a) How many identity documents (IDs) are not collected at each of the Home Affairs offices and (b) what is the main reason for these documents not being collected;

(2) whether her Department has taken any steps to ensure that persons are properly informed to collect their IDs; if not, why not; if so, (a) what steps and (b) what are the further relevant details?

CW120E

REPLY

(1)(a) The information as at 28 February 2010 per Province – is specified in the tables, below:

Province	less than 3 months	3 - 6 months	6 - 9 months	9 - 12 months	More than 12 months	Total
Kwa-Zulu Natal	47,945	20,727	18,707	12,869	35,546	135,794
Limpopo	24,617	12,033	14,994	9,519	21,054	82,217
Gauteng	37,317	15,214	16,986	12,811	25,238	107,566
Free State	12,997	8,298	6,820	7,361	10,799	46,275
Mpumalanga	16,014	7,702	7,929	4,947	12,022	48,614
North West	12,464	6,045	5,251	2,545	4,879	31,184
Northern Cape	4,247	2,428	2,130	1,086	1,764	11,655
Western Cape	23,220	9,556	5,206	5,851	11,421	55,254
Eastern Cape	27,409	14,336	19,934	15,366	22,765	99,810
Total	206,230	96,339	97,957	72,355	145,488	618,369

Lists of uncollected identity documents, per Province, per office, for the period 1 April 2009 to 31 March 2010, are attached herewith, as Annexures A, B, C, D, E, F, G, H to I.

(1)(b) The main reasons for applicants not collecting their new identity documents are, as follows:

· Applicants are applying for identity documents when under the impression that they have lost their identity documents, only to find it at a later stage. Many applicants, therefore, never collect their newly issued identity documents. The identity document with the latest date of issue is the only valid identity document, which replaces all previous identity documents issued.

· Applicants also re-locate, and never collect their newly issued identity documents, at the office of application.

(2)(a) The following steps have been taken:

· Since the implementation of the ID Track and Trace system in 2007, short messages ("sms") are automatically triggered to the cell phones of applicants to inform them of the arrival of their identity documents, at the office of application. Two subsequent SMS's are sent to applicants (one after 60 days, and the other after 110 days), as reminders before returning the identity documents to Head Office, as uncollected.

· It should be noted that the turnaround time for the issuing of identity documents has been drastically reduced, and applicants, who are not in possession of cell phones may enquire at the department's Client Service Centre (toll free number 0800 60 11 90), after a month from the date of application. Clients can, also, use the enquiry SMS no (32551) to check, and get feedback on the status of their ID applications.

(2)(b) The Department, also, interacts with various community forums, and other stakeholders to encourage applicants to collect their identity documents. The department, also, engages with the Independent Electoral Commission (IEC), through the Provincial Liaison Committees to encourage Political Office Bearers to request communities to collect their identity documents.

QUESTION 1135

DATE OF PUBLICATION: Monday, 19 April 2010

INTERNAL QUESTION PAPER NO 10 of 2010

1135. Mr M Mnqasela (DA) to ask the Minister of Home Affairs:

(1) Whether any South African citizens have fallen victim to being falsely married to unknown people and are recorded as being married without their knowledge in the past ten years; if not, what is the position in this regard; if so, (a) how many and (b) how many cases (i) have been reported to her department and (ii) are being investigated by (aa) her department and (bb) the SA Police Service;

(2) whether there are any children currently sharing the same birth certificate with other children; if not, what is the position in this regard; if so, (a) how many and (b) how many cases (i) have been reported to her department and (ii) are being investigated by (aa) her department and (bb) the SA Police Service;

(3) whether any persons have (a) overstayed or (b) contravened their visas between 1 January 2004 and 31 March 2010; if so, (i) how many in each year and (ii) what action has been taken in each case;

(4) (a) how many foreigners are currently in South Africa on (i) work and (ii) study permits and (b) in which provinces are they? NW1292E

REPLY

(1) Background

The problem of fraudulent marriages was discovered in early 2000's, wherein South Africans found themselves married to strangers. As the situation in South Africa stabilises, and its economy grows, the country will continue to become the favourite destination for many people across the globe who seek greener pastures, and safe places of abode. Evidently, this migration to the South will bring attendant problems, such as violation of our citizenship acquisition processes. This problem is, further, compounded by our present situation of unemployment, and rampant poverty.

The common causes of fraudulent marriages are:

Marriage of convenience

The victim would agree to enter into holy matrimony with a foreigner, seeking South African citizenship, in exchange for monetary compensation. In cases, where the foreigner does not honour his/her part of the bargain the victim would, then, claim that the marriage took place without his/her knowledge. In cases, where the transaction is honoured the victim will approach the offices of Home Affairs, ostensibly to apply for a new Identity Document, claiming that his/her ID is lost. When records are retrieved, and show that the applicant is married, he/she will, then, claim that the marriage took place without his/her consent, and, then, seek annulment (marriage expunged). Often, when this scam happens, the foreigner has by, then, already, obtained citizenship and/or permanent residence in the country.

Employment agencies

Victims, often, claim that bogus employment agencies request that they submit copies of their Identity Documents, ostensibly to process job placements for them. The victim will, then, later discover by "accident" when he/she processes some transaction, either, in the public service, or the private sector, that he/she is married.

Crime Syndicates

These are well-organised syndicates that are assisted by corrupt officials; corrupt religious leaders, and unscrupulous Marriage Officers. They take full advantage of poor controls, and the lack of basic amenities, and office equipment to fraudulently process details of South Africans, and marry them to foreigners without their knowledge.

(a) 6 769 cases were reported, as from 2007 to April 2010.

Year	Cases reported
2007	2,114
2008	2,185
2009	1,916
2010 (April )	554
Grand total	6,769

(b)(i) 6 769 cases were reported. Of these cases, 5 205 cases were finalised.

Year	Expunged	Referred to court	Total finalized per year
2007	1,671	349	2,020
2008	960	257	1,218
2009	1,118	426	1,548
2010 (April )	234	185	419
Grand Total	3,983	1,217	5,205

(b)(ii) (aa) 1 564 cases are under investigation within the Department .

Year	Under Investigation
2007	94
2008	967
2009	368
2010 (April )	135
Grand total	1,564

(b)(ii) (bb) The Department does not refer cases to SAPS. However, the Department has its own Internal Counter Corruption Unit, which investigates these cases.

(2) No. None have been brought to the attention of the Department. All children are registered through the National Population Register system, and are allocated with an ID Number. The system (NPR) is designed in a way that does not allow the sharing of birth certificates. The Department has, also, embarked on the process of redesigning its processes, in order to close any loopholes in the birth registration process. These include the upgrading of the security features on the National Population Register system, and the certificate.

2 aa Not applicable

2 bb Not applicable

(3) Yes.

(3)(a) & (b) The information is provided in the table, below:

Year	Overstayed / contravened	Action taken
2004	1 165	1 165 deported
2005	1 112	1 112 deported
2006	1 093	1 093 deported
2007	2 180	1 310 deported, and 807 fined
2008	2 115	1 175 deported, and 940 fined
2009	4 007	3 076 deported, and 931 fined
2010 up to & including 31 March 2010	1 202	915 deported, and 287 fined
Total	12 874

(4) The Department's Movement Control System is unable to generate reports on the number of work permit and study permit holders who are currently in South Africa. The Department of Home Affairs is able to provide statistics on the number of work permits and study permits applied for and issued for a specific period.

