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31 December 2009 - Questions: Minister of Economic Development

MPs to ask the Minister of Economic Development

Reply:

QUESTION NO.: 1169

DATE OF PUBLICATION: 11 SEPTEMBER 2009

Mr M H Steele (DA) to ask the Minister of Economic Development:

Whether his department uses temporary employment services and/or labour brokers; if so, (a) why, (b) how many positions have been filled by temporary employment services in the (i) 2006-07, (ii) 2007-08 and (iii) 2008-09 financial years, (c) what percentage of the total staff complement did temporary employment services contribute in each of these years and (d) how much money has been spent on temporary employment services in each year? NW1504E

REPLY

The Economic Development Department has not made use of temporary employment services or labour brokers.

QUESTION NO.: 1208

DATE OF PUBLICATION: 11 SEPTEMBER 2009

Mr M H Steele (DA) to ask the Minister of Economic Development:

(1) Whether his Deputy Minister or his department purchased a new vehicle on the Deputy Minister's appointment to office; if so, (a) why, (b) what make and model is the vehicle, (c) what did the vehicle cost and (d)(i) what accessories were included in excess of the vehicle's purchase price and (ii) what was the cost of such accessories; if not,

(2) whether she inherited an existing vehicle; if so, (a) what was the make and model and (b) how old is the vehicle? NW1547E

REPLY

(1) The Deputy Minister has not purchased a new vehicle, she uses hired vehicles both in Pretoria and Cape Town.

(2) No. Economic Development is a new Ministry.

QUESTION NO.: 1223

DATE OF PUBLICATION: 11 SEPTEMBER 2009

Dr P J Rabie (DA) to ask the Minister of Economic Development:

Whether a time-frame for the implementation of the State's response to the economic crisis has been formulated; if not, why not; if so, what are the relevant details? NW1562E

REPLY

The response package consists of a number of different components. Each of these has its own timeframes. Two processes are taking place in parallel: while priorities where programmes have been agreed are being implemented, discussions are taking place in expanding the list of programmes.

For the initial list of priorities announced in parliament on 20 August 2009, the following details are relevant:

(a) The training layoff: the scheme is being launched in pilot form during September 2009. The first applications have now been received and are being processed. Subject to the progress made in the pilot phase, it is expected to be fully operational by November 2009.

(b) The IDC R6b Fund: this has been implemented and a number of applications have been approved and details were provided to the National Assembly on 20 August 2009. The IDC continues to receive more applications and will consider these on a case by case basis during the remainder of 2009 and during 2010.

(c) Distressed sector interventions: the non-fiscal components of the programmes are in the process of being implemented and those components requiring budget allocations will be dealt with through the Adjustment process. Subject to the outcome of the Adjustment process, it is planned that most of the programmes agreed to date will be implemented during the next two months.

(d) Customs fraud: the identified action is being implemented and prosecutions have been initiated in a number of cases. Details of the state of the process were provided in the Statement to the National Assembly made on 20 August 2009.

(e) Competition investigations in the food supply chain: the investigations have all commenced and some prosecutions have been initiated. Each area of the supply chain is at a different stage of progress.

(f) Debt management: Engagements with the banks are continuing. Banks reported to Nedlac that they have started implementing various measures to assist consumers in distress and these reportedly include increasing bridging loans, debt rescheduling, debt factoring, converting debt into equity and interbank lending guarantees.

In addition, as new areas of the Framework are finalised, they will have their specific time-frames for implementation. Details of these will be supplied to Parliament.

QUESTION NO.: 1208

DATE OF PUBLICATION: 11 SEPTEMBER 2009

Mr M H Steele (DA) to ask the Minister of Economic Development:

(1) Whether his Deputy Minister or his department purchased a new vehicle on the Deputy Minister's appointment to office; if so, (a) why, (b) what make and model is the vehicle, (c) what did the vehicle cost and (d)(i) what accessories were included in excess of the vehicle's purchase price and (ii) what was the cost of such accessories; if not,

(2) whether she inherited an existing vehicle; if so, (a) what was the make and model and (b) how old is the vehicle? NW1547E

REPLY

(1) The Deputy Minister has not purchased a new vehicle, she uses hired vehicles both in Pretoria and Cape Town.

(2) No. Economic Development is a new Ministry.

QUESTION NO.: 1271

DATE OF PUBLICATION: 11 SEPTEMBER 2009

Mr P D Dexter (Cope) to ask the Minister of Economic Development:

Since the start of the recession, how many jobs have been (a) lost and (b) created? NW1618E

REPLY

Statistics South Africa (StatsSA) figures are the basis of tracking employment in the economy. There are two surveys, namely the Quarterly Employment Survey (QES) and the Labour Force Survey (LFS). These surveys reflect net employment, i.e. the difference between new jobs created and jobs lost.

The LFS is a household-based sample survey of both formal and informal labour activities of individuals above the age of 15 whereas the QES is a survey of enterprises in the formal non-agricultural business sector.

The data does not allow for a separation of jobs created and lost by sector, but rather for net changes in employment by sector. Certain sectors would therefore reflect net job losses and others net job gains. The aggregate data in turn reflects the net figures for the economy as a whole. The data reveals that job losses have been widespread across the economy. However, the government's response to the crisis, in particular the impact on the construction sector of pressing ahead with much needed infrastructure investment has been acting to counter the employment losses from the recession, although not sufficiently to outweigh them.

Much depends on the dates over which employment figures are compared and which survey is used.

The contraction of the economy started in the fourth quarter of 2008. The most significant impact was felt during the first two quarters of 2009.

Labour Force Survey

The following are the key findings of the LFS since the beginning of the recession, that is, from the fourth quarter of 2008.

For the six month period since 1 January 2009 to end June 2009, the position is as follows. At end December 2008, total employment stood at 13 844 000. By the end of June 2009, total employment was 13 369 000 which indicates 475 000 net job losses over the six-month period.

At the end of the third quarter of 2008 on 30 September 2008, ie the date prior to the contraction of the economy as measured by quarterly GDP figures, total employment stood at 13 655 000. By the end of June 2009, total employment was 13 369 000 which indicates 286 000 net job losses over the nine-month period.

Compared for a 12 month period, the total employment at the end of June 2008 was 13 729 000 and at the end of June 2009, it was 13 369 000 which indicates 360 000 net job losses over the 12 month period.

Quarterly Employment Survey

The following are the key findings of the QES since the beginning of the recession, that is, from the fourth quarter of 2008.

For the six month period since 1 January 2009 to end June 2009, the position is as follows. At end December 2008, total employment (excluding agriculture and the informal economy) stood at 8 512 000. By the end of June 2009, the corresponding employment was 8 259 000 which indicates 253 000 net job losses (excluding agriculture and the informal economy) over the six-month period.

At the end of the third quarter of 2008 on 30 September 2008, ie the date prior to the contraction of the economy as measured by quarterly GDP figures, total employment (excluding agriculture and the informal economy) stood at 8 492 000. By the end of June 2009, the corresponding figure stood at 8 259 000 which indicates 233 000 net job losses (excluding agriculture and the informal economy) over the 12 month period.

Compared for a 12 month period, the total employment (excluding agriculture and the informal economy) at the end of June 2008 was 8 457 000 and at the end of June 2009, it was 8 259 000 which indicates 198 000 net job losses (excluding agriculture and the informal economy) over the period.

QUESTION 141

141. Dr P J Rabie (DA) to ask the Minister of Economic Development:

Whether there will be a future shift in investment by the Public Investment Corporation (PIC) and Independent Development Corporation (IDC) from equities to rural infrastructure listed companies; if not, why not; if so, what are the relevant details?

RESPONSE

The question of investment guidelines that covers rural infrastructure, as well as other priorities identified in government's programme will be reviewed, and results made public once a decision has been taken.

QUESTION NO.: 1461

DATE OF PUBLICATION: 25 SEPTEMBER 2009

Dr P J Rabie (DA) to ask the Minister of Economic Development:

(1) Whether he envisages that the amount made available for rescue packages to overcome the economic recession will be depleted within two years; if not, why not; if so, what are the relevant details;

(2) whether additional funding will be made available; if not, why not; if so,

(3) whether any plans have been put in place to address the matter; if not, why not; if so, what plans? NW1819E

REPLY

It is envisage that funds will be fully utilised within the two year period. Initial indications from the IDC are that the IDC funding will be fully utilized. The IDC is monitoring the take-up on an ongoing basis. The Board of the IDC will then need to consider whether additional resources will be available. The take-up on the training lay-off will be monitored and subject to the take-up rate, the need for additional funding will be addressed. A committee drawn from the social partners and government will evaluate this on an on-going basis.

QUESTION NO.: 1913

DATE OF PUBLICATION: 23 OCTOBER 2009

Dr P J Rabie (DA) to ask the Minister of Economic Development:

(1) Whether (a) he, (b) his deputy minister, (c) any specified officials and (d) any other persons have been issued with a government or official credit card; if so, what are the relevant details for him, his deputy minister and each holder of a credit card in respect of the (i) name, (ii) job title, (iii) credit limit, (iv) outstanding amount as at the latest specified date for which information is available, (v) monthly expenses incurred for each month since receiving the credit card, (vi) reason for such persons being issued with a credit card and (vii) uses that such a credit card is intended for;

(2) whether any such credit cards are over their credit limit; if so, (a) whose credit cards are over the limit and (b) what is the reason for the credit cards exceeding the limit;

(3) whether any action has been taken against such persons for exceeding their credit card limits; if not, why not; if so, what are the relevant details? NW2477E

REPLY

No.

QUESTION NO.: 2002

DATE OF PUBLICATION: 2 November 2009

Dr P J Rabie (DA) to ask the Minister of Economic Development:

(1) What total amount in respect of advertising has his department and all specified entities reporting to it (a) budgeted for and (b) spent during the period 1 April 2009 up to the latest specified date for which information is available;

(2) (a) what total number of advertisements for his department and each entity reporting to it (i) appeared in the print media and (ii) were broadcast on (aa) radio and (bb) television, (b) how much did each advertisement cost and (c) what was the purpose of each advertisement? NW2654E

REPLY

The Economic Development Department (EDD) has budgeted R600, 000 for advertising, mainly for recruitment and tender advertisements. No disbursements have been made and no advertisements have been placed.

4 NOVEMBER 2009

QUESTION NO.: 242

DATE OF PUBLICATION: 27 OCTOBER 2009

Dr P J Rabie (DA) to ask the Minister of Economic Development:

(1) What is the nature of the broad-ranging economic policy changes (details furnished) that he intends to implement;

(2) whether he intends to propose any long-term changes to the exchange rate; if not, why not; if so, what are the relevant details? NO2560E

REPLY

The Honourable Member's question was prompted by a report that appeared on 22 October, in the local media. Let me start by noting that the media report was without factual basis and we have written to the media outlet concerned.

However, the broader question raised by the Honourable Member deserves a reply.

When the ruling party went to the electorate to seek a fresh mandate in the recent elections, its Manifesto set out a policy framework that contained 5 priorities. One of these relate to economic policy issues and decent work.

The President appointed a Cabinet and we adopted a Medium Term Strategic Framework that sets out the operational components of our economic programme.

So, Honourable Member, this does involve ensuring that we secure better employment outcomes principally through a more labour-absorbing growth path. This has been the theme of our public pronouncements.

I refer in this regard to the President's State of the Nation address on 3 June wherein he outlined government's economic priorities and the centrality of decent work – by which we refer to the need for more jobs and better jobs – to government's economic policies. Similarly, in a presentation I made to the Portfolio Committee on Economic Development on 19 June, these priorities and their linkages to an employment-absorbing growth path were elaborated upon. These sentiments were recently re-emphasised in the Honourable Minister of Finance's Medium-Term Budget Policy Statement (MTBPS) speech delivered to the House just over a week ago. Similarly, my colleague, the Honourable Minister of Trade & Industry noted 2 days ago the need to place the economy on a new growth path.

The guiding principles in looking at economic policy include the following:

1. Policy adjustments will be evidence-led. We will look at the facts and we let that guide us;

2. Economic outcomes must lead to better development outcomes: in reducing income inequality, fighting poverty and addressing unemployment;

3. Policy changes will be considered and approved by Cabinet. No single Ministry makes policy – we do so as a team and we place the results of our work before the President and Cabinet for consideration;

4. We will seek as far as possible the views of our social partners, i.e.of the business community and organised labour, of civil society – because they have insights and a knowledge base in the real economy that can be of enormous benefit to policy-making and they will be partners in a common vision we need to forge;

5. We learn from the experiences of countries elsewhere- both in what works and what does not work, but we have the confidence to develop a growth path appropriate to South Africa.

In respect of the exchange rate, we have expressed our goal of achieving a competitive value to the Rand. Since January this year the Rand has strengthened by about 15.5% against the US Dollar. Against the Chinese Renminbi, it has strengthened by about 16%.

The impact of this is significant. The exchange rate is a key economic variable which impacts on competitiveness, employment, industrial development, trade flows and export performance. We have become about 15% more expensive in our exports, and imports are 15% cheaper from these two major trading partners.

Private sector representatives and trade unionists have met with my Ministry to convey their concerns of the impact of the Rand on their businesses and on workers. We agreed that there is value in a Policy Platform that we will convene with economists and social partners to dialogue further on this matter.

QUESTION NO.: 2344

DATE OF PUBLICATION: 20 NOVEMBER 2009

Dr P J Rabie (DA) to ask the Minister of Economic Development:

Whether, with reference to his reply to Question 366 on 17 July 2009, he has purchased a new vehicle; if not, when will he purchase a new vehicle; if so, (i) why, (ii) what make and model is the vehicle, (iii) what did the vehicle cost and (iv) what (aa) accessories were included in excess of the vehicle's purchase price and (bb) was the cost of such accessories? NW3057E

REPLY

An order and the necessary documentation for the purchase of a Toyota Fortuner is in the process of being finalised. A supplementary reply will be furnished once the final quotation has been received from the supplier.

QUESTION NO.: 275

DATE OF PUBLICATION: 27 OCTOBER 2009

Ms P Bhengu (ANC) to ask the Minister of Economic Development:

What is the extent and nature of his interaction with the Minister of Rural Development and Land Reform? NO2600E

REPLY

The Economic Development Department (EDD) and the Department for Rural Development and Land Reform initiated a strong working relationship because of the significant connection between economic development and rural development.

To this end, the two Ministers together with senior officials have met and constituted a task team which is responsible for developing a joint work programme.

As a result, a Policy Platform was convened in September in Durban, Kwa Zulu-Natal. It considered the results of research on rural economic development in South Africa and policy insights from the international experience.

The Departments will work together on the formulation of a Rural Development Policy. It contains a number of specific proposals that will be considered.

QUESTION NO.: 254

DATE OF PUBLICATION: 27 OCTOBER 2009

Mr S N Swart (ACDP) to ask the Minister of Economic Development:

(1) Whether his department has done an assessment of the impact of the proposed increase of 45% per annum over the following three years in the price of electricity on inflation and economic growth prospects; if not, what is the position in this regard; if so, what are the relevant details;

(2) whether he will make a statement on the matter? NO2575E

REPLY

Honourable Member, my Ministry is working closely with an Inter-Ministerial Committee that includes the Ministers of Finance, Energy and Public Enterprises, to consider the implications of the ESKOM application.

We are carefully considering three dimensions:

- first, the impact of different tariff increases on economic growth, employment, competitiveness and industrial performance, inflation and the impact on poor communities;

- second, the demand-management measures that can prudently be factored into the estimates of the country's energy needs;

- third, the need to ensure the resources for a programme to build additional energy-generating capacity, including different funding options that may be available.

The research as well as the work at interdepartmental level has not yet been concluded and thus any statement will be premature. The Minister of Finance will make a submission to the regulator by 9 November 2009 on behalf of government.

The decision on the tariff lies with the regulator. The challenge that the regulator will face in the months and years ahead is to find the optimum balance in the tariff structure that limits the negative social and economic impact and yet ensures the resources for an appropriate build-programme and the future energy-mix that provides for cleaner and renewable electricity-generation technologies.

QUESTION NO.: 276

DATE OF PUBLICATION: 27 OCTOBER 2009

Mrs D R Tsotetsi (ANC) to ask the Minister of Economic Development:

How many of the fifteen companies which receive financial support from the Industrial Development Corporation (IDC) are owned by previously disadvantaged women and people with disabilities? NO2601E

REPLY

Since April to September 2009 the IDC has approved almost R 1 billion to 15 distressed firms from a dedicated facility that is in line with the Framework Agreement. These interventions are estimated to have saved over 3,000 direct jobs in six provinces.

Seven of these companies have black representation in ownership of between 20-100%; one has female representation of 8%. One company had shareholders which consist of a community trust and a workers' trust. Women form part of the beneficiaries of these trusts.

IDC support to enterprises owned by previously disadvantaged women and people with disabilities are also financed from other general and dedicated funds, details of which are as follows:-

The IDC advises that in the 2009 financial year, over 120 financing approvals (60% of IDC total) benefitted black empowered businesses. From April 2009, up to the end of September, the IDC had approved more than 70 transactions. Of these companies, 8 had more than 15% shareholding by black women.

As part of its commitment to assist entrepreneurial development, the IDC launched the Transformation and Entrepreneurship Scheme (TES) in the 2009 financial year. This R1 billion fund consists of the Women Entrepreneurial Fund (R400m), People with Disabilities Fund (R50m), Equity Contribution Fund (R150m), Development Fund (R250m – workers), and Community Fund (R150m). The purpose of establishing these funds is to increase access to finance to marginalised groups that still have difficulty in gaining access to capital in general and equity in particular.

4 NOVEMBER 2009

QUESTION NO.: 279

DATE OF PUBLICATION: 27 OCTOBER 2009

Mr S B Huang (ANC) to ask the Minister of Economic Development:

Whether, in light of the signs that the economy is recovering from the international economic crisis, his department is preparing to make use of the accompanying opportunities of such recovery; if not, what is the position in this regard; if so, what are the relevant details? NO2604E

REPLY

Yes, the Department, working with other departments in government, is preparing to utilise the opportunity to prepare for economic recovery.

Recessions tend to weaken the productive base of economies. In the face of chronic demand shortages, firms have no incentive to invest in productive capacity and they tend to "scrap" existing capacity to meet whatever little demand exists. On the labour market front, the drop in aggregate demand leads to a drop in the demand for labour. The longer the recession runs, the greater the labour market damage: workers lose their productive capabilities and their skills and become discouraged from seeking jobs-the recession thereby creates a structural unemployment problem out of what was initially a cyclical problem.

The key interventions, details of which in respect of (a) to (d) were provided to the National Assembly on 28 August 2009, include:

(a) the training layoff scheme, intended to build skills during the period of industrial slack;

(b) support to distressed sectors and companies that are intended to address some of the structural problems of the companies concerned;

(c ) competition measures to address collusive practices in a number of sectors, in order to ensure that competition is enhanced, with the benefits that accrue in the long-term to the economy;

(d) addressing the problems of customs fraud that has eroded the market- share of legitimate manufacturers and retailers. The success of this effort will help to spur domestic economic activity;

(e) local procurement promotion to provide a long-term reorientation of

state procurement and provide the spur for private companies to invest in new capacity;

(f) local economic development initiatives to help generate strong growth and job creation.

QUESTION: 366

366. Dr P J Rabie (DA) to ask the Minister of Economic Development:

(1) Whether he purchased a new vehicle on his appointment to office; if so, (a) why, (b) what make and model is the vehicle, (c) what did the vehicle cost and (d)(i) what accessories were included in excess of the vehicle's purchase price and (ii) what was the cost of such accessories; if not,

(2) whether he inherited an existing vehicle; if so, (a) what was the make and model and (b) how old is the vehicle?

NW426E

RESPONSE

The Minister of Economic Development has not purchased a new vehicle on his appointment to office, nor did the Minister inherit an existing vehicle. For the period since his appointment to office, he has utilised vehicles made available through the Department of Transport, the Government Garage, car rental agencies and his private vehicle. The Minister requires the use of vehicles in the performance of his duties and any vehicle purchased will be done within the guidelines applicable to Members of Cabinet.

QUESTION: 367

367. Dr P J Rabie (DA) to ask the Minister of Economic Development:

(1) Whether a function was held by his department to celebrate his appointment as minister; if so, (a) how much did the function cost, (b) what is the breakdown of the cost and (c) how many guests attended the function;

(2) whether there were any related costs for the travel and accommodation of guests; if so, (a) what were the costs and (b) what was the breakdown of these costs? NW427E

RESPONSE

No.

QUESTION: 516

516. Dr P J Rabie (DA) to ask the Minister of Economic Development:

Whether any function was organised to mark the occasion of the delivery of his budget vote in 2009; if so, (a) what total amount was spent on this function, (b) from which budget was the money allocated, (c) what amount was spent on (i) food and refreshments, (ii) venue, (iii) entertainment, (iv) staff and (v) transport and (d) how many persons were invited to attend this function? NW579E

RESPONSE

Economic Development has not been allocated a budget vote as yet. The Minister of Economic Development addressed Parliament on the occasion of the dti's budget vote. The function organised to mark the occasion was arranged by the dti, and accordingly the Hon Dr. PJ Rabie is referred to the dti.

QUESTION NO.: 1624

DATE OF PUBLICATION: 9 OCTOBER 2009

Mr S J F Marais (DA) to ask the Minister of Economic Development:

(1). Whether his department developed and adopted a policy providing guidelines for the appointment of persons with a criminal record; if so, (a) when was the policy (i) developed and (ii) adopted and (b) where can a copy of the policy be obtained; if not,

(2). whether his department has any plans in place to develop and adopt such a policy; if not, why not; if so, what are the relevant details;

(3). whether his department does any pre-employment screening of potential employees for criminal records; if not, why not; if so, what are the relevant details;

(4). whether any employees with criminal records are currently employed by his department; if so, (a) how many and (b) what is their (i) job level and (ii) occupational category? NW2030E

REPLY

The Economic Development Department is a newly-created department and is in the process of developing staff guidelines. To date the Economic Development Department (EDD) has not developed nor adopted a written policy providing guidelines for the appointment of persons with a criminal record. 

EDD has no plans at this stage to develop and adopt such a policy. Once it is more fully established, the development and adoption of such a policy will be considered.

At present, the dti assists EDD with the appointment of staff. The dti's human resources department verifies candidate's highest qualifications, confirms their South African citizenships, and checks that their criminal and credit records are clear. 

In terms of the verification reports received to date, no employees have criminal records.

NATIONAL ASSEMBLY

QUESTION FOR WRITTEN REPLY

QUESTION NO.: 1623

DATE OF PUBLICATION: 9 OCTOBER 2009

Mr S J F Marais (DA) to ask the Minister of Economic Development:

(1). Whether all (a)(i) offices and (ii) sites of his department and (b) entities reporting to him adhere to the Occupational Health and Safety Act, Act 85 of 1993; if not, (aa) why not, (bb) which facilities fail to adhere to the Act, (cc) where are they situated and (dd) what (aaa) aspects of the Act does each such facility not comply with and (bbb) action has been taken in each case; if so, what are the relevant details;


(2). (a) how often should each facility be inspected and (b) when last was each facility inspected? NW2029E


REPLY

The Economic Development Department is currently accommodated within the office complex of the dti in Pretoria and in the facilities of the dti in Cape Town. The dti takes responsibility for all regulatory compliance issues. The honourable member is referred to the dti's response to question 1606 regarding the above matter.

QUESTION NO.: 1913

DATE OF PUBLICATION: 23 OCTOBER 2009

Dr P J Rabie (DA) to ask the Minister of Economic Development:

(1) Whether (a) he, (b) his deputy minister, (c) any specified officials and (d) any other persons have been issued with a government or official credit card; if so, what are the relevant details for him, his deputy minister and each holder of a credit card in respect of the (i) name, (ii) job title, (iii) credit limit, (iv) outstanding amount as at the latest specified date for which information is available, (v) monthly expenses incurred for each month since receiving the credit card, (vi) reason for such persons being issued with a credit card and (vii) uses that such a credit card is intended for;

(2) whether any such credit cards are over their credit limit; if so, (a) whose credit cards are over the limit and (b) what is the reason for the credit cards exceeding the limit;

(3) whether any action has been taken against such persons for exceeding their credit card limits; if not, why not; if so, what are the relevant details? NW2477E

REPLY

No.

QUESTION NO.: 2002

DATE OF PUBLICATION: 2 November 2009

Dr P J Rabie (DA) to ask the Minister of Economic Development:

(1) What total amount in respect of advertising has his department and all specified entities reporting to it (a) budgeted for and (b) spent during the period 1 April 2009 up to the latest specified date for which information is available;

(2) (a) what total number of advertisements for his department and each entity reporting to it (i) appeared in the print media and (ii) were broadcast on (aa) radio and (bb) television, (b) how much did each advertisement cost and (c) what was the purpose of each advertisement? NW2654E

REPLY

The Economic Development Department (EDD) has budgeted R600, 000 for advertising, mainly for recruitment and tender advertisements. No disbursements have been made and no advertisements have been placed.

QUESTION NO.: 2344

DATE OF PUBLICATION: 20 NOVEMBER 2009

Dr P J Rabie (DA) to ask the Minister of Economic Development:

Whether, with reference to his reply to Question 366 on 17 July 2009, he has purchased a new vehicle; if not, when will he purchase a new vehicle; if so, (i) why, (ii) what make and model is the vehicle, (iii) what did the vehicle cost and (iv) what (aa) accessories were included in excess of the vehicle's purchase price and (bb) was the cost of such accessories? NW3057E

REPLY

An order and the necessary documentation for the purchase of a Toyota Fortuner is in the process of being finalised. A supplementary reply will be furnished once the final quotation has been received from the supplier.

30 December 2009 - Questions: Minister of Basic Education

MPs to ask the Minister of Basic Education

Reply:

QUESTION 1664

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 16/10/09

(INTERNAL QUESTION PAPER 22-2009)

Mrs P de Lille (ID) to ask the Minister of Basic Education:

(1) (a) How many (i) quintile 1 and (ii) 2 (aa) primary and (bb) high schools are on the National Feeding Scheme (NFS) and (b) what percentage of these schools receive it in each province;

(2) how many NFSs have been rolled out in quintile (a)(i)1 and (ii) 2 schools in each province in each year during the past five years up to the latest specified date for which information is available and (b) at what cost in each case;

(3) whether she intends rolling out the NFS to more quintile 1 and 2 schools; if not, why not; if so, what are the relevant details;

(4) whether the roll-out of the NFS has been experiencing any delays; if not, what is the position in this regard; if so, what delays? N2120E

REPLY:

1.

A total of 6 769 (100%) Q1 and 4 571 (99.5%) Q2 primary schools as well as 2 902 (99.7%) secondary schools are currently on the programme. The numbers provided on Table A are based on national quintiles as gazetted.

Table A: Quintile 1 and 2 primary schools and Q1 secondary schools coverage

Province

Q1 Primary schools

Q2 Primary schools

Q1 Secondary schools

 

Number of schools

% receiving

Number of schools

% receiving

Number of schools

% receiving

Eastern Cape

1 770

100

1 402

100

1 402

100

Free State1

856

100

140

95

89

100

Gauteng

202

100

378

100

42

100

KwaZulu-Natal

1 576

100

1 040

100

487

100

Limpopo

997

100

790

100

574

100

Mpumalanga2

438

100

389

100

76

97

Northern Cape

208

100

124

100

90

100

North West

461

100

203

100

132

100

Western Cape

261

100

105

100

10

100

Total

6 769

100

4 571

99.5

2 902

99.7

Explanatory notes for variances:

1. Free State

Seven Q2 primary schools are not covered. Two are former technical schools that have recently been converted to primary schools; two are schools that were closed in previous years and were reopened in 2009; two schools, whose quintile status was not stated, have been ranked Q2 in 2009; one school is a newly- built school. All these schools will be included in the 2010/11 financial year.

2. Mpumalanga

Two Q1 primary schools in Wakerstroom have been excluded upon request by Regional Management. The schools are fee-paying boarding schools that predominantly cater for learners from foreign countries.

According to the Conditional Grant Framework, it is a required that Q1-3 primary schools and Q1 secondary schools be included in the programme in terms of the official national quintiles as gazetted by the Minister. There are variances between provincial and national quintiles. As a result, provinces provide meals to more schools over and above national quintile

2.

Number of learners in quintile 1 to 3 primary schools as at April 2009

The table below shows statistics on the number of quintile 1 to 3 primary and quintile

1 secondary schools that benefited from the programme from 2005/06 to 2009/10 financial years and the costs (expenditure) incurred.

Table B: Q1 to 3 primary and Q1 secondary schools and budget from 2005/06 to 2009/10

Province

2005/6

2006/7

2007/8

2008/9

2009/10

 

Schools

Cost (R'000)

schools

Cost (R'000)

Schools

Cost (R'000)

Schools

Cost (R'000)

Schools

Budget (R'000)

EC

5 144

211 769

5 046

166 642

4 978

291,488

4 986

472 149

5 039

362 291

FS

1 416

60 628

1 643

80 078

1 472

68,004

1 472

80 907

1 427

87 082

GP

1 025

91 580

1 122

98 262

1 143

116,656

1 491

115 742

1 491

189 141

KZN

3 090

198 975

3 453

254 404

3 619

242,430

3 808

341 943

3 924

408 404

LP

2 753

191 072

2 711

212 363

2 622

192,901

2 601

253 199

2 601

287 065

MP

1 366

76 577

1 321

83 100

1 478

110,504

1 490

121 753

1 357

161 392

NC

311

28 706

445

29 199

440

37,132

440

58 991

440

41 147

NW

1 465

107 072

1425

120 635

1 154

88,254

1 092

117 093

1 057

115 562

WC

859

49 318

873

45 956

993

53,074

992

81 285

998

87 229

TOTAL

17 429

1 015 697*

18 039

979 324

17 899

1,200,443

18 372

1 643 062

18 334

1 739 313

* An adjusted budget of R200 million was received in the 2005/06 financial year, making the expenditure higher than 2006/07.

Table C: Quintile 1 Secondary schools as at 2009/10

Province

2009/10

 

Schools

Budget (R'000)

     

Eastern Cape

182

81 420

Free State

90

23 221

Gauteng

42

38 329

KwaZulu-Natal

451

94 992

Limpopo

560

90 973

Mpumalanga

78

46 177

Northern Cape

60

9 357

North West

148

30 211

Western Cape

114

14 652

Total

1 725

429 332

3. Based on National Funding norms the programme has been rolled out to all quintile 1 to 3 primary schools and quintile 1 secondary schools. In the current financial year (2009/10), provinces received funds for preparation to extend feeding to quintile 2 secondary schools. Feeding will start in the next financial year.

4. The Department did not experience any delays in extending feeding to quintile 1 secondary schools, except for Free State Province which could not start feeding in April 2009. However all the provinces are currently feeding the required quintiles as planned.

NATIONAL ASSEMBLY

FOR WRITTEN REPLY

QUESTION 2319

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 29/11/09

(INTERNAL QUESTION PAPER 29-2009)


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

(1) Whether she intends implementing a longer school year for learners to resolve the problems in the education system; if not, why not; if so, when;

(2) whether the issue of school management and the many vacant posts for headmasters will be dealt with as a matter of urgency; if not, why not; if so, what are the relevant details? NW3030E

REPLY:

The Minister does not intend implementing a longer school year. The current 200 day school year is in line with international practice. The Minister's focus is on ensuring that more effective us is made of the days we currently have in a school year. The Quality Learning and Teaching Campaign (QLTC) is aimed at achieving that.

On the issue of management, the Department is taking principals and aspiring principals through an Advanced Certificate in Education in School Leadership, to improve the quality of leadership in schools. Selected candidates receive full bursaries for the course. The department is planning to finance about 1330 principals in the ACE programme in 16 Higher Education institutions across the country.

(2) As at the end of October 2009, the Department of Basic Education recorded 5200 vacant principal posts.

[Source: PERSAL - October 2009]

The filling of such posts is a provincial competency since they are the employer. Provincial Department of Education advertises promotional posts on a regular basis.

It must however be noted that no Principal post remains vacant while the process of recruitment is underway. There is always an acting official who takes up the responsibilities and accountability of the principal position until the post is filled in a permanent capacity.

On the issue of management, the Department is taking principals and aspiring principals through the ACE School Leadership qualification to improve the quality of leadership in schools. Selected candidates receive full bursaries for the course. The department is planning to finance about 1330 principals in the ACE programme in 16 Higher Education institutions across the country.

Following on the Presidential interaction with school principals, the Minister has reconfigured the Council of Education Ministers (CEM) into 3 Clusters to deal effectively with most issue raised by the principals in order for the department to support them better.

NATIONAL ASSEMBLY
QUESTION FOR ORAL REPLY
QUESTION NUMBER 2317
DATE OF PUBLICATION: 20 November 2009


Mr P J C Pretorius (DA) to ask the Minister of Finance:


(1) Whether the Land Bank has changed its model of calculating interest on outstanding
loans since 1994; if so, (a) when was the model changed, (b) what are the details of
the changes and (c) why was it regarded necessary for the change;


(2) whether the debtors concerned were informed of the full details and implications of
such changes at the time when the decision was made; if not, why not; if so, how
were they informed;


(3) whether the decision to change the model was taken by the board; if not, who took
the decision; if so, on what date was the decision taken;


(4) whether existing loan agreements were amended upon the introduction of a new
model; if not, why not; if so,


(5) whether (a) such amendments were communicated to all debtors concerned and (b) it
is envisaged that the existing model will be amended further; if not, why not; if so,
what are the relevant details in each case?
REPLY


1. Yes.
(a) The model was changed in 1999 when the Bank changed its banking system.
(b) The change was in the methodology of calculating interest – from nominal annual
compounded annually (NACA) (simple) to nominal annual compounded monthly
NACM (compound).

(c) The new model calculates the interest according to the industry norm (all banks
charge interest on the NACM basis).


2. Yes. The debtors were informed of the change by way of a letter. The interest rates
were reduced at that time to eliminate the impact of the change.


3. No. The decision was taken by the Lank Bank's Interest Rate Committee and signed
off by the Chief Executive Officer in 1999.


4. No. The existing loan agreements were not amended, nor were addendums prepared
for the existing agreements. This was as a result of a lack in administrative controls at
the time – once again a legacy issue.


5. (a) No. There were no amendments.
(b) No. The model complies with the normal market practice and an interest
recalculation model is being used to quantify possible differences where
claims are submitted.

NATIONAL ASSEMBLY

FOR WRITTEN REPLY

QUESTION 2319

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 29/11/09

(INTERNAL QUESTION PAPER 29-2009)


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

(1) Whether she intends implementing a longer school year for learners to resolve the problems in the education system; if not, why not; if so, when;

(2) whether the issue of school management and the many vacant posts for headmasters will be dealt with as a matter of urgency; if not, why not; if so, what are the relevant details? NW3030E

REPLY:

The Minister does not intend implementing a longer school year. The current 200 day school year is in line with international practice. The Minister's focus is on ensuring that more effective us is made of the days we currently have in a school year. The Quality Learning and Teaching Campaign (QLTC) is aimed at achieving that.

On the issue of management, the Department is taking principals and aspiring principals through an Advanced Certificate in Education in School Leadership, to improve the quality of leadership in schools. Selected candidates receive full bursaries for the course. The department is planning to finance about 1330 principals in the ACE programme in 16 Higher Education institutions across the country.

(2) As at the end of October 2009, the Department of Basic Education recorded 5200 vacant principal posts.

[Source: PERSAL - October 2009]

The filling of such posts is a provincial competency since they are the employer. Provincial Department of Education advertises promotional posts on a regular basis.

It must however be noted that no Principal post remains vacant while the process of recruitment is underway. There is always an acting official who takes up the responsibilities and accountability of the principal position until the post is filled in a permanent capacity.

On the issue of management, the Department is taking principals and aspiring principals through the ACE School Leadership qualification to improve the quality of leadership in schools. Selected candidates receive full bursaries for the course. The department is planning to finance about 1330 principals in the ACE programme in 16 Higher Education institutions across the country.

Following on the Presidential interaction with school principals, the Minister has reconfigured the Council of Education Ministers (CEM) into 3 Clusters to deal effectively with most issue raised by the principals in order for the department to support them better.