QUESTION 841

DATE OF PUBLICATION: Tuesday, 23 March 2010

INTERNAL QUESTION PAPER NO 8 of 2010

Mrs J F Terblanche (DA) to ask the Minister of Home Affairs:

(1) Whether she has been informed that her Department owes the Government Printing Works an estimated R126 million; if so, (a) why is this amount (i) owed and (ii) not yet paid, (b) what steps will be taken to pay this and (c) when will this amount be paid;

(2) whether she will (a) investigate the matter and (b) take corrective steps in this regard; if not, why not in each case, if so, what are the relevant details in each case;

(3) whether she will take steps to ensure that this and similar problems do not recur; if not, why not; if so, what steps?

NW977E

REPLY

(1)(2)(3) Yes. The amount was settled before the end of the last financial year.

QUESTION 842

DATE OF PUBLICATION: Tuesday, 23 March 2010

INTERNAL QUESTION PAPER NO 8 of 2010

842. Mrs J F Terblanche (DA) to ask the Minister of Home Affairs:

(1) Whether the signage and directions at the Swaziland-South Africa border post and within the facility comply with her department's guidelines; if not, why not; if so, what are the relevant details;

(2) whether there are any plans for the facility to be upgraded and refurbished; if not, why not; if so, (a) when will this take place, (b) what are the details;

(3) whether all officials are (a) in possession of and (b) wearing name tags; if not, why not; if so, what are the relevant details;

(4) whether any audit and/or investigation has been conducted to ensure officials are conducting business in a professional and friendly manner; if not, why not; if so, what are the relevant details;

(5) (a) how many officials are currently employed, (b) how many vacancies exist currently at the border post and (c) when will the vacancies be filled? NW978E

REPLY

(1) All signage and directions at the Swaziland – South Africa border post and within the facilities comply with the Department's guidelines, except that of Golela, due to the construction of the new building, whose signage was temporarily removed in order to erect new ones and build roads.

(2) As no specific border post was indicated, herewith, a breakdown of all Ports of Entry at the Swaziland border:

BORDER POST	FACILITY UPGRADE AND REFURBISHMENT
Bothashoop	(a) No need to upgrade and refurbish the building.
Emahlathini	(a)No need to upgrade and refurbish.
Golela	(a) Phase one of the new Border post is complete, and relocation to the new building was on the 29th April 2010
Jeppe's Reef	(a) The Border post has been, recently, upgraded (RAMP Contract: 2009/10). Department of Public Works are in the process of placing proper signage, not only for the Department of Home Affairs, but for all Government Departments.
Josefsdal	(a) There are no plans for upgrading the facility. (b) The office was only budgeted for repairs, and maintenance by Department of Public Works.
Mahamba	(a) There are plans to upgrade the current building. (b) Public Works is, still, designing the new plan of border.
Mananga	(a)There are plans to upgrade the current building. New plans will be submitted by September 2010 to renovate, and modify the current direction boards.
Nerston	(a)No need to upgrade, and refurbish. .
Onverwacht	(a)No need to upgrade, and refurbish.
Oshoek	(a) There are plans to upgrade the current building. (b) Public Works is, still, designing the new border post.
Waverley	(a) No need to upgrade, and refurbish.

(3) All officials, at the eight border posts, except newly appointed officials, wear name tags, at all times, while performing their duties. Name tags have been ordered for the newly appointed officials.

(4) There was no formal audit conducted.

(5) As no specific border post was indicated, herewith, a breakdown of the Ports of Entry at the Swaziland border:

BORDER POST	(A)CURRENTLY EMPLOYED	(B) FUNDED VACANT POSTS
Bothashoop	2 Filled Posts	3 Vacant
Emahlathini	6 Filled Posts	9 Vacant
Golela	12 Filled Posts	10 Vacant
Jeppe's Reef	17 Filled Posts	14 Vacant
Josefsdal	7 Filled Posts	4 Vacant
Mahamba	17 Filled Posts	6 Vacant
Mananga	12 Filled Posts	5 Vacant
Nerston	12 Filled Posts	6 Vacant
Onverwacht	1 Filled Post	8 Vacant
Oshoek	42 Filled Posts	13 Vacant
Warverley	5 Filled Posts	2 Vacant
TOTAL:	133	80

(c) to the moratorium in filling such posts, as a result of absorption of contract workers, Some of the posts were advertised in February 2010, and they could not be filled, due with more than 12 months employed by the Department, which is underway.

QUESTION 843

DATE OF PUBLICATION: Tuesday, 23 March 2010

INTERNAL QUESTION PAPER NO 8 of 2010

Mrs J F Terblanche (DA) to ask the Minister of Home Affairs:

(1) Whether her department has taken any steps to prevent human trafficking through any of the border posts; if not, why not; if so, what steps;

(2) whether she will make a statement on the matter?

NW979E

REPLY

(1) Yes. In this regard, the Honourable Member is respectfully referred to my responses submitted in respect of three previous Parliamentary Questions, which, also, dealt with Human Trafficking. The issue regarding the Department of Home Affairs' readiness to combat Human Trafficking has been, duly, addressed in these responses. The responses are in respect of Question 8 (Oral Reply – 2010) – attached herewith, as Annexure A, Question 2059 (2009) – attached herewith, as Annexure B, and Question 1788 (2009) – attached herewith, as Annexure C. Kindly, be informed that training of ten (10) moderators was conducted from
9 to 11 November 2009.

QUESTION 1077

DATE OF PUBLICATION: Tuesday, 30 March 2010

INTERNAL QUESTION PAPER NO 9 of 2010

Mrs M Wenger (DA) to ask the Minister of Home Affairs:

(1) Whether any amount was (a) budgeted for and (b) spent (i) in the (aa) 2007-08 and (bb) 2008-09 financial years and (ii) during the period 1 April 2009 up to the latest specified date for which information is available on her Department's mini drug master plan; if not, why not; if so, what are the relevant details;

(2) what amount has been allocated to her Department's mini drug master plan for the 2010/11 financial year?

NW1226E

REPLY

(1) The Department of Home Affairs does not, at this stage, have a mini drug master plan.

(2) Not applicable.

QUESTION 1093

DATE OF PUBLICATION: Tuesday, 30 March 2010

INTERNAL QUESTION PAPER NO 9 of 2010

Dr C P Mulder (FF Plus) to ask the Minister of Home Affairs:†

(1) How many 90-day visas have been issued to Zimbabwean citizens since the introduction of this type of visa;

(2) whether there has been an increase in the number of Zimbabweans applying for this visa; if so, what is the increase (a) in actual numbers and (b) as a percentage;

(3) whether any Zimbabwean citizens who have exceeded their 90-day visas have been taken into custody or deported; if so, (a) how many were (i) arrested and
(ii) deported and (b) what were the deportation costs;

(4) whether her Department keeps a record of the reasons for the applications by Zimbabwean citizens for 90-day visas; if so, (a) how many visas were issued in terms of the various reasons or categories furnished by the individual applicants and (b) what were the reasons for the applications?