QUESTION 1009

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 28/08/09

(INTERNAL QUESTION PAPER 12-2009)

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

(1) Whether any drug raids have been conducted on schools in any province since 1 January 2009 up to the latest specified date for which information is available; if so, (a) which schools were raided in each province and (b) what was the outcome of the raid in each case;

(2) whether any policies are in place to assist learners to cope with the psychological consequences of these raids; if not, what is the position in this regard; if so, what are the policies? NW1232E

REPLY:

(1) (a) Information on drug raids in schools is maintained at provincial level. A request has been made to provinces to avail information as requested. Provincial reports received thus far are outlined in Table 1 below, indicating a total of 172 schools in two provinces - Eastern Cape (4 schools) and Western Cape (168 schools). School level data is currently only available for the Eastern Cape (see Table 1).

(b) The outcome of the raids was as follows: Cannabis was found during the raids in the Eastern Cape schools. No drugs or substances were found in the Western Cape schools.

Table 1: Random search and seizure per province, January-September 2009

Province

No. of schools

Outcome

Assistance provided to learners

EC

4 schools

· Green Point Senior Secondary

· Kei Road Comprehensive School

· Kuyasa Senior Secondary School

· Hector Peterson High School

Cannabis was found in all four schools

Counseling received from SANCA and a social worker

WC

168 high risk schools*

No drugs or substances were found

Safe schools call centre offers counseling and debriefing

*School level data for WC not available

It is important to note that in accordance with the Education Law Amendment Act of 2007, random search and seizure procedures are only undertaken when fair and reasonable suspicion has been established that substances are being used on the school premises. In this regard, searches are conducted after taking into account all relevant factors, including:

(i) the best interest of the learner in question or of any learner at the

school;

(ii) the safety and health of the learner/s in question or of any learner at the school;

(iii) reasonable evidence of illegal activity; and

(iv) all relevant evidence received.

The Guidelines for the Management and Prevention of Drug Use/Abuse by Learners in all Public Schools and Further Education and Training Institutions have been designed to balance the privacy and psychological integrity of the child against the need to respond both reasonably and proportionally to suspected illegal activity. In this regard, random search and seizure procedures are conducted in a manner that does not traumatise learners. The Department also works in partnership with a wide range of stakeholders, including the SAPS and NGOs such as SANCA and FAMSA, in educating learners, educators and parents on the dangers of drug and substance use; and providing a supportive environment to enable those learners found using drugs to access treatment, care and support. At all times parental involvement is actively sought and encouraged

FOR WRITTEN REPLY

QUESTION 1008

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 28/08/09

(INTERNAL QUESTION PAPER 12-2009)

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

(1) With regard to applications for learners to be expelled since 1 January 2008 up to the latest specified date for which information is available, (a) how many applications were made in each province, (b) for what alleged offences and (c) how many of these applications for each specified offence were accepted;

(2) (a) how many decisions to approve expulsions were made for the same period, (b) for what specified offences were they approved and (c) how many appeals with regard to each specified offence were successful? NW1232E

REPLY:

QUESTION 1

EASTERN CAPE PROVINCE

1 (a) Seven applications were received.

1(b) Alleged offences

1(c) Applications accepted

Consumption of liquor at a school function

Application was not approved

Physical abuse and bullying of another learner

Application was not approved

Assault

Application was not approved

Disrespectful to educators

Application was not approved

Possession of dagga

Application was not approved

Assault and attempt to stab another learner

Application was not approved

Assault grievous bodily harm on another learner

01

TOTAL

01

FREE STATE PROVINCE

1 (a) 30 applications were received.

1(b) Alleged offences

1(c) Applications accepted

Stabbing

02

Possession of pornographic materials

01

Possession and smoking of dagga during school hours

02

Consuming alcohol during school hours

02

Repeatedly leaving school without permission, failure to do and submit homework, displaying arrogant and disrespectful behaviour towards educators and failure to ware uniform

05

Assault

02

Assault on educator

01

Continuous disregard of school rules and disruptive behaviour

01

Theft of school property, possession of dangerous weapon and threatening an educator with a dangerous weapon

04

Possession knife

05

Endangering safety of other learner by attempting to throw another learner from second floor of the school

01

Robbing another learner cell phone

01

Sexual harassment against an educator

01

TOTAL

28

GAUTENG PROVINCE

1(a) 130 applications were received.

(b) Alleged offences

(c) Applications accepted

Assault

14

Theft

05

Drug related

01

Class disruptions

01

Sexual harassment

01

Carrying of illegal fire arm

01

TOTAL

23

KWAZULU-NATAL PROVINCE

1(a) 11 applications were received.

1(b) Alleged offences

1(c) Applications accepted

Assault and threatening a fellow learner with a dangerous weapon

02

Possession of dangerous weapon and peddling of banned substance

01

Deliberate and persistent defiance of authorities and possession of cigarettes

01

Use of habit–forming drug

02

Stabbing another learner

02

Substance abuse and breaking school rules

01

Possession, consumption of alcohol and sexual harassment of a learner

01

Attempted assault

01

TOTAL

11

LIMPOPO PROVINCE

1(a) Eleven applications were received.

1(b) Alleged offences

1(c) Applications accepted

Repeated use of dagga, cigarette and alcohol

01

Malicious damage to property, intimidation of educators, inciting other learners, and disruption of teaching and learning

03

Repeated use of dagga alcohol, cigarette, undisciplined

01

Alcohol abuse, vandalism to school property and disruptive behaviour

01

Disrespectful

01

Consistent misconduct, fighting, possession of dangerous weapon

04

TOTAL

11

MPUMALANGA PROVINCE

1(a) 23 applications were received.

1(b) Alleged offences

1(c) Applications accepted

Possession of dangerous weapons

02

Theft

02

Assault

06

Use of drugs

01

Disruptive behaviour

05

TOTAL

16

NORTHERN CAPE PROVINCE

1(a) 23 applications were received.

1(b) Alleged offences

1(c) Applications accepted

Possession of dangerous objects

06- 5 applications were not approved

Under influence of alcohol

06 applications were not approved

Possession of drugs

04 applications were not approved

Assault

04 applications were not approved

Intimidation and vandalism

01 application was not approved

Malicious damage to property

01 application was not approved

Insolence

01 application was not approved

TOTAL

01 application was approved

(possession of dangerous objects)

NORTH WEST PROVINCE

1(a) Six applications were received.

1(b) Alleged offences

1(c) Applications accepted

Fighting with another learner

01

Bullying

01

Use of dangerous weapons, drugs and bullying

01

Bullying other learners

01

Involved in stabbing of another learner

01

Stabbing another learner with a pair of scissors

01

TOTAL

06

WESTERN CAPE PROVINCE

1(a) 337 applications were received.

1(b) Alleged offences

1(c) Applications accepted

Absenteeism/ truancy

02

Alcohol related

18

Arson bomb threats/ vandalism

05

Assault and violence

67

Assault with a weapon (physical harm)

48

Drug dealing and distribution

34

Drug possession and use (under influence)

68

Sexual harassment

06

Sexual misconduct and rape

13

Verbal abuse and threats

23

Disgraceful behaviour

09

Disregard of authority and instructions

04

Possession of dangerous weapons

20

Theft and fraud

20

TOTAL

337

QUESTION 2

EASTERN CAPE PROVINCE

2(a) One decision was made to approve expulsion.

2(b)

Offence

Number approved

Assault and attempt to stab another learner

01

TOTAL

01

2(c) No appeal was received.

FREE STATE PROVINCE

2 (a) 28 decisions were made to approve expulsions.

2(b)

Offences

Number approved

Stabbing

02

Possession of pornographic materials

01

Possession and smoking of dagga during school hours

02

Consuming alcohol during school hours

02

Repeatedly leaving school without permission, failure to do and submit homework, displaying arrogant and disrespectful behaviour towards educators and failure to ware uniform

05

Assault

02

Assault on educator

01

Continuous disregard of school rules and disruptive behaviour

01

Theft of school property, possession of dangerous weapon and threatening an educator with a dangerous weapon

04

Possession knife

05

Endangering safety of other learner by attempting to throw another learner from second floor of the school

01

Robbing another learner cell phone

01

Sexual harassment against an educator

01

TOTAL

28

2(c) No appeals were received.

GAUTENG PROVINCE

2(a) 23 decisions were made to approve expulsions.

2(b)

Offences

Number approved

Carrying of an unlicensed fire arm

01

Theft

05

Assault

14

Drugs

01

Sexual harassment

01

Class disruptions

01

TOTAL

23

2(c) One appeal was received and it was successful.

KWAZULU-NATAL PROVINCE

2(a) 11 decisions were made to approve expulsions.

2(b)

Offences

Number approved

Assault and threatening a fellow learner with a dangerous weapon

02

Possession of dangerous weapon and peddling of banned substance

01

Deliberate and persistent defiance of authorities and possession of cigarettes

01

Use of habit–forming drug

02

Stabbing another learner

02

Substance abuse and breaking school rules

01

Possession, consumption of alcohol and sexual harassment of a learner

01

Attempted assault

01

TOTAL

11

2(c) One appeal was received and it was successful.

LIMPOPO PROVINCE

2(a) Eleven decisions were made to approve expulsions.

2(b)

Offences

Number approved

Repeated use of dagga, cigarette and alcohol

01

Malicious damage to property, intimidation of educators, inciting other learners, and disruption of teaching and learning

03

Repeated use of dagga alcohol, cigarette, undisciplined

01

Alcohol abuse, vandalism to school property and disruptive behaviour

01

Disrespectful

01

Consistent misconduct, fighting, possession of dangerous weapon

04

TOTAL

11

2(c) No appeals were received.

MPUMALANGA PROVINCE

2(a) Sixteen decisions were made to approve expulsions.

2(b)

Offences

Number approved

Possession of dangerous weapons

02

Theft

02

Assault

06

Use of drugs

01

Disruptive behaviour

05

TOTAL

16

2(c) One appeal was received and it was successful.

NORTHERN CAPE PROVINCE

2(a) One decision was made to approve expulsion.

2(b)

Offence

Number approved

Possession of dangerous objects

01

TOTAL

01

2(c) No appeal was received.

NORTH WEST PROVINCE

2(a) Six decisions were made to approve expulsions.

2(b)

Offences

Number approved

Fighting with another learner

01

Bullying

01

Use of dangerous weapons, drugs and bullying

01

Bullying other learners

01

Involved in stabbing of another learner

01

Stabbing another learner with a pair of scissors

01

TOTAL

06

2(c) Two appeals were received and they were successful.

WESTERN CAPE PROVINCE

2(a) 337 decisions were made to approve expulsions.

2(b)

Offences

Number approved

Absenteeism/ truancy

02

Alcohol related

18

Arson bomb threats/ vandalism

05

Assault and violence

67

Assault with a weapon (physical harm)

48

Drug dealing and distribution

34

Drug possession and use (under influence)

68

Sexual harassment

06

Sexual misconduct and rape

13

Verbal abuse and threats

23

Unacceptable behaviour

09

Disregard of authority and instructions

04

Possession of dangerous weapons

20

Theft and fraud

20

TOTAL

337

2(c) No appeals were received.

QUESTION 1015

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 28/08/09

(INTERNAL QUESTION PAPER 12-2009)

Mr MH Steele (DA) to ask the Minister of Basic Education:

Whether her department has provided any information to the KwaZulu-Natal Department of Education on the involvement of a certain official (details furnished) who did not disclose her directorship of a holding company and the fact that she has shares in a subsidiary of that company which did business with the department of education and received a tender from the department (details furnished); if not, why not; if so, what information was provided? NW1240E

REPLY:

The Department did communicate to the KwaZulu-Natal Department of Education regarding the case of Ms Mpati and provided the KwaZulu-Natal Department of Education with all the detail available regarding the Report of the Auditor-General. The province was requested to bring the matter to the attention of the official and take the necessary corrective action to ensure that her previous declarations are corrected accordingly. The gravity of the situation in terms of bringing the Department in disrepute was highlighted. A follow up discussion was held with the provincial department. It was indicated that there may be inaccuracies in the Report of the Auditor-General. This will be followed up by the provincial department.

QUESTION 1466

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 25/09/09

(INTERNAL QUESTION PAPER 12-2009)

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

(1) (a) What amount did her department budget for the implementation of the Occupation Specific Dispensation (OSD) and (b) what will it cost her department to implement the recently-signed OSD agreement;

(2) what amount (a) did her department budget for the laptop-for-every-educator project and (b) will be spent on this project in the 2009-10 financial year;

(3) whether any other programmes or projects were cancelled or postponed owing to the implementation of the OSD; if so, (a) which programmes or projects, (b) what was the estimated cost of each of these programmes or projects and (c) what impact will this postponement or cancellation have on delivery of quality education? NW1825E

REPLY:

(1) (a) My department does not budget for personnel costs in provinces. The projected cost for the Collective Agreement 1 of 2008, which catered for the Establishment of a Framework for the OSD for educators in public education amounted to R7 billion, which was made available to provinces through the equitable share.

(b) The projected cost for Collective Agreement 4 of 2009 which, caters for the finalisation of matters linked to the OSD in education amounts to R4, 135 billion.

(2) (a) R550 million has been projected for the lap top initiative for 2009/2010.

(b) Provincial Education Departments (PEDs) who have the resources available in this financial year may cover all educators who are eligible. Those PEDs who did not budget for this item because conclusion of the determination happened late in the financial year may phase in the initiative over two years starting 1 July 2009. My department is in a process of assessing which provinces will implement in the 2009/10 financial year to what amount.

(3) I am not aware of any programmes or projects that have been cancelled or postponed due to the implementation of OSD. The cost of the latest OSD will be funded from additional funds to be allocated to Provinces.

  • Lack of a feasible turnaround strategy
  • The applications were outside the legislative mandate of the IDC
  • Insufficient information
  • Contravention of minimum wage legislation
  • Funding was no longer required.

NATIONAL ASSEMBLY

FOR WRITTEN REPLY

QUESTION 1575

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 09/10/09

(INTERNAL QUESTION PAPER 20-2009)

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

(1) Whether her department organized or hosted (a) an imbizo, (b) a seminar, (c) conference and (d) any other function during the period 1 January 2006 up to the the latest specified date for which information is available; if so (i) on what date, (ii) what was the total amount spent on each, (iii) what is the breakdown of the cost in each case and (iv) how many guests attended in each case;

(2) Whether there were any related costs for the travel and accommodation of guests for each of the events; if so, in each case, (a) what were the costs and (b) what was the breakdown of these costs;

(3) Whether any member of the Cabinet was present at any of these events; if so, (a) who, (b) in what capacity and (c) why ? NW1981E

REPLY:

1. I was only appointed in May 2009, therefore I can only account for the period starting in May 2009. No IMBIZO was held in 2009.

2. The DoBE Teenage Pregnancy Report was launched at a seminar hosted by UNICEF; costs can be ascertained with UNICEF.

3. No conferences have been hosted by the DoBE during my term of office to date.

4. No functions have been hosted by the DoBE during my term of office to date.

5. The National Teacher Development summit was hosted by the ELRC and ETDP SETA.

6. The President's Interaction with principals was co-hosted by the DoBE, which contributed R 300,000.00 and by the private sector. The President was present in his capacity as President of South Africa. The MEC's for Education and the Premiers also attended as leaders of Government in their various capacities.

QUESTION 1544

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER : 09/10/09 (INTERNAL QUESTION PAPER 20-2009

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

Whether the department has any plans to introduce political literacy as part of its broad curriculum; if not why; if so, what are the relevant details? NW1949E

Reply:

No. The National Curriculum Statement is a high knowledge curriculum that is informed by the principles of human rights, inclusivity, environmental and social justice. As an example, Life Orientation, a compulsory subject for all learners, deals with Citizenship in detail. It covers the following areas:

Bill of Rights: Content, rights and responsibilities of South African citizens, role of government. Incidences of human rights violations and impact on individual and society.

Diversity: Various contexts of citizenship; diversity in day-to-day relationships and society at large.

 Various political parties, interest groups, lobbying groups, etc. and their principles, processes and procedures in addressing the interests of civil society.

 Participation in and/or involvement in constitutions, elections, representation of constituencies, mandates, lobbying, advocacy, running of meetings.

 Participation in local community structures, such as non-governmental organisations (NGOs), community-based organisations (CBOs), faith-based organisations (FBOs), Community Police Forums, Representative Councils of Learners (RCLs), community clubs, etc.

QUESTION 52

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 8/06/2009

(INTERNAL QUESTION PAPER 01-2009)

Ms JC Klopper- Lourens (DA) TO ASK THE Minister of Basic Education:

In respect of each of the seven most recent years for which information is available, (a) how many enquiries were conducted into educators for misconduct and (b) with regard to each enquiry whether the charges of misconduct was upheld, (i) what was the charge in each case, (ii) what was the penalty and (iii) what is the name of the educator concerned?

W54E

REPLY:

(a)

· In 2006, 484 enquiries were conducted into educators for misconduct where 452 of them were upheld;

· In 2007, 411 enquiries were conducted where 269 of them were upheld

· In 2008, 700 enquiries were conducted where 522 of them were upheld.

(b)

(i) The charges conducted against the educators consist mainly of theft, acts of corruption, fraud, negligence, absenteeism, assault, rape, working while under the influence of liquor or intoxicating substance, etc.

(ii) The penalties ranged from a written warning to dismissal.

(iii) I cannot provide the names of the perpetrators concerned as records are with SACE and the various provincial departments of education.

QUESTION 356

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 03/07/2009

(INTERNAL QUESTION PAPER 05-2009)

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

(1) Whether she purchased a new vehicle on her new appointment to office; if so, (a) why, (b) what make and model is the vehicle (c) what did the vehicle cost and (d) (i) what accessories were included in excess of the vehicle's purchase price and (ii) what was the cost of such accessories; if not,

(2) Whether she inherited an existing vehicle; if so, (a) what was the make and model (b) how old is the vehicle? NW416E

REPLY:

Pretoria

Cape Town

(1) Yes

Yes

(a) The vehicle was allocated as official vehicle in Cape Town to the Minister of Higher Education and Training.

To replace the existing vehicle which will reach its end of life in August 2009.

(b) Range Rover Sport TDV8

BMW 730D

(c) (c) R807 000.00

R894 500.00

(d)(i) Mudguards

Not applicable

(ii) R2 592.18

Not applicable

(2) No

Yes

(a) Not applicable

2004 Mercedes Benz E320

(b) -

5 Years

QUESTION 1140

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 04/09/09

(INTERNAL QUESTION PAPER 12-2009)Mr D C Smiles (DA) to ask the Minister of Basic Education:

Whether her department provides (a) basic health, (b) hearing and/or (c) sight tests to school learners; if not, what is the position in this regard; if so, (i) in what grades are these tests conducted and (ii) what budget was made available for the provision of such tests in each of the three most recent financial years for which information is available? NW1473E

REPLY:

(a) The Department has adopted a holistic approach to the early identification of barriers to learning by conducting provincial campaigns termed Lethimpilo Campaign. One of the key strength of the campaign is that it provides an integrated service delivery to school communities. Through this initiative, various potential barriers to learning, beyond health, are also identified and addressed through partnership with other government departments and civil society.

(b) and (c) Services provided include health screening of learners (visual, auditory, oral as well as assessing immunization status), birth registration (Department of Home Affairs), social security (Department of Social Development), food production (Department of Agriculture), and sports and recreation amongst others. Learners, as well as community members who are screened receive on-site treatment where possible. Referrals are also made to local institutions for further assessment and management.

(i) The programme has targeted at least 10,000 Grade 4 learners per province. In 2007, the campaign was conducted in FS, MP, LP and NW provinces. In 2008, the campaign was extended to NC and EC.

(ii) Table 1 depicts the budget allocations for the screening activities over the years 2007-2009 for which information is available.

Table 1: Budget allocations for school health screening, Health Promotion Directorate

Financial Year

2007/8

2008/9

2009/10

Amount

R5.6m

R2.8m

R2.5m

Budgetary challenges have limited the full reach of this initiative. Therefore, in an effort to increase the reach of, and to institutionalise health screening within the education system, the Department is presently working in collaboration with the Department of Health and other key stakeholders, to source further funds and to develop an implementation plan.

QUESTION 1139

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 04/09/09

(INTERNAL QUESTION PAPER 12-2009)

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

(1) How many educators were employed in each province in each of the three most recent financial years for which information is available;

(2) how many days in total were taken by educators as (a) ordinary leave, (b) special leave and (c) sick leave in each of the three most recent financial years for which information is available? NW1472E

REPLY:

(1) The number of educators employed in each province in each of the three most recent financial years for which information is available

Province

2006/07

2007/08

2008/09

EC

65 314

62 167

64 565

FS

23 275

22 734

23 295

GP

46 370

49 916

50 715

KZN

81 548

84 100

84 977

LP

55 128

56 546

56 432

MP

30 922

31 485

32 087

NW

31 346

26 117

25 428

NC

6 562

8 193

8 428

WC

28 654

24 895

25 522

Totals

369119

366 153

371 449

(2) The number days in total taken by educators as (a) ordinary leave, (b) special leave and (c) sick leave for which information is available at the time of this response is for 2008/09 financial year

Category Description

TOTAL

Sick-full pay (workdays)

79 848

Special (work days)

83 16

Vacation - full pay (work days)

131 83

Total

101 347

QUESTION 486

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 10/07/09

(INTERNAL QUESTION PAPER 06-2009)

Mr D Smiles to ask the Minister of Basic Education:

(1.)Whether her department has conducted a diagnostic study of the Grade R sector across the provinces; if not, why not; if so, (a) what methodology was applied, (b) when will the findings and recommendations be released, (c) who conducted the study and (d) what was the cost;

(2) Whether all provinces participated in the study; if not, (a) which provinces did not participate and (b) what corrective measures were taken to make up for their non participation;

NW548E

REPLY:

(1) Yes

1 (a) A team of researchers and Technical Assistants (TA's) used the following methodology:

· Literature review – national legislation, policy, plans, enabling documentation etc, as well as provincial plans and reports

· National Interviews: Department of Education and stakeholders

· Provincial interviews and site visits: Provincial, district and school management and staff engaged in Grade R as well as teachers/practitioners and other stakeholders

· Focus groups/workshops in some provinces, and several national engagements, one involving provincial ECD managers

1(b)

The findings and recommendations of the reports were discussed with senior officials from the provinces at a meeting convened by the Department on the 28th and 29th July 2009. These have now been forwarded to the Minister for her consideration and advise.

1(c)

The Department of Education requested the Technical Assistance Unit of the National Treasury to contract the services of the Centre for Education Policy Development (CEPD) to conduct the diagnostic study.

1(d)

i. Professional fees R1 322 304.00

ii. Disbursement costs R 186 928.00

iii. Vat @14% R 185 122.56

Total costs R1 694 354.56

(2) All provinces participated in the study

QUESTION 488

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 10/07/09

(INTERNAL QUESTION PAPER 06-2009)

Mr D Smiles to ask the Minister of Basic Education:

(1) How many (a) students qualified as teachers and (b) newly-qualified teachers took up posts in schools in each of the past three academic years;

(2) how many grade 1 teachers are currently not qualified;

(3) how many (a) applications for admission to teacher training colleges were approved in each of the past three academic years and (b) of these applications were for the (i) mathematics, (ii) science, (iii) accounting and (iv) English language disciplines?

NW550E

REPLY:

1 (a) Total number of graduations of new teachers over the preceding four years for which data is available are shown in Table1 below.

Table 1: Number of new graduates entering teaching 2005 - 2008

Programme

2005

2006

2007

2008

B Ed

3590

4027

4112

3669

PGCE

1171

2049

1951

1942

Total Graduations

4761

6076

6063

5611

Source: Higher Education Information Management System (HEMIS

Note: Data for 2008 is preliminary, as final audited data for 2008 will only become available at the end of July 2009.

1 (b) 378 969 educators were employed in public schools either on a temporary or permanent basis as at the end of May 2009. Permanently employed educators constituted the majority (340 647). The number employed on a temporary basis stood at 38 322. Of this total, exactly 29 809 were appointed within the current year, with 25 775 appointed on a temporary basis and 4 034 on a permanent basis. The provincial breakdowns of 2009 appointments are shown in Table 2 below

Table 2: Number of educators appointed in 2009, either temporarily or on a permanent basis, per province

 

2009 APPOINTMENTS

 

Province

Temporary

Permanent

Total

Eastern Cape

2 459

663

3 122

Free State

1 757

150

1 907

Gauteng

3 326

1 488

4 814

Kwazulu Natal

7 254

450

7 704

Limpopo Province

3 345

190

3 535

Mpumalanga

669

34

703

North West

1 819

50

1 869

Northern Cape

1 209

221

1 430

Western Cape

3 937

788

4 725

TOTAL

25 775

4 034

29 809

Source: PERSAL 200905

     

(2) Currently it is not possible to accurately provide this information on all Grade 1 teachers. PERSAL is able to provide us with the REQV classification of teachers employed within public schools, but we are not able to filter out the Grade R educators at this stage. EMIS forms, which are self reported, could be used to identify teachers teaching Grade 1 classes, however, they do not have accurate information about qualifications. The DoE is currently working on developing fields for the PERSAL system that would enable the drawing of reports on teachers' qualification type, teaching specializations and experience. Once the system has been developed we will be in a position to draw accurate reports on teacher qualifications in relation to specific grades and subject taught.

While we cannot provide accurate data with respect to Grade 1 teachers, recent research into teacher qualifications carried out by the HSRC for the Department of Education does give some insight into the qualifications of foundation phase teachers in a statistically significant sample of schools nationally. 7380 serving teachers in 580 public schools took past in the survey. There were 1424 Foundation Phase teachers in the sample, and of these 93% were professionally qualified.

3 (a) The first time registrations into teaching at Higher Education Institutions over the last four academic years are shown in Table 3

Table 3: First-time entrants at HEIs 2005 - 2008

Programme

2005

2006

2007

2008

B Ed

6 289

6 428

7 958

9082

PGCE

3 860

4 498

4421

4971

Total first time Registrations

9 049

10 026

12 379

14053

Source: Higher Education Information Management System (HEMIS)

 

Note: Data for 2008 is preliminary. Audited enrolment data for 2008 will only be available at the end of July 2009.

3 (b). Currently it is not possible to provide figures of registrations disaggregated to the various disciplines. Higher Education Institutions do not report the names of qualifications in a consistent manner, for example some abbreviate the name, some use the Latin name and some also use the Afrikaans name. There are some cases where a specialisation may be included. However in most education qualifications the specific phase, learning area or subject specialisation is not recorded. From 2010 all public institutions will report on registrations and graduations using the new classification of educational subject matter categories. This will enable us to disaggregate the data form HEMIS in terms of the specialisations. Institutions will also be required to use the approved designator and qualifier for a qualification in terms of the HEQF, which will enable accurate reports on students registered for education qualifications to be generated.

QUESTION 2062

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 02/11/09

(INTERNAL QUESTION PAPER 26-2009)

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

  1. Whether South Africa is moving towards conventional teaching with less emphasis on group work; if not, what is the position in this regard ; if so what are the relevant details;
  2. What is her department's current approach to teaching? NW271E

REPLY:

1. 'Conventional' teaching requires the use of multiple approaches by teachers to respond to both the subject or skill being taught and the different learning styles of different children. No one approach is can be Different approaches will have value and relevance in a classroom.

2. There is no single teaching approach that is advocated by the Department of Education as this would go against all that is central to good teaching practice and good education. Different teaching styles are appropriate in different contexts, and all have a place in the classroom.

NATIONAL ASSEMBLY

FOR WRITTEN REPLY

QUESTION 1708

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 16/10/2009

(INTERNAL QUESTION PAPER 22-2009)

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

(1) What amount was spent by her department on (a) hotel accommodation, (b) restaurant expenses and (c) travel costs (i) in the 2008-09 financial year and (ii) during the period 1 April 2009 up to the latest specified date for which information is available, for (aa) her, (bb) her deputy minister, (cc) specified officials of her department and (dd) any other specified individuals;

(2) Why did each individual use the specified accommodation in each case? NW2200E

REPLY:

(1) (i) (a) (b) (c) (aa) (bb) (cc) (dd) Not applicable for the 2008/09 financial year. The establishment of the Department of Basic Education and the subsequent appointment of the Minister of Basic Education occurred during May 2009.

(ii) During the period 1 April 2009 up to 30 September 2009

The breakdown of restaurant expenses for her, her Deputy Minister, and Officials in the offices of the Minister are included in the expenditure on accommodation.

Period 1 April 2009 up to 30 September 2009

(aa) Minister:

(a) & (b) Hotel accommodation & Restaurant (meal) expenses from 1 May 2009 – 30 September 2009: R 58 266.23

(c) Travel costs from 1 May 2009 – 30 September 2009: R116 620.08

(bb) Deputy Minister:

(a) & (b) Hotel accommodation & Restaurant (meal) expenses from 1 May 2009 – 30 September 2009: R 34 236.11

(c) Travel costs from 1 May 2009 – 30 September 2009: R111 761.07

(cc) Not applicable

(dd) Not applicable

(3) Accommodation includes hotel accommodation while an official residence was not yet ready for occupation. In each case it was the most cost effective and appropriate accommodation available when the bookings were made. Travel costs of the Minister include travel to Kenya (twice) and Tunisia as Chair of the Council of Ministers of Education in Africa (COMEDAF).

QUESTION 169

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 13/10/09

(INTERNAL QUESTION PAPER 21-2009)

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

(1) Whether any assessment has been done on the impact of Dinaledi schools; if not, why not; if so, when;

(2) whether she will make the findings available to the public; if not, why not; if so, when;

(3) whether there is a programme to increase the number of Dinaledi schools; if not, what is the position in this regard; if so, which criteria will be applied to determine which schools qualify as Dinaledi schools;

(4) whether provinces play any role in identifying schools; if not, why not; if so, what are the relevant details;

(5) whether her department or provincial departments provide any support to ensure the success of these schools; if not, why not; if so, what are the relevant details? NO1294E

REPLY:

1) The preliminary assessment on the impact of Dinaledi schools has been positive. There are 500 Dinaledi schools, principally in rural and township areas, whose learner population makes up approximately 7% of the number of learners who sit for the Matric exam. These learners have, however, contributed to approximately 24% of the passes of 50% and more in mathematics. This clearly indicates a positive result. Furthermore, there has been an increased participation of girl learners in the learning areas of Mathematics and Science with girl learners achieving excellent results. This is in keeping with the objective of the Dinaledi (MST initiative) to promote participation in the areas of Mathematics and Science among girl learners. Given the positive results the Department has embarked on an in-depth study as to ascertain what were the positive aspects of the initiatives which contributed to its success and to what extent it could be expanded.

2) Yes. The final results of the study will be available to interested parties and stakeholders when the study has been concluded.

3) The Department has decided to retain the number of Dinaledi Schools at 500 and to increase the support of these schools. After the assessment has been completed, consideration will be given to the expansion of the initiative.

4) The selection of Dinaledi schools occurs in collaboration with the provinces. The Department of Education sets the criteria of schools to participate in the Dinaledi project. The criteria include the potential of the school in Maths and Science, the number of learners enrolled, consistent performance and access to opportunity.

5) Yes, there is a unit at the DoBE that provides support and oversight of Dinaledi schools. It monitors the schools and keeps a database of support for Dinaledi schools. Provincial coordinators for Maths, Science and Technology provide support to schools. The Department has provided, text books, study guides, scientific calculators and science kits to Dinaledi schools. In addition teacher training is conducted in Mathematics and Science content on an ongoing process. Over the past three years approximately 2200 teachers from Grades 11 – 12 received content knowledge training which has ostensibly impacted positively on schools.

Learners are also entered into the Mathematics Olympiads. Approximately 250 of the 500 schools have been adopted by the private sector and parastatal provided schools with extended support in terms of resources.

NATIONAL ASSEMBLY

FOR ORAL REPLY

QUESTION 175

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 13/10/09

(INTERNAL QUESTION PAPER 21-2009)

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

Whether her department intends implementing the recent recommendations made in the new guidelines on sex education by the UNESCO, if not why not; if so, (a) when, (b) to what extend will her department implement the recommendations in respect of five-year old to eight year old children and (c) what consultation plans will be followed with parents? N0 2074E

REPLY:

UNESCO's International Guidelines on Sexuality Education is based on research in 87 countries and input provided by experts in specialsed NGOs and other UN agencies. Education is recognised as one of the best weapons we have to reduce the HIV infection rate and to improving the sexual and reproduction health of young people across the world. Many young men and women do not have access to the knowledge that could help them make informed decisions about their bodies and their health. These guidelines aim to fill this gap.

The guidelines provide an explanation of what sexuality education is and why it is important to ensure that young people have access to it. They are organised around six key concepts:

· Relationships;

· Values, Attitudes and Skills;

· Culture, Society and Law;

· Human Development;

· Sexual behavior; and

· Sexual and reproductive health.

Each topic is linked to learning outcomes for four age categories: 5-8 years, 9-12 years, 12-15 years and 15-18 years.

The Department will consider the guidelines and then determine if any of them will be adopted for South Africa. If any of the guidelines will have implications for our Life Skills or Life Orientation Learning Programmes the department will consult all relevant stakeholders in this regard.

QUESTION 1505

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 09/10/09

(INTERNAL QUESTION PAPER 20-2009)

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

(1) What was the average of the raw marks achieved by candidates in the National Senior Certificate Examination in November 2008 before the inclusion of year marks and statistical adjustments by Umalusi, for (a) Mathematics (i) Paper 1, (ii) Paper 2 and (iii) Paper 3, (b) Accounting and (c) Physical Science (i) Paper 1 and (ii) Paper 2;

(2) what would have been the final mark per subject of a candidate who achieved a raw mark of 20% in the examination papers and for whom a year mark of 50% was submitted if both this year mark and the mark achieved in the examinations reflected the average of the marks for the learner cohort of a particular school for Mathematics Paper 1 and Paper 2, Accounting and Physical Science? NW1909E

REPLY:

(1) The raw marks achieved by candidates in the NSC, prior to the inclusion of school based assessment (SBA) marks and the statistical adjustments, are regarded as an incomplete measure of the learner's performance and are therefore not analysed or included in our reporting on learner performance. Both the inclusion of SBA marks and the statistical adjustment of marks are internationally recognized components in the summation of a learner's performance and there are sound educational reasons for the inclusion of both these components. Therefore, analyzing learner performance, with these two components excluded is a fruitless exercise.

(2) The practice of statistically adjusting the school based assessment (SBA) marks to the examination marks, is based on the principle that the SBA marks should not deviate significantly from the examination marks, in a cohort where all other conditions have remained relatively similar. Therefore, the SBA marks should not deviate by more than 5 -10% from the examination marks. In a subject where a learner obtained 20% in the examination and 50% in the SBA, the SBA will be adjusted to 25% so that it lies within the acceptable range. This practice is also based on the researched position that SBA marks have a lower reliability than examination marks. The centralized setting of the question papers and the controlled conditions relating to the writing and marking of examinations, accords examination marks a higher reliability and therefore in the absence of a more reliable benchmark, the examination is used as an anchor in this statistical adjustment process.


QUESTION 1577

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 09/10/09

(INTERNAL QUESTION PAPER 20-2009)

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

(1) Whether her department developed and adopted a policy providing guidelines for the appointment of persons with a criminal record; if so, (a) when was the policy (i) developed and (ii) adopted and (b) where can a copy of the policy be obtained; if not,

(2) whether her department has any plans in place to develop and adopt such a policy; if not, why not; if so, what are the relevant details;

(3) whether her department does any pre-employment screening of potential employees for criminal records; if not, why not; if so, what are the relevant details;

(4) whether any employees with criminal records are currently employed by her department; if so, (a) how many and (b) what is their (i) job level and (ii) occupational category? NW1983E

REPLY:

(1) No. The Department of Basic Education does not, as yet, have a policy providing guidelines for the appointment of persons with a criminal record.

(2) A policy providing guidelines for the appointment of persons with criminal records is currently under development and will be functional as soon as the Departments has satisfied itself with the legal aspects around it.

(3) Not applicable at the moment.

(4) Not applicable at the moment.