NW1247E

REPLY

(1) A total of 2,307,965 visitor's permits were issued to Zimbabwean passport holders up to, and including, 4 April 2010. According to the Departments Movement Control System a total of 1,631,718 departures for Zimbabwean nationals were recorded for the financial year 2009/2010.

(2) Yes, there has been an increase.

(2)(a) In the 2008/09 financial year, a total of 332,466 Zimbabwean passport holders obtained visitor's visas from the South African Embassy in Harare. In the 2009/10 financial year, a total of 2,307,965 visitor's permits were issued to Zimbabwean passport holders on arrival. This represents a difference of 1,975,499. According to the Departments Movement Control System a total of 1,631,718 departures for Zimbabwean nationals were recorded for the financial year 2009/2010.

(2)(b) The increase in percentage equals 594%.

(3)(a) & (b) No Zimbabwean passport holder, who has exceeded his or her 90 days visitor's permit, has been arrested for the purpose of deportation during the 2009/10 financial year.

(4)(a) & (b) The 90 days visa exemption which was granted to Zimbabwean passport holders only applies to holiday, and business visits to the RSA. Any Zimbabwean passport holder who wishes to enter the RSA for another purpose is required to apply for an appropriate temporary residence permit prior to proceeding to the RSA. Statistics provided by the South African Embassy in Harare indicates that the following temporary residence permits were also issued:

· Study Permits: 61

· Relative's Permits: 1

· Quota Work Permits: 49

· General Work Permits: 15

· Intra-company Transfer Work Permits: 6

QUESTION 593

DATE OF PUBLICATION: Friday, 5 March 2010

INTERNAL QUESTION PAPER NO 6 of 2010 Mrs J F Terblanche (DA) to ask the Minister of Home Affairs:

Whether any office of her Department had their electricity cut owing to non-payment or late payment of accounts (a) in (i) 2008 and (ii) 2009 and (b) during 1 January 2010 up to the latest specified date for which information is available; if so, (i) which offices, (ii) on what dates and (iii) what (aa) was the duration of the electricity cut, (bb) was the amount owing in each case, (cc) action has been taken to improve the situation and (dd) is the estimated loss in revenue for her Department owing to the cut in electricity?

NW709E

REPLY

Abbreviation: DPW: Department of Public Works

Yes. The information is specified in the table below:

(a)(i) & (ii) & (b) Year	(b)(i) Offices	(b)(ii) On what date	(aa) Duration	(bb) Amount owed	(dd) Estimated loss of income
2008	Brakpan District Office	21 July	4 days	Amount owed not known as DPW is responsible for payment	R35,000.00
2009	Elim District Office	20 October	4 days	Amount owed not known as DPW is responsible for payment	R30,000.00
2010	Eldorado Thusong Centre	8 February	19 days	Amount owed not known as DPW is responsible for payment	R1,000.00

(dd) The electricity was cut in the above-mentioned cases due to the late payment of the electricity accounts of the offices mentioned by DPW, who is the Department responsible for the payment of such accounts. A meeting was held with the said Department to avoid future occurrences.

QUESTION 595

DATE OF PUBLICATION: Friday, 5 March 2010

INTERNAL QUESTION PAPER NO 6 of 2010

Mrs J F Terblanche (DA) to ask the Minister of Home Affairs:

Whether there are any backlogs in the processing of applications for permanent residency for each of the months from 1 June 2009 to 28 February 2010; if not, what is the position in this regard; if so, (a) what was the extent of the backlogs in each case and (b) how many applications were received from foreign spouses of South African citizens?

NW711E

REPLY

(a) Yes. There is a backlog of applications for permanent residence for the period
1 October 2009 to 28 February 2010, only.

(a)(i) The backlog comprises 1 743 applications.

(a)(ii) A total of 696 of such applications have been received.

QUESTION 308

DATE OF PUBLICATION: Friday, 27 August 2010

INTERNAL QUESTION PAPER NO 23 of 2010

Mr D B Feldman (COPE-Gauteng) to ask the Minister of Home Affairs:

Whether her Department has developed a (a) policy and / or (b) process for security, personality and integrity checks on all officials employed in her Department to ensure
(i) clean image and (ii) placing of people with integrity in positions of trust; if not, why not; if so, what are the relevant details?

CW404E

REPLY

(a) Yes. A Vetting Policy has been introduced in the Department, in terms of which all employees are subjected to the vetting process. The requirements of a particular post determine the level of security clearance the incumbent, thereof, must possess. The decision to grant a security clearance rests with the National Intelligence Agency (NIA). Feedback from the NIA is taken into account when a determination is made, regarding the suitability of an applicant for a particular post.

(b)(i) & (ii) Yes. In addition, as a standard part of the Department's Recruitment process, the following pre-employment checks are conducted on all nominated candidates, in accordance with Cabinet's decision on the compulsory undertaking of Personnel Suitability Checks (PSC), linked to the National Security Vetting Strategy:

· Criminal record check

· Credit record check

· Citizenship check

· Qualification verification

· Reference checks

QUESTION 997

DATE OF PUBLICATION: Tuesday, 30 March 2010

INTERNAL QUESTION PAPER NO 9 of 2010

Mrs J F Terblanche (DA) to ask the Minister of Home Affairs:

(1) Whether her Department and / or Departmental officials held any functions in Pretoria at the (a) Kievits Kroon Country Estate and (b) Protea Hotel in Van Der Walt Street during the period 1 January 2010 up to the latest specified date for which information is available; if not, what is the position in each case; if so, (i) what was the reason for each of these functions, (ii) how many officials were involved in each case, (iii) what was the total cost of each function and (iv) what was the total cost paid on behalf of officials attending each function in respect of (aa) travel costs,
(bb) accommodation costs and (cc) subsistence allowances;

(2) whether any gifts were presented to any official/s; if so, what (a) are the details and (b) is the total cost of these gifts?

NW1142E

REPLY

(1)(a) No functions were held by the Department at the Kievits Kroon Country Estate for the period 01 January 2010 up to and including 31 March 2010.

(1)(b) No functions were held by the Department at the Protea Hotel in Van Der Walt Street for the period 01 January 2010 up to and including 31 March 2010.

(2)(a) & (b) No gifts were presented to officials in the 2009/10 financial year.

QUESTION 1617

DATE OF PUBLICATION: Friday, 21 May 2010

INTERNAL QUESTION PAPER NO 14 of 2010

1617. Mrs J F Terblanche (DA) to ask the Minister of Home Affairs:

(2) whether the results of the audits have been made public; if not, why not; if so, (a) when and (b) what are the further relevant details;

(3) whether any criminal or disciplinary proceedings have been instituted as a result of the audits; if not, what is the position in this regard; if so, what are the relevant details? NW1880E

REPLY

THE DEPARTMENT OF HOME AFFAIRS:

Forensic audits instituted by the former Minister of Home Affairs (2008):

THE "WHO AM I ONLINE" PROJECT:

(1) to (3) A forensic audit was commissioned, and two (2) draft reports were prepared. Comments were sent back to the investigators, and a final report is still outstanding. The conclusion, and publishing of the report has, also, been affected by the litigation challenge registered by GijimaAst. As it stands, the matter is sub judice, and no further information can be provided, until all legal processes have been concluded.