QUESTION 1296

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 18/09/09

(INTERNAL QUESTION PAPER 17-2009)

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

(a)(i)What is the (aa) identity number, (bb) Persal number and (cc) occupation each of the nominated members of her department's 2008-09 Audit Committee and (ii) by whom is each of the audit committee members employed, (b) on which dates did the audit committee meet in the 2008-09 financial year and (c) what records are there for each of these meetings? NW1643E

REPLY:

(a)(i) INFORMATION REGARDING AUDIT COMMITEE MEMBERS

(aa) Members

S Sithole

MC Ledwaba

MJ Froneman

Dr CP Madiba

C Mpati

(bb) Persal number

S Sithole 19475527

MC Ledwaba 18696589

MJ Froneman 12091260

Dr CP Madiba 15758761

C Mpati 61082341

(cc) Occupation

S Sithole Chartered Accountant

MC Ledwaba Chief Financial Officer

MJ Froneman Consultant

Dr CP Madiba Director District Development

C Mpati General Manager Adult Literacy Campaign

(ii) Employed

S Sithole Partner at Sithole Incorporated Chartered Accountants

MC Ledwaba City of Polokwane

MJ Froneman Government Finance Projects Cc

Dr CP Madiba National Department of Education (Temporary basis)

C Mpati Kwa Zulu Natal of Education

(b) Dates of Audit Committee Meetings for 2008/2009

8 May 2008

29 May 2008

28 July 2008

30 September 2008

1 December 2008

19 March 2009

(C) Records of Audit Committee Meetings

Minutes of each audit committee meeting are kept and also distributed to each audit committee member, external auditors and the accounting officer.

QUESTION 1278

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 18/09/09

(INTERNAL QUESTION PAPER 17-2009)

Ms S P Lebenya-Ntanzi (IFP) to ask the Minister of Basic Education:

Whether she intends introducing sign language as an official school subject; if not, why not; if so, (a) what is the timeframe for establishing a process to recognise sign language as a school subject and (b) what are the further relevant details? NW1299E

REPLY:

Yes.The Department of Basic Education in cooperation with PANSALB has already commenced with the development of Sign Language to be listed in the National Curriculum Statement Grades R-12.

The first step in the development process is to develop terminology for Sign Language. The terminology list, once finalised must be verified and authenticated by the National Language Board. PANSALB will assist the Department of Basic Education in this regard.

Furthermore, information must be obtained of the level at which the language subject will be offered. Languages are currently offered at three language levels, namely Home, First Additional and Second Additional Language levels.

Once Sign Language has been standardised, a Ministerial Task Team must be established with the aim of determining what expertise is needed and to invite experts in the identified fields of Sign Language to serve on a Subject Working Group.

It is imperative that all groupings in the aurally impaired community are identified because there must be consensus on what exactly Sign Language is and whether South African Sign Language is the only or best option. It is also important that all official languages will be accommodated in the chosen version of Sign Language.

The Subject Working Group will commence with its duty as spelt out in the Terms of Reference as developed by the Ministerial Committee. The Subject Working Group will develop the following required policy and guideline documents:

Ø Subject Statements which form the national education policy framework and stipulate the learning outcomes, assessment standards and content required for Sign Language;

Ø Learning Programme Guidelines to assist teachers with the interpretation of the Subject Statements, especially with regard to the conduct of School-Based Assessment; and

Ø Subject Assessment Guidelines to assist teachers with the composition of the School-Based Assessment and Practical Assessment Tasks of Sign Language as outlined in the Subject Assessment Guidelines.

Once the above policy and guideline documents have been developed, they must be published for public comment in the Government Gazette.

The above process takes approximately ten months.

The implementation date is to a large extent dependent on whether all groupings of the aurally impaired community have agreed to the curriculum.

Other factors that could influence the planned date for implementation, are the availability of qualified teachers in Sign Language and the availability of suitable and acceptable teaching and learning support material

It is imperative that all groupings in the aurally impaired community are identified because there must be consensus on what exactly Sign Language is and whether South African Sign Language is the only or best option. It is also important that all official languages will be accommodated in the chosen version of Sign Language.

The Subject Working Group will commence with its duty as spelt out in the Terms of Reference as developed by the Ministerial Committee. The Subject Working Group will develop the following required policy and guideline documents:

Ø Subject Statements which form the national education policy framework and stipulate the learning outcomes, assessment standards and content required for Sign Language;

Ø Learning Programme Guidelines to assist teachers with the interpretation of the Subject Statements, especially with regard to the conduct of School-Based Assessment; and

Ø Subject Assessment Guidelines to assist teachers with the composition of the School-Based Assessment and Practical Assessment Tasks of Sign Language as outlined in the Subject Assessment Guidelines.

Once the above policy and guideline documents have been developed, they must be published for public comment in the Government Gazette.

Other bodies/organisations to be involved are:

Ø The South African Qualifications Authority (SAQA) for the registration of qualifications on the National Qualifications Framework (NQF);

Ø Umalusi, the Council for General and Further Education and Training Quality Assurance as Quality Council, which must develop and implement policy and criteria for the development, registration and publication of qualifications; and the quality assurance thereof; and

Ø Higher Education South Africa (HESA), which must consider if a subject qualifies to be regarded as a gateway subject for entrance to a Bachelor's degree at a university. Currently there are only 18 of the 29 National Senior Certificate subjects identified for university admission. These gateway subjects are listed in paragraph 4 of the Minimum Admission Requirements for Higher Certificate, Diploma and Bachelor's Degree Programmes requiring a National Senior Certificate (NSC), published in Government Gazette, No, 31231 of 11 July 2008.

If Sign Language is to be developed at Home and First Additional Language level, the implementation thereof should commence at General Education and Training (GET) Level before there can be any implementation at Further Education and Training (FET) Level.

The duration of the National Senior Certificate qualification which is based on the National Curriculum Statement Grades 10-12 is three years, namely Grades 10, 11 and 12. A learner must offer all subjects selected, including Sign Language for all three grades, Grades 10-12. In view of this, the implementation of a newly developed subject should be incrementally, starting with Grade 10 in January of the year after approval of the subject.

Only Sign Language at Second Additional Language level can be directly implemented at FET level.

The above process takes approximately 10 months. The implementation date is to a large extent dependent on whether all groupings of the aurally impaired community have agreed to the curriculum.

Other factors that could influence the planned date for implementation, are the availability of qualified teachers in Sign Language and the availability of suitable and acceptable teaching and learning support material

QUESTION 506

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 10/07/09

(INTERNAL QUESTION PAPER 06-2009)

Mr GG Boinamo to ask the Minister of Basic Education:

1. Whether any function was organised to mark the occasion of the delivery of her budget vote in 2009; if so, (a) what total amount was spent on this function, (b) from which budget was the money allocated, (c) what amount was spent on (i)food and refreshments, (ii) venue, (iii) entertainment, (iv) staff and (v) transport and (d) how many persons were invited to attend this function? NW569E

REPLY:

1. Yes

(a) R267 044.57

(b) The Communications budget

(c) (i) R47 673.99

(ii) None

(iii) R20 500

(iv) None

(v) None

(d) 250

QUESTION 507

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 10/07/09

(INTERNAL QUESTION PAPER 06-2009)

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

(1) Whether her department makes use of private security firms; if so, how much money was spent on such firms in 2008;

(2) whether these firms are used on a contractual basis; if so, (a) how many contracts did her department take out in this regard in 2008, (b) with which firms were these contracts taken out, (c) for what specific purpose was each contract taken out and (d) what was the value of the contract in each case;

(3) why is there a need for her department to use a private security firm as opposed to state security? NW570E

REPLY:

(1) No.

(2) Not applicable.

(3) Not applicable.

QUESTION 189

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 13/10/09

(INTERNAL QUESTION PAPER 21-2009)

Ms N Gina (ANC) to ask the Minister of Basic Education:

Whether any plans are in place to ensure that schools are not disrupted by service delivery protests at this critical period when learners need to prepare for examinations; if not, why not; if so, what plans? NO2095E

REPLY:

The Minister of Basic Education has taken all reasonable and necessary steps to ensure that learning and teaching takes place without disruption in our schools.

We share the concern that service delivery protests already may impact negatively on school activities. We are advised that in the areas affected by service delivery protests the Provincial Departments have measures in place.

Limpopo (Moutse)

Two camps were established to accommodate learners – boys were moved to Makhado Multipurpose Centre in Vhembe region and girls were moved to Tivumbeni Multipurpose Centre in Mopani. Since the establishment of the camps, the community expressed their commitment to support learners to write their exams.

However, in case there are any disruptions, the Provincial Department will set up a writing centre outside Moutse and provide the learners with transport to the centre.

Mpumalanga (Mathafeni and Sakhile)

The Circuit Managers are on high alert to move learners to other schools within the circuits in case there are any disruptions. The Provincial Legislature was briefed yesterday about the details of the planned intervention in order to afford learners an opportunity to write their exams

QUESTION 193

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 13/10/09

(INTERNAL QUESTION PAPER 21-2009)

Mrs F F Mushwana (ANC) to ask the Minister of Basic Education:

When will all schools be transformed into inclusive structures that will make them accessible to all learners, including those with disabilities? NO2099E

REPLY:

According to the implementation plan of the National Minimum Norms and Standards for School Infrastructure, provinces will apply Minimum Functionality norms and standards to all new schools, and where possible and when the budget is available, upgrading and maintenance to existing schools with the target to have all schools meeting the minimum functionality target.

This includes the programme to convert existing schools into full service schools as per White Paper 6 on Inclusive Education. The target for all schools to meet the optimum functionality is 2030 or earlier. This includes having all schools accessible to all learners. The achievement of this target, however, is dependent on the availability of sufficient funding.

QUESTION 194

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 13/10/09

(INTERNAL QUESTION PAPER 21-2009)

Mrs M T Kubayi (ANC) to ask the Minister of Basic Education:

What is her department's state of readiness with regard to the examinations? NO2100E

REPLY:

The Department of Education (DoE) is ready to implement the 2009 National Senior Certificate examinations. The DoE has used the first implementation of the NSC examination in 2008 as a platform on which to build and improve on the examination systems and processes. The challenges presented in the 2008 examination constituted the specific focus in the 2009 preparations. The DoE monitors and supports the PEDs on an ongoing basis and a dedicated state of readiness audit was conducted in each of the PEDs in July 09.

All question papers have been set and externally moderated by the Quality Assurance Council, Umalusi and have been submitted to provincial education departments for printing. PEDs are finalizing their printing and packing of question papers which will be delivered to examination centres on a daily basis in most of the PEDs, as a security measure. The registration of candidates has been finalized and the internal assessment marks are currently being moderated at the provincial level and will be collected and captured on the computer system by 15 November 09. The official commencement of the NSC examination will be on 02 November 09, by the time at which all non-official languages and practical subjects would have been completed.

The monitoring teams from the DoE and PED will visit examination centres during this stage to ensure that examinations are conducted in accordance with policy. Marking centres have been established and prospective markers have been screened and appointed.

Much progress has been made towards complete modernization of the administration system by introducing an Integrated Examination Computer System (IECS) which is already at its advance stages. In this regard multiple back-up systems run by SITA and monitored by Government Information Technology Office (GITO) have been put in place. The Minister of Basis Education will receive daily progress reports from all 10 130 national and international examination centres. Of the total number of examination centres 8 124 will be schools, 1 294 ABET, as well as 8 centres in Namibia and Swaziland. The Department is ready to provide examinations services to all South Africans travelling abroad. In this regard our embassies throughout the world play a significant part as emissaries of our national examination system. In respect of this we have received requests in Athens in Greece as well as in Perth in Australia. All processes are on track for the release of the results on 7 January 2010 and the DoE is confident that barring minor incidents which are expected in an examination of this magnitude, the 2009 examination will be successfully administered.

QUESTION 195

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 19/06/09

(INTERNAL QUESTION PAPER 03-2009)

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

(a) How many vacancies for school principal posts existed in each province as at the latest specified date for which information is available and (b) when will these vacancies be filled in each case? NW242E

REPLY:

(a) The number of vacant Principal posts as at the end of January 2009 is as follows:

Provincial breakdown of principal vacancy rates

Province

Vacancies

Total Principal posts

Eastern Cape

1 783

7 169

Free State

366

1 958

Gauteng

278

2 276

KwaZulu Natal

837

6 413

Limpopo Province

705

4 443

Mpumalanga

243

2 062

North West

235

2 149

Northern Cape

105

706

Western Cape

268

1 795

TOTAL

4 820

28 71

(b) The frequency of vacancy lists per province is as follows for this year:

Province

Report

Eastern Cape

Vacancy list will be released in the last term for appointment in January 2010

Free State

Vacancy list released in first and second term and assumption of duty on 1 October 2009

Gauteng

A vacancy list to be released in July 2009 for filling 1 October 2009

KwaZulu-Natal

No Report available at the time of response

Limpopo

No Report available at the time of response

Mpumalanga

A vacancy list to be released in July 2009

North West

Vacancy list released in the second term and appointments made for assumption of duty on first July 2009

Northern Cape

No confirmation of the issuing of further vacancy lists in 2009

Western Cape

The vacancy list will be released in August 2009 for possible filling of posts in January 2010

QUESTION 197

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 19/06/09

(INTERNAL QUESTION PAPER 03-2009)

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

(1) What was the backlog of textbooks in each province as at the latest specified date for which information is available;

(2) whether her department has taken any steps to rectify this situation; if not, (a) why not and (b) when will these backlogs be eliminated; if so; what steps;

(3) whether officials in her department have been held responsible for these backlogs; if not, why not; if so, (a) which officials and (b) what? NW243E

REPLY:

1 Although the procurement of textbooks is a provincial competence, the Department of Basic Education decided to conduct a survey in schools with the aim of determining the availability of textbooks in Grades 10-12. The number of school that responded and returned the survey back to the Department of Basic Education is 509, which represents 9% of secondary schools in South Africa. As indicated above only 509 surveys were returned and captured by the Department.

It is difficult to conclude that the budget given to schools is inadequate from the information provided by provinces. Not all schools provided information relating to budgets.

From the information gathered from schools, not many schools have retrieval systems in place. The table below shows the number of schools surveyed and the number of schools with retrieval systems in place.

Province

Number of schools

Number schools retrieval system

Eastern Cape

78

68

Free State

66

43

Gauteng

174

125

Kwa-Zulu Natal

24

18

Limpopo

50

35

Mpumalanga

28

15

Northern Cape

15

8

North West

53

41

Western Cape

21

16

Total

509

369

From the analysis of the survey, it is evident that many learners are not allowed to take textbooks home. The lack of textbooks impacts negatively on their performance. See table below.

Province

Number of schools

Number of schools allowing learners to take textbooks home

Eastern Cape

78

67

Free State

66

41

Gauteng

174

116

Kwa-Zulu Natal

24

15

Limpopo

50

35

Mpumalanga

28

15

Northern Cape

15

8

North West

53

42

Western Cape

21

17

Total

509

356

2. It is evident that textbook availability in schools is a problem and the Department of Education together with provincial education departments need to provide a solution to the shortage of textbooks in schools. The shortages maybe ascribed to the following:

· Inadequate budget.

· Number of subjects offered by schools.

· Procurement practices by schools.

· Lack of retrieval systems in schools.

The report was presented to provinces and their response was positive. The report allowed provinces to engage with the fact that not all learners have seven textbooks despite good intentions of provinces. From the analysis, it was agreed that proposal to draft a policy on the funding and procurement of textbooks should be developed.

3. The General Education and Training Branch has initiated a process of developing a national catalogue, which will also include an audit of LTSM in schools. However, as with FET, provincial Departments of Education are responsible for the procurement of LTSM.

4. The Department of Education is not directly involved in the procurement and dissemination of textbooks and therefore no officials could be held responsible.

QUESTION 199

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 13/10/09

(INTERNAL QUESTION PAPER 21-2009)

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

(1) Whether any research has been done on the average amount of time spent by educators actively teaching the curriculum in classrooms per day; if not, why not; if so what are the relevant details;

(2) Whether any plans have been drawn up to improve the number of hours spent by educators in classrooms, if not; why not; if so what are the relevant details

NO2106E

REPLY:

(1) The last comprehensive study on teacher workload was conducted in 2005 by the HSRC for the Education Labour Relations Council (ELRC) entitled "Educator Workload in South Africa". In summary the study found that, on average, educators spent less time on teaching than required. The study made several recommendations which included, among others, improvement of administrative support to schools; reduction of class sizes and; reduction of learning areas in the curriculum; reduction of required assessment and recording and reporting.

(2) Measures in regards to teaching loads do exist and it is the responsibility of the Principal to allocate the minimum teaching time and Districts to monitor this. These measures are stipulated in section 3 of the Personnel Administration Measures (PAM) in (G.N. 222 of 1999 published in Government Gazzette No. 19767, as amended and updated on a regular basis). In summary the PAM stipulates that all post level one educators shall be at school for the minimum of seven hours per day. Out of that time 85%-92% and 85%-90% in primary and secondary school respectively shall be allocated to teaching. The Department has commissioned a report to review and reform the implementation of the curriculum, with a particular focus on the reduction of the administrative burden on teachers and an increase in teaching time.

A final draft report has been received and discussed in the Council of Education Ministers meeting and the final report is imminent. Among the preliminary recommendations is a reduction in administrative workload which the Department supports.

QUESTION 200

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 13/10/09

(INTERNAL QUESTION PAPER 21-2009)

Rev K R J Meshoe (ACDP) to ask the Minister of Basic Education:

Whether she has found that the poor matric results are as a result of outcomes-based education (OBE); if not, what is her conclusion based on; if so, what are the further relevant details? NO2108E

REPLY:

The National Senior Certificate (NSC) which is the new curriculum that replaces the old "matric" was implemented for the first time in 2008. The new curriculum which adopts an outcomes based approach to teaching, learning and assessment, incorporates the best practices that are designed to improve on the limitations of the old curriculum. Given that this curriculum was implemented for the first time in 2008, and that it is a significant change from the old, the performance in 2008 cannot be compared to previous years. The new NSC curriculum must be evaluated in the context of what this curriculum has produced and how does it better equip learners for further education and the world of work. The performance in 2008 will serve as a baseline for future comparative studies. However, one the biggest achievements of the new curriculum is that 343 000 learners have exited the system with either Mathematics or Mathematical literacy as part of their qualification, compared to the 184 000, that exited the system with Mathematics in 2007. Making Mathematical knowledge and skills available to the broader population of learners is certainly a remarkable gain.

The new curriculum is internationally comparable and therefore cannot be linked to poor performance. There are issues relating to the implementation of the new curriculum, which include, inter alia, effective advocacy of the new policy, teacher training, availability of appropriate learner and teacher support material, advisory and assessment support to teachers, which my Department is dealing with in a decisive manner. My Ministry is committed to improving learner performance in the education system and will therefore leave no stone un-turned in ensuring that this goal is achieved.

QUESTION 665

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 07/08/09

(INTERNAL QUESTION PAPER 07-2009)

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

Whether her department has any statistics on the breakdown of matric candidates in 2008 in terms of race; if not, what is the position in this regard; if so, (a) how many (i) black, (ii) coloured, (iii) Indian, (iv) white, (v) Asian and (vi) other learners wrote the 2008 Senior Certificate examinations in each province and (b) how many of these learners (i) failed, (ii) passed, (iii) passed with matric exemption, (iv) passed with merit and (v) passed with distinction? NW751E

REPLY:

Statistics on the break down of candidates who wrote the Grade 12 NSC examination in 2008, in terms of race is available

(a) (i) to (vi) See table 1 column 1.

(b) (i) See table 1 column 3.

(b) (ii) See table 1 column 2.

(b) (iii) See table 1 columns 4, 5 and 6 for the types of passes which allows candidates admission to Higher Education.

(b) (iv) The NSC in 2008 did not make provision for "Pass with merit" in 2008.

(b) (v) The NSC in 2008 did not make provision for "Pass with distinction" in 2008.

TABLE 1 - NSC Nov 2008 - Race data per province

   
               
   

1

2

3

4

5

6

Province Name

Race

Wrote

Passed

Failed

Pass Bachelor

Pass Diploma

Pass Higher Certificate

EASTERN CAPE

Asian

34

32

2

25

6

1

EASTERN CAPE

Black

52,998

24,120

28,878

5,401

8,796

9,722

EASTERN CAPE

Coloured

4,053

3,115

938

807

1,420

864

EASTERN CAPE

Indian

155

149

6

101

37

10

EASTERN CAPE

Unspecified

14

12

2

5

4

3

EASTERN CAPE

White

3,130

3,097

33

2,108

901

78

EASTERN CAPE Total

 

60,384

30,525

29,859

8,447

11,164

10,678

FREE STATE

Asian

114

92

22

43

24

23

FREE STATE

Black

26,050

17,728

8,322

3,865

7,418

6,373

FREE STATE

Coloured

743

550

193

147

273

122

FREE STATE

Indian

28

27

1

18

6

3

FREE STATE

Unspecified

1

1

0

1

0

0

FREE STATE

White

3,278

3,246

32

2,219

945

64

FREE STATE Total

 

30,214

21,644

8,570

6,293

8,666

6,585

GAUTENG

Asian

164

153

11

105

34

10

GAUTENG

Black

71,687

50,446

21,241

14,565

19,397

14,678

GAUTENG

Coloured

4,553

3,719

834

1,306

1,419

854

GAUTENG

Indian

2,367

2,306

61

1,567

476

172

GAUTENG

Unspecified

19

18

1

14

3

1

GAUTENG

White

15,291

15,155

136

10,051

4,488

449

GAUTENG Total

 

94,081

71,797

22,284

27,608

25,817

16,164

KWAZULU-NATAL

Asian

1,035

444

591

100

164

177

KWAZULU-NATAL

Black

126,090

67,238

58,852

16,657

25,697

24,447

KWAZULU-NATAL

Coloured

1,613

1,433

180

630

567

233

KWAZULU-NATAL

Indian

8,792

8,258

534

4,282

2,987

980

KWAZULU-NATAL

Unspecified

23

23

0

21

2

0

KWAZULU-NATAL

White

2,919

2,905

14

2,156

680

66

KWAZULU-NATAL Total

 

140,472

80,301

60,171

23,846

30,097

25,903

LIMPOPO

Asian

79

75

4

51

17

3

LIMPOPO

Black

87,171

46,981

40,190

10,041

16,743

19,677

LIMPOPO

Coloured

134

89

45

27

41

20

LIMPOPO

Indian

3

1

2

1

0

0

LIMPOPO

Unspecified

9

5

4

2

2

1

LIMPOPO

White

1,386

1,379

7

921

423

23

LIMPOPO Total

 

88,782

48,530

40,252

11,043

17,226

19,724

MPUMALANGA

Asian

599

237

362

60

77

94

MPUMALANGA

Black

50,563

24,910

25,653

4,815

9,327

10,376

MPUMALANGA

Coloured

243

197

46

76

78

42

MPUMALANGA

Indian

132

130

2

74

41

10

MPUMALANGA

Unspecified

10

4

6

0

2

2

MPUMALANGA

White

2,429

2,405

24

1,468

864

56

MPUMALANGA Total

 

53,976

27,883

26,093

6,493

10,389

10,580

NORTH WEST

Asian

24

20

4

14

4

1

NORTH WEST

Black

29,479

19,005

10,474

4,057

7,601

6,987

NORTH WEST

Coloured

511

399

112

115

174

97

NORTH WEST

Indian

104

99

5

81

15

1

NORTH WEST

Unspecified

5

4

1

2

0

1

NORTH WEST

White

2,962

2,943

19

1,944

896

83

NORTH WEST Total

 

33,085

22,470

10,615

6,213

8,690

7,170

NORTHERN CAPE

Asian

17

13

4

6

5

1

NORTHERN CAPE

Black

5,023

3,286

1,737

673

1,296

1,230

NORTHERN CAPE

Coloured

3,965

2,989

976

660

1,395

887

NORTHERN CAPE

Indian

16

15

1

12

2

1

NORTHERN CAPE

Unspecified

6

4

2

2

0

2

NORTHERN CAPE

White

950

944

6

584

329

26

NORTHERN CAPE Total

 

9,977

7,251

2,726

1,937

3,027

2,147

WESTERN CAPE

Asian

53

52

1

38

12

2

WESTERN CAPE

Black

11,767

7,051

4,716

1,815

2,602

2,286

WESTERN CAPE

Coloured

22,398

17,896

4,502

5,159

7,778

4,439

WESTERN CAPE

Indian

421

408

13

296

83

16

WESTERN CAPE

Unspecified

645

610

35

359

198

36

WESTERN CAPE

White

8,408

8,376

32

6,500

1,674

117

WESTERN CAPE Total

43,692

34,393

9,299

14,167

12,347

6,896

Grand Total

 

554,663

344,794

209,869

106,047

127,423

105,847

QUESTION 263

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 26/06/09

(INTERNAL QUESTION PAPER 04-2009)

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

  1. Whether her department has a policy on the use of South African Sign Language (SASL) as (a) language of study and (b) an examinable language; if not, what is the position in this regard; if so, what is the policy;
  2. Whether the policy is reflected at provincial level; if not, why not; if so what are the relevant details,
  3. How many learners (a) studied and (b) wrote matric exams on SASL in each of the most recent years? NW313E

REPLY:

1. Yes, the Department of Basic Education has several policies that have relevance to the South African Sign Language. Firstly, The Language in Education Policy (14 July 1997) published in terms of the National Education Policy Act (Act 27 of 1996) states that in terms of the Constitution of the Republic of South Africa, the government, and thus the Department of Education, recognizes that our cultural diversity is a valuable national asset and hence is tasked, among other things, to promote multilingualism, the development of the official languages, and respect for all languages used in the country, including South African Sign Language and the languages referred to in the South African Constitution.

The Revised National Curriculum Statement, Gr R – 9, 2002 states that the Languages Learning Area Statement includes all eleven official languages as well as languages approved by the Pan South African Language Board (PANSALB) such as South African Sign Language (p.19, Overview). It must however be noted that the process of standardising South African Sign Language, although far advanced, has not yet been completed by PANSALB.

Although Education White Paper 6 on Building an Inclusive Education and Training System, July, 2001, published in terms of the National Education Policy Act (Act 27 of 1996) does not make specific reference to SASL, it emphasises that language and medium of learning and teaching are critical barriers to learning that have to be addressed in education (Section 2.2.6.1). SASL is thus used as a medium of instruction in schools for deaf learners. Several Guidelines that have been developed to strengthen the implementation of the Departmental policies have emphasised the strengthening of SASL as a medium of instruction for Deaf learners (e.g. Guidelines to Ensure Quality Education and Support in Special Schools and Special School Resource Centres, 2007; the National Strategy on Screening, Identification, Assessment and Support, 2008; Guidelines for Inclusive Learning Programmes, 2005). The Department has also ensured that the capacity of teachers at schools for the Deaf are strengthened in the area of SASL by several nationally organised training programmes between 2006 and 2008.

SASL is not an examinable subject. The National Senior Certificate: A Qualification at Level 4 on the National Qualifications Framework (NQF), 2005, does not list SASL as a nationally approved subject that complies with the programme requirements of the NCS Grades 10 – 12 (General) under either Group A or Group B. Provision is made in the policy for the recognition of subjects not listed in the National Curriculum Statement Grades 10 – 12 (General) provided that formal application is made to the Department of Basic Education according to set procedures. Such a process has not yet been formally initiated by the SASL interest groups.

2. All the above-mentioned policies are carried out by Provincial Departments of Education. The Department of Basic Education identifies priority areas of development and monitors whether these are implemented. One of the priority areas has been the strengthening of educational standards in all special schools. This includes continued professional teacher development in the use of SASL as a medium of instruction. All curriculum policies are implemented at provincial level.

3. No learners have studied SASL as a subject, nor written the National Senior Certificate examination in SASL, as PANSALB has not finalised the development of the SASL as a language. A curriculum has therefore not yet been developed for the study and examination of SASL as a subject. SASL is used as a medium of instruction in a number of special schools.

QUESTION 262

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 26/06/09

(INTERNAL QUESTION PAPER 04-2009)

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

  1. Whether teachers are required to contribute towards the Unemployment Insurance Fund (UIF), if so, (a) what conditions apply to their joining and (b) what reasons might result in a teacher not contributing to the UIF; if not, (i) why not and (ii) what other provision is made for teachers who lose their jobs? NW312E

REPLY:

1 In terms of section 4 of the Unemployment Insurance Contributions Act, No. 4 of 2002 (the Act), the Act applies to all employers and employees, other than, inter alia, employers and employees in the national and provincial spheres of government.

1(a) They may not join at all

1(b) They are prohibited to join by law

1(b)(i) They are required to contribute towards the Government Employees' Pension Fund (GEPF)

1(b)(ii) Government employees contribute to the Government Employees Pension Fund (GEPF), and upon termination of service, pension benefits are paid to the former government employees.

QUESTION 995

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 28/08/09

(INTERNAL QUESTION PAPER 12-2009)

Mr D Smiles to ask the Minister of Basic Education:

What (a) is the status of the recapitalisation plans for 100 technical schools as indicated in Budget Vote 13 (details furnished), (b) are the relevant frameworks, including timeframes, (c) is the relevant budget for the (i) 2009-10, (ii) 2010-11 and (iii) 2011-12 financial years and (d) are the names per province of each of the technical schools that will be the beneficiaries of this project? NW1218E

REPLY:

a) The Department of Basic Education (DoBE) has established an inter-provincial steering committee comprised of officials of the DoBE and provincial coordinators for technology subjects. The steering committee is responsible for coordinating the implementation of the recapitalization project. In addition, the Department has finalized the process to appoint a suitable provider to audit selected technical schools to be considered for recapitalization. The audit will assess infrastructure needs, equipment requirements, teacher and learner support and learning and teaching requirements in the selected schools.

b) The Department has developed a framework for the implementation of the recapitalization of technical schools. The first phase of the process will be used for planning purposes and will take place in 2009/10 financial year. This will include a report of the audit of schools and the development of business plans for the recapitalization process.

The second phase of the process will commence in 2010/11 financial year and will include the procurement and delivery of the relevant support to schools. The process will also include the monitoring of schools to ensure compliance with the business plans and the conditions for the recapitalization grant.

The third phase will take place in the 2011/12 financial year and will include the finalization of procurement and delivery of relevant support to schools.

c) The budget allocated for the recapitalization of technical schools is as follows:

2009-10: R4.6 million

2010-11: R80 million

2011-12: R200 million

d) The names of schools to be recapitalized will be informed by the outcomes of the audit process of technical schools.


QUESTION 687

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 07/08/09

(INTERNAL QUESTION PAPER 07-2009)

Mrs AT Lovemore (DA) to ask the Minister of basic Education:

Whether, in light of the current recession and the consequent shortfall in state revenue, her department has introduced any austerity measures to reduce its expenditure with regard to (a) official vehicles, (b) travel, (c) travel by departmental officials, (d) accommodation and household help or (e) any other aspects of government business; if not, what is the position in this regard; if so, what are the relevant details? NW781E

REPLY:

The Department has the following austerity measures to reduce expenditure:

(a) Any official vehicle purchased is done in accordance with the Ministerial handbook for use in Pretoria and Cape Town.

(b) As far as travel is concerned, one has to take into account that travelling remains an unavoidable expense in order to effectively meet the many responsibilities of a National Department of Education. As indicated under (a) any expenses incurred for travel will be done within the official guidelines and parameters set by government.

(c) Travel by Departmental officials has been reduced substantially in order to reduce costs. Where possible the number of officials traveling is reduced. Overnight accommodation is limited and is only arranged if it is a necessity. Telephone/video conferencing is also utilised where possible to save costs on both travel and accommodation.

(d) Accommodation and household help is treated in accordance with the Ministerial handbook.

(e) Cost containment measures are applied with the normal operations of the Department. In support of cost containment measures and the Cost Containment Guidelines issued by National Treasury, the accounting officer issued a circular to senior managers to request them to ensure that spending plans should be closely interrogated in terms of the overall need and value of the programme, before proceeding. Managers were also requested to identify any possible savings/under-expenditure that could be utilised for unfunded areas.

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 13/11/09

(INTERNAL QUESTION PAPER 28-2009)

QUESTION 2201

Mr PF Smith (IFP) asked the Minister of Basic Education:

Whether physical education and/or sport are a standard part of the curriculum in public schools; if not, (a) why not and (b) when will it be a standard part of the curriculum; if so, what are the relevant details? NW2762E

Minister of Basic Education: Mrs A Motshekga REPLY:

Yes, Physical Education forms an integral part of the public schools' curriculum and is part of the Life Orientation curriculum. Life Orientation is one of the eight learning Areas that all schools have to offer to Grade R-9 learners during the General Education and Training band and one of the fundamental (i.e. compulsory) subjects that all Grade 10-12 learners must offer as part of their 7 (seven) package for a National certificate.

Not applicable

Not applicable

QUESTION 1353

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 18/09/09

(INTERNAL QUESTION PAPER 17-2009)

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

Whether she has taken any steps to release the results of the remarked scripts of November 2008 of the National Senior Certificates examinations; if not, why not; if so, what steps? NW1709E

REPLY:

The results of the re-marked scripts relating to the 2008 National Senior Certificate (NSC) examination were released on 27 February 2009. Subsequent to the release of the re-mark results, candidates were offered the opportunity of writing the supplementary examinations in February/March 09. The results of the supplementary examination were released on 28 April 09. The Department of Education monitors on a continuous basis the provincial education departments and I am not aware of any re-mark results that have not been released.


QUESTION 1352

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 18/09/09

(INTERNAL QUESTION PAPER 17-2009)

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

(1) What is the state of readiness of her department for the National Senior Certificate Examinations (NSCEs) for 2009;

(2) whether any problems are forseen for the upcoming NSCEs; if so, what problems;

(3) whether any plans are in place to avoid the problems which occurred with the 2008 NSCEs; if not, why not; if so, what plans? NW1708E

REPLY:

(1) The Department of Education is ready and confident that the 2009 National Senior Certificate examination will be successfully administered. The Department of Education supports and monitors the provincial education departments on an ongoing basis through on-site audits of examination systems and processes, regular reporting and feedback, inter-provincial meetings and teleconferences. This approach has assisted in identifying the shortcomings as they occur, and rectifying them immediately.

(2) There are no problems that are foreseen at this stage. All possible problems have been identified and plans have been put in place to address them effectively.

(3) Clear plans have been put in place to ensure that all candidates received their results timeously. The problem of not releasing the results all the candidates on the scheduled release date, in 2008, emanated from the new emphasis being placed on school based assessment (SBA) by the Department of Education. Improved control systems were put in place to ensure that candidates are not resulted if the SBA is outstanding, a process that was not in place in previous years. This year all Provincial Education Departments have established quarterly monitoring systems that will ensure that schools are assessing their learners on a continuous basis and defaulting schools will be identified and remedial measures will be initiated, to ensure that moderated SBA marks are collected. The computer system that was implemented for the first time, in the 2008 examination, has successfully processed the 2009 supplementary examination results and is being further enhanced and improved to ensure that there are no glitches in the 2009 NSC examination. The results of the 2009 examination will be released on 7 January 2010 an this will allow school principals and the officials in the Provincial Education Departments more time to verify and check all results before they are released.

QUESTION 1871

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 23/10/09

(INTERNAL QUESTION PAPER 22-2009)

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

1. Whether (a) she, (b) her deputy minister, (c) any specified officials and (d) any other persons have been issued with a government or official credit card; if so, what are the relevant details for her, her deputy minister and holder of a credit card in respect of the name (i) name, (ii)job title, (iii) credit limit, (iv) outstanding amount as at the latest specified date for which information is available, (v) monthly expenses incurred for each month since receiving the credit card, (vi) reason for such persons being issued with credit card and (vii) uses that such a credit card is intended for;

2. whether any such credit cards are over their credit limit; if so (a) whose credit cards are over the limit and (b) what is the reason for the credit cards exceeding the limit;

3. Whether any action has been taken against such persons for exceeding their credit card limits; if not, why not, if so, what are the relevant details? NW2433E NW2286

REPLY:

(1) (a), (b) & (c) No

(1) (i) to (vii) Not applicable

(2) (a) and (b) Not applicable

(3) Not applicable

QUESTION 1870

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 23/10/09

(INTERNAL QUESTION PAPER 22-2009)

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

(1) In respect of each version of the 2008-09 annual report of the annual reports of each statutory and other entity reporting to his department, (a) what was the (i) budgeted cost, (ii) actual cost and (iii) breakdown of cost in respect of (aa) printing, (bb) graphic design, (cc) other costs and (dd) unit cost of each annual report and (b) how many copies of each were (i) produced and (ii) distributed;

(2) whether any version of the abovementioned reports was retracted or withdrawn; if so, (a) how many times were each annual report withdrawn or retracted, (b) what (i) were the reasons for each withdrawal or retraction and (ii) was the amount spent on each version and (c) how many copies were withdrawn in each case;

(3) how was the decision taken to award the contract to the (a) graphic design company and (b) printing company;

(4) whether (a) any of those public entities that fall under his department held a function on tabling their 2008-09 annual report; if so, in each case (i) what was the name of the public entity, (ii) how much did the function cost, (iii) what is the breakdown of that cost, (iv) where was the function held and (v) how many guests were invited?

QUESTION (1a)

i) Public Entity

Budgeted cost of the

Annual

Report

ii) Actual cost of the

Annual

Report

iii) Breakdown of cost in respect of

PUBLIC ENTITY

   

Printing

Graphic Design

Other costs

Unit cost of each Annual Report

Education Labour Relations Council (ELRC)

269 500

216 734

153 085

0

63 649

84.00

South African Council for Educators (SACE)

100 000

79 309

79 309

0

0

51.83

Umalusi

214 671

91 081

52 611

40 470

0

46.54

Question (1b)

i) How many copies

were produced?

ii) How many copies

were distributed

Public Entity

2008/09

2008/09

ELRC

1 700

1 650

SACE

1 530

1 185

Umalusi

2 000

1 250

 

ELRC

SACE

Umalusi

QUESTION 2 (b)

NO version retracted or withdrawn from Parliament

NO version retracted or withdrawn from Parliament

NO version retracted or withdrawn from Parliament

       

QUESTION 3

Through evaluation of competitive quotations.

The Council's procurement policy was applied in awarding the tender to design and printing company. In this case the work was done as a package for both design and printing.

The Graphic design and Printing contract was awarded to The Ideaology Communications & Design Company. Their quotation was compared with two competing companies.

       

QUESTION 4 (b)

No function held.

No function held.

No function held.

QUESTION 285

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 03/07/09

(INTERNAL QUESTION PAPER 05-2009)

Mr DA Kganare (COPE) to ask the Minister of Basic Education:

  1. (a) How many educators have been trained in the use of computers, (b) who trained them, (c) when they were trained, (d) how was the service provider appointed and (e) who paid them for training;
  2. whether these service providers are accredited; if not, why were they were appointed;
  3. when will the (a) roll-out of providing each educator with a laptop resume and (b) last educator get a laptop? NW337E

REPLY:

1.(a)

Teacher training in ICT

• training in basic ICT skills 52 915

• the use of ICT training for administration 31 091

• teacher training in ICT integration 23 980

• training in technical support 22 361

• teachers offering Computer Applications Technology 1 578

1(b)

Provinces are responsible for teacher development in schools. Each province has an ICT in Education Teacher Development Programme. They make use of a range of in-house e-learning specialists, Higher Education Institutions (Universities and universities of Technology), NGOs such as School Net SA and private sector such as Microsoft 'Partners in Learning' and Intel 'Teach to the Future 'and EduNova.

1(c)

Central to the implementation of ICT is the continuous development of managers, administrators and teachers. The National Department of Education is responsible for policy and support to provinces. In this regard the Department of Basic Education has implemented the following teacher development and support processes to support the attainment of the e-Education goals:

· Guidelines for teacher training and professional development in ICT were published (Department of Education, 2007). This document presents an important milestone, in that it attempts to adequately address the ICT training needs of teachers and managers.

· Module 12 of the Principals' ACE was developed by the Department of Education and focuses on the management of and with ICT in schools. The programme is currently being piloted with 400 school principals;

· An interactive CD containing Subject advisors training in the use of ICT was developed. This forms the basis for a programme for the integration of ICT into teaching and learning and the support thereof for Subject Advisors;

· Partnership programmes for the development of ICT skills of teachers through the Microsoft's Partners in Learning, Intel's Teach, the School Net SA Teacher Development Framework, and other programmes; and

· The Thutong Educational Portal was developed to provide a platform for teachers to access resources, communicate, collaborate and contribute to the resource pool of the portal.

1(d)

Provincial Education Departments remunerate service providers that have been tendered.

2.

All service providers employed by provinces are at least accredited through the ISETT SETA. Teacher development is a continuous process.

3 (a)

The implementation of the teacher laptop initiative began 1 July 2009.

3 (b)

The initiative is phased in over two years according to the seniority of the educator. As this is a condition of service, it will continue indefinitely since we have teachers entering the profession on a daily basis.

QUESTION 288

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 03/07/09

(INTERNAL QUESTION PAPER 05-2009)

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

1. Whether her department has, in terms of section 45(1) of the Criminal Law (Sexual Offences and Related Matters) Amendment Act, Act 32 of 2007, applied for clearance certificates for all educators from the Registrar of the National Register for Sex Offenders; if not, why not; if so, (a) what is the total number of educators whose particulars are contained in the register and (b) how often does her department apply to the Registrar for clearance certificates for educators? NW340E

REPLY:

1.

My Department has not, in terms of section 45(1) of the Criminal Law (Sexual Offences and Related Matters) Amendment Act, Act 32 of 2007, applied for clearance certificates for all educators from the Registrar of the National Register for Sex Offenders.

The reason for not applying for clearance certificate is that the office of the Registrar for the National Register for Sex Offenders is currently capturing court orders that have been issued since June 2008. These orders are with regards to sexual offences committed by employees working directly or indirectly with children.

Only when the electronic capturing of court orders has been completed, will the office of the Registrar for the National Register for Sex Offenders start screening the orders in relation to which Department the offenders are employed.

Thereafter, the relevant Departments will be contacted and supplied with clearance certificates application forms that they have to complete on behalf of those employees that have committed sexual offences and returned to the above-mentioned office.

(b) Not applicable

(c) Not applicable

QUESTION 201

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 13/10/09

(INTERNAL QUESTION PAPER 21-2009)

Rev K R J Meshoe (ACDP) to ask the Minister of Basic Education:

Whether her department intends replacing outcomes-based education (OBE); if not, why not; if so, when? NO2109E

REPLY:

In July 2009 the Minister of Education appointed a team of curriculum experts to review problems with the implementation of the National Curriculum Statement. Over 500 written submissions were received on this matter and the Review Team conducted hearings and interviews with over 200 teachers. The recommendations of teachers and the Review Team are being considered by the Department of Education and the Minister will make a statement on the National Curriculum Statement and support for its implementation by the end of October 2009.

QUESTION 220

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 26/06/09

(INTERNAL QUESTION PAPER 04-2009)

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

  1. How much capital expenditure has been devoted to the construction of university residences in each of the past 15 years, (b) how much has been spent on maintenance of existing residences in each of these years and (c) what are the current (i) occupation rates for student and (ii) management capacity in residences in each university;
  2. Whether his department will conduct an audit of university residences; if not, why not; if so, what are the relevant details? NW267E

REPLY:

1. The Department of Higher Education and Training will, during 2010, be undertaking a study of student housing in the public higher education system. The study will focus on the system's need for additional student housing, and on the ways in which expansion could be financed. The Department will draw on lessons learned from the 2010/11 to 2011/12 residence expansion process funded by government, institutions and the private sector. The implementation of these expansion plans will lead to the number of student housing places rising by 7 000 by the 2011 academic year, from the current total of 100 000. This expansion programme includes provision for the major renovation of 2 000 existing residence places, primarily in smaller rural universities.

2. Yes and relevant details are provided above (referred to -1).

QUESTION 907

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 21/08/09

(INTERNAL QUESTION PAPER 10-2009)

Dr JC Klopper-Lourens (DA) to ask the Minister of basic Education:

  1. Whether her Director- General signed a performance contract with her; if not, why not; if so, when;
  2. Whether all senior managers in her department signed performance contracts with the Director-General; if not, (a) which senior managers did not sign, (b) for what reason and (c) when will it be done; if so, on which date each senior manager sign a performance contract? NW1063E

REPLY:

1 Yes the Director-General did sign a performance agreement, on 25 August 2009.

2. No, not all senior managers signed performance agreements with the Director-General

(a) The following senior managers did not sign the performance contracts:

o Carelse VC

o Mabizela M

o Matlole A

o Hoyi NW

o Motaung N

(b) Performance Agreements of Carelse VC and Mabizela M are in the process of being signed and will be forwarded to the DPSA soon, and that of Matlole A, Hoyi NW and Motaung N are delayed owing to changes in their respective job descriptions.

(c ) As soon as the Director-General has taken a final decision on the matters raised in these three officials' new job descriptions, they will be finalised.

QUESTION 1629

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 09/10/09

(INTERNAL QUESTION PAPER 20-2009)

Mr N D du Toit (DA) to ask the Minister of Basic Education:

(1) Whether all (a)(i) offices and (ii) sites of his department and (b) entities reporting to him adhere to the Occupational Health and Safety Act, Act 85 of 1993; if not, (aa) why not, (bb) which facilities fail to adhere to the Act, (cc) where are they situated and (dd) what (aaa) aspects of the Act does each such facility not comply with and (bbb) action has been taken in each case; if so, what are the relevant details;

(2) (a) how often should each facility be inspected and (b) when last was each facility inspected?

NW2035 E

REPLY:

(1) (a) (i) and (ii) The Department of Basic Education is not functional yet and is currently making use of the facilities and resources of the Department of Education. The Department of Education is stationed in three buildings in central Pretoria and they all adhere to the Occupational Health and Safety Act.

(b) At the moment it is not clear if the public entities which report to the Minister adhere to the Occupational Health and Safety Act. This information will be obtained and submitted to you as soon as possible.

(2) The buildings of the Department of Education are checked on a monthly basis for compliance and any deviations from the Occupational Health and Safety Act are corrected immediately.

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 21/08/09

(INTERNAL QUESTION PAPER 10-2009)

Mrs C Dudley (ACDP) to ask the Minister of Basic Education:

  1. What was the urgency that resulted in a last minute change of design to the 2008 National Senior Certificate delaying its distribution to August;
  2. whether she has been informed of the difficulties experienced by learners as a result of the delay; if not, what is the position in this regard; if so,
  3. whether she will take any steps in this regard; if not, why not; if so, what steps? NW1090E

REPLY:

  1. The National Senior Certificate is being issued for the first time this year, following the first National Senior Certificate examinations in 2008. As a new qualification, this Certificate needed to be designed afresh, so there are no"last minute changes of design"as indicate in the question.

It may be recalled that the old Senior Certificates did not carry the Coat of Arms, and only reflected the Umalusi logo. This is inappropriate for a government issued, national certificate, and created problems for students who took the certificate oversea, only to be asked whether the certificate had any official status. It was therefore agreed that the new National Senior Certificate should indicate it is a properly endorsed and official certificate of the government of South Africa, by carrying the Coat of Arms of Republic.

The initial draft version of the new Certificate developed by Umalusi showed the Coat of Arms in the one Corner of the page- in clear contravention of the guidelines pertaining to the use of national symbols. The Department, working with Umalusi, therefore agreed on a new design which would place the Coat of Arms at the centre, in accordance with protocol. Umalusi would remain as the issuer of the Certificate, duly signed by the Chief Executive Officer Dr. Rakometsi. The acquisition of the high quality paper required has followed the approval of this design , and the new Certificates are being issued at present.

While the delay may be regrettable, I believe it would have been even more problematic to have issued this first cohort of Senior Certificate recipients with an inferior product. The new design is one that any matriculant would be proud to display, with international and national currency.

  1. I am not aware of any difficulties being encountered in this regard, since all students have a full "Statement of Results", which is all that most employers and higher education institutions require. If any student is experiencing genuine difficulties they are welcome to contact the Department of Education, but none have been raised with us to date.

QUESTION 1174

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 04/09/09

(INTERNAL QUESTION PAPER 12-2009)

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

Whether her department uses temporary employment services and/or labour brokers; if so, (a) why, (b) how many positions have been filled by temporary employment services in the (i) 2006-07, (ii) 2007-08 and (iii) 2008-09 financial years, (c) what percentage of the total staff complement did temporary employment services contribute in each of these years and (d) how much money has been spent on temporary employment services in each year? NW1509E

REPLY:

The Department of Basic Education does not make use of temporary employment services and/or labour brokers.

a. Not Applicable

b. Not Applicable

c. Not Applicable

d. Not Applicable

QUESTION 451

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 10/07/09

(INTERNAL QUESTION PAPER 06-2009)

Dr CP Mulder (FF Plus) to ask the Minister of Basic Education:

(1) In respect of the latest specified date for which information is available; in how many (a) single medium schools was the medium of instruction (i) only one of the country's 11 indigenous languages and (ii) only English and (b) dual medium schools was the medium of instruction one of the 11 indigenous languages and English;

(2) How many (a) single medium schools were there in April 1994 which used (i) one of the 11 indigenous languages and ( ii)only English as medium of instruction and (b) dual medium schools were there in April 1994 which used an indigenous language and English as medium of instruction?

NW512E

REPLY:

1(ai and aii)

Table 1 below shows the number of single medium schools that used 11 South African official languages in 2008. Please note that a single medium school is defined as one that offers only one medium of instruction in every grade of the school.

Table 1: Number of single medium schools by language and by province in 2008

Province

Afrikaans

English

IsiNdebele

IsiXhosa

IsiZulu

SePedi

SeSotho

SeTswana

Sign Language

SiSwati

TshiVenda

XiTsonga

EC

212

1 772

0

269

4

0

1

0

0

0

0

0

FS

91

294

0

0

5

0

35

1

0

0

0

0

GT

254

1 198

0

1

16

3

9

6

0

0

4

0

KZ

31

2 243

1

4

128

0

0

0

0

0

0

0

LP

45

1 432

1

0

0

70

0

0

0

0

16

16

MP

95

599

10

0

34

11

0

2

0

33

0

25

NC

248

86

0

2

0

0

0

26

0

0

0

0

NW

95

520

0

0

0

0

0

62

0

0

0

0

WC

687

366

0

2

0

0

0

0

0

0

0

0

SA

1 758

8 510

12

278

187

84

45

97

0

33

20

41

Source: DoE EMIS Annual School Survey 2008

1(b)

The term "dual medium of instruction" refers to the employment of two languages as media of instruction, wherein a teacher switches from one medium of instruction to another during a lesson on a 50:50 percent basis. In this instance, the teacher repeats the instruction in another language.

For a school to be classified as dual medium school, all learners of that school should be receiving the tuition through dual medium of instruction. Such information is not collected from schools as it is very difficult to collect.

The Department does however collect information on parallel medium schools. It defines a parallel medium school as one that offers more than medium of instruction in all grades of the school.

Table 2 below shows the number of parallel medium schools where English is one of the media of instruction in 2008.

Table 2: Number of parallel medium schools by languages and by province in 2008

Province

English\\Afrikaans

English\\IsiNdebele

English\\IsiXhosa

English\\IsiZulu

English\\SePedi

English\\SeSotho

English\\SeTswana

English\\SiSwati

English\\TshiVenda

English\\XiTsonga

EC

146

0

3 086

9

0

24

1

0

0

1

FS

84

0

7

56

2

732

69

0

0

14

GT

185

2

22

114

53

89

107

1

6

0

KZ

52

0

145

3 053

0

0

0

0

0

0

LP

41

3

0

3

1 456

0

45

2

469

283

MP

65

48

2

320

59

7

30

262

0

77

NC

70

0

7

0

0

0

139

0

1

0

NW

50

3

4

1

0

16

834

0

3

0

WC

372

0

123

0

0

2

0

0

0

0

SA

1 065

56

3 396

3 556

1 570

870

1 225

265

479

375

Source: DoE EMIS Annual School Survey 2008

2(ai and aii)

Please note that the information for 1994 is not readily available, however the earliest date for which data can be provided is 1998. The 1998 data should be treated with caution and should not be used for comparison with the 2008 data as it is not of very good quality.

Table 3 shows the number of single medium schools that used 11 South African official languages in 1998

  1. Table 3: Number of single medium schools by language and by province in 1998

Province

Afrikaans

English

IsiNdebele

IsiXhosa

IsiZulu

SePedi

SeSotho

SeTswana

Sign Language

SiSwati

TshiVenda

XiTsonga

EC

274

1 824

0

296

1

1

6

4

0

0

0

0

FS

115

465

2

0

2

0

44

4

0

0

0

0

GT

251

1 118

2

2

25

11

14

7

0

0

1

1

KZ

35

2 693

10

14

466

4

1

2

0

0

1

0

LP

61

2 034

3

0

2

210

6

8

0

0

73

41

MP

72

658

6

0

46

3

5

29

0

0

1

0

NC

-

-

-

-

-

-

-

-

-

-

-

-

NW

87

667

0

1

0

0

3

72

0

0

0

0

WC

-

-

-

-

-

-

-

-

-

-

-

-

SA

895

9 459

23

313

542

229

79

126

0

0

76

42

Source: DoE EMIS Annual School Survey 1998 (Please note that a "-" indicates that no information was received from the province

2(b)

Table 4 below shows the number of parallel medium schools where English is one of the media of instruction in 1998.

Table 4: Number of parallel medium schools by languages and by province in 1998

Province

English\\Afrikaans

English\\IsiNdebele

English\\IsiXhosa

English\\IsiZulu

English\\SePedi

English\\SeSotho

English\\SeTswana

English\\SiSwati

English\\TshiVenda

English\\XiTsonga

EC

143

0

3 214

1

0

30

1

0

0

0

FS

92

1

10

127

2

1 252

89

0

1

0

GT

175

0

19

131

61

96

48

0

10

13

KZ

70

1

34

1 914

0

7

1

0

0

0

LP

45

2

4

6

803

36

19

0

281

255

MP

55

45

1

423

65

22

165

0

0

0

NC

0

0

0

0

0

0

0

0

0

0

NW

38

1

5

0

1

20

1 149

0

0

1

WC

-

-

-

-

-

-

-

-

-

-

SA

618

50

3 287

2 602

932

1 463

1 472

0

292

269

Source: DoE EMIS Annual School Survey 1998 (Please note that a "-" means that no information was received from the province.

QUESTION 2200

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 13/11/09

(INTERNAL QUESTION PAPER 28-2009)

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

How many (a) non-model C schools have sports fields and (b) of these were built since 1994? NW2761E

REPLY:

(a) NEIMS (National Education Infrastructure Management System) does not make provision for model C or non-model C schools. Attached the number of public ordinary schools with and without sport fields.

(b) NEIMS also does not make provision for the progress of infrastructure delivery from 1994 but only indicate the number of public schools in the country as was assessed in 2006.

QUESTION 2244

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 13/11/09

(INTERNAL QUESTION PAPER 28-2009)

Mr DC Smiles to ask the Minister of Basic Education:

Whether any plans are in place to ensure that the workbooks for the grade 1 to 7 learners are (a) delivered at the (i) right time and (ii) right place and (b) of the right (i) quality and (ii) quantity with specific reference to (aa) procurement process, (bb) distribution plans and (cc) the relevant timeframes to successfully complete the project; if not, why not; if so, what plans in each case? NW2953E

REPLY:

The Department of Basic Education has cancelled the order of Workbooks. The Department will provide further update on the matter as required.

QUESTION 86

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 08/06/09

(INTERNAL QUESTION PAPER 01-2009)

Dr PWA Mulder (FF Plus) to ask the Minister of Basic Education:

1. With reference to her reply to question 1990 of 23 November 2007, how many (a) Afrikaans single- medium schools and (b) Afrikaans parallel- medium schools and (c) Afrikaans dual-medium schools were there at the beginning of (i) 1994 and (ii) 2009;

2. (a) How many Afrikaans dual -medium schools have changed to English-medium schools since 1994, (b) in which provinces these schools are and (c) why the Afrikaans dual-medium schools changed to English-medium schools? NW89E

REPLY:

Question 1 (a and b).

The reply to question 1990 of 23 November 2007 is unfortunately not available to the Ministry and could not be obtained in the short period of time.

The information used to answer the above questions is extracted from the Annual School Survey raw data, hence it is provisional.

The following definitions were applied in answering the above questions:

Single-Medium School - It is a school that uses one language of learning and teaching for all learners in a school, in all grades.

Parallel-Medium School- It is a school that offers two or more media of instruction in different classes in the same grade, for all grades of the school.

Schools that have single-medium according to phases or grades are not included.

Schools that are Afrikaans parallel-medium for one phase or for particular grades are not included.

Please note that we do not have information for 1994. The earliest date for which we have reliable information is 2002. The latest date we have the information for is 2008.

The response to questions 1(a) and (b) is contained in table 1 and table 2.

Table 1: Afrikaans Single Medium Schools in 2002 and in 2008

Province

Number of Afrikaans

Single Medium

Schools in 2002

Number of Afrikaans

Single Medium

Schools in 2008

EC

221

213

FS

113

92

GT

266

255

KZ

45

32

LP

39

46

MP

27

96

NC

289

248

NW

78

98

WC

736

687

Grand Total

1814

1767

 

Source: 2002 and 2008 Annual Survey for Ordinary schools

 

Table 1 above shows the number of single medium schools that used Afrikaans in 2002 and in 2008.

Table 2: Afrikaans Parallel (Afrikaans/English) Medium Schools in 2002 and in 2008

Province

Parallel Medium schools in 2002

Parallel Medium schools in 2008

EC

133

146

FS

92

87

GT

194

185

KZ

50

56

LP

50

41

MP

29

65

NC

58

70

NW

52

50

WC

379

373

Total

1037

1073

Source: 2002 and 2008 Annual Survey for Ordinary schools

 

Table 2 above shows the number of parallel-medium schools that used Afrikaans and English as media of instruction in 2002 and in 2008. These are schools that used English and Afrikaans as the LOLTs for all Grades of the schools.

Question 1(c)

Afrikaans dual-medium schools that changed to English medium schools since 2002.

The term "dual medium of instruction" refers to the employment of two languages as media of instruction, by means of alternation, in a situation in which the same learner receives tuition in both languages. A teacher switches from one medium of instruction to other repeating the same instructions on a 50:50 percent basis.

For a school to be classified as a dual-medium school, all learners of that school should be receiving the tuition through dual-medium of instruction. Such information is not collected from schools as it is very difficult to collect.

Question 2(a) and 2(b)

Table 3: Afrikaans Single Medium Schools that changed to Dual (Afrikaans/English) Medium Schools or to English Single Medium Schools since 2002.

We do not have any information on dual medium schools as indicated in response to Question 1(c). The information relating to parallel medium of instruction schools is provided in table 3.

Province

2002

2008

Differences

EC

221

213

8

FS

113

92

21

GT

266

255

11

KZ

45

32

13

LP

39

46

-7

MP

27

96

-69

NC

289

248

41

NW

78

98

-20

WC

736

687

49

Total

1814

1767

47

Negative sign might mean that more Afrikaans schools were build since 2002 or some schools changed from parallel to single (Afrikaans) or the quality of 2002 data in some provinces was poor in 2002.

Question 2(c)

Reasons for change

The communities in the area of some of the schools have changed. English is more popular as a medium of instruction. In response to the growing number of learners wanting English as LOLT, the schools have introduced English as the second medium of instruction.

The declining number of Afrikaans speaking learners forces the schools to revert to parallel-medium (Afrikaans/English) schools.

Some parents preferred that their children be taught in English because:

- This could increase employment opportunities.

- To prepare their children for Higher Education.

- To prepare their children to be able to face challenges of modern life such as being able to complete banking forms, or any type of forms.

QUESTION 100

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 12/06/2009

(INTERNAL QUESTION PAPER 02-2009)

Ms JC Klopper-Lourens (DA) to ask the Minister of Basic Education:

(1) Whether there are any educators registered who are not South African citizens; if so, (a) how many and (b) which countries did they come from;

(2) Whether her department has any plans to increase the number of foreign teachers in our schools; if not, why not; if so, what are the relevant details?

NW106E

REPLY:

(1)

Yes there are educators employed who are not South Africans. According to PERSAL, there are about 2354 foreign educators employed by the Department of Education. The majority of foreign educators are from Zimbabwe, followed by India with a few spread amongst other countries, such as:

Democratic Republic of Congo, Ghana, Zambia, Nigeria, Ethiopia, Malawi, Botswana, Lesotho, Kenya, Uganda, Cameroon and Sudan.

TOTAL NUMBER PER COUNTRY OF FOREIGN EDUCATORS EMPLOYED BY THE DEPARTMENT OF EDUCATION

   

NAME OF COUNTRY

TOTAL PER COUNTRY

NAMIBIA

40

LESOTHO

62

BOTSWANA

33

SWAZILAND

38

ALGERIA

2

EGYPT

6

GHANA

310

KENYA

21

MADEIRA

2

MALAWI

9

MAURITIUS

3

MOSAMBIQUE

7

UGANDA

83

ZIMBABWE

793

REPUBLIC OF CONGO

4

TANZANIA

3

ZAMBIA

34

ALBANIA

1

BELGIUM

6

BULGARIA

1

DENMARK

1

WEST GERMANY

5

FRANCE

2

REPUBLIC OF IRELAND

3

ITALY

1

NETHERLANDS

12

AUSTRIA

1

PORTUGAL

1

RUMANIA

3

SPAIN

1

SWEDEN

1

UNITED KINGDOM

13

ENGLAND

18

WALES

1

SCOTLAND

10

USSR

1

CYPRUS

1

INDIA

711

INDONESIA

1

PAKISTAN

6

SRI-LANKA

3

CHINA

1

BRAZIL

1

CANADA

1

UNITED STATES OF AMERICA

5

AUSTRALIA

3

NEW ZEALAND

1

CUBA

2

CAMEROON

22

ETHIOPIA

4

NIGERIA

43

CENTRAL AFRICAN REPUBLIC

2

RWANDA

3

SENEGAL

1

SIERRA LEONE

1

BANGLADESH

4

IRAN

1

SOMALIA

2

GUIANA

1

PALESTINIAN

2

   

GRAND TOTAL

2354

(2)

Yes, the Department of Education has plans to increase the number of foreign teachers in our schools where it necessitates filling pots that cannot be filled with suitable qualified South Africans. The main aim of the Department will not be confined to having educators in class for delivery of the subject matter, but it is to ensure that there is a transfer of skills from foreign educators to the local educators and learners and/or vice versa.

As a point of departure, the process of Foreign Educator Recruitment must be seen as an intervention by our Government to address the shortage of skilled Mathematics, Science and Technology educators in the country. The shortage of Mathematics, Science and Technology educators in our country poses a serious challenge given the fact that these subjects are seen as key to driving our economic development as a country.

To justify this, in April 2007 the Minister of Home Affairs announced the specific occupational categories and professional classes as well as applicable quotas within which foreigners may apply for quota work permits in terms of section 21(1) of the Immigration Act, 19 of 2004. A quota of 1000 educators was allocated to the Department of Education for professionals teaching Mathematics, Science and Technology. Currently the Department of Home Affairs allocated a quota of 4000 work permits to our Department.

Interaction was made with about 50 countries requesting them to assist in the recruitment of educators specializing in Mathematics, Science and Technology. Countries like Egypt, India and Kenya showed interest in our request and they are prepared to assist with educators.

The Department also established a data base for unemployed educators and published an advertisement in the local news papers regarding the data base for unemployed educators, both local and foreign, specializing in Mathematics, Science and Technology. This advert did well for the Department in the sense that most of the CVs received were from the foreign educators.

The Department has also appointed a Service Provider to assist with the management of the recruitment and selection process of foreign educators.

QUESTION 1222

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 11/09/09

(INTERNAL QUESTION PAPER 16-2009)

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

Whether her department intends establishing a physical science syllabus more aligned with engineering for learners who are interested in a technical field of study; if not, why not; if so, what are the relevant details? NW1561E

REPLY:

No, the Department is not aware of any factors that require a change in the Physical Science Curriculum. The Subject Statement for Physical Sciences in the National Curriculum Statement (NCS) specifies the standards of knowledge and skills in science to be achieved at each grade. The content is organized around six core knowledge areas which would prepare learners to follow further studies in both the pure and applied sciences, like engineering, medicine, etc. The curriculum provides learners with the opportunity obtain a good foundation in scientific knowledge, skills and processes that is necessary for further studies in both the pure and applied sciences career pathways.

There is no need to change the curriculum for Physical Science at this stage.

QUESTION 1220

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 11/09/09

(INTERNAL QUESTION PAPER 16-2009)

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

(1) Whether she will consider revising or changing the current Morkel model used to determine the number of educators allocated per school; if not, why not; if so, (a) how will it be revised and (b) when will a revised model be in place;

(2) whether she will consider giving relief to principals and School Management Team (SMT) members so that they will have free periods to allow them to complete the increasing amount of administrative work expected of them; if not, why not; if so, what are the relevant details? NW1559E

REPLY:

(1) The current post distribution model, that the member refers to as the "Morkel model", is merely a tool to distribute posts to schools, given an available budget. The available budget is appropriated via the Provincial Legislature.

Yes, I am in the process of considering an alternative model –

(a) which will distribute posts according to actual class size per grade per subject; the size of the school; curriculum requirements with regard to learner contact time per week, per phase per subject; language needs per grade; ensure that each phase has a post irrespective of the number of learners and lastly that schools serving the poorest learners are allocated proportionally more posts.

(b) Currently the model is being piloted to determine its impact on the current system as well as its financial implications.

The Council of Education Ministers (CEM), will in their meeting of 1 and 2 October 2009 consider a report on the testing of the model and consider recommendations on the outcomes made to it by the Heads of Education Committee (HEDCOM).

(2) The draft revised model will provide for the Principal of a school to be relieved from teaching, however the option to teach or not will be left to the individual Principal concerned. As for the remaining members of management, they will still be required to teach the required number of hours. If the post allocation to a school is managed correctly on the timetable of a school, then sufficient time could be made available for administrative duties.

QUESTION 1203

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 14/09/09

(INTERNAL QUESTION PAPER 16-2009)

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

(1) Whether her Deputy Minister or her department purchased a new vehicle on the Deputy Minister's appointment to office; if so, (a) why, (b) what make and model is the vehicle, (c) what did the vehicle cost and (d)(i) what accessories were included in excess of the vehicle's purchase price and (ii) what was the cost of such accessories; if not,

(2) Whether he inherited an existing vehicle; if so, (a) what was the make and model and (b) how old is the vehicle? NW1542E

REPLY:

(1) No

(a) Not applicable

(b) Not applicable

(c) Not applicable

(d) (i) Not applicable

(ii) Not applicable

PRETORIA

CAPE TOWN

(2) The vehicle which was used by the Deputy Minister when he was the Minister of Justice and Constitutional Development was transferred to the Department of Basic Education in Pretoria when he was appointed as Deputy Minister.

In Cape Town he inherit an existing vehicle which was used by the previous Deputy Minister

(a) BMW 750i

(b) 2008

Audi Q7

2008

QUESTION 577

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 10/07/09

(INTERNAL QUESTION PAPER 06-2009)

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

Whether there are any schools that had a zero matric pass rate in each of the past five years up to 31 December 2008; if so, (a) how many, (b) what are their names, (c) where are they situated, (d) what was the total number of (i) educators employed and (ii) educator posts available, (e) how many of these educators (i) resigned, (ii) died, (iii) retired, (iv) were dismissed and (v) were hired and (f) how many of these vacant posts were for (i) science, (ii) maths, (iii) biology, (iv) accountancy, (v) English first language and (vi) English second language?

NW643E

REPLY:

There are no schools that have consistently obtained zero pass rate in each of the past years up to 31 December 2008.

QUESTION 578

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 10/07/09

(INTERNAL QUESTION PAPER 06-2009)

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

(a) What was the total number of schools in (i) 1995, (ii) 2000, (iii) 2005 and (iv) during the period 1 January 2009 up to the latest specified date for which information is available and (b) how many schools in each of these years had (i) running water, (ii) toilets, (iii) electricity, (iv) telephones, (v) sports fields and (vi) libraries? NW644E

REPLY:

(a) The total number of public schools from EMIS data in (i) 1995 (not available) (ii) 2000 was 27 760(iii) 2005 was 25570 and (iv) as at 11 June 2009 was 24693.

(b) Data is not available for the exact years as requested, however the following data is available:

Number of ordinary public schools

1996

2000

2007

1 June 2009

Total number of schools according to the SRN & NEIMS

26734

27 760

25154

24693

SRN (School Register of Needs - 1996 & 2000

NEIMS (National Education Infrastructure Management System – (2007 & 2009)

(i) Water (Municipal, boreholes, mobile water -tanker)

17366

19331

22254

22427

 

(ii)Toilets

25981

*26319

*23827

23929

 

(iii)Electricity(Grid, generators and solar)

11174

14891

19384

21252

 

(iv)Telephones (cell, fax, internet, landlines & two way radio)

13076

18403

*24524

*24517

 

(v)Sport fields

No record

20715

20807

 

(vi)Libraries

4766

5108

5205

5260

*The decrease in number of schools with toilets and telephones is related to the decrease in number of schools from 2000 to 2009

QUESTION 579

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 10/07/09

(INTERNAL QUESTION PAPER 06 - 2009)

Dr. W G James (DA) to ask the Minister of Higher Education and Training:

What has been the (a) expected and (b) actual number of graduates at each (i) university, (ii) technikon and (iii) further education and training (FET) colleges, in each of the past five years up to and including 2008?

NW645E

REPLY:

UNIVERSITIES AND TECHNIKONS

INSTITUTION NAME

Actual 2003

Actual 2004

UNIVERSITIES

   

University of Cape Town

5.1

5.2

University of Durban Westville

1.9

(2)

University of Fort Hare

0.9

1.2

Medical University of South Africa

0.8

0.7

University of Natal

7.6

(2)

University of the North

1.1

1.5

University of the Free State

4.5

5.1

University of Port Elizabeth

2.9

4.2

Potchefstroom University

6.0

(3)

University of Pretoria

9.2

10.7

Rand Afrikaans University

5.8

7.1

Rhodes University

2.4

1.7

University of South Africa

10.6

14.5

University of Stellenbosch

5.3

5.3

University of the Western Cape

2.2

2.3

University of Witwatersrand

4.1

4.7

University of Zululand

1.9

2.1

Vista University

2.4

(4)

University of Transkei

1.4

1.1

University of the North West

1.1

(3)

University of Venda

1.3

1.3

University of KwaZulu-Natal

 

8.3

North West University

 

9.6

Sub Total: Universities

78.5

86.6

INSTITUTION NAME

Actual 2003

Actual 2004

TECHNIKONS

   

Cape Technikon

3.1

3.4

Technikon Northern Gauteng

1.6

(5)

Mangosuthu Technikon

0.9

0.9

ML Sultan Technikon

(1)

(1)

Natal Technikon

(1)

(1)

Technikon Free State

1.4

1.9

Peninsula Technikon

2.1

2.2

Port Elizabeth Technikon

2.0

1.9

Technikon Pretoria

6.0

(5)

Technikon SA

2.7

(6)

Vaal Triangle Technikon

2.1

2.3

Technikon Witwatersrand

1.9

2.1

Border Technikon

0.8

0.8

Technikon North West

0.6

(5)

Eastern Cape Technikon

1.5

1.2

Durban Institute of Technology

3.1

3.8

Tshwane University of Technology

 

9.8

Sub Total: Technikons

29.8

30.3

TOTAL: UNIVERSITIES AND TECHNIKONS

108.3

116.9

NUMBER OF GRADUATES AND OUTPUT TARGETS ( '000 )

Institution

Actual 2005

Actual 2006

Actual 2007

2010 target: approved October 2007

(A)

Cape Peninsula University of Technology

5.7

6.8

6.9

7.0

University of Cape Town

6.1

5.3

5.4

6.2

Central University of Technology

2.1

2.3

2.3

2.4

Durban University of Technology

4.3

4.4

4.7

4.7

University of Fort Hare

1.8

1.9

1.6

2.1

University of Free State

5.2

5.4

4.7

6.2

University of Johannesburg

10.1

10.2

9.5

10.2

University of KwaZulu-Natal

8.3

8.6

7.6

9.8

University of Limpopo

3.0

3.3

4.1

3.6

Mangosuthu Technikon

1.2

1.9

1.8

1.6

Nelson Mandela Metropolitan University

5.4

4.9

6.0

5.9

North West University

7.7

9.8

11.3

10.1

University of Pretoria

11.6

11.4

10.9

11.9

Rhodes University

2.1

1.9

1.8

2.1

University of South Africa

14.1

13.8

14.3

20.3

University of Stellenbosch

5.5

5.6

5.7

6.2

Tshwane University of Technology

9.4

9.1

9.8

10.1

Vaal University of Technology

2.3

2.4

2.7

3.0

University of Venda

1.6

1.8

1.9

1.9

Walter Sisulu University

2.7

3.5

3.0

3.6

University of the Western Cape

3.0

2.8

3.1

4.0

University of the Witwatersrand

5.0

4.9

5.4

6.4

University of Zululand

2.1

2.2

2.0

2.6

TOTAL

120.3

124.2

126.5

141.9

(A) NOTES: The graduate targets for 2010 are based on agreed upon targets with the institutions and approved by the Minister in 2007.