Forensic audits instituted by the Branch: Finance and Supply Chain Management:

(1)(a)(i) to (iii) Yes. An analytical investigation was instituted in July 2009 into the Department's Basic Accounting System (BAS). The scope of the investigation included the 2007/08, 2008/09 and 2009/10 financial years (up to and including 30 September 2009).

(aa) Alleged irregular / fraudulent payments made in respect of Goods and Services not provided / delivered.

(bb) The findings are listed below:

· Twenty six (26) suspicious service providers were identified.

· Twenty four (24) original payment files and / or supporting documentation were untraceable.

· Two (2) fraudulent requests for the amendment of banking details of service providers were found.

(cc) Ernest & Young Advisory Services Ltd.

(dd) R542,047.77.

(2)(a) & (b) The results of the audit have not yet been made public, as the investigators indicated that the outcome of the audit should not be distributed, or made public, yet, as legal advice must still be obtained, regarding the way forward.

(3) No, not as yet. Once the proceedings in (2)(a) & (b) above have been finalised, criminal and , or disciplinary proceedings will be instituted against officials indicated in the audit.

Forensic audits instituted by the Chief Directorate: Audit Services:

(1)(a)(i) 2007/08 financial year:

(aa) An investigation into allegations of financial irregularities, following a case of burglary, and theft at the Department's Regional Office: Rustenburg. The alleged incident took place between 7 and 10 April 2007.

(bb) Based on the limited information, and records available in the office at the time, Internal Audit procedures followed initially indicated that R26879.00 was stolen / could not be accounted for. The financial losses the Department has suffered could be more as the audit rolls for 4 April 2007 was missing and could therefore not be used to determine the actual amount stolen.

(cc) The Department's Chief Directorate: Audit Services.

(dd) There were no additional costs involved as the audit was done by the Department of Home Affairs.

(2) & (3) No, as the results of the investigation proved to be inconclusive, a determination could not be made without a doubt whether or not Departmental officials were involved in the burglary and the theft of State money.

(1)(a)(ii) The 2008/09 financial year:

The South African Foreign Office in Uganda:

(aa) Allegations relating to fees collected for the processing of Visa applications. The allegations involved personnel recruited locally who were working in the Consular Section at the time.

(bb) No conclusion on the actual financial loss suffered by the Department could be determined and no official/s responsible for the reported irregularities could be identified.

(cc) The Department's Chief Directorate: Audit Services.

(dd) There were no additional costs involved as the audit was done by the Department of Home Affairs.

(2) & (3) No, as the results of the investigation proved to be inconclusive, a determination could not be made on the actual financial loss suffered by the Department as well as the fact that no official/s responsible could be identified for the reported irregularities.

The South African Foreign Office in Lesotho:

(aa) A special investigation regarding allegations of fraud / theft / financial irregularities committed in the Consular Section.

(bb) It was established that the actual financial loss suffered by the Department was R1,700.00.

(cc) The Department's Chief Directorate: Audit Services in co-ordination with the Internal Audit Business Unit of the Department of International Relations and Co-operation as well as Integrity Management Unit of Department of Home Affairs.

(dd) There were no additional costs involved as the audit was done by the Department of Home Affairs.

(2) & (3) No, as it was recommended that appropriate disciplinary steps be instituted against the officials who neglected to perform their duties.

(1)(a)(iii) The 2009/10 financial year:

(aa) A special investigation was conducted into the installation of security equipment in 28 of the Department of Home Affairs' offices as serious concerns of possible discrepancies, fraud and corruption in relation to the roll out of the tender were raised.

(bb) During a physical verification of security equipment installed in the 28 offices, it was discovered that there were discrepancies with billing the Department regarding quantities in terms of the contractual agreement, the invoices paid and the physical security equipment installed in the 28 offices. This resulted in the Department to suffer financial losses amounting to R6,027,940.64.

(cc) The Department's Chief Directorate: Audit Services.

(dd) There were no additional costs involved as the audit was done by the Department of Home Affairs.

(2) & (3) No, as disciplinary steps have been instituted against six officials of the Department.

THE GOVERNMENT PRINTING WORKS (GPW):

(1)(a)(i) The 2007/08 financial year:

No forensic audits were conducted.

(1)(a)(ii) The 2008/09 financial year:

(aa) An investigation was lodged into allegations of possible misappropriation of assets by employees at one of its Regional Offices.

(bb) The forensic audit could not produce evidence to institute disciplinary charges, or to institute criminal proceedings.

(cc) Ernest & Young Advisory Services Ltd.

(dd) R260,960.00 – exclusive of VAT.

(2) & (3) No. The forensic audit did not produce any evidence of wrongdoing which would warrant disciplinary action, or criminal proceedings.

(1)(a)(iii) The 2009/10 financial year:

No forensic audits were conducted.

THE FILM AND PUBLICATION BOARD (FPB):

(1) to (3) No forensic audits were conducted in the 2007/08, 2008/09 and 2009/10 financial years. No forensic audits were conducted in the current (2010/11) financial year up to and including 30 June 2010.

THE INDEPENDENT ELECTORAL COMMISSION (IEC):

QUESTION 641

DATE OF PUBLICATION: Monday, 15 March 2010

INTERNAL QUESTION PAPER NO 7 of 2010

Mr J J Mc Gluwa (ID) to ask the Minister of Home Affairs:

Whether she will take any steps to redesign identity documents in light of the reported comments of her Deputy Minister (details furnished); if not, why not; if so, what steps?

NW766E

REPLY

Yes. The Department is in the process to improve the security features of the current identity document, including the possibility of digitising the photograph into the identity document, as well as the upgrading of security features. Photo digitisation will ensure that the photograph of the rightful owner cannot be replaced.

QUESTION 640

DATE OF PUBLICATION: Monday, 15 March 2010

INTERNAL QUESTION PAPER NO 7 of 2010

Mr J J Mc Gluwa (ID) to ask the Minister of Home Affairs:

(1) (a) How much money was spent by her department on the smart card identity document system and (b) what tender irregularities were identified;

(2) whether she has received a report of the forensic audit of the tender process; if not, why not; if so,

(3) whether she will table the report in Parliament; if not, what is the position in this regard; if so, when;

(4) whether she identified any problems with regard to the State Information Technology Agency's (Sita) involvement in the smart card identity document tender process; if so, what problems;

(5) how much (a) money was received from Treasury for the smart card system and
(b) unspent money was returned to Treasury owing to the tender being stopped?

NW765E

REPLY

(1)(a) No money was spent on the Smart ID Card document system.

(b) to (4) The Department of Home Affairs was advised by the State Information Technology Agency (SITA), in April 2009, that a forensic audit of the tender process was being carried out (at its request) to investigate possible irregularities. It is suggested that the hon member directs his request for the information to the Minister for the Public Service and Administration, as SITA resorts under his jurisdiction.

(5)(a) A total of R104.4 million.

(b) No unspent money was returned to the National Treasury, as it was approved that this money could be utilised for the shortfall on the printing costs of new passports which was payable to the Government Printing Works.