Notes:

(1) See Durban Institute of Technology

(2) See University of KwaZulu-Natal

(3) See North West University

(4) Campuses Incorporated into University of Pretoria, RAU

University of the Free State, University of Port Elizabeth, Technikon Free State,

Potchefstroom University and UNISA

(5) See Tshwane University of Technology

(6) See University of South Africa

FET COLLEGE GRADUATES: 2004 – 2008

Year

Nr of Passes

2004

135337

2005

138122

2006

152484

2007

132256

2008

127335

NOTES: The above figures reflect those students who passed 7 subjects. Students who passed 5 and 6 subjects out of the 7 were excluded.

QUESTION 580

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 10/07/09

(INTERNAL QUESTION PAPER 06-2009)

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

(1) With reference to the senior certificate results for each of the past five years up to 31 December 2008, which have been the (a) six high performing districts, (b) 60 average districts and 13 districts that needed recovery intervention;

(2) Whether her department has implemented any recovery interventions; if not, why not; if so, what are the relevant details? NW646E

REPLY:

Question 1

Education in South Africa is administered through 82 districts spread in 9 different provinces. With reference to this question the districts will be classified as follows:

(i) High performing districts: those that have consistently obtained between 75-100% pass rate over the last five years.

(ii) Average districts; those that have consistently obtained between 50 – 74.9% over the last five years.

(iii) Districts that needed recovery intervention: those that have consistently performed below 60% in the last five years. These districts are considered to be districts at risk, therefore require special intervention.

(a) The table below presents the list of the high performing districts over the last five years:

Province name

Disctrict name

2008

2007

2006

2005

2004

FREE STATE

XHARIEP

75.76

75.8

78.6

83.3

77.12

GAUTENG

GAUTENG WEST DISTRICT

82.2

78.9

87.5

77.95

81.66

GAUTENG

SEDIBENG EAST DISTRICT

81.91

86.8

82.5

80.09

79.77

KWAZULU-NATAL

UMLAZI

75.15

75.3

77

61.52

83.39

NORTHERN CAPE

NAMAQUA

90.38

85.5

84.3

88.27

90.17

NORTHERN CAPE

SIYANDA

76.26

72.8

74.5

80.94

86.66

WESTERN CAPE

BREEDE RIVIER/OVERBERG

87.23

79.7

83

85.82

85.86

WESTERN CAPE

CENTRAL METROPOLE

77.26

84.4

85.3

69.95

83.82

WESTERN CAPE

NORTHERN METROPOLE

76.79

82.8

87.5

86.43

87.66

WESTERN CAPE

SOUTH CAPE/KAROO

77.26

83.1

84.7

84.74

88..93

WESTERN CAPE

WESTCOAST

89.43

82

85.9

89.38

89.99

(b) The following districts as presented in the table below have consistently obtained between

50 – 74.9% over the last five years.

Province name

Disctrict name

2008

2007

2006

2005

2004

EASTERN CAPE

CRADOCK

63

65.6

64.1

62.1

58.58

EASTERN CAPE

EAST LONDON

60.52

56.2

65.2

58.5

58.79

EASTERN CAPE

GRAAFF-REINET

70.1

64.7

68.7

66.7

71.89

EASTERN CAPE

GRAHAMSTOWN

66.63

51.8

64.7

54.3

63.6

EASTERN CAPE

UMTHATHA

51.68

57.3

61.7

55.5

51.85

EASTERN CAPE

QUEENSTOWN

58.16

61.6

62.6

63.1

57.56

FREE STATE

THABO MAFUTSANYANA

68.44

64.8

73.3

70.7

71

KWAZULU-NATAL

ILLEMBE

51.14

63.6

62.6

66.06

68.31

KWAZULU-NATAL

OTHUKELA

58.98

62.5

61.9

55.7

68.16

KWAZULU-NATAL

VRYHEID

56.02

62

61.1

73.86

73.15

LIMPOPO

GREATER SIKHUKHUNE

54.96

52.5

51.3

58.37

67.16

LIMPOPO

MOPANI

69.22

55.2

55.9

68.91

72.67

LIMPOPO

VHEMBE

65.38

60

55.9

65.14

69.93

LIMPOPO

WATERBERG

70.11

55.8

55.7

62.04

69.51

NORTH WEST

BOJANALA EAST REGION

58.45

62.5

64.8

62.86

62.86

NORTH WEST

BOPHIRIMA REGION

66.88

62.1

61.9

51.47

56.28

NORTH WEST

CENTRAL REGION

59.42

57.1

58.5

54.53

60.3

It must be noted that there are several districts that are regarded as average in terms of their performance in that they have demonstrated fluctuating performances between the years. Annexure A provides a list of all districts performances in the last five years.

(c) In terms of the districts that required the recovery plan, the Department of Education declared that all districts should develop their district improvement plans and implement the recovery programmes to improve schools thereby the overall district performance. However, special attention would be given to all districts that have consistently performed below 60% in the last five years. There are only nine (9) districts that have consistently obtained below 60% over the last five years.

Province name

District name

2008

2007

2006

2005

2004

EASTERN CAPE

BUTTERWORTH

36.78

46.1

58.5

49

45.88

EASTERN CAPE

IDUTYWA

32.94

55

55

44.1

38.11

EASTERN CAPE

FORT BEAUFORT

43.25

51.5

53.1

55.2

53.97

EASTERN CAPE

KING WILLIAMS TOWN

47.75

52.6

51.5

47.7

47.12

EASTERN CAPE

LIBODE

51.95

58.3

53.6

43.9

39.81

EASTERN CAPE

LUSIKISIKI

37.05

44.5

44.5

42.7

38.2

EASTERN CAPE

MT FRERE

39.51

44.7

48.9

49.5

46.94

EASTERN CAPE

ENGCOBO

33.14

52.8

55.8

54.8

45.74

EASTERN CAPE

STERKSPRUIT

50.77

54.7

48.4

45.2

37.75

Question 2

The Department of Education is continuously engaged with programmes to improve the quality of learner achievement at all grades. The National Strategy for Learner Attainment (NSLA) has become the flagship programme in all provincial education departments. This strategy was launched by the Minister of Education, Ms Naledi Pandor, MP, in 2004, as a transversal programme, to raise the level of achievements of all learners across the system. The NSLA consists of planned and sustained sets of related operations, projects and activities, with short and long term objectives of raising learner performance and ensuring improved quality learner achievement in all schools

.

In keeping with the relevant prescripts of the National Education Policy Act (1996) as well as the Education Laws Amendment Act 31(2007), all provinces have identified underperforming schools and developed Provincial Improvement Plans which are aligned to the main objectives of the National Strategy for Learner Attainment (NSLA). The Education Laws Amendment Act, section 58 (b), which was promulgated in October 2007, specifically addresses the role of the Heads of Departments in identifying underperforming schools and developing provincial strategies to address under performance in schools. Provinces have ensured that all schools, particularly schools that have performed under 60% have developed their school improvement plans and the implementation of these plans are being monitored and supported by the districts. All provinces have allocated dedicated financial and human resources to address the objectives of the NSLA.

To support the implementation of the new curriculum and to ensure high levels of achievement in Grade 12, the Department of Education is also conducting, inter alia, the following activities:

(a) All schools that are underperforming have been visited by departmental officials including the senior management of the province. In many cases officials of the department including the senior management have been allocated a school to adopt and mentor.

(b) Capacity development workshops on management and leadership are being conducted for the principals of underperforming schools. In cases of schools that are serial underperformers mentorship programmes have been instituted.

(c) Provinces have appointed additional subject advisors to strengthen onsite support to teachers in the area of curriculum implementation with specific focus on content knowledge.

(d) The Department of Education are monitoring if the exemplar question papers provided to schools for all subjects to assist teachers and learners in their preparation for the examination are being used in their daily teaching and learning.

(e) Provincial education departments have successfully reduced the backlog in physical infrastructure and in the provision of textbooks. In many schools, each learner has a textbook for each subject.

(f) The first edition of Study Mate, which is free, was distributed to schools via the provincial and district offices at the beginning of the second term. This edition is a survival kit for Grade 12 learners and consists of tips by expert subject specialists on how to approach the examination. It also consists of the examination timetable and other hints and tips.

(g) The Department of Education and Independent Newspapers has produced the second edition of Study Mate which consist of examinations of November 2008 and the supplementary National Senior Certificate examination papers with memoranda. The tabloid books were made available in June 2009 directly from Independent Newspapers.

(h) DVDs with expert teacher and Department of Education curriculum specialists will assist learners with examination papers, explain common mistakes and give useful tips. These will be available as a package with Study Mate (Past papers).

(i) The Department of Education together with SABC launched Matrix Uploaded, a programme for Grade 11 and 12 learners in Mathematics, Mathematics Literacy, Physical Science, English (First Additional Language), Accounting, Life Orientation and Life Sciences on SABC 1, Monday to Friday, from 14h00 to 15h00 which started on 1 st June 2009.

(j) The Department of Education has collaborated with Liberty Life and Independent Newspapers to produce a new edition of Maths 911 for Grade 11 and 12 Learners. 125 000 of these books will be sponsored by Liberty Life and distributed free to 125 000 learners nationally. Parents can purchase these books directly from Independent Newspapers.

(k) Further support for the Maths 911 books will be available in the weekly Matric Matters which appears in the Independent Newspapers and on the Mindset Channel on DSTV.

(l) The Department of Education together with AVUSA media will publish a 48-page tabloid book comprising exemplar examination papers for Grade 12 learners. This will be available in October 2009 in the Sunday Times.

QUESTION 597

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 07/08/09

(INTERNAL QUESTION PAPER 07-2009)

Mr AM Mpontshane (IFP) to ask the Minister of basic Education:

1) Whether her department contracted Jabulani Mabaso, owner of Indiza who supplied school text books and stationery to the KwaZulu-Natal Education Department; if not, what is the position in this regard; if so, what are the relevant details;

(2) who are the co-owners of the said company;

(3) whether her department has monitored the case where the said person was found to have defrauded the KwaZulu-Natal Education Department of R200 million; if not, why not; if so, what is the current state of affairs;

(4) whether she will make a statement on the matter? NW673E

REPLY:

1) No. The KwaZulu-Natal Education Department is responsible and accountable for their procurement processes and contracts and not the Department of Basic Education

2) I don't know

3) Not applicable

4) No

QUESTION 1786

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 16/10/09

(INTERNAL QUESTION PAPER 22-2009)

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

(1) (a) Why have some of the 2008 matriculants not yet received their certificates and (b) when is it expected that they will receive their certificates;

(2) whether she will make a statement on the matter? NW2286E

REPLY:

1. There has been a general delay in the release of all National Senior Certificates for the 2008 matriculants. This was caused by the re-designing of the certificate by the Quality Assurance Council, Umalusi, in light of the implementation of the new curriculum and qualification. The bulk of the certificates were issued to candidates by the end of September 2009. The only candidates that have not received their certificates, at this stage, are those that wrote the supplementary examination in March 2009. These candidates will receive their certificates by the beginning of November 2009. In cases where candidates have informed the Department of any difficulties with the Higher Education sector, the Department of Education has intervened on behalf of the candidates and no candidate should be disadvantaged because of this delay.

2. It is not necessary for the Minister to make a statement at this stage, given that the Quality Assurance Council, which is the certifying body did make a statement on this matter in July 09.

QUESTION 1785

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 16/10/09

(INTERNAL QUESTION PAPER 22-2009)

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

Whether she intends taking any steps with regard to grade 12 learners who do not return to school after their final school examination, but only report to their respective schools to write their National Senior Certificate examination, if not, why not; if so, what steps? NW2285E

REPLY:

The Department of Education as part of its drive to ensure that maximum time is allocated to teaching and learning has since 2008, with the implementation of the new curriculum in the FET band, re-structured the commencement of the writing of the final NSC examinations, to commence early in November or late October. This decision was also taken in response to the previous practice of candidate's failure to return to school after the preparatory examinations. This new dispensation has been implemented in 2008 and in 2009 and PEDs have been requested to monitor the implementation of this new dispensation across all schools. There has been no reports of wide scale absenteeism of candidates from schools prior o the examination and my department will continue to monitor and support schools in this regard. If I am informed that absenteeism is on the increase then I will resort to punitive measures against candidates that refuse to maximize the teaching time made available to them.

QUESTION 1067

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 04/09/09

(INTERNAL QUESTION PAPER 12-2009)

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

Whether transport has been provided for learners in each specified province in each of the three most recent financial years; if not, why not; if so, (a) what was the total budget allocated for transport, (b) which transport providers were awarded tenders to provide transport, (c) what was the value of each of the tenders, (d) how many learners were provided with transport in terms of each of these tenders and (e) what criteria do learners need to comply with in order to qualify for transport? NW1328E

REPLY:

(a) Yes, learner transport has been provided to the specified provinces and the budget allocated in the three financial years is as indicated in the table below:

Provincial Education Department

Scholar Transport

Province

CURRENT

2008 MTEF

   
 

2007/2008

2008/2009

2009/2010

2010/2011

 

R'000

R'000

R'000

R'000

Eastern Cape

257 732

250 000

231 000

622 033

Free State

37 500

40 800

44 800

-

Gauteng

46 165

34 080

91 307

37 754

KwaZulu-Natal

-

49000

87 000

139 940

Limpopo

44 000

44 500

44 500

48 401

Mpumalanga

145 269

157 670

164 718

185 380

Northern Cape

52 051

61 915

74 316

91 110

North West

-

68 445

75 000

80 000

Western Cape

100 241

105 253

112 439

140 629

TOTAL

682 958

811 663

925 080

1 345 247

Where no amounts reflected, the figures are not available.

(b) Procurement is a provincial competence and as a result the Department of Education does not have this information on hand.

(c ) See (b) above

(d) See (b) above

(e) Each province determines its own criteria as to who qualifies for transport. In terms of the National Norms and Standards for School Funding. Poor learners should be provided with hostel facilities if they live more than one and half hours walking distance from the nearest available school, and therefore each province determines its own criteria as to who qualifies for transport if the travelling distance to their nearest available school is less than one and half hours walking distance

QUESTION 1066

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 04/09/09

(INTERNAL QUESTION PAPER 12-2009)

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

How many (a) primary and (b) secondary school teachers are qualified to teach (i) (aa) maths and (bb) mathematical literacy, (ii) English as (aa) first language and (bb) second language, (iii) religious studies, (iv) life science, (v) science and (vi) history in each province in each case and (c) learners in total were registered in 2009 at (i) primary and (ii) secondary schools.

REPLY

(a & b)(i - vi)

The recruitment process for educators is managed by Provincial Education Departments. The initial selection of educators, is in most cases, recommended by the School Governing Body to the Provincial Head of Department for approval. The utilization of educators in relation to the qualifications varies from year to year and even in the same year. The information being requested is thus not processed at the national Department of Education and may be sourced from the Provincial Education Department as the accountable employer.

(c) (i) and (ii)

Table 2: Number of learners in ordinary schools by province in 2009

Province

(i)

Primary

(Gr 1 - 7)

(ii)

Secondary

(Gr 8 – 12)

Eastern Cape

1 270 191

636 060

Free State

376 320

249 416

Gauteng

1 113 719

711 807

KwaZulu Natal

1 620 902

1 027 218

Limpopo Province

911 187

695 166

Mpumalanga

598 294

386 769

Northern Cape

164 887

90 193

North West

468 785

276 266

Western Cape

594 368

338 632

SA

7 118 653

4 411 527

QUESTION 1068

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 04/09/09

(INTERNAL QUESTION PAPER 12-2009)

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

(1) (a) What amount was budgeted for the national school nutrition scheme, (b) how many schools and learners benefited from the scheme and (c) what total amount was actually spent in each province in every year since the inception of the programme;

(2) whether any problems have been identified with regard to the nutrition programme in each province; if so, (a) what problems and (b) what action has been taken to address these problems? NW1329E

REPLY:

(1)

(a) The current budget for feeding both quintile 1 – 3 primary schools and quintile 1 secondary school is R2, 4 billion. This also includes preparation budget for quintile 2 secondary schools.

(b) In the current financial year at least 6,364,901 learners in 18,334 primary schools and 895,723 learners in 1,725 quintile 1 secondary schools benefit from the school nutrition programme.

(c) The tables below reflect the budget and expenditure per province from 2006/7 to 2008/9

Expenditure by province as at 2006/07 financial year:

Provinces

Allocation

Provincial roll-over

Total funds

Total transferred as at 31 March 2007

Actual expenditure to date

Balance

% spent of total funds

 

R'000

R'000

R'000

R'000

R'000

R'000

R'000

Eastern Cape

233 882

32 225

266 107

233 882

166 642

99 465

62.62%

Free State

64 784

7 888

72 672

64 784

80 078

-7 406

110.19%

Gauteng

99 921

-

99 921

99 921

98 262

1 659

98.34%

Kwazulu Natal

239 372

76 000

315 372

239 372

254 404

60 968

80.67%

Limpopo

202 039

 

202 039

202 039

212 363

-10 324

105.11%

Mpumalanga

84 549

 

84 549

84 549

83 100

1 449

98.29%

Northern Cape

29 647

2 263

31 910

29 647

29 199

2 711

91.50%

North West

95 529

5 869

101 398

95 529

120 635

-19 237

118.97%

Western Cape

48 313

 

48 313

48 313

45 956

2 357

95.12%

Total

1 098 036

124 245

1 222 281

1 098 036

979 324

131 642

80.12%

EXPENDITURE

ANNUAL ALLOCATION

ROLL-OVER FROM 2006/07

TOTAL FUNDS

TOTAL TRANSFE-RED

ACTUAL EXPENDIT-RE

BALANCE

% SPENT OF ALLOCATION

 

R'000

R'000

R'000

R'000

R'000

R'000

R'000

TOTALS

1 152 938

66 351

1 219 289

1 219 289

1,200,443

18,846

100%

Eastern Cape

237 885

63 726

301 611

301 611

291,488

10,123

96.6%

Free State

68 023

 

68 023

68 023

68,004

19

100.0%

Gauteng

114 574

 

114 574

114 574

116,656

-2,082

101.8%

Kwazulu Natal

260 006

 

260 006

260 006

242,430

17,576

93.2%

Limpopo

192 694

 

192 694

192 694

192,901

-207

100.1%

Mpumalanga

106 604

 

106 604

106 604

110,504

-3,900

103.7%

Northern Cape

34 507

2 625

37 132

37 132

37,132

-

100.0%

North West

87 916

 

87 916

87 916

88,254

-338

100.4%

Western Cape

50 729

 

50 729

50 729

53,074

-2,345

104.6%

EXPENDITURE BY PROVINCES AS AT 31 MARCH 2009

EXPENDITURE

ORIGINAL ALLOCATION

REVISED ALLOCATION

TOTAL TRANSFER-RED

AMOUNT SPENT TO DATE

BALANCE

% SPENT OF ALLOCATION

 

R'000

R'000

R'000

R'000

R'000

%

TOTALS

1 583 103

1 927 109

1 927 109

1 643 062

284 047

85.26%

EASTERN CAPE

339 816

413 658

413 658

472 149

- 58 491

114.14%

FREE STATE

82 498

100 425

100 425

80 907

19 518

80.56%

GAUTENG

172 111

209 510

209 510

115 742

93 768

55.24%

KWAZULU-NATAL

376 435

458 233

458 233

341 943

116 290

74.62%

LIMPOPO

252 901

307 856

307 856

253 199

54 657

82.25%

MPUMALANGA

136 606

166 290

166 290

121 753

44 537

73.22%

NORTHERN CAPE

48 483

59 019

59 019

58 991

28

99.95%

NORTH-WEST

103 144

125 557

125 557

117 093

8 464

93.26%

WESTERN CAPE

71 109

86 561

86 561

81 285

5 276

93.90%

(2) In line with the Division of Revenue Act (DORA) provinces are required to submit business plans for analysis and approval of related activities. All business plans are supposed to meet the following minimum requirements as stipulated in the Grant Framework:

i) Provide meals to all Gazetted Quintile 1-3 primary school and quintile 1 secondary school learners for all school days;

ii) Comply with the recommended cost per meal per learner of the current year;

iii) Comply with recommended menus; and

iv) Feeding by 10:00 am


Summary of challenges per province:

Province

Challenges

Departmental Intervention

Eastern Cape

Province provided bread menu instead of a variety of meals

Province requested to submit a plan for phasing out bread menu with the final business plan; menu plan has been provided

Free State

Non compliance with grant framework (guidelines) in respect of meal costs at R1,35 and R1,90 for primary and secondary schools respectively

Withholding of funds due to non-submission of revised business plan

Gauteng

Only R4 million of the allocated R9, 015 million preparation budget (resources) for quintile 2 secondary schools was provided. The remaining was allocated for feeding.

Province was advised that allocation is a once-off budget and could not be used for feeding. Business plan was amended and funds transferred

Kwa Zulu Natal

The feeding cost per meal cost was allocated at R1, 50 for primary schools instead of R1.80 inclusive of the honorarium for volunteer food handlers.

Withholding of funds due to non-submission of revised business plan

Limpopo

Learner numbers were not in line with the gazetted numbers.

Requested amendment of business plan which was approved. Provincial department co-funded the programme with equitable share

Mpumalanga

Leaner numbers were not in line with the gazetted numbers.

Requested amendment of business plan which was approved.

Northern Cape

The province provides meals to quintile 1-5 primary and secondary schools learners from the conditional grant, which compromises the meal cost to R1,50 for both primary and secondary schools.

Requested amendment of business plan which was approved. Provincial department co-funded the programme with equitable share

North West

The meal cost was allocated at R1,61 instead of R1.80 inclusive of the honorarium for volunteer food handlers.

Requested amendment of business plan which was approved.

Western Cape

The meal cost was allocated at R1,74 for primary schools instead of R1.80 inclusive of the honorarium for volunteer food handlers.

Requested amendment of business plan which was approved.

After all the Department interventions, all business plans were finally approved as per Departmental Grant Framework. The Department further scheduled monitoring and support visits to all provinces to ensure compliance with NSNP guidelines.

Training and development workshops are also planned for the proper implementation of the programme in the current financial year.

EXPENDITURE

BY PROVINCES AS AT 31 MARCH 2008

QUESTION 11

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 08/06/09

(INTERNAL QUESTION PAPER 01-2009)

Ms Kloppers- Lourens to ask the Minister of Basic Education :

1. Whether any teachers / facilitator has been charged and/or convicted of any crimes against any learner (a) in 2006, (b) in 2007, (c) in 2008 and (d) during the period 1 January 2009 up to the latest specified date for which information is available; if so, (i) how many in each case, (ii) what are their names and (iii) at which schools did they work;

2. whether any of the teachers/ facilitators are still employed or have been re-employed since being convicted; if so, (a) what are their names (b) which schools do they currently teach at and (c) what were they convicted of ? NW12E

REPLY:

Questions 1 and 2:

The following information has been received from the South African Council for Educators (SACE).

It was unfortunately not possible to obtain such detailed information from all the provinces, but we managed to get a response from Free State, Eastern Cape, North West, Western Cape province on such short notice. We are unable to provide names of these educators owing to the legal implications that might have, as decisions on some of these cases are challenged through judicial processes. I can however supply updated information for 4 Provinces. The relevant information pertaining to the remaining provinces will be provided when received from such provinces or you may obtain the information from them directly.

SACE : Offices in 4 Provinces

QUESTION 896

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 21/08/09

(INTERNAL QUESTION PAPER 10-2009)

Mr GG Boinamo to ask the Minister of Basic Education:

  1. Why are the results of learners who wrote their supplementary examinations in June 2009 delayed until January 2010;
  2. Whether the results will be released, if not, why not; if so, when?

NW1052E

REPLY:

1. There is no delay in the release of the 2009 supplementary examination results. The 2009 National Senior Certificate (NSC) supplementary examination was written in February/March 2009 and all results were released on 30 April 09. In addition the Department of Education conducted the 2009 Senior Certificate examination that allows learners that failed to complete the Senior Certificate ("old matric") prior to 2008, to write their outstanding subjects in a special Senior Certificate examination in May/June 2009. The results of this examination were released on 31 July 2009. Results were available at examination centres where the candidates wrote the examination. Therefore, based on the information available to the Department of Education, there are no outstanding results.

2. Based on the explanation provided in (1), there are no results that are outstanding. However, if there are candidates that have not yet received their results, they are requested to make contact with the provincial education department, and these results will be made available to them, immediately.

QUESTION 1259

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 28/08/09

(INTERNAL QUESTION PAPER 12-2009)

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

Whether her department is considering making mathematical literacy compulsary for al learners from grades 10 to 12; if not, why not; if so, what are the relevant details? NW1601E

REPLY:

Yes.On 18 July 2005 the Minister of Education approved the new policy document, National Senior Certificate: A qualification at Level 4 on the National Qualifications Framework (NQF).

Learners opting for the National Senior Certificate must offer a minimum of seven subjects listed in the above policy document, of which two official languages, Mathematics or Mathematical Literacy; and Life Orientation are compulsory subjects.

The purpose of including Mathematical Literacy in the National Curriculum Statement (NCS) is three fold. Mathematical Literacy should enable the learner to become:

A self-managing person: There are mathematical demands that are encountered on a daily basis, demands which people should be able to handle with confidence. Such demands range from an ability to handle financial issues such as hire purchase, mortgage bonds and investments to an ability to read a map.

A contributing worker: The workplace requires the use of fundamental numerical and spatial skills in order to efficiently meet the demands of the job, for example, dealing with work-related formulae, reading statistical charts, dealing with schedules, etc.

A participating citizen: For the fact that statistics is so often (mis)used to support opposing arguments, Mathematical Literacy should help learners acquire a critical stance with regard to mathematical arguments presented in the media and other platforms.

There is no intention to make Mathematical Literacy compulsory for all learners. Learners all do some form of mathematics. Based on their post-school intentions they can choose between mathematics and mathematical literacy.

QUESTION 1258

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 28/08/09

(INTERNAL QUESTION PAPER 12-2009)

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

Whether since the publication of White Paper 6 in 2001 any policy documents regarding the implementation of inclusive tuition have been published; if not, why not; if so, what are the (a) status and (b) relevant details of such documents?

NW1600E

REPLY:

The Department of Education is finalizing a field test on White Paper 6 Which started in 2004 and is ending in 2009. The field test is preparing the Department for a further rollout of Inclusive Education. In the process, the following guideline documents were developed and are at different stages of endorsement by the Department:

§ Guidelines for Full-service/Inclusive Schools

§ Guidelines to Ensure Quality Education and Support in Special Schools and Special School resource Centres

§ Guidelines on Inclusive Learning Programmes

§ Draft strategy for Screening, Identification, Assessment and Support

QUESTION 1257

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 11/09/09

(INTERNAL QUESTION PAPER 16-2009)

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

Whether, in light of the Development Bank of South Africa's (DBSA's) statistics on schools ,she or her department has formulated a turnaround strategy to address inequalities in education without lowering the standard of education in any school; if not, why not; if so, what are the relevant details? NW1599E

REPLY:

1. No fee schools - we have adopted a policy that ensures that poor learners are not expected to pay school fees. Currently there are over 14 000 no-fee schools in the country, benefiting over 5million (out of a total of about 12 million) learners.

2. Foundations for Learning Campaign (supply of workbooks, textbooks and teacher guides to schools - have begun improving and increasing this). The Presidency is supporting the Department to ensure that all learners and teachers receive the materials they need;

Quality Learning Campaign - focuses on a compact between teachers, parents and the government to improve teaching and learning (T&L)

4. Teacher Summit - for the first time Departments of Education spoke together with teachers via their Unions on what should be done to improve the quality of teaching and learning. The recommendations of the summit are being taken seriously by the Department. Mechanisms have been put in place to ensure that the Summit Declaration is not just a piece of paper.

5. Infrastructure - we have developed norms and standards that commit government to providing school buildings of a particular standard. The backlogs are great and will take many years to address - however we are committed to ensure that all schools are provided with the minimum infrastructure for them to work in an enabling environment. The Department is seeking creative ways to fund this backlog, especially that of libraries and laboratories. In the meanwhile, schools are encouraged to use science kits and to establish reading corners in classrooms.

6. In his research article (Building Education Beyond Crisis), Bloch indicates that the problems in education need to be worked on together with all stakeholders and role-players and proposes a "get-together" for this to occur. This recommendation is supported.

7. The Minister has commissioned a study to look into challenges facing the implementation of the curriculum.

QUESTION 1417

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 25/09/09

(INTERNAL QUESTION PAPER 12-2009)

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

Whether her department has taken steps in order to ensure that every school is in possession of a well-formulated and approved policy on violence that incorporates, amongst others, a safety plan; if not, why not; if so, what steps? NW1773E

REPLY:

The development of School Safety Plans for schools has been one of the priorities for the Department of Basic Education.

The Department, in conjunction with provinces, has identified and prioritised 585 high-risk schools for intervention. The Department has provided provincial officials and some schools with training on the Hlayiseka Early Warning System. This system serves as a tool for identifying and responding to security issues and threats, how to report and manage incidents appropriately, and how to monitor school safety over time.

The Hlayiseka programme, which was developed in partnership with the Centre for Justice and Crime Prevention also helps schools to develop Safety Plans and developing Codes of Conduct. Provinces have rolled out training on the Hlayiseka Tool to the identified high priority schools. The training involved principals, SGB members, LRC representatives, and teachers in the 585 schools. The training encourages schools to use this tool to inform the drafting of context specific School Safety Plans.

Provinces have been requested to provide reports on the roll out of Hlayiseka.

QUESTION 1416

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 25/09/09

(INTERNAL QUESTION PAPER 12-2009)

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

(1) Whether it is compulsory for Grade 12 learners with Mathematics to write Question Paper 3 when they intend to enrol for engineering degrees; if not, why not; if so, what are the relevant details;

(2) how many learners with Mathematics were registered for the 2009 National Senior Certificate examination;

(3) what is the (a) percentage of registered learners and (b) statistical racial breakdown according to (i) black, (ii) white, (iii) coloured and (iv) Indian learners who opted to write Mathematics Question Paper 3? NW1772E

Reply

(1) It is not compulsory for Grade12 learners to write Paper 3 when they intend to enrol for engineering degrees. Learners who have passed Mathematics P1 and P2 are eligible for engineering degrees because the concepts covered in both papers sufficiently prepare learners for degree purposes. Learners who have written Paper 3 show potential for higher order Mathematics and may have an advantage for engineering studies.

(2) 297443 learners have enrolled for Mathematics in the 2009 National Senior Certificate examination.

(3) (a) 2.09% of the total registered candidates and 4.08% of those writing Mathematics. 12 136 of learners are registered to write Maths paper III.

(b) (i) 5 793 full time black learners are registered to write Maths paper III.

(b) (ii) 3 708 full time white learners are registered to write Maths paper III.

(b) (iii) 918 full time coloured learners are registered to write Maths paper III.

(b) (iv) 1 606 full time Indian learners are registered to write Maths paper III.

QUESTION 1418

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 25/09/09

(INTERNAL QUESTION PAPER 12-2009)

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

Whether, with reference to the shortage of libraries, librarians at schools and the library manifesto, she has taken any steps to address this problem; if not, why not; if so, (a) what steps and (b) what is the current state of affairs? NW1774E

REPLY:

Access to library services is a priority for the Ministry. Since 2006 the Department of Education has worked to expand access to library services within a practical and implementable framework, and has not limited itself to building standalone library structures, given the historical neglect of such services particularly for schools serving the poorest communities. Although a large number of schools remain without libraries, this number has decreased by over 2 000 since the year 2000. This is with particular reference to stand-alone libraries, and not the range of activities the Department is engaging in to expand access.

The approach adopted by the Department of Education has been a developmental one, which has looked at expansion of library services at different levels, including:

A focus on providing classroom library collections to strengthen support for NCS implementation and reading at class and grade level;

Mobile libraries to serve a number of schools that have no access to libraries. Currently there are 21 of these mobile libraries operating in different communities across the country and serving just under 500 schools;

Strengthening school collections in community libraries and stand alone school libraries that serve clusters of schools; and

Providing library books to schools whose libraries have inappropriate or inadequate library collections.

Access to library services has therefore been expanded for a number of schools, using the approaches above. Key vehicles that the Department has used include:

The QIDS UP project, which has, since 2006, provided books and/or library furniture to 1060 schools;

Norms and standards for physical infrastructure approved by both the Council of Education Ministers and the Heads of Education Committee in 2008 make it obligatory for all new schools to only be considered complete if they make provision for library facilities. These are awaiting the concurrence of the Minister of Finance for finalisation. They do however provide for a school library as a standard.

The Department of Education has also recently finalised guidelines for school library services, with provincial participation, to provide practical guidance to provinces and schools on how to ensure access to such services for all schools. They provide guidance on matters such as

Staffing both in terms of dedicated library staff and utilising teacher librarians and/or library assistants;

The administration of a library;

Resourcing, including a proposed mix between fiction and non-fiction materials;

Managing access to services where the library is on school premises or outside school premises and therefore a shared resource e.g. access times; library rules; provision for different languages; access for learners with disabilities and other related matters.

QUESTION 1974

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 23/10/09

(INTERNAL QUESTION PAPER 22-2009)

Ms A Mda (Cope) to ask the Minister of Basic Education:

(1) What (a) plans are in place to ensure that matric results will be announced timeously, (b) are targeted dates for issuing of final matric results in each province, (c) contingency plans for the exams prepared by her department; if not, why not; if so, what are the relevant details? NW 2539E NW2286E

REPLY:

(1) (a)A comprehensive plan is in place to ensure that the National Senior Certificate (NSC) results are released timeoulsy. This plan has been developed in conjunction with the provincial education departments and has been communicated to all key participants in the examination process.The matric results will be announced on 7 January 2010 and the reason for the change in the date of the release of the results is to allow the national and provincial officials more time to ensure accurate capture of all marks, to verify the processing of the results and to allow for more intensive checking of the final results before they are released to candidates.

(b) The NSC results will be released at all schools in all provinces at 08:00 on 7 January 2010.

(c) As part of the normal planning for all public examinations there are contingency plans for every aspect of the examination process. These cover, inter alia, the setting of question papers, the printing, packing and distribution of question papers, the writing of the examination, the marking process and the resulting and release of results. The DoE is confident that the system is prepared to cater for any eventuality in the examination process, without compromising the credibility of the examinations.

QUESTION 2099

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 02/11/09

(INTERNAL QUESTION PAPER 26-2009)

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

Whether dedicated incetives are provided to suitably-qualified teachers to improve the teaching of maths and science in the public school system; if not, why not; if so, what incentives? NW2755E

REPLY:

The policy on Incentives for Educators was declared in December 2007 (Government Notice no. 25, Gazette no. 30678). The aim of the policy is attract and retain educators in areas of scarcity. The policy provides for four types of incentives, namely, posts in schools situated in remote geographical areas; posts in subject/learning areas/phases which are difficult to fill. The policy identifies mathematics, science, ICT and some languages but also allows for Provincial Education Departments (PEDs) to identify scarce subjects/learning areas in terms of their own needs; posts that are in schools situated in the difficult urban zones of the country or the so-called hard-to-teach schools and lastly; the policy also allows for incentives to attached to posts, based on the request from the Principal and the SGB of the school after providing evidence that identified posts are difficult to fill.