QUESTION 435

DATE OF PUBLICATION: Friday, 26 February 2010

INTERNAL QUESTION PAPER NO 4 of 2010

Mr M Mnqasela (DA) to ask the Minister of Home Affairs:

NW509E

REPLY

(a) The information is specified in the table below:

(i)

Vehicles

(ii)

Aircraft

(iii)

Property

215 Sedans

236 Light Delivery Vehicles

128 Heavy commercial Units (4 to 7 ton trucks)

None

None – the Department

of Home Affairs utilises property from the Department of Public Works and the Private Sector

(b)(i) The current fleet were purchased between 1997 and 2010.

(b)(ii) The cost varies per vehicle. It is purchased according to the pricing on the schedule of the RT57 State Tender.

(b)(iii) The vehicles are utilised for the following:

· To transport officials below the level of Senior Management Service (SMS) to official meetings and official appointments.

· To enable officials to conduct official duties which form part of and in support of the Department's Core Service Delivery activities.

· Specialised Units, such as the Mobile Trucks, are utilised as mobile offices in rural areas, for special projects and campaigns to deliver services to the people of the RSA.

· Other trucks owned by the Department are utilised to transport deportees.

QUESTION 461

DATE OF PUBLICATION: Friday, 26 February 2010

INTERNAL QUESTION PAPER NO 4 of 2010

Ms H N Makhuba (IFP) to ask the Minister of Home Affairs:

(1) Whether she has been informed of officials at offices of her Department that are allegedly negative and uncaring towards applicants for identity documents, resulting in applicants being uncertain of what documents to bring to the offices when applying for and finalising applications for ID documents; if not, why not; if so,

(2) whether she intends taking any steps in this regard; if not, why not; if so, what steps;

(3) whether she intends introducing a system whereby applicants for ID documents are assisted properly, especially in the rural areas; if not, why not; if so, what are the relevant details?

NW536E

REPLY

(1) Yes. Clients have reported uncaring behaviour from officials. Feedback from clients is, mostly, received through correspondence, as well as, via my Complaints and Compliments Unit. During my office visits, and my interaction with members of the public, concerns with regard to poor service delivery by our officials, are also, brought to my attention.

(2) Steps already taken include, the compulsory wearing of name tags for easy identification of officials to ensure that members of the public can identify the official(s) that served them poorly. Disciplinary action is undertaken against the officials who do not comply with service delivery standards. Before the introduction of the compulsory wearing of name tags it was difficult to take action against officials for poor service delivery. I also conduct unannounced office visits to identify offices which have service delivery challenges.

(3) Some of the initiatives already implemented by the Department are:

· Pamphlets and posters on photograph requirements for identity documents, and passports were distributed to front offices for the public's attention.

· We have deployed floor walkers at our offices to assist clients with the completion of forms, and to inform clients of the requirements for the respective applications.

· Offices have been instructed to establish information desks, where clients are informed on the requirements for all applications.

· 63 offices have been refurbished, and have clear and proper visible signage.

· One hundred and seventeen (117) fully computerised mobile units, as well as twenty five (25) 4X4 vehicles, are deployed, especially in rural areas.

· A National Campaign was started last year, and launched on 23 March 2010, and this campaign focuses, among other things, on the collection of ID applications in rural areas, as well as the registration of births of unregistered children.

QUESTION 1039

DATE OF PUBLICATION: Tuesday, 30 March 2010

INTERNAL QUESTION PAPER NO 9 of 2010

Mrs J F Terblanche (DA) to ask the Minister of Home Affairs:

(1) Whether certain persons (details furnished) declared their business interests to her Department; if not, why not; if so, what are the relevant details;

(2) whether the said persons directly or indirectly benefit from state or Departmental
(a) tenders, (b) procurement, (c) services or (d) contracts; if not, why not; if so, what are the relevant details in each case?

NW1185E

REPLY

(1) The Acting Chief Director: Refugee Affairs, the Financial Officer and the Director: Asset Management have declared their business interests. However, the Deputy Director: Procurement has not declared business interests to the Department because Chapter 3 C 1 of the Public Service Regulations stipulates that only members of SMS are required to declare such interests.

(2) The Financial Officer and the Deputy Director: Procurement are members of the Bid Adjudication Committee.

QUESTION 1318

DATE OF PUBLICATION: Monday, 26 April 2010

INTERNAL QUESTION PAPER NO 11 of 2010

Mr N J J van R Koornhof (Cope) to ask the Minister of Home Affairs:

Whether she has made any progress to get the visa requirements lifted for South Africans who want to visit the United Kingdom; if not, why not; if so, (a) what progress and (b) when does she expect the lifting?

NW1548E

REPLY

QUESTION 1844

DATE OF PUBLICATION: Friday, 04 June 2010

INTERNAL QUESTION PAPER NO 16 of 2010

Dr H C van Schalkwyk (DA) to ask the Minister of Home Affairs:

Whether all offices of her Department are equipped to issue (a) ID documents, (b) birth certificates and (c) other documents and certificates; if not, (i) why not, (ii) which offices are not equipped for these functions and (iii) when will these offices be equipped to perform these functions; if so, what are the relevant details?

NW2126E

REPLY

(a)(i) to (iii) Yes. All offices are equipped to issue identity documents. However, it must be noted that the actual production of identity documents is a centralised function undertaken at the Department's Head Office. The completed identity documents are, then, distributed to the respective offices of application for collection by the applicants.

(b)(i) to (iii) Yes. All offices of the Department are equipped to issue birth certificates. Birth registrations are, also, processed at identified Health facilities in the Republic of South Africa (RSA).

(c)(i) to (iii) Yes. All offices of the Department are equipped to issue marriage certificates, death certificates and temporary identity certificates. Furthermore, all offices are, also, able to issue temporary travel documents (temporary passports and emergency travel certificates). Other travel documents (tourist passports, child passports, maxi passports and official passports) are, also, centrally processed, and produced at the Department's Head Office in the same way as identity documents. Once issued, the documents are distributed to the respective offices of application for collection by the applicants.

QUESTION 1224

DATE OF PUBLICATION: Monday, 19 April 2010

INTERNAL QUESTION PAPER NO 10 of 2010

Mr J J McGluwa (ID) to ask the Minister of Home Affairs:

Whether, with reference to her reply to question 191 on 13 March 2010, she will provide the case number for the case that has been referred to the SA Police Service for further investigation; if not, why not; if so, what are the relevant details?

NW1383E

REPLY

Yes. The matter was reported to the SA Police Service in Garsfontein, and the case number is MAS 85/06/2003.

QUESTION 182

DATE OF PUBLICATION: Friday, 21 May 2010

INTERNAL QUESTION PAPER NO 12 of 2010

Mr R A Lees (DA-KZN) to ask the Minister of Home Affairs:

(1) (a) How many foreigners who are employed to work on the site of Eskom's Ngula Power Station in KwaZulu-Natal have (i) applied for and (ii) been granted work permits and (b) from which countries do they originate;

(2) whether all foreigners employed on the site have valid work permits; if not, (a) why not and (b) how many do not have such permits; if so,

(3) whether these permits were obtained prior to commencing work on the site; if not, what is the position in this regard; if so, (a) on what basis were the work permits issued to each foreigner, (b) for what period are these permits valid and (c) what are the further relevant details?

CW223E

REPLY

(1)(2)(3)The Eskom-Ingula Project site which is about 10 000 square meters and about 30 kilometres from Ladysmith was visited on 31st May 2010.