To ensure quality, the policy prescribes that for an educator who occupies an incentivized post to be eligible to receive payment he/she must be fully qualified (REQV 13). It is, however, up to each PED to identify its needs and prioritise the types of incentives it is going to pay accordingly. As the priorities could differ across PEDs, therefore it is possible that not all PEDs will prioritise the incentives for scarce subjects.

QUESTION 2107

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 06/11/09

(INTERNAL QUESTION PAPER 27-2009)

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

1. What her department (a) has done, (b) is doing and (c) will be doing to improve South Africa's ranking in the forseeable future with reference to the World Economic Forum's Global Information Technology Report of 2008-2009, ranking South Africa at 110 AND 132 respectively for the quality of its education system, mathematics and science education compared to Tunisia's ranking of 17 and 7 in global terms? NW2757E

REPLY:

1. The Department of Basic Education is committed to ensuring quality education for all children in schools. The National Curriculum Statement implemented in Grade R – 12 which has been internationally benchmarked to ensure that it is responsive and provides learners with the 21st century skills. With effect from 2010 the Department of Basic Education will strengthen the implementation of the NCS in schools by alleviating the administration burden on teachers and providing sufficient time on teaching and learning. In particular, the Department will continue to strengthen the support for the teaching of Literacy and Numeracy in the early Grades in schools through the expansion of the Foundations for Learning in all schools up to Grade 6. There will be an annual national assessment conducted for learners in Grades 1-6 and 9 in all schools to assess progress in numeracy and literacy which are foundational skills for learning. The Department will further consolidate the Dinaledi Schools Project to ensure that the teaching of and performance in mathematics and science are improved. The performance of the Dinaledi schools in 2008 NSC examinations has demonstrated the value of dedicated teacher training in subject contact knowledge, and the availability of textbooks and other LTSM in the promotion of mathematics and science. The Department will sustain this support in schools.

QUESTION 1107

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 04/09/09

(INTERNAL QUESTION PAPER 12-2009)

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

In respect of each of the three most recent financial years for which information is available, what was the teacher learner ratio in each province? NW1368E

REPLY:

The leaner educator ratio for the three most recent financial years in each province:

Province

2007/08

2008/09

2009/10

EC

33.8

31.6

31.4

FS

29.3

28.1

28.8

GP

34.3

33.8

35.1

KZN

33.2

32.1

34.2

LP

31.5

30.8

30.1

MP

33.0

32.2

31.3

NW

28.2

30.1

31.5

NC

32.0

31.2

31.5

WC

38.0

36.7

37.7

QUESTION 1106

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 04/09/09

(INTERNAL QUESTION PAPER 12-2009)

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

(1) In each of the three most recent years for which information is available in each province, (a) how many incidents of (i) vandalism and (ii) theft of school property were reported and (b) what total amount was spent on (i) repairing the damage caused by these acts and (ii) improving security to prevent further incidents in each case;

(2) whether any strategies have been adopted to reduce (a) vandalism and (b) theft of school property; if not, why not; if so, what are the relevant details? NW1367E

REPLY:

1. In terms of the Public Finance Management Act, it is the responsibility of the Accounting officer of the Provincial Education Department to develop a risk assessment and mitigation strategy in regard to school property and other assets, and to manage these.

The department of Education therefore does not have the information requested, which should be obtained from the relevant Departments.

In terms of the Public Finance Management Act, it is the responsibility of the Accounting Officer of the Provincial Education Department to develop a risk assessment and mitigation strategy on the safety of school property.

2. A four - pronged strategy is used by the Department of Basic Education together with its provincial departments to address or limit vandalism and theft of school property. It does so by i) providing the required minimum security like fencing and security gates as stipulated in the Department's Minimum Norms and Standards for School Infrastructure, ii) deploying security personnel to schools, and iii) establishing sound working partnership with the South African Police Service (SAPS) which has seen the establishment of school safety teams and patrol of school vicinity which significantly reduces vandalism.

QUESTION 31

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 25/08/09

(INTERNAL QUESTION PAPER 11-2009)

31.Ms N Gina (ANC) asked the Minister of Basic Education

Whether her department has rolled out the nutrition programme to high schools; if not, why not; if so, (a) to how many and (b) to which high schools? NO1104E.

REPLY:

Yes. The Department of Education has extended the school nutrition programme to quintile 1 secondary schools with effect from April 2009.

(a) The programme reaches 796 129 learners in 2 723 Quintile 1 secondary schools. Plans are afoot to further extend the programme to learners in Quintile 2 and 3 secondary schools in 2010 and 2011 respectively, subject to the availability of funds.

(b) All Quintile 1 high schools. The names of these schools are obtainable from the Department of Education' Education Management Information System (EMIS) and is accessible on the website (http//:www.education.gov.za).

QUESTION 32

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 08/06/09

(INTERNAL QUESTION PAPER 01-2009)

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

1. Whether her department received reports from any of the provincial departments indicating shortages of staff and equipment at special schools in the 2008-09 financial year; if so, (a) from which provinces, (b) which special schools had such needs and (c) what was the extent of the shortages in each province;

2. Whether any corrective measures have been implemented to address the shortages; if so, what are the relevant details; if not;

3. Whether any corrective measures will be implemented in the future; if not, why not; if so, what measures? NW34E

REPLY:

  1. The Department of Basic Education is in possession of a special schools audit report of 2002 as well as reports from provinces in response to the findings of the audit. A further situational analysis was conducted in the second half of 2008 to establish the type of assistive devices required by special schools per province, using a sample of 30 special schools, this as part of the Department's tender on material and assistive devices, tender EDO 374. A report has been developed and will be published. In addition, provinces such as the North West, KwaZulu-Natal and Limpopo have conducted their own situational analyses of special schools to identify needs.

a) The audit report of 2002 was conducted in all special schools across provinces.

b) The list of special schools that were identified to be in need of more resources is attached.

c) The table below (Table 49 from the audit report of 2002) shows types of equipments and the count of what was available at the time of the audit.

Table 49: Number of items of furniture and equipment available for school management and administration per province

Prov

Braille Printer

Chairs

Com-

puter

Cup-boards

Desks/

Tables

Dupl.

Machine

Fax

Intercom

Internet

Photo

Copiers

Scanner

Tele

Phone

Thermo form

Type

Writer

Other

EC

2

2419

172

218

908

13

35

22

17

61

14

112

3

52

15

FS

1

1112

76

115

735

14

19

13

15

27

10

109

1

14

13

GP

5

4405

420

655

2971

45

93

103

78

141

46

623

3

63

96

KZN

1

1414

150

398

1205

15

55

31

28

63

12

178

4

47

55

LP

8

731

105

172

498

9

17

7

18

31

12

78

6

54

11

MP

1

432

53

76

196

7

13

5

5

19

2

49

0

15

0

NC

0

248

24

85

196

0

8

2

5

11

3

51

0

3

7

NW

2

899

60

107

422

8

16

8

12

36

12

50

0

27

14

WC

3

3358

274

591

1267

23

71

103

64

106

34

455

6

126

127

Total

23

15018

1334

2417

8398

134

327

294

242

495

145

1705

23

401

338

  1. Approved Tender Number EDO 374 for the procurement of resources and assistive technology for a limited number of institutions by the Department of Basic Education provided a window of opportunity for Provincial Departments of Education to fast-track the procurement of equipment and assistive devices, using the 2008 MTEF allocations. KwaZulu-Natal, Limpopo and Western Cape have already submitted requests to the Department of Basic Education to participate in the national tender for procuring assistive devices and other equipments for their special schools. From the national tender, 7 special schools are in the process of receiving assistive devices.
  2. The Department is currently engaged in monitoring the supply, installation and training of end-users of equipment and assistive devices procured for schools through tender EDO374. Two provinces, namely the Western Cape and KwaZulu-Natal, filled several posts in the financial year 2008/9, utilizing available budget from their 2008 MTEF allocations. Eastern Cape, Limpopo, Mpumalanga and North West are in a process of advertising posts to strengthen districts and schools. The Department is also coordinating and monitoring provincial business plans for implementing the 2008 MTEF funding for Expansion of Inclusive Education. As a way forward, the Department will develop a manual that will be used by provinces when they procure material and assistive devices.

29 December 2009 - Question:Minister of Higher Education

MPs to ask the Minister of Higher Education and Training

Reply:

QUESTION 1672

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 16/10/2009

(INTERNAL QUESTION PAPER 22-2009)

Dr W G James (DA) to ask the Minister of Higher Education and Training:

Whether, since his appointment in May 2009 any renovations or alterations were done at state owned and private residences of him, or any other specified official of his department; if so, (a) where he and the occupants of each such residence were accommodated during the renovations and (b) at what cost to his department in each case? NW2128E

REPLY:

(a) N/A

(b) N/A

(i) Not applicable

(ii) Not applicable

QUESTION 546

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 10/07/09

(INTERNAL QUESTION PAPER 06-2009)

Dr W G James (DA) to ask the Minister of Higher Education and Training:

(1) Whether his department makes use of private security firms; if so, how much money was spent on such firms in 2008;

(2) Whether these firms are used on a contractual basis; if so, (a) how many contracts did his department take out in this regard in 2008, (b) with which firms were these contracts taken out, (c) for what specific purpose was each contract taken out and (d) what was the value of the contract in each case;

(3) Why is there a need for his department to use a private security firm as opposed to state security? NW610E

REPLY:

The Department of Higher Education is still in the process of being established and as yet has no contractual obligations at all. The Department of Education and its DG is responsible for the 2009/10 budget. Therefore the Department of Higher Education is not making use of any private security firm but uses in-house security.

  • Not applicable
  • Not applicable

QUESTION 375

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 03/07/09

(INTERNAL QUESTION PAPER 05-2009)

Dr. WC James (DA) to ask the Minister of Higher Education and Training:

(1) Whether he a purchased a new vehicle on his new appointment to office; if so , (a) why, (b) what make and model is the vehicle (c) what did the vehicle cost and (d) (i) what accessories were included in excess of the vehicle's purchase price and (ii)what was the cost of such accessories; if not,

(2) Whether he inherited an existing vehicle; if so, (a) what was the make and model (b) how old is the vehicle?

NW435E

REPLY:

Pretoria

Cape Town

(1) The Department purchased a vehicle for use by the Minister on 11th of June 2009.

No

(a) The vehicle used by the previous Minister of Education in Pretoria is used as official vehicle in Cape Town.

Not applicable

(b) BMW 750i

Not applicable

(c) (c) R1 110 750.00

Not applicable

(d)(i) Not applicable

Not applicable

(ii) Not applicable

Not applicable

(2) No

Yes

(a) Not applicable

2008 Mercedes Benz ML320 CDI

(b) Not applicable

16 Months

QUESTIONS FOR WRITTEN REPLY

FRIDAY, 16 OCTOBER 2009

1717. Dr W G James (DA) to ask the Minister of Higher Education and Training:

(1) What amount was spent by his department on (a) hotel accommodation, (b) restaurant expenses and (c) travel costs (i) in the 2008-09 financial year and (ii) during the period 1 April 2009 up to the latest specified date for which information is available, for (aa) him, (bb) specified officials of his department and (cc) any other specified individuals;

(2) why did each individual use the specified accommodation in each case? NW2209E

REPLY:

(1) (i) (a) (b) (c) (aa) (bb) (cc) Not applicable for the 2008/09 financial year. The establishment of the Department of Higher Education and Training and the subsequent appointment of the Minister of Higher Education and Training occurred during May 2009.

(ii) During the period 1 April 2009 up to 30 September 2009

(a) Hotel accommodation for his department:

Officials: R 416 470.71

Conferences: R 616 867.43

(b) Restaurant (meal) expenses for his department:

Officials: R 43 810.84

Conferences: R 1 638.18

(c) Travel costs for his department:

Officials R1 418 732.49

Conferences R 37 638.62

(ii) The breakdown of restaurant expenses for him and officials in the offices of the minister are not readily available and is included in the expenditure on accommodation.

(aa) minister:

(a) & (b) Hotel accommodation & Restaurant (meal) expenses from 1 May 2009 – 30 September 2009:

· R212 735.64

(c) Travel costs from 1 May 2009 – 30 September 2009

· R397 582.58

(bb) officials in the offices of the minister:

(a) & (b) Hotel accommodation & Restaurant (meal) expenses from 1 May 2009 – 30 September 2009:

· R172 332.77

(c) Travel costs from 1 May 2009 – 30 September 2009:

· R773 645.77

(cc) Not applicable

(2) It was the most cost effective and appropriate accommodation available when the bookings were made.

QUESTION 170

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 13/10/09

(INTERNAL QUESTION PAPER NO 21-2009)

Mrs L S Makhubela-Mashele (ANC) to ask the Minister of Higher Education and Training:

Whether he intends to increase the number of further education and training colleges to address the skills shortages that affect our global competitiveness; if not why not; if so, what are the relevant details? NO1442E

REPLY:

The Department does not envisage increasing the number of FET Colleges. The current FET College landscape of 50 colleges and 360 sites is adequate for the task. At present these sites are well placed to deliver skills and have spare capacity.

The key challenge is to increase the number of students at the colleges. This is being hampered by the current constraints in budget.

NATIONAL ASSEMBLY

FOR WRITTEN REPLY

QUESTION 1521

Dr W G James (DA) to ask the Minister of Higher Education and Training:

(1) Whether, with reference to the statements made by the Minister of Health that the strengthening of colleges was the next focus of the Department of Health and that discussions with the Department of Higher Education and Training were at an advanced stage, copies of the report identifying the colleges which are to be strengthened will be made available to the public; if not, why not; if so, what are the relevant details;

(2) (a) what amount does his department envisage spending and (b)(i) when and (ii) on what specifically will it be used to rebuild these colleges;

(3) (a) what officials in his department will (i) lead and (ii) co-lead the project and (b) what is the projected completion date.

REPLY:

It is suggested that the Honourable member direct this question to the Minister of Health.

QUESTION 1591

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 09/10/09

(INTERNAL QUESTION PAPER NO 20-2009)

Mr. G G Boinamo (DA) to ask the Minister of Higher Education and Training:

(1) Whether his department developed and adopted a policy providing guidelines for the appointment of persons with a criminal record; if so, (a) when was the policy (i) developed and (ii) adopted and (b) where can a copy of the policy be obtained; if not,

(2) whether his department has any plans in place to develop and adopt such a policy; if not, why not; if so, what are the relevant details;

(3) whether his department does any pre-employment screening of potential employees for criminal records; if not, why not; if so, what are the relevant details;

(4) whether any employees with criminal records are currently employed by his department; if so, (a) how many and (b) what is their (i) job level and (ii) occupational category? NW1997E

REPLY:

(1) The Department of Higher Education and Training is not fully functional as yet and make use of resources of the Department of Education. Except for, Ministerial Staff and the Director-General no official appointments have been made in the Department of Higher Education and Training.

2. A policy providing guidelines for the appointment of persons with criminal records is currently under development and will be functional as soon as the Department starts to advertise and fill posts.

(3) Not applicable at the moment.

4. Not applicable at the moment.

NATIONAL ASSEMBLY

WRITTEN TO ORAL REPLY

QUESTION 1293

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 11/09/09

(INTERNAL QUESTION PAPER 16-2009)

Dr W G James (DA) to ask the Minister of Higher Education and Training:

Whether his department has invested in a university that teaches in languages other than English and/or Afrikaans; if not, what is the position in this regard; if so, what are the relevant details? NW1640E

REPLY:

The Department of Education has published the Language in Education Policy (1997) and the Language Policy for Higher Education (2002) which, are designed to promote multilingualism in the education sector. Their aim is to ensure that all South African languages are "developed to their full capacity while at the same time ensuring that the existing languages of instruction (English and Afrikaans) do not serve as a barrier to access and success."

As part of our initiative to promote multilingualism in higher education, the Department of Education supports a number of pilot projects under the South African-Norway Tertiary Education Development programme. The focus of the pilot projects is promoting multilingual proficiency for academic staff and students registered in service disciplines such as social work, law, nursing, medicine and other health sciences. Support is also provided for academic tutorials conducted in indigenous languages.

ESTIONS FOR WRITTEN REPLY

FRIDAY, 23 OCTOBER 2009

[No 24 – 2009] First Session, Fourth Parliament

1922. Mr G G Boinamo (DA) to ask the Minister of Higher Education and Training:

Whether his department has done a skills audit in order to identify scarce skills prior to formulating the curricular of Further Education and Training Colleges (FET); if not, why not; if so, what are the relevant details? NW2486E

RESPONSE:

The NC(V) curricula are the only curricula developed by the Department for FET colleges in the last 5 years. The initial 11 vocational programmes developed in 2005 under the NC (V) qualification were identified through the scarce skills and sector skills reports available from the Department of Labour at the time. The initial 11 programmes included:

v 3 Engineering programmes (Civil, Mechanical and Electrical)

v IT and Computer Science

v Hospitality and Tourism

v Primary Agriculture

v 3 Business- related programmes: Marketing, Office Administration, Management and Finance, Economics & Accounting

To date an additional 3 programmes (Mechatronics, Safety in Society and Education & Development) have been added in response to stakeholder demand, based on a formal application and approval process. Similarly, 3 additional programmes and 4 new subjects are currently under development. The latter are funded by stakeholders.

All programmes on offer respond to the objectives and , where indicated, targets contained in the HRDS. The point of caution is the interpretation of the term 'skills' which is often used in specific relation to occupational categories, which constitute a sub-set of the vocational offerings at FET colleges.

NATIONAL ASSEMBLY

WRITTEN TO ORAL REPLY

QUESTION 523

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 10/07/09

(INTERNAL QUESTION PAPER 06-2009)

Dr W G James (DA) to ask the Minister of Higher Education and Training:

Whether any function was organised to mark the occasion of the delivery of his budget vote in 2009; if so, (a) what total amount was spent on this function, (b) from which budget was the money allocated, (c) what amount was spent on (i) food and refreshments, (ii) venue, (iii) entertainment, (iv) staff and (v) transport and (d) how many persons were invited to attend this function? NW587E

REPLY:

Yes, one function was held for the two departments namely the Department of Basic Education and the Department of Higher education and Training. The amounts spend and number of persons invited is as indicated below.

R267 044.57

The Communications budget

(i) R47 673.99

(ii) None

(iii) R20 500

(iv) None

(v) None

(d) 250

NATIONAL ASSEMBLY

FOR ORAL REPLY

QUESTION 182

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 13/10/09

(INTERNAL QUESTION PAPER NO 21-2009)

Mrs C Dudley (ACDP) to ask the Minister of Higher Education and Training:

Whether calendars issued by his department to Members of Parliament indicating only one extra day of holiday during the 2010 FIFA World Cup Soccer tournament is in accordance with Government's plans for school holidays around this event; if not, what is the position in this regard; if so, what are the relevant details? NO2081E

REPLY:

The school calendar is the responsibility of the Minister of Basic and the Question should be redirected to the Department of Basic Education.


QUESTION 191

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 13/10/09

(INTERNAL QUESTION PAPER NO 21-2009)

Mr Z S Makhubele (ANC) to ask the Minister of Higher Education and Training:

(a) What steps has been taken to remove the burden of the cost of education from poor families especially in the light of the underspending by the National Student Financial Aid Scheme (NSFAS) and (b) to what degree is the further expansion of the services and the transformation of the NSFAS receiving priority? NO2097E

REPLY:

(a) .The NSFAS has requested institutions to provide information on under-spending in order to redistribute funds to needy students within the current academic year. The Department of Higher Education and Training has been monitoring this matter closely.

(b) I appointed a Ministerial Committee to review the NSFAS in July 2009. A report is expected at the end of this year. The overall purpose of the review is to assess the strengths and shortcomings of the current Scheme and to advise my office on the short, medium and long term needs for student financial aid in order to promote the twin goals of equity of access and providing free undergraduate education to students from working class and poor communities who cannot afford further or higher education. The review will evaluate different models of student financial aid and make recommendations on the policy and operational changes required to ensure the effective and efficient achievement of these goals, which will enable South Africa to produce graduates with the qualifications and skills required to build our developmental state.

QUESTION 195

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 13/10/09

(INTERNAL QUESTION PAPER NO 21-2009)

Mrs M T Kubayi (ANC) to ask the Minister of Higher Education and Training:

What is his plan on dealing with the fee increment in institutions of higher education? NO2101E

REPLY:

The issues of student fees remain a concern to me and my Department. In this regards letters have been sent to all institutions requesting them to provide the Department with the following information amongst others:

 Institutional policies in respect of fees payable and regulations regarding the payment of fees.

 average increase in academic and residence fees for the 2010 academic year compared to the previous years

 The anticipated estimate in fee increases for the 2010 academic year, taking into account the MTEF allocation to higher education.

 The totals which institutions expect to raise from tuition, student housing and the proportions which these represents of the total income of the institutions for the 2010 financial year.

 The average increase in additional student levies i.e. ICT, transport library and catering separately for the 2010 academic year, compared to the previous years.

 The general guidelines and specific rules or requirements for the payment of academic, residence and other fees.

 Institutional processes followed in the determination of fees for the 2010 academic year.

 The provisions being made from institutional and other sources to assist financially disadvantaged and academically deserving students.

This information will then assist us to be able to analyze the trends so that we can make informed decisions in our discussions with different stakeholders. I am also going to meet with Higher Education South Africa (HESA) including all national student organisations to discuss strategies to deal with the tensions that may arise as a result of disagreements on fee increments taking into account that the Department does not determine fees.

QUESTION 435

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 10/07/09

(INTERNAL QUESTION PAPER 06-2009)

Mr L W Greyling (ID) to ask the Minister of Higher Education and Training:

(1) Whether he will review the National Student Financial Aid Scheme of South Africa (NSFAS) in order for students to be awarded bursaries rather than loans; if not, why not; if so, what are the relevant details;

(2) Whether he will review other aspects of NSFAS; if so, which aspects? NW495E

REPLY:

1. I established a Ministerial Committee for the Review of the National Student Financial Aid Scheme on 10 June 2009 to review the efficacy of the Scheme. The overall purpose of the review is to assess the strengths and shortcomings of the current Scheme and to advise on the short, medium and long term needs for student financial aid in order to promote the twin goals of equity of access and providing free undergraduate education to students from poor communities who cannot afford further and higher education. The Committee will also conduct a needs analysis of students who currently do not qualify for NSFAS support but cannot obtain loans from commercial banks and make recommendations in this regard. The Terms of Reference are contained in Government Gazette, No 32317.

2. The Terms of Reference include but are not limited to assessing amongst others:

 Assess the strengths and shortcomings of the current National Student Financial Aid Scheme (NSFAS).

  • Conduct a needs analysis of students who will require financial aid in the short, medium and long terms, taking into account the Government's commitment to providing free undergraduate education to students from poor families who would otherwise not be able to pursue further or higher education.
  • Undertake a review of the Means Test and provide guidelines to determine the criteria for eligible students.
  • Make recommendations on appropriate mechanisms for raising and administering the required funds, including the parameters of the recapitalization of NSFAS and for the possible establishment of a student loan bank.
  • Investigate the feasibility of student financial aid being linked to priority fields of study and levels of academic performance.
  • Assess the viability of extending financial aid to students in not-for-profit private higher education institutions. Assess the nature and extent of former and current students blacklisted by NSFAS and universities, and recommend appropriate action to be taken to deal with the problem.
  • Recommend changes to the policy, regulations and operational framework of the NSFAS, including the distribution formula for the allocation of financial aid to institutions, the Means Test, the respective roles and the responsibilities of the institutional financial aid bureaus and the NSFAS.
  • Recommend changes to the governance, management, operational capacity and systems of the NSFAS to meet the needs of the new policy framework.

QUESTION 445

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 10/07/09

(INTERNAL QUESTION PAPER 06-2009)

Ms N Y Vukuza-Linda (Cope) to ask the Minister of Higher Education and Training:

Whether the principle of commonalities that should have existed for mergers to occur between different institutions of higher learning has been upheld; if not, why not; if so, what are the relevant details? NW506E

REPLY:

The Department released the "Guidelines for Mergers and Incorporations" document in April 2004 to assist merging institutions to map out the essentials and processes all merging institutions will have deal with on the way to creating new institutions. The Department made it very clear from the moment the Ministry released its proposals that the proposed mergers were "mergers of equals" and that throughout the various phases of the mergers all the affected institutions were to be treated equally.

Consequently, all the pre-merger processes and decisions were equally shared amongst the participating institutions and the 'interim' governance and management structures were set up in accordance with the "Standard Institutional Statute" and comprised equal numbers of personnel from the affected institutions irrespective of the size of the participating institution. In short, the principle of commonalities was upheld throughout the highly complex processes of merging diverse institutions of higher education in this country.

It is acknowledged that in practice the dynamics across merging institutions have been complex and that each merger has its own dynamics. The Merger Unit has assisted in contexts where the principles of commonalities needed to be asserted.

QUESTION 2260

13 November 2009

Publication No 28- 2009

Dr W G James (DA) to ask the Minister of Higher Education and Training:

(a) Who were the members of the Transition Oversight Committee and the six technical task teams appointed to oversee the migration of the Further Education and Training Colleges to his department, (b) what budget was allocated for their work and (c) what are the (i) timelines and (ii) deadlines for the reports to be submitted? NW2969E

REPLY:

(a) The membersof the Transition Oversight Committee are:

Ø Mr J Pampalis

Ø Prof M Metcalfe

Ø Dr M Qhobela

Ø Mr F Patel

Ø Dr B Mahlobo

Ø Adv E Boshoff

Ø Mr S Mommen

Ø Mr T Tredoux

Ø Mr A Schoeman

Ø Ms T Futshane

Ø Ms A Singh

COMPOSITION OF THE SIX TECHNICAL TASK TEAMS ON THE TRANSFER OF COLLEGES

Name of Task Team

Composition

1. Legislation Matters

· Adv E Boshoff (Convenor)

· Mr S Richter

· Mr C Leukes

· Dr BS Mahlobo

   

2. Institutional support: Governance, Management, IT Support, Information and Data Collection

· Mr S Mommen (Convenor)

· Mr ATP Mpanza

· Dr BS Mahlobo

· Mr A Raubemheimer

· Dr J van Rensburg

· Ms S Swaratlhe

· Mr J Mogale

· Dr M Buthelezi

· Dr N Nkoe

3. Finance and Funding

· Mr T Tredoux (Convenor)

· Dr S Padayachee

· Ms Masipa

· Dr J van Rensburg

· Ms S Swaratlhle

· Mr S Mommen

· Dr BS Mahlobo

   

4. Staffing and Human Resources

· Mr A Schoeman (Convenor)

· Ms S Gear

· Mr J Slater

· Dr BS Mahlobo

   

5. Student Enrolment and Support

· Ms T Futshane (Convenor)

· Ms Z Gungwa

· Ms K Madumo

· Mr S Ntuli

   

6. Qualifications, Programmes and Assessment

· Ms A Singh (Convenor)

· Ms P Vinjevold

· Ms R Burger

· Ms N Pote

· Ms M Koen

· Ms M Swart

(b) No budget was allocated for their work.

(c) i) Timelines: It is anticipated that their functions should be completed on 31 March 2010.

ii) The Technical Task Teams submit their reports on monthly basis to the Transfer Oversight Committee.

QUESTION 854

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 21/08/09

(INTERNAL QUESTION PAPER 10-2009)

Dr WG James to ask the Minister of Higher Education and Training:

What budget was set aside for the work of the Ministerial Committee for the Review of the National Student Financial Aid Scheme;

Whether the committee is on schedule to report by the deadline of 10 December 2009; if not, why not; if so what are the relevant details? NW1004E

REPLY:

No specific budget was allocated for the work of the committee. The work of the committee is being supported through operational funds of the Higher Education branch of the Department of Education.

Yes, the committee is scheduled to provide my office with an initial report by December 2009.

QUESTION 977

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 28/08/09

(INTERNAL QUESTION PAPER 12-2009)

Dr W G James (DA) to ask the Minister of Higher Education and Training:

Whether he has taken any steps with regard to suspending import duties or on finding other means of reducing the cost of imported prescribed text books for university students, especially in the disciplines of science and medicine; if not, why not; if so, what are the relevant details? NW1178E

REPLY:

I would like to recommend that the Minister of Trade and Industry be approached for a reply as tariffs and related duties are determined by the Ministry of Trade and Industry in consultation with the International Trade and Administration Commission. I will however explore this possibility in the near future and ask my officials to consult with the Department of Trade and Industry.

QUESTION 696

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 07/08/09

(INTERNAL QUESTION PAPER 07-2009)

Mr. L L Bosman (DA) to ask the Minister of Higher Education and Training:

Whether, in light of the current recession and the consequent shortfall in state revenue, his department has introduced any austerity measures to reduce its expenditure with regard to (a) official vehicles, (b) travel, (c) travel by departmental officials, (d) accommodation and household help or (e) any other aspects of government business; if not, what is the position in this regard; if so, what are the relevant details?

NW790E

REPLY:

This matter is being dealt with by Cabinet and guidelines are awaited. The Cabinet dealt with the aforementioned matter and the Department is currently waiting for the guidelines. Cabinet will soon announce measures in this regard, which all departments will be expected to implement. Please refer to the statement of the Cabinet meeting of 12 August 2009.

In light of the above, (a); (b); (c); (d); and (e) are not applicable.

QUESTION 1357

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 10/07/09

(INTERNAL QUESTION PAPER 06-2009)

Dr W G James (DA) to ask the Minister of Higher Education and Training:

Whether the results of the study of residences commissioned by his department are completed; if not, why not; if so, (a) when will it be released and (b) what are the further relevant details? NW1713E

REPLY:

The Department of Higher Education and Training will, during 2010, be undertaking a study of student housing in the public higher education system. The study will focus on the system's need for additional student housing, and on the ways in which expansion could be financed. The Department will draw on lessons learned from the 2010/11 to 2011/12 residence expansion process funded by government, institutions and the private sector. The implementation of these expansion plans will lead to the number of student housing places rising by 7 000 by the 2011 academic year, from the current total of 100 000. This expansion programme includes provision for the major renovation of 2 000 existing residence places, primarily in smaller rural universities.

QUESTION 124

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 12/06/09

(INTERNAL QUESTION PAPER 02 - 2009):

Mr. G. G. Boinamo (DA) to ask the Minister of Higher Education and Training:

Whether he has met with any stakeholders to discuss the problems pertaining to (a) students not permitted to write examinations if they have not paid their study fees, (b) the banning of student organisations and (c) the issuing of study material at Unisa; if not, why not; if so, (i) when and (ii) what were the outcomes of these meetings?

NW134E

REPLY:

Yes I have met with stakeholders. Assuming that the question relates to Unisa, I have met the Vice-chancellor.

(a) We agreed with the Vice-chancellor that this requirement will be waived and we are given to understand that this has been done.

(b) We are not aware of any student organisations being banned.

(c) This has been resolved in line with (a)

(i) Not applicable

(ii) Not applicable

NATIONAL ASSEMBLY

WRITTEN TO ORAL REPLY

QUESTION 916

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 21/08/09

(INTERNAL QUESTION PAPER 10-2009)

Dr WG James (DA) to ask the Minister of Minister of Higher Education and Training:

1. Whether his Director-General signed a performance contract with him; if not, why not; if so, when;

2. Whether all senior managers in his department signed performance contracts with the Director-General; if not, (a) which senior managers did not sign, (b) for what reason and (c) when will it be done; if so, on which date each senior manager sign a performance contract? NW1072E

REPLY:

1 No, the Director-General assumed duty on 1 September 2009, however, she is in the process of signing the performance agreement and it will still be finalised and submitted within three months from her date of assumption of duty.

2. No, not all senior managers signed performance agreements with the Director-General

(a) The following senior managers did not sign the performance contracts:

 Mabizela M

 Motaung N

(b) Performance Agreement of Mabizela M is in the process of being signed and will be forwarded to the DPSA soon, and that of Motaung N is delayed owing to changes in her job description.

(c) As soon as the Director-General has taken a final decision on the matters raised in the official's new job description, the contract will be finalised.

QUESTION 1648

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 09/10/09

(INTERNAL QUESTION PAPER NO 20-2009)

Mr I M Ollis (DA) to ask the Minister of Higher Education and Training:

(1) Whether all (a)(i) offices and (ii) sites of his department and (b) entities reporting to him adhere to the Occupational Health and Safety Act, Act 85 of 1993; if not, (aa) why not, (bb) which facilities fail to adhere to the Act, (cc) where are they situated and (dd) what (aaa) aspects of the Act does each such facility not comply with and (bbb) action has been taken in each case; if so, what are the relevant details;

(2) (a) how often should each facility be inspected and (b) when last was each facility inspected? NW2054E

REPLY:

(1) (a) (i) and (ii) The Department of Higher Education is not fully functional yet and is currently making use of the facilities and resources of the Department of Education. The Department of Education Higher is accommodated in one of the three buildings occupied by the Department of Education, in Central Pretoria and all these adhere to the Occupational Health and Safety Act.

(b) CHE, SAQA and UMALUSI, are entities that report to the Minister for Higher Education and Training. They all adhere to the Occupational Health and Safety Act.

(2). The Act does not specify how frequent inspections must take place.

The Landlord does inspect monthly and the internal Office Services at least weekly

QUESTION 1165

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 11/09/09

(INTERNAL QUESTION PAPER 16-2009)

Dr W G James (DA) to ask the Minister of Higher Education and Training:

Whether his department uses temporary employment services and/or labour brokers; if so, (a) why, (b) how many positions have been filled by temporary employment services in the (i) 2006- 07, (ii) 2007-08 and (iii) 2008-09 financial years, (c) what percentage of the total staff complement did temporary employment services contribute in each of these years and (d) how much money has been spent on temporary employment services in each year?NW1500E


REPLY:

The Department of Higher Education and Training does not make use of temporary employment services and/or labour brokers.

a. Not Applicable

b. Not Applicable

c. Not Applicable

d. Not Applicable

QUESTION 460

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 10/07/09 (INTERNAL QUESTION PAPER 06 - 2009)

The Leader of the Opposition (DA) to ask the Minister of Higher Education and Training:

In each of the past three years up to the latest specified date for which information is available, how many engineers (a) graduated and (b) registered with the Engineering Council of South Africa to increase the acquisition of priority skills as required by Joint Initiative on Priority Skills Acquisition (Jipsa) programmes?

NW521E

REPLY:

(a)

Year

2005

2006

2007

Total Engineering Graduates

6624

7714

8381

       

(b)

Year

2005

2006

2007

Total Engineering Registrations

5488

6090

6384

Source: Engineering Council SA

     

QUESTION 376

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 03/07/09

(INTERNAL QUESTION PAPER 05-2009)

Dr. WG James (DA) to ask the Minister of Higher Education and Training:

(1) Whether a function was held by his department to celebrate his appointment as minister; if so, (a) how much did the function cost, (b) what is the breakdown of the cost and (c) how many guests attended the function;

(2) Whether there were any related costs for the travel and accommodation of guests; if so, (a) what were the costs and (b) what was the breakdown of these costs?

NW436E

REPLY:

(1) There was no function held by the Department to celebrate the appointment of the Minister of Higher Education and Training

(a) Not applicable. (b) Not applicable. (c) Not applicable.

(2) Not applicable. (a) Not applicable. (b) Not applicable

QUESTION 977
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 28/08/09
(INTERNAL QUESTION PAPER 12-2009)
Dr W G James (DA) to ask the Minister of Higher Education and Training:

Whether he has taken any steps with regard to suspending import duties or on finding other means of reducing the cost of imported prescribed text books for university students, especially in the disciplines of science and medicine; if not, why not; if so, what are the relevant details? NW1178E

REPLY:

I would like to recommend that the Minister of Trade and Industry be approached for a reply as tariffs and related duties are determined by the Ministry of Trade and Industry in consultation with the International Trade and Administration Commission. I will however explore this possibility in the near future and ask my officials to consult with the Department of Trade and Industry

QUESTIONS FOR WRITTEN REPLY

FRIDAY, 23 OCTOBER 2009

[No 24 – 2009] First Session, Fourth Parliament

1841. Dr W G James (DA) to ask the Minister of Higher Education and Training:

Whether there are any plans to re-open the Giyani College of Education in Limpopo; if not, why not; if so, what plans?

REPLY:

The facilities of the former Giyani College of Education are currently being used by the Limpopo Department of Education for purposes other than teacher education. The Department of Higher Education and Training and the Limpopo Department of Education have not discussed the future use of these facilities as a site for training teachers.

However, given the importance of increasing the number of quality teachers trained by universities, and colleges previously incorporated into universities, the Ministry of Higher Education and Training has approved a range of projects designed to increase the intake and output of teacher training graduates. In this regard, funding of R474 million has been allocated to 19 universities for the 2010/11 and 2011/12 financial years, while a further R139 million will be added by institutions, making the total available for this initiative R 613 million. The commitment made by universities is to increase, by 2012 compared to their 2007, their enrolments of new (or first time entering) Bachelor of Education enrolments by 1 000, and their new Postgraduate Certificate in Education enrolments by 700. This annual total of 1 700 additional new students would, over a 4 year period, raise the total of students in teacher training in universities by a total of over 4 000, compared to the 2007 enrolment total.

QUESTIONS FOR WRITTEN REPLY

FRIDAY, 23 OCTOBER 2009

[No 24 – 2009] First Session, Fourth Parliament

1840. Dr W G James (DA) to ask the Minister of Higher Education and Training:

(1) In respect of each version of the 2008-09 annual report of his department and the annual reports of each statutory and other entity reporting to his department, (a) what was the (i) budgeted cost, (ii) actual cost and (iii) breakdown of cost in respect of (aa) printing, (bb) graphic design, (cc) other costs and (dd) unit cost of each annual report and (b) how many copies of each were (i) produced and (ii) distributed;

(2) whether any version of the abovementioned reports was retracted or withdrawn; if so, (a) how many times were each annual report withdrawn or retracted, (b) what (i) were the reasons for each withdrawal or retraction and (ii) was the amount spent on each version and (c) how many copies were withdrawn in each case;

(3) how was the decision taken to award the contract to the (a) graphic design company and (b) printing company;

(4) whether (a) his department or (b) any of those public entities that fall under his department held a function on tabling their 2008-09 annual report; if so, in each case (i) what was the name of the public entity, (ii) how much did the function cost, (iii) what is the breakdown of that cost, (iv) where was the function held and (v) how many guests were invited?

REPLY

(1) The Department of Higher Education and Training only came into effect in May 2009, therefore no Annual Report has been developed or tabled during the period mentioned. Therefore questions 2-4 are not applicable to DoHET

REPLY regarding entities that report to the Minister of Higher Education and Training.

QUESTION (1a)

i) Public Entity

Budgeted cost

of the Annual

Report

ii) Actual cost of

the Annual

Report

iii) Breakdown of cost in respect of

PUBLIC ENTITY

   

Printing

Graphic Design

Other costs

Unit cost of each Annual Report

Council on Higher Education (CHE)

140 000

139 701

92 545

20 000

27 156

139,70

National Student Financial Aid Scheme (NSFAS)

367 382

228 601

154 200

39 923

34 478

226,00

South African Qualifications Authority (SAQA)

250 000

209 833

125 416

71 980

12 437

67,78

Question (1b)

i) How many copies

were produced?

ii) How many copies

were distributed

Public Entity

2008/09

2008/09

CHE

1 000

1 000

NSFAS

1 010

510

SAQA

3 000

2 505

 

CHE

NSFAS

SAQA

QUESTION 2 (b)

NO version retracted or withdrawn from Parliament

NO version retracted or withdrawn from Parliament

NO version retracted or withdrawn from Parliament

       

QUESTION 3

Tender Evaluation Method: Price, HDI, WE, Disability, SMME, Skills Emp, HR, Community, Locality, Rural Area

For graphic design, a request for proposals were sent out to suppliers on the supplier database and for printing quotations were requested through design companies

One company was contracted to do design, layout, editing and printing. The contract was awarded after an open tender was advertised. 21 companies sent in bids and the contract was awarded to the company that scored the highest points in the tender evaluation process.

       

QUESTION 4 (b)

No function held.

No function held.

No function held.

NATIONAL ASSEMBLY

FOR WRITTEN REPLY

QUESTION 1839

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 23/10/2009

(INTERNAL QUESTION PAPER 22-2009)

Dr W G James (DA) to ask the Minister of Higher Education and Training:

(1) Whether (a) he, (b) any specified officials and (c) any other persons have been issued with a government or official credit card; if so, what are the relevant details for him and each holder of a credit card in respect of the (i) name, (ii) job title, (iii) credit limit, (iv) outstanding amount as at the latest specified date for which information is available, (v) monthly expenses incurred for each month since receiving the credit card, (vi) reason for such persons being issued with a credit card and (vii) uses that such a credit card is intended for;

(2) whether any such credit cards are over their credit limit; if so, (a) whose credit cards are over the limit and (b) what is the reason for the credit cards exceeding the limit;

(3) whether any action has been taken against such persons for exceeding their credit card limits; if not, why not; if so, what are the relevant details? NW2398E

REPLY:

(1) (a), (b) & (c): No

(1) (i) to (vii): Not applicable

(2) (a) and (b): Not applicable

(3) Not applicable.

QUESTION 92

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 08/06/09

(INTERNAL QUESTION PAPER 01-2009)

Mr AM Mpontshane (IFP) to ask the Minister of Higher Education and Training:

Whether his department has taken any steps with regard to the high number of outstanding loans owed to the National Student Financial Aid Scheme (NSFAS) and the impact this is having on both students and administrators; if not, why not; if so, what steps?

NW95E

REPLY:

The National Student Financial Aid Scheme (NSFAS) is currently recovering approximately R40 million per month in loan repayments from past student debtors. The total recovered from loans, including interest in 2008 was R616 million. The recovered funds are reallocated to fund new students in the subsequent year. The amount is significant against the total budget of R2.496 billion for 2009.

The scheme has however identified the need to responsibly maximize the recovery of outstanding loans from all eligible debtors. Through its partnership with the South African Revenue Services, NSFAS is able to track students who secure formal employment and who are then registered on the Pay-As-You-Earn (PAYE) taxpayer register. In this regard, one of the strategic goals of the NSFAS for the period 2009 to 2011 is to review its loan recovery strategy.

As part of the terms of reference of the review of the Scheme, the committee will also assess the nature and extent of former and current students indebted and blacklisted by NSFAS and universities, and to recommend appropriate action to be taken to deal with the problem. This Committee has commenced its work and will provide the Minister of Higher Education and Training with a report before the end of 2009. The report will be published for public comment.

QUESTION 579

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 10/07/09

(INTERNAL QUESTION PAPER 06 - 2009)

Dr. W G James (DA) to ask the Minister of Higher Education and Training:

What has been the (a) expected and (b) actual number of graduates at each (i) university, (ii) technikon and (iii) further education and training (FET) colleges, in each of the past five years up to and including 2008?

NW645E

REPLY:

UNIVERSITIES AND TECHNIKONS

INSTITUTION NAME

Actual 2003

Actual 2004

UNIVERSITIES

   

University of Cape Town

5.1

5.2

University of Durban Westville

1.9

(2)

University of Fort Hare

0.9

1.2

Medical University of South Africa

0.8

0.7

University of Natal

7.6

(2)

University of the North

1.1

1.5

University of the Free State

4.5

5.1

University of Port Elizabeth

2.9

4.2

Potchefstroom University

6.0

(3)

University of Pretoria

9.2

10.7

Rand Afrikaans University

5.8

7.1

Rhodes University

2.4

1.7

University of South Africa

10.6

14.5

University of Stellenbosch

5.3

5.3

University of the Western Cape

2.2

2.3

University of Witwatersrand

4.1

4.7

University of Zululand

1.9

2.1

Vista University

2.4

(4)

University of Transkei

1.4

1.1

University of the North West

1.1

(3)

University of Venda

1.3

1.3

University of KwaZulu-Natal

 

8.3

North West University

 

9.6

Sub Total: Universities

78.5

86.6

INSTITUTION NAME

Actual 2003

Actual 2004

TECHNIKONS

   

Cape Technikon

3.1

3.4

Technikon Northern Gauteng

1.6

(5)

Mangosuthu Technikon

0.9

0.9

ML Sultan Technikon

(1)

(1)

Natal Technikon

(1)

(1)

Technikon Free State

1.4

1.9

Peninsula Technikon

2.1

2.2

Port Elizabeth Technikon

2.0

1.9

Technikon Pretoria

6.0

(5)

Technikon SA

2.7

(6)

Vaal Triangle Technikon

2.1

2.3

Technikon Witwatersrand

1.9

2.1

Border Technikon

0.8

0.8

Technikon North West

0.6

(5)

Eastern Cape Technikon

1.5

1.2

Durban Institute of Technology

3.1

3.8

Tshwane University of Technology

 

9.8

Sub Total: Technikons

29.8

30.3

TOTAL: UNIVERSITIES AND TECHNIKONS

108.3

116.9

NUMBER OF GRADUATES AND OUTPUT TARGETS ( '000 )

Institution

Actual 2005

Actual 2006

Actual 2007

2010 target: approved October 2007

(A)

Cape Peninsula University of Technology

5.7

6.8

6.9

7.0

University of Cape Town

6.1

5.3

5.4

6.2

Central University of Technology

2.1

2.3

2.3

2.4

Durban University of Technology

4.3

4.4

4.7

4.7

University of Fort Hare

1.8

1.9

1.6

2.1

University of Free State

5.2

5.4

4.7

6.2

University of Johannesburg

10.1

10.2

9.5

10.2

University of KwaZulu-Natal

8.3

8.6

7.6

9.8

University of Limpopo

3.0

3.3

4.1

3.6

Mangosuthu Technikon

1.2

1.9

1.8

1.6

Nelson Mandela Metropolitan University

5.4

4.9

6.0

5.9

North West University

7.7

9.8

11.3

10.1

University of Pretoria

11.6

11.4

10.9

11.9

Rhodes University

2.1

1.9

1.8

2.1

University of South Africa

14.1

13.8

14.3

20.3

University of Stellenbosch

5.5

5.6

5.7

6.2

Tshwane University of Technology

9.4

9.1

9.8

10.1

Vaal University of Technology

2.3

2.4

2.7

3.0

University of Venda

1.6

1.8

1.9

1.9

Walter Sisulu University

2.7

3.5

3.0

3.6

University of the Western Cape

3.0

2.8

3.1

4.0

University of the Witwatersrand

5.0

4.9

5.4

6.4

University of Zululand

2.1

2.2

2.0

2.6

TOTAL

120.3

124.2

126.5

141.9

(A) NOTES: The graduate targets for 2010 are based on agreed upon targets with the institutions and approved by the Minister in 2007.

Notes:

(1) See Durban Institute of Technology

(2) See University of KwaZulu-Natal

(3) See North West University

(4) Campuses Incorporated into University of Pretoria, RAU

University of the Free State, University of Port Elizabeth, Technikon Free State,

Potchefstroom University and UNISA

(5) See Tshwane University of Technology

(6) See University of South Africa

FET COLLEGE GRADUATES: 2004 – 2008

Year

Nr of Passes

2004

135337

2005

138122

2006

152484

2007

132256

2008

127335

NOTES: The above figures reflect those students who passed 7 subjects. Students who passed 5 and 6 subjects out of the 7 were excluded.

QUESTION 588

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 07/08/09

(INTERNAL QUESTION PAPER 07-2009)

Mr M J Ellis (DA) to the Minister of Higher Education and Training:

(1) Whether the SA Qualifications Authority Standards Generating Body (SGB) task team has been constituted; if not, why not; if so, (a) who was appointed to the task team and (b) what are their qualifications;

(2) whether the task team has commenced with the standards generating body process; if not, why not; if so, (a) what are the relevant details and (b) when will the process be completed? NW650E

REPLY:

(1) The South African Qualifications Authority (SAQA) has not constituted any Standards Generating Body (SGB) task team, as these structures are already established in terms of the National Standards Body Regulations. In terms of these regulations 12 National Standards Bodies and 152 Standards Generating Bodies were established and are operational since 1999. Some of the SGBs have since been disestablished upon completion of their tasks.

(2) This is not applicable as there no task team has been established as per the response above.

QUESTION 1799

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 16/10/09

(INTERNAL QUESTION PAPER NO 22-2009)

Mr J H van der Merwe (IFP) to ask the Minister of Higher Education:

1. Whether remedial action will be taken with regard to Unisa's policy of only (a) issuing degree and diploma certificates in English and (b) hosting graduation ceremonies in English; if not, why not, in each case; if so, what are the relevant details in each case;

2. Whether he will make a statement on the matter? NW2300E

REPLY:

1. Unisa recognizes that the country has eleven official languages, and English is but one of them. However, fiscal constraints militate against the University hosting graduation ceremonies in all eleven languages and for practical and operational purposes, Unisa graduation ceremonies are hosted in English. For internal purposes, Unisa has a Language Policy that we, believe, will eventually lead to practical multi-lingualism. As a matter of interest, Unisa is in the process of establishing an Academy of African Languages and Science, the aim being to give practical effect to the use of languages other than English and Afrikaans, to be used as languages of science.

However, with specific reference to the award for doctoral degrees, where the thesis has been submitted in Afrikaans and the student indicates a preference for Afrikaans, the citation which accompanies the award of the degree, is read by the supervisor in Afrikaans during the graduation ceremony. (To date, Unisa has not had any doctoral thesis submitted in languages other than English and Afrikaans). In the event any student presents in Afrikaans, the awards is also presented in Afrikaans (This has not happened with other languages). This is easily and usually the case, where such students have received their degrees with distinction.

In addition, Unisa will prepare and award a graduation certificate in any of the eleven languages if a request for same were made by any of the graduation students. Again, however, to date, Unisa has not received a request of such a nature.

2. The issue of the language used on certificates and at graduation ceremonies is part of the wider debate on language policy at higher education institutions. The Department of Education has published policy to give effect to the provisions of the Constitution. The Language in Education Policy (1997) and the Language Policy for Higher Education (2002) were designed to promote multilingualism in the education sector.

Their aim is to ensure that all South African languages are "developed to their full capacity while at the same time ensuring that the existing languages of instruction (English and Afrikaans) do not serve as a barrier to access and success." Amongst other matters receiving my attention, close monitoring of the implementation of the above forms part of the work of the Department.

QUESTION 1065


DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 04/09/09

(INTERNAL QUESTION PAPER 14-2009)

Dr W G James (DA) to ask the Minister of Higher Education and Training:

What is the present staff establishment of his department;

Whether any new positions have been or will be created; if so, (a) when, (b) how many and (c) which positions;

Whether there are any vacancies that need to be filled; if so, (a) how many, (b) at what level and (c) when will they be filled? NW1326E

REPLY:

1. The staff establishment of the Department of Higher Education and Training is currently under consideration.

2. It is envisaged that new positions will have to be created especially in the field of the corporate services function.

According to the Department of Public Service and Administration staff establishments of newly created departments should be finalised by the end of October 2009.

It is not yet clear how many new positions need to be created as the staff establishment is still under consideration.

Please see explanation under 2 (b).

It is envisaged that vacancies will occur that need to be filled. It is however at this stage not clear how many and at what level.

QUESTION 24

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 08/06/09

(INTERNAL QUESTION PAPER 01-2009)

Mr GG Boinamo (DA) to ask the Minister of Higher Education and Education:

1. Whether is department's initiative of merging institutions of higher learning has produced the desired outcomes; if so, what is the breakdown of the (a) success of each of these tertiary institutions mergers and (b) impact it has had on (i) transformation and (ii) restructuring of higher education; if not, what is the breakdown of all institutions of higher learning that have emerged and failed to produce desired outcomes,

2. Whether his department has taken any steps to rectify this situation, if not, why not; if so, what steps? NW25E

REPLY:

The Department of Education has been supporting, monitoring and evaluating the progress of mergers and incorporations to ensure the goals and objectives of the restructuring process are realised. A recent priority has been to provide technical and financial assistance to develop and rehabilitate the physical infrastructure of institutions. In this regard, I allocated for the triennium 2007/08 to 2009/10, R3 856 million, for infrastructure development and efficiency gains to higher education institutions. These funds are being used to build or renovate student residences, lecture theaters, libraries and laboratories, as well as improve enrolments and graduation rates in scarce and critical skills.

While the outcomes of mergers are generally long term, the mergers have necessitated different approaches in the context of individual institutional requirements and adjustments have had to be made in light of the continuous monitoring and evaluation of the process. As an example, the former MEDUNSA will be retained as a separate campus of the University of Limpopo in Ga-Rankuwa and not re-locate to Polokwane as initially proposed. Currently, the Department is providing technical support and advice to the Universityof Limpopo in the physical development of the respective campuses.

Although progress toward the merger goals has not always been even during the past five years, by August 2009 all the institutions had achieved the desired levels of integration as depicted in the indicative table below. Other areas of successful integration include ICT, finance, student administration and facilities.

QUESTION 1404

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 25/09/09

(INTERNAL QUESTION PAPER NO 18-2009)

Mr AP van der Westhuizen (DA) to ask the Minister of Higher Education and Training:

(1) When will the funding model for further education and training (FET) colleges be implemented in full;

(2) Whether the funding model will enable FET colleges to expand their offering of more courses, such as those needed for the training of technicians; if not, why not; if so, what are the relevant details;

(3) Whether he will make a statement on the matter?

REPLY:

In terms of Gazette 32010 of 16 March 2009, the funding model for FET Colleges will be implemented in full from 1 April 2010.

(2) The colleges will be able to expand their offering of more courses. The funding norms are focussed on the division of State funding into approved programmes. The current list of approved programmes consists of the NC(V) programmes, NQF Levels 2 to 4. These programmes were developed based on the priority skills areas as identified in 2006 and 2007 via the ASGISA and JIPSA processes. The approval of new programmes is an annual cycle which is initiated by the FET Colleges. The approved programme list with the relevant funding weights and programme costs is then circulated to the colleges by July of each year.

(3) The content of these replies are already in the public domain and no statement is necessary. QUESTION 1956

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 23/10/2009

(INTERNAL QUESTION PAPER 22-2009)

Dr A Lotriet (DA) to ask the Minister of Higher Education and Training:

(1) Whether his department provides additional financial support to higher education institutions where more than one language has to be provided for as a language of instruction; if so, what are the relevant details; if not,

(2) whether he intends providing such financial support; if not, why not; if so, what are the relevant details;

(3) whether only historically Afrikaans universities are expected to provide education in more than one medium of instruction; if not, what is the position in this regard; if so, what are the (a) reasons in this regard and (b) further relevant details? NW2520E

REPLY:

The funding formula that distributes public funding to public higher education institutions currently does not allocate funds to institutions that provide tuition in more than one language of teaching and learning. The Department of Higher Education and Training however has funded, through donor support a number of projects that support multi-lingualism in higher education institutions.

There are currently no plans to revise the subsidy allocation formula to the delivery of teaching and learning in more than one language.

The Ministry of Education published the Language in Education Policy (1997) and the Language Policy for Higher Education (2002), which are designed to promote multilingualism in the education sector. Their aim is to ensure that all South African languages are "developed to their full capacity while at the same time ensuring that the existing languages of instruction (English and Afrikaans) do not serve as a barrier to access and success." Universities have the prerogative to develop and determine their language policies, consistent with the above policies in terms of the Higher Education Act. It is thus the choice of individual institutions to have more than one language of teaching and learning.

QUESTIONS FOR WRITTEN REPLY

FRIDAY, 23 OCTOBER 2009

[No 24 – 2009] First Session, Fourth Parliament

1956. Dr A Lotriet (DA) to ask the Minister of Higher Education and Training:

(1) Whether his department provides additional financial support to higher education institutions where more than one language has to be provided for as a language of instruction; if so, what are the relevant details; if not,

(2) whether he intends providing such financial support; if not, why not; if so, what are the relevant details;

(3) whether only historically Afrikaans universities are expected to provide education in more than one medium of instruction; if not, what is the position in this regard; if so, what are the (a) reasons in this regard and (b) further relevant details? NW2520E

Reply

(1) The funding formula that distributes public funding to public higher education institutions currently does not allocate funds to institutions that provide tuition in more than one language of teaching and learning. The Department of Higher Education and Training however has funded, through donor support a number of projects that support multi-lingualism in higher education institutions.

(2) There are currently no plans to revise the subsidy allocation formula to the delivery of teaching and learning in more than one language. However, the Ministerial Statement on Higher Education Funding for 2010/11 does indicate a review of the subsidy allocation formula.

(3) The Ministry of Education published the Language in Education Policy (1997) and the Language Policy for Higher Education (2002), which are designed to promote multilingualism in the education sector. Their aim is to ensure that all South African languages are "developed to their full capacity while at the same time ensuring that the existing languages of instruction (English and Afrikaans) do not serve as a barrier to access and success." Universities have the prerogative to develop and determine their language policies, consistent with the above policies in terms of the Higher Education Act. It is thus the choice of individual institutions to have more than one language of teaching and learning.

QUESTION 1672

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 16/10/09

(INTERNAL QUESTION PAPER 22-2009)

Dr W G James (DA) to ask the Minister of Higher Education and Training:

Whether, since his appointment in May 2009 any renovations or alterations were done at state owned and private residences of him, or any other specified official of his department; if so, (a) where he and the occupants of each such residence were accommodated during the renovations and (b) at what cost to his department in each case? NW2128E

REPLY:

(i) Not applicable

(ii) Not applicable

(a) Not applicable

(b) Not applicable

25 December 2009 - NW2009

Profile picture: McGluwa, Mr JJ

McGluwa, Mr JJ to ask the Minister of Human Settlements

(1) (a) What is the 2009-10 (i) business plan and (ii) budget breakdown for the Housing Development Agency (HDA) and (b) what projects were assigned to the HDA for 2009;

Reply:

(1) Yes, there are plans to develop and implement a policy based on the National Vetting Strategy by the end of the financial year (2009/10).

(2) Yes, only at executive level through NIA. However the department is in the process of putting mechanisms in place to ensure that pre-employment screening of potential employees for criminal records is done to specific identified posts.

(4) In terms of records based on the info provided on application forms, the department does not have any employees with criminal records.

QUESTION FOR WRITTEN REPLY

QUESTION No 1904

Question

Mr A C Steyn (DA) to ask the Minister of Human Settlements:

1. Whether there are any plans to introduce energy saving initiatives in the building of new subsidised homes: if so, what are the relevant details; if not, why not?

2. Whether there are any plans to introduce policy or legislation to encourage future private homeowners and/or developers to make use of energy saving initiatives in the construction of their homes; if so, what are the relevant details; if not, why not?

Answer

1. Yes, the National Housing Code contains detailed guidelines to promote environmentally and energy efficient housing in the subsidy sector. The Department of Human Settlements has been working with the NHBRC to cost various measures to enhance the thermal performance of houses in the subsidy market. The most promising and cost effective of these is the installation of a ceiling and the provision of above ceiling insulation. Other measures include plastering of the external walls of the houses, under floor insulation and sealing of windows and doors. The cost implications of introducing energy efficient measures in the subsidy housing market will be considered, once the NHBRC have finalised their research report.

2. Yes, the Department of Energy has instructed the South African Bureau of Standards (SABS) to develop national standards for energy efficiency in naturally ventilated building. Theses standards will form part of the National Building Regulations and is referred to as the SANS 204 Standard. The Department of Human Settlements participated in the working group process and the draft standards have been published for comments. The standards are currently being refined in terms of the comments received and will then be presented for approval.

QUESTION 672

QUESTION

672. Mr M M Swathe (DA) to ask the Minister of Human Settlements:

Whether he and his department will implement a programme to eradicate the housing backlog in all the provinces; if not, why not; if so, (a) when will the programme start and (b) what is the set target to achieve?

REPLY

Section 26 (1) and (2) of the Constitution determines that The State must take reasonable legislative and other measures, within its available resources, to achieve the progressive realisation of the right to have access to adequate housing.

The aim of Government's Human Settlement Programme therefor is to provide housing to all qualifying beneficiaries in an integrated manner within the context of sustainable human settlements. This implies that Government aims to eradicate the housing backlog over time, depending on the availability of resources.

Based on provincial allocations of the Integrated Housing and Human Settlement Grant, Provincial MECs responsible for Human Settlements prepare annual provincial plans which indicate the spending priorities within a particular province. These priorities are determined according to housing demand in a province with a view to the eradication of backlogs.

Therefor, Government's Human Settlement Programme since 1994 has been aimed at eradicating the housing backlog.

a) Falls away

b) Government has decided not to set targets based on the eradication of backlogs per se, but rather to pursue the establishment of integrated, sustainable human settlements based on the availability of financial resources being made available in terms of the Integrated Housing and Human Settlement Grant.

QUESTIONS 870

FOR WRITTEN REPLY

870. Mr A C Steyn (DA) to ask the Minister of Human Settlements:

(1) Whether the customer service hotline where the public can report corruption or fraud in housing is in operation; if not, why not; if so, (a) how many cases of irregularities have been reported and (b) what is the nature of the irregularities;

Answer: The customer services hotline in the Department of Human Settlements is in operation, and the operational hour's starts from 06:00-22:00

(a) The cases of irregularities reported is 3

(b) The nature of irregularities is as follows:

· Councillors selling houses to their relatives

· Housing demand database not transparent

· People are being pushed at a certain prize to be on the Housing Demand databaselist

· Title deed in somebody's else name

(2) Whether any cases has been referred to the SA Police Service; if not, why not; if so, how many (a) cases have been referred and (b) suspects have been (i) arrested and (ii) charged thus far?

(a) Three (3) cases received from call centre since August 2009.Those cases are still under investigation by our internal forensic team and can only be referred to SAPS after we have concluded our investigation. However there is no automatic referral to SAPS .We gather more facts and conduct case analysis , in order to establish whether these cases would warrant a criminal investigation or not.

(b) No suspect arrested as the matter is still under investigation

(c) No Charges

QUESTION No 1754

Question

1754.Mr AC Steyn, MP (DA) to asked the Minister of Human Settlements:

What progress has been made with the policy development regarding the Farm Worker/Farm Occupier Housing Assistance Programme?

Reply

The policy and implementation guidelines for the National Housing Programme: Farm Residents Housing Assistance was approved and my Department is currently acquiring the services of legal expertise to develop pro-forma contractual agreements to facilitate the implementation of the programme. Where feasible, provinces and municipalities may already implement the programme.

QUESTION NO: 1753

Mr A C STEYN (DA) to ask the Minister of Human Settlements:

(1) What (a) are the closing-down costs of (i) Thubelisha Homes, (ii) Servcon Housing Solutions (Pty) Ltd and (iii) the Social Housing Foundation and (b) is the exact breakdown of the costs involved in closing down each of these entities;

(2) what (a) are the outstanding amounts owed by service providers to (i) Thubelisha Homes, (ii) Servcon Housing Solutions (Pty) Ltd and (iii) the Social Housing Foundation and (b) (i) are the names of these service providers and (ii) is the amount owed by them in respect of each entity and (c) steps has the department taken to recover these amounts?

ANSWER

(1) (a)

(i) The costs of closing Thubelisha were estimated at the time of preparing the closure plan in August 2008. These costs were revised with improved estimates on 29 January 2009. At that stage, the estimated cost of the closure of Thubelisha was given as R 241,5m. This included a combination of actual closure costs, settlement of the deficit in the company and a provision for possible claims from creditors and clients (Provinces). The total known costs of closing Thubelisha is R24,4 m, significantly less than the R130,4 m estimate at 31 December 2009. The actual costs of closing the company have been reduced to R 23, 9 m.

(ii) The cost of closing Servcon totals R 54,205,490.78.

(iii) In terms of the Social Housing Foundation (SHF), closure costs cannot yet be stated since this information is currently not available.

(b)

Thubelisha

The exact breakdown of the costs involved in closing down Thubelisha is as follows:

The actual costs of closing the company have been reduced to R 23,9 M (Reference A)

There are still two amounts relating to VAT from Contractors (R12,8M) and MIG debtors from the City of Cape Town (R40,8) that have not yet been recovered and may have to be written off (Reference B)

Mainly as a result of the release of un required provisions and the recognition of income resulting from project reconciliations, the expected deficit in the company has been reduced from an accumulated loss of R 12,7 M to a surplus of R 53,1 M (Reference C)

This brings the total known costs of closure to R 24,4 M, significantly less than the R130,4 M estimate at 31 December 2008.

A provision for additional claims and contingencies made in December 2008 has been retained amounting to an addition R 111M (reference D), which may or may not be required.

Servcon

The exact breakdown of the costs involved in closing down Servcon are as follows:

· Provision for staff cost from September to March 2010: R16,316,571.16

· Provision for severance expenses : R32,888,919.62

· Consulting expenses, including audit fees, liquidation fee and other related fees : R5,000,000.00

(2) (a)

(i) The basis for this question is uncertain. If the question relates to money owed to service providers the submission is that Thubelisha owes money to service providers and not the other way round. In this regard, Thubelisha is in the process of settling all valid creditors that are outstanding. However, if the question relates to claims and potential write offs, then the outstanding amounts owed by service providers is R53, 6 m. It must be noted however that there are claims and counter claims against major consortia that have worked mainly on the N2 Gateway project that still need to be resolved. The nature of these claims are discussed below (2(b)) in detail.

(ii) Servcon Housing Solutions (Pty) Ltd outstanding amount due from from the clients is R197,324,994.49.

(b)

(i) The names of service providers owing monies to Thubelisha are as follows:

· City of Cape Town for Municipal Infrastructure Grants (MIG) on the N2 project: R40, 8 m

· There are still amounts not yet recovered from service providers for VAT incorrectly paid to them. For this to be recovered, the service provider would in turn claim the amount from SARS and additional input tax. The recovery or not of this amount is thus neutral to Government as a whole. The cost of pursuing these old service providers is likely to be significant with no significant value to Treasury. Recovery efforts are still underway but likelihood of recovery is considered remote for the final amounts: R12, 8 m

· There are claims and counter claims against major consortia that have worked mainly on the N2 Gateway project such as Ibuyile and Sobambisana. With regards to Ibuyile, there is a provision in the books of Thubelisha for R 61m for this claim which is also included in the claim of R 133 million indicated below. Thubelisha believes it has a claim of R 43 million. The Consortium believes it has a claim of an amount of R 133 million. Sobambisana on the other hand has indicated that they would be making counter claims which at header date we have not received as yet.

The names of service providers owing monies to Servcon are as follows:

· Gauteng Department of Human Settlements : R82,550,535.37

· Eastern Cape Department of Human Settlements : R14, 420,103.00

· National Department of Public Works : R99,744,288.00

· Others (rent ect.): R610,068.12

(c)

· In relation to the City of Cape Town, Thubelisha is continuing with the recovery of this amount with the assistance of the staff of the Housing Development Agency (HDA). Furthermore, the pursuit of old service providers for VAT incorrectly paid to them is likely to be significant with no great value to the National Treasury. Recovery efforts however, are still underway but likelihood of recovery is considered remote for the final amounts. Both claims are with Thubelisha's attorneys. The entity has received responses from the consortiums and is currently looking at them. Once the entity has completed their reports, this will proceed to arbitration or litigation in the next 14 days.

· With regards to Servcon and the recovery of amounts due to them, the Department will work with Servcon with a view to assist with the recovery of monies due from the provinces.

QUESTION 1499

FOR REPLY

1499. MR A C STEYN (DA) to ask the Minister of Human Settlements:

Whether his department is taking any steps to offset its carbon footprint; if not, why not; if so, what are the relevant details?

REPLY

1. The Department has complied with the requirements set out by the Department of Energy and has installed energy efficient lighting within the facilities. Furthermore the Department of Public Works has appointed a service provider that will ensure and maintain the lighting within government owned and leased buildings with a view to promoting savings towards carbon footprint.

QUESTION 1500

FOR WRITTEN REPLY

1500. Mr A C Steyn (DA) to ask the Minister of Human Settlements:

  1. Whether there are any plans to introduce energy saving initiatives in the building of new subsidised homes: if so, what are the relevant details; if not, why not?
  2. Whether there are any plans to introduce policy or legislation to encourage future private homeowners and/or developers to make use of energy saving initiatives in the construction of their homes; if so, what are the relevant details; if not, why not?

REPLY

1. Yes, the National Housing Code contains detailed guidelines to promote environmentally and energy efficient housing in the subsidy sector. The Department of Human Settlements has been working with the NHBRC to cost various measures to enhance the thermal performance of houses in the subsidy market. The most promising and cost effective of these is the installation of a ceiling and the provision of above ceiling insulation. Other measures include plastering of the external walls of the houses, under floor insulation and sealing of windows and doors. The cost implications of introducing energy efficient measures in the subsidy housing market will be considered, once the NHBRC have finalised their research report.

2. Yes, the Department of Energy has instructed the South African Bureau of Standards (SABS) to develop national standards for energy efficiency in naturally ventilated building. Theses standards will form part of the National Building Regulations and is referred to as the SANS 204 Standard. The Department of Human Settlements participated in the working group process and the draft standards have been published for comments. The standards are currently being refined in terms of the comments received and will then be presented for approval.

QUESTIONS 1387

FRIDAY, 25 SEPTEMBER 2009

1387. Mr A C Steyn (DA) to ask the Minister of Human Settlements:

(1) (a) What are the (i) names and (ii) qualifications of the persons who formed part of the management team that was sent to assist the Eastern Cape housing department in 2008 and (b) where were they seconded from;

(2) what was the (a) duration of their secondment and (b) description of their individual responsibility within the management team;

(3) what are the details of the (a) progress and (b) skills transferred to date;

(4) (a) what is the total cost to his department of the intervention and (b) how is the cost made up with regard to (i) travelling, (ii) accommodation, (iii) remuneration and (iv) other specified expenses?

REPLY

NAME

QUALIFICATIONS

PERIOD OF ENGAGEMENT

Leshabe Sam Rampedi

B.com (accounting) , Masters in Development studies

April 2008 to date

Thomas Ntshengedzeni Ramovha

B. Tech management services

Diploma in Municipality Management

April 2008 to date

Siphumedze Mndze

Msc Dev planning, BA degree, Dipll PR.

July to Nov 2008

Sept 2008 to date

Lorraine S. M. Makola

B. Com Computer Science

Dipl. Human Rights

01 May 2008 to date

Thanyani Ramatsea

Professional Engineer. B. Sc (Civil) Eng Masters in Engineering

01 Oct 2008 to date

Rudzani Percy Mamphaga

Professional Engineer. BSc (Civil) Eng. Graduate Diploma in Engineering.

01 Sept 2008 to date

Wellington Didibhuku Thwala

B.sc Quantity Surveyor

01 Sept 2008 to Nov 2009

Sam Johannes Du Preez

Professional engineer. B Sc (civil) Eng

01 June 2009 to date

Sifiso Sibanyoni

B.Sc Eng Civil Hons

01 Sep 2008 to 31 Oct 2008

Tsikadzashe Nemato

Professional Engineer. B.Sc Eng Civil Hons.

01 Nov 2008 to 31 March 2009

William Chitsa

Professional Engineer. B. Sc Eng Civil Hons.

MBA

01 Nov 2008 to date

Tsholofelo Diale

B. Sc Eng Civil Hons

01 Sep 2008 to 31 Oct 2008

Ferdinand C. Fester

B. Sc Quantity Surveyor

01 Sept 2008 to 31 Nov 2008

Jan G Fourie

Professional Engineer. B. Sc Eng Civil

B. Com

LLB

Msc. Eng

Nov 2008 to March 2009

Sthembiso Ndlovu

B. Tech In Construction Management

Masters in Project Management

01 September 2009

Thabo Wahls Mathibeli

Professional Engineer

B. Sc Eng Civil

B. SC Maths & Physics

MBA

01 July 2009 to date

Thamsamqa Patrick Skele

Professional Engineer Technologist - Civil

GCE Civil Eng

B. Tech Civil Eng

N.H.D. Civil Eng

N. Dipl Civil Eng

01 July 2009 to date

Letta Mokgotsi

B.A.