The companies on site are CONCOR, WBHO (both forming a Bramhoek Joint Venture), CMC di Ravenna, Impregilo (both forming CMI Joint Venture) and BE Quanza, it is a total of five companies.

COMPANY BY NAME	CORPORATE PERMIT	GENERAL WORK PERMIT	INTRA-COMPANY PERMIT
CMC di Ravenna	340	19	19
Impregilo	5	0	9
B& E Quanza	0	2	0
WBHO	4	1	0
CONCOR	0	0	0
TOTAL	349	22	28

Grand total: 399 foreigners employed within the five companies – CMI has employed the

most foreigners.

CONCOR – no foreigner employed.

QUESTION 185

DATE OF PUBLICATION: Friday, 21 May 2010

INTERNAL QUESTION PAPER NO 12 of 2010

Mrs R N Rasmeni (ANC-NW) to ask the Minister of Home Affairs:

(1) What is the state of readiness of her Department in ensuring that soccer fans coming for the 2010 FIFA World Cup Soccer tournament (a) enter and (b) leave South Africa at specified times;

(2) whether her Department has the necessary IT system in place in all major cities for this purpose; if not, why not; if so, what are the relevant details?

CW227E

REPLY

(1)(a) & (b) In terms of the 2010 FIFA World Cup South Africa Special Measures Act, 2006 (Act No 11 of 2006), with specific reference being made to section 4 of the said Act, the Department of Home Affairs is ready.

The following measures have been put in place to ensure effective and efficient processing of travellers:

(i) At Ports of Entry:

Temporary Joint Border Clearance:

We have improved the infrastructure, and human resources at the

busiest ports of entries.

Dedicated Lanes:

The concept was implemented to fast track the movement of all persons associated with the 2010 FIFA World Cup in South Africa. Dedicated lanes are, already, in operation at Oliver Tambo International Airport, King Shaka International Airport, and Cape Town International Airport. Travellers will be grouped as follows:

· A differentiation between ordinary / normal travellers, and FIFA spectators.

· FIFA Accredited Members.

· Event Visa Holders.

· FIFA Ticket Voucher Holders.

· Pre-Cleared Passengers.

· Advance Passenger Processing (APP) passengers.

(ii) In the nine (9) Provinces:

Immigration Response Units in each Province:

· To be responsible for any emergencies at any Port of Entry.

· To be utilised as additional resources at Ports of Entry.

· Assist the Tracing Unit, which is responsible for following up on addresses submitted by visitors (at SA Foreign Offices Embassies) whose temporary residence permits have expired.

· Perform Inspectorate duties (Inspection-in-loco) at all Ports of Entry.

(iii) An Operation Centre:

· Collect passenger statistics from various Ports of Entry and compile reports to the Department's Immigration Management on a daily basis.

· APP overrides (either, to allow or deny entry into the Republic of South Africa).

· Handle all inquiries from all Airlines.

(iv) A Volunteer Programme:

· Trained volunteers are deployed at the 34 priority Ports of Entry.

(v) The re-introducing of Arrival Forms (BI-55):

The Department is in the process of re-introducing Arrival Forms (BI-55). This form is completed before a foreign traveller enters the Republic of South Africa, and will include a contact person, address and telephone number of the traveller whilst he / she in the Republic of South Africa.

(2) Yes. The Department of Home Affairs has the necessary IT Systems in place for the 2010 FIFA World Cup Event. In so doing, the Department has introduced the following new systems:

(i) Movement Control System (MCS):

· The Department has designed and rolled out a new Movement Control System. The new Movement Control System is based on new technology running in conjunction with external passport reading machines. The new system is integrated with other Ports of Entry to provide real-time verification, and authorisation, at any given time.

· The new MCS has been rolled out at all 34 priority Ports of Entry.

(ii) Advance Passenger Processing (APP) System:

· APP is a system whereby an Airline advises the South African Government of its passengers' intended travel to the Republic of South Africa. The Airline, then, receives a boarding directive from the South African Government confirming whether to board, or not to board a passenger. The checks take place in real time, whilst the passenger is going through the check in process at an Airport. This process happens, discreetly, in the background without any inconvenience to the passenger.

· The APP system processes all types of travel documents, including Refugee travel documents, United Nations travel documents, Seaman's Passports, Military identity documents, as well as, normal tourist, diplomatic, and official passports.

QUESTION 186

DATE OF PUBLICATION: Friday, 21 May 2010

INTERNAL QUESTION PAPER NO 12 of 2010

Mrs R N Rasmeni (ANC-NW) to ask the Minister of Home Affairs:

(1) How far is her Department with the process of (a) upgrading and (b) updating the population register as a tool that can be used for planning purposes by the Government;

(2) whether the population register is up-to-date; if not, what is the position in this regard; if so, what are the relevant details;

(3) whether this information can be used for planning purposes by the Government; if not, why not; if so, what are the relevant details?

CW228E

REPLY

(1)(a) & (b) The Department of Home Affairs is making steady progress. A full assessment of the National Population Register (NPR) has been conducted to identify the areas for improvement. There is a project to upgrade the NPR through a process called Data Quality Management (DQM). DQM's main objective, amongst others, is to clean up current data set, in order to improve the quality, thereof. The Department is, also, redesigning the Births, Marriages and Deaths forms and functions, utilised to register clients in the NPR. The information on the NPR can, thus, be utilised for planning purposes by Government as the DQM will ensure that the NPR contains quality data.

(2) No. The NPR is not up-to-date, yet, as there are, still, undocumented children who are not registered on the system. The same applies to those persons who died in deep rural areas where informants cannot access the services in respect of death registrations. The Department has introduced multiple channels for clients to access its services through the utilisation of Mobile Units, outreach programmes at schools and online birth registration at Health facilities. There is, currently, a National Population Register Campaign aimed at ensuring birth is the only entry point into the NPR. The campaign will, also, focus to ensure the elimination of Late Registration of Births, and to encourage clients who are 16 years, and above, to apply for Identity Documents.

(3) Yes. The information on the NPR can be used for planning purposes by Government, as the DQM will ensure that the NPR contains quality data. The information, or data on the NPR is, also, shared with other Government Departments, such as the Departments of Health, Education, Social Development and Stats SA.

QUESTION 191

DATE OF PUBLICATION: Friday, 19 February 2010

INTERNAL QUESTION PAPER NO 2 of 2010

Mr J J McGluwa (ID) to ask the Minister of Home Affairs:

(1) Whether she has been informed of an allegation of bribery against officials in her department (details furnished); if so,

(2) whether she will investigate the alleged identity fraud; if not, why not; if so, what are the relevant details;

(3) whether she will investigate the alleged corrupt officials; if not, why not; if so, what are the relevant details?

NW197E

REPLY

(1) Yes. I am, on a continuous basis, informed of such cases by the Department's Chief Directorate: Integrity Management Unit.

(2) Yes. Cases involving officials who are linked to bribery and corruption are vigorously investigated. The particular case, in question, has, already, been referred to the South African Police Service for further investigation, and internal investigations are, also, continuing. The Department's Chief Directorate: Integrity Management Unit will continue to monitor the progress being made with the investigation.

(3) Yes. Alleged corrupt officials are being investigated by the Department, on a daily basis, in conjunction with the South African Police Service's Units for Crime Intelligence, Commercial Crime and Forensic Ballistic Investigation. The National Intelligence Agency are, also, utilised when required.

QUESTION 1125

DATE OF PUBLICATION: Monday, 19 April 2010

INTERNAL QUESTION PAPER NO 10 of 2010

Mr R B Bhoola (MF) to ask the Minister of Home Affairs:

(1) Whether she has been informed of the level of the alleged corruption with regard to the issuing of identity documents through her Department's pilot project aimed at enhancing service delivery to rural areas (details furnished); if not, what is the position in this regard; if so, what are the relevant details;

(2) whether she intends taking any steps to deal with corruption in her Department and at border posts; if not, why not; if so, what steps?

NW1279E

REPLY

(1) No. All I get are numerous reports of numerous foiled attempts. Such foiled attempts are made possible by the presence of Home Affairs Stakeholder Forum members, who assist the suspecting, and vigilant Home Affairs officials, manning the Screening Committees, of dubious advances made by unscrupulous individuals, some of whom end up on the wrong side of the law. Such arrests are made possible by the presence of the South African Police, in the conducted service delivery venues, as SAPS remain one of the Home Affairs Stakeholder Forum members.

(2) Yes. I have embarked on an intensified campaign to ensure that the Counter Corruption Unit (CCU) in the Department adopts a zero-tolerance policy with regard to corruption. To this end I have demonstrated this in more than one way, such as:

(i) Ensuring that the capacity of the CCU receives priority attention within the constraints of the current Medium Term Expenditure Budget.

(ii) An Intelligence-driven approach and posture which have resulted in the establishment of an Analysis sub-unit. This Unit has already, successfully, analysed current and past trends of corruption within the Department, which lead to successful prosecutions after comprehensive investigations were conducted. More than fifty cases were exposed from one analysis exercise, and it has resulted in the need to conduct formal investigations. With the strengthened structure in place, the Department is able to analyse trends, identify risk areas and ensure prosecution of culprits, within and outside the Department, who are involved in corrupt activities.

(iii) The strengthening of relations with other law enforcement agencies has led to an increased co-operation with the agencies.

(iv) Results obtained from the Analysis Units on processes (within the Civic Services and Immigration Services Branches) have enabled the Department to identify and strengthen loopholes which were exploited in the past.

(v) The Department has already re-engineered births, marriages and deaths processes to include working with other stakeholders, including the signing of a memorandum of understanding with the Department of Basic Education as well as the Department of Health.

(vi) In terms of the Late Registrations of Birth (LRB), Screening Committees have been established to curb fraudulent Late Registrations of Birth. The purpose of these committees are to:

· Oversee "on the spot" adjudication.

· "Track and Trace" to track the processing of LRB applications.

· Online fingerprint verification of informants.

· A full search of each LRB applicant's fingerprints is undertaken against records of the Automated Fingerprint Identification System (AFIS) to determine if the applicant was previously in possession of an enabling document.

· Suspicious and doubtful LRB applications are referred to the Inspectorate of the Immigration Services Branch for further investigation.

QUESTION 543

DATE OF PUBLICATION: Friday, 5 March 2010

INTERNAL QUESTION PAPER NO 6 of 2010

Mr M Mnqasela (DA) to ask the Minister of Home Affairs:

(1) Whether any of her department's offices had their telephone lines cut as a result of non-payment and/or late payment of telephone accounts (a) in 2008, (b) in 2009 and (c) during the period 1 January 2010 up to the latest specified date for which information is available; if so, (i) which offices were affected, (ii) how many lines were cut, (iii) how many were supposed to be in operation in each case, (iv) for how long were each of the lines cut and (v) what was the amount owing in each case;

(2) Whether any action has been taken to (a) resolve and (b) avoid this situation in the future; if not, why not; if so, what action?

NW657E

REPLY

(1)(a) Yes. For 2008, telephones lines were cut, due to the late payments, caused by cash flow problems in the affected offices. However, only out-going calls were off.

i) 57 Offices were affected.

ii) In all the 57 Offices, the main lines were affected.

iii) All lines were supposed to be operational.

iv) Lines were cut for 4 days.

v) The total amount owed, was R1,291,812.03.

1(b) Yes. For 2009, telephone lines were cut, due to late payments, caused by cash flow problems in the affected offices.

I. 57 offices were affected.

II. All lines were supposed to be operational.

III. Lines were cut for 3 days.

IV. The total amount owed, was R309,216.45.

1(c) Yes. For 2010, telephone lines were cut, due to late payments, caused by cash flow problems in the affected offices. 10 Offices were affected.

I. In all the 10 Offices, the main lines were affected.

II. All lines were supposed to be operational.

III. Lines were cut for 1 day.

IV. The total amount owed was R27, 807.52

(2)(a)(b) Each Province was requested to submit a BI requisition form, at the beginning of the Financial year, in order to generate an order to Telkom, and upon receipt of the invoice, the payment will be paid. Furthermore, the Department appointed Provincial Heads, at each Province, and, also, appointed Managers as Responsibility Managers, to ensure compliance, and accountability. In addition, the Department re-implemented Logis, to monitor all orders placed, to ensure that invoices are paid within 30 days.

QUESTION 544

DATE OF PUBLICATION: Friday, 5 March 2010

INTERNAL QUESTION PAPER NO 6 of 2010

Mr M Mnqasela (DA) to ask the Minister of Home Affairs:

(1) Whether any portable bar scanning units (PBSUs) could not be accounted for (a) during and (b) after the registration for the April 2009 elections; if so, in each case (i) how many could not be accounted for, (ii) at which registration points, (iii) on what date and (iv) who was responsible for each unaccounted unit at the time it got lost.

(2) whether any of these PBSUs have been recovered; if not, why not; if so, in each case (a) which ones were recovered, (b) on what date and (c) where?

NW658E

REPLY

(1)(a) Yes.

(1)(b) No.

(1)(b)(i)(ii) One (1) could not be counted for at Bongolethu Junior Secondary School at Intsika Yethu Municipality in the Eastern Cape.

(1)(b)(iii) On 07 November 2008, a day before the registration weekend of 08 and 09 November 2008.

(1)(b)(iv) The PBSU was stored in the Principal's office and was part of the material stored there that was stolen during a burglary. The burglary was reported to the South African Police.

2. No. The PBSU has not been recovered, as yet. The criminal investigation by the SAPS is ongoing. On receiving the report of the burglary, the particular PBSU was blacklisted on the Commission's Voter Registration System to prevent any data from that PBSU from being uploaded into the system.

QUESTION 925

DATE OF PUBLICATION: Tuesday, 23 March 2010

INTERNAL QUESTION PAPER NO 8 of 2010

Mrs Z B Balindlela (Cope) to ask the Minister of Home Affairs:

Whether her Department has achieved a turnaround in the quality of service it renders in respect of identification documentation and the availability of staff to process all applications; if not, why not; if so, (a) what structures were put in place to ensure good service delivery, (b) what were the achievements through the structures that were put into place and (c) what measures were put in place to afford clients the opportunity to hold her Department accountable for the services they provide?