April 2008 to Oct 2008

Bahle Precious Sitaba

BA Environmental and Development

01 Nov 2009 to 31 Jan 2009

David Victor Hatton Hall

Profesional engineer B. Sc Eng Civil Hons

MBA

Dipl Prof Construction Project Manager

25 Nov 2009 to Feb 2009

Kamlesh Naran Bhana

B Tech: Town planning

01 Sept 2008 to 31 March 2009

Brenda Mvula

Post Graduate Diploma: Project management

01 Nov 2008 to date

Dave Awogu

Masters In Town & Regional Planning

Post Grad Dipl In Computer Science

B.sc Hons Urban & Regional Planning

01 June 2009 to date

Sindile Bidla

Masters Geo Information Sc A& Earth Observation

B.sc Agriculture

01 May 2009 to date

Abraham van der Berg

Professional Land Surveyor

Bachelor Degree Land Surveying

Masters Town & Regional Planning

B.A. Public Admin Hons

June 2009 to date

Calvin Sehlapelo

B. Com Hons Acc & CA

B. Comm Acc

July 2009 to date

1(b) The officials were seconded from National and other Provinces. Other officials were sourced from the private sector and were appointed as independent contractors (consultants).

2(a) The duration of secondment is captured above in the last column.

2(b) Mr Rampedi is the team leader of the Eastern Cape Intervention.

Ms Makola is the office manager that ensures necessary arrangements and control of the team.

Mr Ramovha is responsible for the oversight role within the team and monitors progress.

3(a) The province has improved in the overall system of housing delivery in the areas of project management, quality assurance, multi-year planning, financial management and reporting.

3 (b) As part of capacity building the National Department deployed skills

in the areas of strategic management, financial management, engineering, town planning and information management. These professionals have worked closely with the province to ensure that skills are transferred to provincial officials. This has manifested in improved conditional grant expenditure, planning, increased number of units completed, quality management and reporting.

4 R 6.177 million

(b) (i) R1.7 million

(ii) R912 000

(iii) R3.5 million

(iv) Telephones: R30 733

Office equipment: R3 600

Lease payments: R30 806

QUESTION NO. 1385

WRITTEN REPLY

Mr A C Steyn (DA) MP to ask the Minister of Human Settlements:

(a) Who were the managing agents after the completion of the rental units at Phase 1 of the N2 Gateway project;

(b) What are the relevant details of the agreement entered into with the managing agents, including;

(i) the date that the agreement was entered into,

(ii) the duration of the agreement

(iii) details of the

(aa) responsible

(bb) remuneration of the managing agents and;

(c) Who is currently managing the

(i) maintenance and;

(ii) collection of rentals for these units?

REPLY

(a) Thubelisha Homes have a lease agreement with the City of Cape Town (owners of the rental portion of Joe Slovo Phase 1).

(b) (i) The original lease agreement was signed in 2006.

(ii) The lease was for a period of five years, with a 30 year renewable option.

(iii) (aa) Maintenance and rental collection.

(bb) In terms of the lease agreement, no payment is made Thubelisha Homes as it was envisaged they would recoup costs from rental income received. Trafalgar Property Management Services were appointed to maintain a billing service. This service merely records payments made and sends out accounts to the tenants. Trafalgar Property Management are paid an amount of R 8 037.00 monthly for this service.

(c) (i) Currently the maintenance falls under Thubelisha Homes as the as the lease with the City of Cape Town is still in force.

(ii) Currently rental payments which are made by tenants are paid into Thubelisha Homes' bank account.

QUESTION NO: 278

WRITTEN REPLY

DATE OF PUBLICATION:

Mr M M Swathe (DA) to ask the Minister of Human Settlements:

Whether he will review the housing needs, allocations, lists and qualifications of all those who 'applied for RDP houses; if not, why not; if so, what are the relevant details?

REPLY

Housing Needs

No. The Government remains committed towards housing assistance to household who cannot independently resolve their own housing needs. The bulk of housing funding allocation is still channelled towards the upgrading of informal settlements as the highest priority.

The Government is, however, in the process to broaden the application scope of the National Housing Programmes as part of the implementation of the mandate contained in the Comprehensive Plan for the Creation of Sustainable Human Settlements, also referred to as the "BNG" policy framework. In this process and to achieve a holistic planning and development orientation a framework for the establishment of a National Housing Demand Database was approved and submitted to the provincial departments.

The main objective of the National Housing Demand Database is to establish a single integrated database from which all housing departments will draw housing need data. The establishment of the actual housing demands per development or region may warrant investigations into the possible enhancement of the definition of the housing needs and such will be subject to the normal policy decision-making process.

Allocations

No. The principles for the allocation of housing opportunities created through the various National Housing Programmes remain the unchanged. Applications are still considered on the basis of first came first served and in terms of compliance with the standard qualification criteria.

Allocations for housing opportunities in informal settlement upgrading projects differ in that the development is planned with and for the specific inhabitants of the relevant area.

The implementation of the National Housing Demand Database will further enhance the allocation process in that developers will be able to establish needs and invite prospective housing subsidy applicants to apply for subsidies where housing opportunities are available from the data base.

Lists

No. It is assumed that this sub-section of the questions relate to so called "waiting lists".

Although the introduction and maintenance of housing demand lists or ~waiting lists" is not prescribed by national policy, all such existing municipal and provincial lists were incorporated, or are in the process of being incorporated, into the National Housing Demand Data Base.

Qualification Criteria

No. The qualification criteria to obtain access to the housing assistance measures instituted by Government are not under review at this moment.

It is important to note that in addition to the general qualification criteria, each National Housing Programme is governed by programme specific criteria, tailored to achieve the goals of the relevant programmes. The current qualification criteria of the various National Housing

Programmes are regarded adequate and effective. However as policy evolves and new programmes are developed that warrant changes to the existing criteria, such will be subject to the normal policy decision-making process before approval and implementation.

PARLIAMENTARY QUESTION NO 918

FROM MR AC STEYN OF THE DEMOCRATIC ALLIANCE (DA): WRITTEN REPLY

DEPUTY MINISTER

1. PURPOSE

To submit a draft reply in respect of Parliamentary Question no 918 received from Mr. A C Steynof the Democratic Alliance (DA).

2. DETAILS OF THE QUESTION 918.

Mr A C Steyn (DA) to ask the Minister of Human Settlements:

1. Whether his Director-General signed a performance contract with him, if not, why not, if so, when;

2. whether all senior managers in his department signed performance contracts with the Director-General; if not, (a) which senior managers did not sign, (b) for what reason and (c) when will it be done; if so; on which date each senior manager sign a performance contract?

3. REPLY

1. The performance agreement of the Director General is awaiting endorsement by the Minister. This is to be filed with the Public Service Commission on the due date of 31 August 2009.

2. Only 33 of the 63 senior managers have concluded performance agreements with their respective supervisors. The Performance Agreements were concluded before 31 July 2009 as required.

(a) The following senior managers did not conclude the Performance Agreements for the year 2009/10:

1. Kraba KMS

2. Werner L M

3. Damane S F

4. Mngomezulu M

5. Mashabane T

6. Mthembu J T

7. Mbanjwa Z N

8. Thembani N

9. Ramovha T

10. Mirembe J

11. Muthige M

12. Mohale A

13. Mabalane I

14. Mokalapa P

15. Nxumalo S

16. Lelosa M

17. Ngxongo EM

18. Von Broembsen DJ

19. Jolobe LM

20. Bayat J

21. Arendse A

22. Maclean M

23. Jiyana W

24. Minnie J

25. Gaesale RK

26. Kabagambe K

27. Dlabantu M

28. Letsholonyane N

29. Maphisa M

30. Wallis J

(b) The reasons for non compliance vary. In most of the cases, the agreements are signed by one party and are awaiting concurrence by the supervisors. In other instances, there is no reason given.

(c) The Department issued communiqué to senior managers to give them a period of grace until 31 August 2009. This was a final reminder and the necessary correction steps will be taken for non-compliance.

4. RECOMMENDATION

It is recommended that you approve the draft reply to written question no. 918, should you concur with the content thereof.

QUESTION: 948

Ms B N Dambuza (ANC) to ask the Minister of Human Settlements:

Whether, with regard to an increased need for urban housing against the demographic trend towards urbanization and the growing scarcity in and increased cost of urban housing, his department is promoting the regulation and protection of sectional title holder, if not, why not; if so, what are the relevant details?

REPLY:

The Sectional Titles Act, 1986 (Act No. 95 of 1986) ("the Sectional Titles Act") which regulate the sectional tittles industry is currently administered by the Department of Rural Development and Land Reform. The Department of Human Settlements is currently in the process of taking over certain provisions from the Sectional Titles Act. However, until this process has been finalized by Parliament, the Department does not have any legislative or Constitutional authority to promote the regulation and protection of sectional title holders since these functions currently still fall within the ambit of the mandate of the Department of Rural Development and Land Reform through the Sectional Tittles Regulatory Board established under the Act.

QUESTION 947

Ms B N Dambuza, MP (ANC) to ask the Minister of Human Settlements:

Whether his department has a programme on its own, or in collaboration with other departments, to provide housing for child-headed households; if not, why not; if so, what are the relevant details?

Reply

No. However, my Department is a process of finalising a new National Programme that will address the housing needs of orphans and vulnerable children. The programme will be finalised in consultation with the Department of Social Development.

The Programme will provide grant funding to registered care-givers to enhance their current houses by adding a room, or rooms as the case may be, to ensure that they provide adequate shelter to the orphans and/or vulnerable children placed under their care. The additional rooms could be attached to existing houses or could be constructed as stand alone units on the stand. It will also be possible to adjust the designs of new dwellings to be constructed as part of approved housing subsidy projects.

In the case of child-headed households living in the houses of their deceased guardians, the proposed Programme will provide similar relief. The difference being that the property will belong to the deceased estate of the guardians and not to the care-givers. Such properties will later be transferred to the children in terms of the law of succession and as instructed by the Master of the Supreme Court.

The Programme is subject to the conditions that care-givers must be legally appointed by the Department of Social Development and orphans and/or vulnerable children must be legally placed under the care of the legally registered care giver through a Court order.

The Department of Social Development will be required to certify the need for additional living space, administer the appointment of care-givers and the Court procedures to place children with care-givers. The said Department will also be required to ensure that the living space so provided, is utilised for the intended purpose.

My Department is in the process to consult the Sector Departments through the Directors-General Social Protection and Community Development Cluster to ensure all aspects of the proposed programme are supported where after the matter will be submitted for final approval.

In terms of planning, the new Programme will be implemented with effect from 1 April 2010.

QUESTION NO. 929

QUESTION

Dr CP Mulder (FF Plus), to ask the Minister of Human Settlements:

(1) With regard to each financial year since 2004 until the latest specified date for which information is available, (a) how many (i) developers and (ii) construction firms in (aa) each province and (bb) countrywide were responsible for the construction of Government housing projects and (b) what amounts for each of the projects has the Government paid out to each of the (i) developers and (ii) construction firms;

(2) whether the Government has used any of the (a) developers and (b) construction firms more than once; if not, what is the position in this regard; if so, (i) which (aa) construction firms and (bb) developers were used for which projects and (ii) how much were they paid for each project;

(3) how many of the (a) developers and (b) construction firms (i) experienced financial problems or (ii) were declared insolvent prior to the completion of the Government housing projects;

(4) how many of the (a) developers and (b) construction firms who erected Government housing projects were involved in corruption and fraud in respect of the Government projects?

REPLY:

1 (a) Number of developers and construction firms.

(i) (aa)

Number of developers in each province

PROVINCE

Number of Developers

EASTERN CAPE

133

FREE STATE

206

GAUTENG

108

KWAZULU NATAL

111

LIMPOPO

209

MPUMALANGA

77

NORTHERN CAPE

47

NORTH WEST

90

WESTERN CAPE

143

TOTAL

1124


(i) (bb)

The number of developers country wide is 1124

(ii) (aa)

Number of Construction firms (Contractorsl Builders) in each province

PROVINCE

Number of Developers

EASTERN CAPE

8

FREE STATE

109

GAUTENG

 

KWAZULU NATAL

5

LIMPOPO

7

MPUMALANGA

 

NORTHERN CAPE

70

NORTH WEST

1

WESTERN CAPE

2

TOTAL

202

Gauteng and Mpumalanga have classified construction firms and municipalities in the Housing Subsidy System (HSS) data as developers.

(ii) (bb)

There are 202 construction firms country wide.

(b) The amounts paid by government for each project in respect of:

(i) Developers, refer to list A and D - Projects and payments

(ii) Construction firms, refer to list Band C - Projects and payment

2 (a) Yes, Government has used developers and

(b) Yes, Construction firms

(i) (aa) Lists Band C contain Construction firms used for each housing project: .

(bb) Lists A and D contain Developers used for each housing project

(ii) (aa) Amounts paid to construction firms for each housing project are as listed in lists Band C.

(bb) Amounts paid to developers for each housing project are contained in lists A and D.

3 (a) (i) As the Information Systems at the disposal of the Department does not incorporate information relating to the financial status of developers and construction firms, this information had to be requested from Provincial Human Settlements Departments who at this stage only two have indicated as follows:

Gauteng

Northern Cape: 11 contractors have experienced financial problems and did not complete the projects.

Further information regarding the other province will be provided as soon as it is received in full

(ii) The information regarding insolvency and liquidation of construction and development companies is not kept by the Department, therefore no information is available in this regard.

None

(b) (i) and (ii)

Information Systems at the disposal of the Department does not incorporate information relating to the financial status of developers and contraction firms. The Information was requested from Provincial Departments and they have not been able to provide such details.

4 (a) and (b) There were 289 developers and construction firms who were allegedly involved in corruption and fraud in respect of the Government projects.

QUESTION NUMBER 1163

Mr A C Steyn (DA) to ask the Minister of Human Settlements:

Whether his department uses temporary employment services and/or labour brokers; if so, (a) why, (b) how many positions have been filled by temporary employment services in the (i) 2006-07, (ii) 2007-08 and (iii) 2008-09 financial years, (c) what percentage of the total staff complement did temporary employment services contribute in each of these years and (d) how much money has been spent on temporary employment services in each year?

REPLY

Yes. The Department utilises the services of employment agencies in the acquisition of temporary workers.

(a) The Department makes use of agencies for the appointment of staff on a short term or temporary basis.

The Department also utilises temporary staff to fill positions while the recruitment for permanent staff is in progress. This ensures that service delivery on critical functions is not hampered while the recruitment process is in progress.

(b) (i) 1

(ii) 9

(iii) 15

(c) 2006/07 = 0.2% (419 posts)

2007/08 = 2.1% (419 posts)

2008/09 = 3.2% (457 posts)

(d) 2006/07 = R131 700

2007/08 = R757 855

2008/09 = R1 203 420

PARLIAMENTARY QUESTION NO 383

FROM MR AC STEYN OF THE DEMOCRATIC ALLIANCE (DA): WRITTEN REPLY

TO: THE MINISTER OF HUMAN SETTLEMENTS

1. Purpose

To submit a draft reply in respect of Parliamentary Question no 383, received from Mr. A C Steyn of the Democratic Alliance (DA).

2. Background

The Minister has received a Parliamentary Question (attached below) from a Member of Parliament. Mr. A C Steyn of the DA who enquires on the following issue/s:

Whether a function was held by his department to celebrate his appointment as minister; if so,

(1) (a) How much did the function cost?

(b) What is the breakdown of the cost?

(c) How many guests attended the function?

(2) Whether there were any related costs for the travel and accommodation of guests: if so,

(a) What were the costs? And

(b) What was the breakdown of these costs?

3. Discussion

The Department of Human Settlement did not hold any function to celebrate the appointment of the Minister and Deputy Ministers. Instead, an internal introductory meeting of the Minister and Deputy Minister to staff was held.

The introduction meeting of the Ministers cost the Department 1 (a) R25 433.40; (b) see (4) below; and (c) the staff complement of the Department of Human Settlement.

For question 2 (a) & (b), please refer to (4) below.

4. Financial implications

The introduction of Ministers to staff was done a minimal cost of R25433.40 for the hiring of chairs, decor and public sound address system.

5. Recommendation

It is recommended that the attached draft reply to Parliamentary Question 383 be noted and approved should you concur with the contents thereof.

Recommended/Not recommended

DR. CLARENCE TSHITEREKE

ACTING CHIEF DIRECTOR: COMMUNCATION SERVICES

DATE:

Supported/Not Supported

MR. NYAMEKO MBENGO

CHIEF DIRECTOR: FINANCIAL SERVICES DATE:

Supported/Not Supported

MR. MZIWONKE DLABANTU

DEPUTY DIRECTOR.(GENERAL: CHIEF FINANCIAL OFFICER DATE:

Approved/ Not Approved

MR. ITUMELENG KOTSOANE

DIRECTOR GENERAL: HUMAN SETTLEMENTS

DATE:

MR. MG SEXWALE

MINISTER: HUMAN SETTLEMENTS

DATE:

QUESTION NO: 1719

QUESTION

Mr A M Figlan (DA) to ask the Minister of Human Settlements:

(1) What amount was spent by his department on (a) hotel accommodation, (b) restaurant expenses and (c) travel costs (i) in the 2008-09 financial year and (ii) during the period 1 April 2009 up to the latest specified date for which information is available, for (aa) him, (bb) his deputy minister, (cc) specified officials of his department and (dd) any other specified individuals;

(2) Why did each individual use the specified accommodation in each case?

REPLY:

1(i) The amount spent by the Department of Human Settlements for the financial year 2008/09 is as follows:

(a) Hotel accommodation is R19, 989, 296.17.

(b) Restaurant expenses are R372, 729.06.

(c) Travel costs are R38, 662, 281.64.

(ii) The amount spent by the Department of Human Settlements for the current financial year up to 20 October 2009 is as follows:

(aa) The former Minister and current Minister have spent R1, 310, 972.05 for hotel accommodation, R9,999.10 for restaurant expenses and R 2, 172, 125.98 on travel costs.

(bb) The Deputy Minister has spent R199, 994.55 for hotel accommodation, R0, 00. for restaurant expenses and R479, 467.16 for travel costs

(cc) The Director General has spent R655, 980. 52 for hotel accommodation, R29, 482.93 for restaurant expenses and R1, 084 372.37

(dd) The Deputy Director General's have spent R662, 650.29 for hotel accommodation, R7, 321.43 for restaurant expenses and R879,513.67 for travel costs.

2. The Minister and the Deputy Minister used the specified accommodation when attending Ministerial duties while each specified individuals have used the specified accommodation in the execution of their duties.

QUESTION NO. 1212

QUESTION

Mr B Steyn (DA) to ask the Minister the Minister of Human Settlements:

1. Whether, on appointment to office, the department purchased a new vehicle for the Deputy Minister, or did the Deputy Minister inherent an existing vehicle; if a new vehicle was purchased, (a) what make and model was that vehicle,(c) how much did the vehicle cost, (b) (i) what extras, above and beyond the vehicle's purchase price, were bought with the vehicle and (ii) at what cost and (d) what was the motivation for the purchase; if a new vehicle was not purchased (a) what was the make and model of the car inherited by the Deputy Minister and(b) how old is the vehicle?

REPLY:

The Deputy Minister inherited extsting vehicles: Audi A8 of 2006 and Mercedes Benz E-300 of 2007, used for Pretoria and Cape Town respectively.

The Audi A8 is due for disposal and a new BMW was ordered as a replacement vehicle. The particulars of the vehicle ordered are as follows;

(a) a BMW 530d of 2009.

(b) the price of the vehicle is R 576 444.14 VAT. Inclusive.

(c) (i) no extras above and beyond the vehicle's purchase price were bought with the vehicle.

(ii) no cost for the extras as the vehicle was bought without extras.

QUESTION 877

DATE OF PUBLICATION IN INTERNAL QUESTION PAPER: 21 AUGUST 2009; INTERNAL QUESTION PAPER: NATIONAL ASSEMBLY NO. 10-2009

Ms A.T. Lovemore (DA) to ask the Minister of Human Settlements:

a) Whether, with reference to the need to conserve scarce water resources, an assessment of the ability of municipalities to supply treated water and waterborne sewerage systems to the population they serve on a sustainable basis is carried out before any new housing development is approved; if not, why not; if so, what are the relevant details;

b) whether, in instances where a municipality is unable to provide sustainable water and wastewater services to the population it serves, houses provided by the Government will, in future, be provided with rainwater collection systems, including guttering, the necessary pipes and storage tans; if not, (a) why not and (b) what alternative water supply facilities will be provided; if so, what are the relevant details;

c) whether, in instances where a municipality is unable to provide long-terms sustainable waterborne sewerage facilities to the population it serves, new housing developments will be provided with alternative ablution facilities; if not, why not; if so, what are the relevant details?

REPLY:

a) It is a prerequisite of the National Housing Programme that the approval of so-called "Greenfield" housing development projects are subject to the confirmation by the applicable services providers that the services [and amenities] planned for the residential development are sustainable and feasible and that it will be able to provide the required services on a sustainable basis. Therefore, in circumstances where developers are not able to provide the required services, the Members of the Executive Councils responsible for Human Settlements will not approve the project and/or township applications.

b) Effective and efficient resource-use is an issue wholly endorsed, not only by the Department, but by government as a whole. It should, however, be borne in mind that the limited fiscus coupled with the ever-increasing demand for shelter, demands that there be prioritization insofar as funding is concerned. While this does not negate the need to think creatively around the application of funding allocations set aside for shelter provision, it should be remembered that shelter provision – as set out in the Housing Act – is an incremental programme; more specifically, this allows for the provision of basic shelter which can be improved upon over time.

Where feasible and practicable, project developers may consider alternative water provision and sanitation systems, on condition that such alternative solutions are sustainable for the future, is acceptable to the community and complies with environmental sustainability requirements for the said areas.

c) The Ministerial National Norms and Standards in respect of Permanent Residential Structures that directs minimum standards for the housing subsidy programme, already provides for the use of alternative sanitation systems on condition that these sanitation systems are acceptable to the community, are environmentally acceptable and can be sustained. The nature of the alternative systems that might be considered will be determined at project level and will be directed by environmental considerations, geotechnical conditions, etc.

The deployment of such alternative systems is not necessarily linked to the capacity of the municipality to provide the required services. Alternative sanitation systems have become necessary to ensure that the country complies with the urgent need for environmental sustainable development, especially in regions where water is scarce commodity.

QUESTION NO: 1965

QUESTION

1965. Mr A C Steyn (DA) to ask the Minister of Human Settlements:

(1) Whether (a) he, (b) his deputy minister, (c) any specified officials and (d) any other persons have been issued with a government or official credit card; if so, what are the relevant details for him, his deputy minister and each holder of a credit card in respect of the (i) name, (ii) job title, (iii) credit limit, (iv) outstanding amount as at the latest specified date for which information is available, (v) monthly expenses incurred for each month since receiving the credit card, (vi) reason for such persons being issued with a credit card and (vii) uses that such a credit card is intended for.

(2) whether any such credit cards are over their credit limit; if so, (a) whose credit cards are over the limit and (b) what is the reason for the credit cards exceeding the limit;

(3) whether any action has been taken against such persons for exceeding their credit card limits; if not, why not; if so, what are the relevant details?

REPLY:

1(a) The former Minister of Housing was issued with a government credit card, the current Minister of Human Settlements has not been issued with a government credit card.

(b) The Deputy Minister was issued with a government credit card.

(c) The Director General was issued with a government credit card.

(d) No other persons have been issued with a government credit card.

RELEVANT DETAILS

(i) Name

(ii) Job title

(iii) Credit Limit

(iv)Outstanding amount on 29/09/2009

Ms ZA Kota-Fredericks

Deputy Minister

R20,000.00

R14, 634. 47

Mr IW Kotsoane

Director General

R10,000.00

R10, 570.35

In addition to the above there is a total corporate limit of R50, 000.00 which should not be exceeded in a month. In this way where an individual card credit limit is reached special approval is given to exceed the individual limit on condition that the corporate limit is not exceeded. This is to avoid embarrassing circumstances, situations which may compromise security as well as during foreign trips.

(v) Monthly expenses since receiving the card:

Ms Z A Kota-Fredericks Deputy Minister

July 2009

R 319.98

August 2009

R1,037.60

September 2009

R14,634.47

Mr I W Kotsoane Director General Issued May 2006

May 2006

R 216.69

June 2006

R8,261.48

July 2006

R3,534.65

August 2006

R2,351.05

September 2006

R3,084.29

October 2006

R5,626.34

November 2006

R3,400.25

December 2006

R7,170.63

January 2007

R 751.63

February 2007

R2,182.95

March 2007

R1,593.28

April 2007

R7,720.09

May 2007

R1,942.70

June 2007

R4,881.20

July 2007

R3,291.00

August 2007

R 388.68

September 2007

R6,048.57

October 2007

R4,609.79

November 2007

R 978.00

December 2007

R10,004.56

January 2008

R0.00

February 2008

R2,946.60

March 2008

R7,060.04

April 2008

R 337.00

May 2008

R3,519.25

June 2008

R1,950.00

July 2008

R5,307.74

August 2008

R4,469.85

September 2008

R11,477.20

October 2008

R2,250.59

November 2008

R6,152.50

December 2008

R8,475.80

January 2009

R10,082.50

February 2009

R15,749.60

March 2009

R2,318.20

April 2009

R5,937.00

May 2009

R8,549.00

June 2009

R9,285.15

July 2009

R6,451.91

August 2009

R6,760.27

September 2009

R10,570.35

(vi) A Corporate credit card was issued to these officials for official purposes and with the approval of the Director-General in terms of the Cabinet decision on the 4th of November 1998.

(vii) Official domestic and overseas transport;

Official domestic and overseas accommodation;

Official domestic and overseas telephone expenditure;

International cellular phone rental expenditure;

International conference and registration fees;

Parking fees;

Tollgate fees;

Domestic and overseas subsistence; and

Official personal entertainment

2. (a)The Director General's credit card has exceeded the individual credit

card limit although the corporate limit has not been exceeded

(b) The Director General had to use the credit card to pay for a special

meeting he had with the provincial Heads of Departments.

3. The Director General has arranged to settle the amount.

QUESTION NO. 2122

QUESTION

Dr LL Bosman (DA), to ask the Minister of Human Settlements:

(1) Whether his department has a record of the (a) number and (b) details of the beneficiaries that have benefited from the Farm Worker and Occupier Housing Assistance programme; if not, why not; if so, what are the relevant details? NW2790E

REPLY:

1 (a) Yes, 1 119 beneficiaries have benefited from Farm Worker related housing assistance.

(b) The details of the beneficiaries are available and can be obtained from Mr. Johan Minnie on the telephone number 012 421 1778 within our Department.

QUESTION NO: 573

PARLAMENTARY QUESTION NO NW637E: INCIDENCE OF BLOCKED PROJECTS AND PROGRESS MADE IN UNBLOCKING THEM

REFERENCE: BP/PQ/NW637E

MINISTER

1. PURPOSE

To obtain approval of the draft reply to parliamentary question NW637E

2. DETAILS OF THE QUESTION

Mr A C Steyn (DA) to ask the Minister of Human Settlements:

1. Whether any housing projects have been blocked in each province during each of the past five (5) years up to the latest specified date for which information is available.

If so:

(a) how many government housing projects were blocked; and. (b) for each project that has been blocked:

(i) where is situated?

(ii) when was it blocked?

(iii) why was it blocked?

(iv) how much was spent on the project?

2. Whether these projects are still blocked?

If so, why?

If not:

(a) when was the project; and,

(b) when was or will it be completed?

3. Discussion

The relevant question was received by the Department on Monday, 13 July 2009. The information required to provide Mr Steyn with a comprehensive reply is not readily available in the Department and needs to be obtained from and verified by Provinces.

The question also requires sourcing additional historical information from the Provincial Human Settlement Departments which is no longer contained in the Housing Subsidy System (HSS), such as the following:

  • Identification of projects that have been blocked during the past five years, but have since been unblocked;
  • to establish the various reasons for the blockages; and,
  • to establish the dates on which the projects were unblocked, and have since been completed or are projected to be completed.

4. RECOMMENDATION

In view of the above it is recommended that Hon. Steyn be provided with a comprehensive reply once all the information has been obtained from the Provinces, and that an interim reply be provided as follows:

The information required to provide Mr Steyn with a comprehensive reply is not readily available in the Department and needs to be obtained from and verified by Provinces. A detailed response will be tabled once all the required information has been obtained and verified with the nine Provincial Human Settlement Departments.

QUESTION NO.: 110

Mr A C Steyn (DA) to ask the Minister of Housing:

(1) What is the current status of (a) Servcon, (b) Thubelisha and (c) the proposed Housing Development Agency;

(2) whether her department has set any timelines with regard to the proposed Housing Development Agency; if not, why not; if so, what are the relevant details?

Reply:

1. (a) Servcon: The Closure Plan of Servcon has been approved. As such the business of Servcon is currently being wound up. The Department has constituted a Steering Committee comprising of officials from the National Departments of Housing, Public Service & Administration and National Treasury to facilitate the closure process in consultation with the Board. The Steering Committee meets regularly to assess progress and report to the Board. All business pertaining to the Service Level Agreements with Provincial Housing Departments will be finalised before final closure of the entity.

(b) Thubelisha: The Closure Plan of Thubelisha has been approved. As such the business of Thubelisha is currently being wound up. The Department has constituted a Steering Committee comprising of officials from the National Departments of Housing, Public Service & Administration and National Treasury to facilitate the closure process in consultation with the Board. The Steering Committee meets regularly to assess progress and report to the Board.

(c) HDA: The HDA Board was constituted in February 2009 and the positions of the CEO and CFO were also filled in February 2009.

2. Yes there are set timelines. All deliverables, as set out in the project implementation plan, have been achieved within and earlier than the set timeframe.

ANNEXURE A: HDA ESTABLSIHMENT PROJECT IMPLEMENTATION PLAN:

Item Description

Deliverable

Indicator

Time

Achieved

Business Case

Finalise the preparation of the Business case and the consultative processes with key stakeholders

Business Case prepared and approved

February 2008

Done

Approval of the Housing Development Agency Bill

Seek approval of the Housing Development Agency Bill

Housing Development Agency Bill approved

March 2008

Done

Briefing of the Portfolio Committee on Bill and Business Case

Brief the Portfolio Committee on Bill and Business Case and Obtain approval for Business Case

Portfolio Committee briefed of the Business Case and Bill

April 2008

Done

Submitting the Bill and Business Case to Cabinet

Submit Bill and Business Case to Cabinet

- Draft SPV Bill OR Revised Housing Amendment Bill;

- A Bill which creates a new entity; and

- The Publication of the Bill prior to its introduction in Parliament

Bill submitted to Cabinet

July 2008

Done

Publication of the Bill in the Gazette

Bill published in Gazette for comment

(A minimum of 30 days must be allowed for public comment. Engage DPLG regarding the Municipal Systems Act consultation processes).

Bill published in the Gazette

September 2008

Done

Resubmission of the Bill to Minister and Cabinet

Resubmit revised Bill to Minister and Cabinet for Approval

Bill resubmitted to Minister and Cabinet for approval

October 2008

Done

State Law Advisors

Refer Bill to Sate Law Advisors for Certification (6 weeks allowed for State Law Advisors)

Bill referred to State Law Advisors

October 2008

Done

Translation of the Bill

Bill returned to Department and submitted for translation

Translated Bill returned to the Department

November 2008

Done

Rule 159/241 Notice

Rule 159/241 Notice published in the Gazette

Rule 159/241 Notice published in the gazette

November 2008

Done

National Assembly and Chair of the NCOP

Bill and Copy of Notice to Speaker of National Assembly (NA) and Chair of the National Council of Provinces (NCOP)

Bill and Copy of Notice submitted to the Speaker of National Assembly and Chair of the NCOP

November 2008

Done

Bill introduced to parliament

Introduction of the Bill to Parliament

Bill introduced in Parliament

Bill introduced to Parliament

November 2008

Done

Printing of the Bill

Bill printed and tagged

Bill printed and tagged

November 2008

Done

Portfolio Committee Briefing

Brief Portfolio Committee

Portfolio Committee briefed

November 2008

Done

Passing of the Bill by National Assembly

Deliberation and passing of Bill by NA

Bill deliberated and passed by the NA

January 2009

Done

NCOP and Select Committee Briefing

Bill to NCOP and briefing of Select Committee

Bill submitted to NCOP and Select Committee briefed

February 2009

Done

Declaration and passing of the Bill by the NCOP

Declaration and passing of Bill by NCOP

Bill declared and passed by the NCOP

February 2009

Done

Approval and promulgation of the Act

Bill signed by President and promulgated

Signed and Approved Bill

February 2009

Done

Establishment of the Legal Entity

Establish Legal Entity

Legal Entity established

March 2009

Done

Criteria and advertising for Board Nominations

Develop criteria & Advertise for Board nomination

Criteria for Board Nominations developed

February 2009

Done

Criteria and Advertising for CEO position

Develop Criteria & Advertise for CEO appointment by the Board

Criteria for CEO appointment developed

February 2009

Done

Criteria and Advertising for CFO position

Develop Criteria & Advertise for CFO appointment by the Board

Criteria for CFO appointment developed

February 2009

Done

QUESTION NO 86

Mr A C Steyn (DA) to ask the Minister of Housing:

(1) Whether her department placed an advertisement (a) in newspapers, (b) in magazines, (c) on radio and (d) on television during the period 1 January 2008 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, (i) in which (aa) newspapers, (bb) magazines, (ii) on which (aa) radio stations and (bb) television stations did it appear and (iii) what was the (aa) cost and (bb) purpose of placing the advertisement;

(2) whether advertising from her department will be curtailed from the day on which the election is declared to the day on which the results of the election are determined; if not, why not; if so, what are the relevant details?

Reply


Communications is part of the responsibility of delivery. The Department of Housing's communication campaign has been on-going and is independent of election process. As such, it will continue in each financial year as the need to educate the public about the criteria for benefiting from the national housing programme and options available for beneficiaries will surely exist beyond the elections.

QUESTION 1732

Question 1732: Mr E W Trent (DA) to ask the Minister of Housing:

    1. In respect of each of the past five years up to the latest specified date for which information is available, (a) how many houses have been built with funds allocated in terms of the capital subsidy grant scheme in the municipalities of (i) Makana

QUESTION 1732

Question 1732: Mr E W Trent (DA) to ask the Minister of Housing:

      1. In respect of each of the past five years up to the latest specified date for which information is available, (a) how many houses have been built with funds allocated in terms of the capital subsidy grant scheme in the municipalities of (i) Makana and (ii) Vollanlie and (b) what is the current backlog in housing delivery in each case:
      2. Whether a survey has been conducted to establish the number of defective houses that have been built; if not, why not, if so, how many houses were found to be defective;

3. Whether her department will repair the defective houses; if not, why not; if so,

4. Whether she will take any action against the responsible contractors; if not, why not; if so, what are the relevant details?

REPLY

The information will be provided to the Honourable Member as soon as it is available.

QUESTION NO.: 1705

Mr A C Steyn, DA to ask the Minister of Housing:

1. In respect of the 2006-07 and 2007-08 annual rep

QUESTION NO.: 1705

Mr A C Steyn, DA to ask the Minister of Housing:

1. In respect of the 2006-07 and 2007-08 annual reports of her Department and the annual reports of each statutory and other entities reporting to her,

(a) what was the (i) budgeted cost, (ii) actual cost and (iii) unit cost of each annual report;

(b) how many copies of each were (i) produced and (ii) distributed?

Reply:

The information will be provided to the Honourable Member as soon as it is available.

QUESTION No. 30

Mr A C Steyn (DA) to ask the Minister of Housing:

Whether her department commissioned a certain television show (name and details furnished); if not, who commissioned this show; if so, (a) what is the purpose of commissioning the show, (b) how much (i) is each television channel paid for broadcasting the series and (ii) has been (aa) budgeted and (bb) spent on this show, (c) from which budget was this amount allocated and (d) what is the running period of the show?

Reply

In view of the fact that the Honourable Member lodged an official complaint with the Public Protector on this matter, I am unable to provide him with the information until the investigation is completed.

It must be pointed out for the record that the programme has been running for the last 18 months. It is interesting that the conscientious member is only now complaining about it.