NW1070E

REPLY

Yes. The Department of Home Affairs has made significant progress in improving the quality of the services it renders in respect of identification documents. More work, still, needs to be done, as errors do occur, from time to time. The necessary officials are, also, available to process all applications.

(a) The following structures were put in place to ensure good service delivery:

· The identity workflow processes have been re-designed to remove all non-value added functions. This reduced all unnecessary handovers, resulting in the turnaround times for the issuing of identity books being reduced from 120 days to less than 60 days. Processes have, also, been streamlined, and new technology has, also, been introduced, such as Online Verification, and the Track and Trace System, has been optimized.

· Additional quality assurance measures have been implemented in the identity document processing facility to ensure that the photo, and demographics on the BI-9 application form correspond with the identity book to minimize the possibility of errors in the processing of enabling documents, with specific emphasis on areas where manual functions are involved.

· To assist clients, an information booklet of "Frequently Asked Questions" has been distributed to offices. This booklet incorporates requirements for applications, documentation to be submitted, and procedures to be followed.

· Online Verification enables instantaneous fingerprint verification to be conducted to safeguard the integrity of identity document applications. This speeds up the processing of identity documents compared to the previous manual system.

· The electronic Track and Trace System, enables identity document applications to be traced, and monitored, at all stages, of the issuing process. Operating in conjunction with this, is an SMS message system by means of which clients utilising their cellular telephones, are informed by text messaging, when their applications have been received, as well as, when their identity documents are ready for collection at offices.

· A dedicated Client Service Centre, with a toll-free number (0800 60 1190) has been established to assist clients with their queries.

· Dedicated secure courier services are being utilised. Furthermore, the security of identity documents is enhanced by scanning the documents into the Track and Trace System, until the point of collection by the applicant.

(b) The following, are achievements due to the necessary structures which were put in place:

· A reduction in the turnaround time to less than sixty (60) days in the cases of re-issuing of identity documents, as well as, first issuing of identity documents, where the birth is, already, registered.

· A reduction in identity document errors, and missing applications.

· Clients can monitor the progress of their applications by means of a SMS functionality, or the Department's Client Service Centre.

(c) The following, include measures put in place to afford clients the opportunity to hold the Department accountable for services provided:

· The Client Service Centre, and the Compliments and Complaints Unit (Minister's office) provide reference numbers to clients for each case for easy tracking on the progress made. Poor service delivery (the office name, and name of official concerned) can be reported to the Client Service Centre, and the Compliments and Complaints Unit. Officials are required to wear name tags for easy identification by the public.

· The Track and Trace System, also, creates an audit trail which enhances accountability by pin-pointing bottlenecks in the system, and the status of the identity application, at any given time.

· Upon application, all applicants are issued with an acknowledgement of receipt with a bar-coded (necessary for the Track and Trace system) number, as well as, the date of application.

· The outreach programmes implemented at Provincial level, and stakeholder forums are, also, effective communication methods in providing the public the opportunity to voice their service delivery concerns.

QUESTION 1007

DATE OF PUBLICATION: Tuesday, 30 March 2010

INTERNAL QUESTION PAPER NO 9 of 2010

Mr M Mnqasela (DA) to ask the Minister of Home Affairs:

(1) Whether her Department has hired any private companies to do filing in any Refugee Reception Centres; if not, why not; if so, (a) what are the details of the companies that were hired, (b) who are the (i) owners and (ii) directors of the companies, (c) what are the details of the contractual agreements, (d) what is the
(i) start and (ii) end date of each of the contracts and (e) at how many centres are each of these companies operating;

(2) whether the contracted companies are limited to Refugee Reception Centres; if not, why not; if so, what (a) are the relevant details and (b) is the value of each contract;

(3) whether this appointment indicated a capacity void in her Department; if not, what is the position in this regard; if so, (a) for how long has this been a problem in her Department and (b) what are the further relevant details?

NW1152E

REPLY

(1) Yes. The Department of Home Affairs has advertised a tender through the normal tender procedures inviting service providers to implement a filing solution at Refugee Reception Centres, and the Chief Directorate: Permitting.

(1)(a) The preferred service provider is DOCUFILE JHB (Pty) Ltd. The Department is finalising the process for the signing of the contract with the service provider which will provide filing services to its Refugee Reception Centres, as well as, its Chief Directorate: Permitting.

(1)(b) (i) Messrs Gavin McElroy (Director), Clint Strydom, David Hughes, Mahendra Madilall and Trevor Harris-Dewey.

(ii) Mr Gavin McElroy.

(1)(c) The details are as follows:

· Electronic Filing System for the Immigration Services Branch.

· Scanning of documents.

· Imaging.

· Bar-coded record management systems.

· Training of staff.

(1)(d)(i) & (ii) The contract is for six months, and will commence, as soon as, the contract has been signed.

(1)(e) The service provider will operate at the Department's six Refugee Reception Centres, and the Chief Directorate: Permitting.

(2) No. The contract is not limited to Refugee Reception Centres.

(2)(a) The service will also extend to the Chief Directorate: Permitting.

(2)(b) The contract is valued at R4,441,585.10

(3)(a) & (b) No. The purpose of the appointment is to introduce an electronic filing system, as records are, currently, stored, manually.

13 December 2010 - Questions asked to Minister of Public Enterprises

13 December 2010 - Questions asked to Minister of Police

11 December 2010 - NW2409

Ngcobo, Mr S to ask the Minister of Basic Education to ask the Minister of Basic Education

(1) Whether, given that in recent weeks videos and images have been shared on social media of learners engaging in acts of bullying and intimidation and the fact that learner-on-learner bullying has physical and psychological elements that affect the victim and the perpetrator, and given that her department has encouraged schools to adopt codes of conduct that emphasise preventive disciplining when it concerns bullying and intimidation, her department had devised protocols to investigate incidents of bullying as cases of learner-on-learner bullying become increasingly widespread; if not, why not; if so, has she found that the specified protocols involve offering psychological support to (a) victims and (b) perpetrators; (2) whether her department has undertaken investigations into learner-on-learner bullying; if not, why not; if so, what total number of the specified cases have resulted in learners being (a) suspended and/or (b) expelled from schools?

Source
Link

Reply:

There are endemic risks to using technology; and e-safety education is pivotal in ensuring that learners, teachers and also parent / care-givers are fully equipped to anticipate potential harmful practices and to mitigate the same. The Department of Basic Education has developed Guidelines on e-Safety in Schools to educate learners towards responsible, accountable and ethical use of ICT in education. The Guidelines on e-Safety in Schools provided have been distributed to all the Districts and Schools in support of SGBs and School Safety Committees to address incidents of ICT misuse, including prevention of bullying, and cyberbullying in particular.

The Department of Basic Education also rolled-out bullying prevention campaigns in support of districts to manage school violence including bullying and cyberbullying. The Safety Coordinators in Districts are responsible for supporting School Governing Bodies and their Disciplinary Committees regarding daily occurrences of violence in schools.

District Psycho-Social Support Teams are responsible for the training and supporting the School-based Support Teams (SBSTs) to provide psycho-social support to learners experiencing physical and psychological effects arising from intimidation and bullying perpetrated by other learners,.

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Ngcobo, Mr S to ask the Minister of Basic Education to ask the Minister of Basic Education

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