Reply:

What action has she taken to ensure that the Mjokwane Secondary School in Nkomazi, Mpumalanga, which was declared a science school, is provided with sufficient (a) number of teachers and (b) learner support material, such as computers?

(a) number of teachers

There are norms and standards which stipulate learners teacher ratio. Mjokwane Secondary School is treated like any other public school in the country in terms of the number of teachers which this school should have. If there are vacant posts, the management of the school would follow all the necessary procedures to appoint teachers.  

(b) learner support material, such as computers

The same applies with learner materials, there are also norms and standards which govern how learner materials should be distributed. All schools in the country operate homogeneously in term of learner materials. For an example, one learner gets one textbook for a subject a learner is offering. Schools which offer Computer Applications Technology (CAT) have computers. Mjokwane Secondary School does not offer CAT hence computer at this school is primarily used for administration purposes. Kindly note the subjects offered at Mjokwane Secondary School from their 2021 Grade 12 Results:

 

Reply:

Answer: 1(a): In terms of the equitable share, 48% of the overall budget should be allocated to Basic Education in the provinces but this is not always the case. The allocation of the budget (i.e. equitable share) in the provinces is the prerogative of the Provincial Executive.

Answer 1(b):  The Public Ordinary Schools’ operations are funded through the National Norms and Standards for School Funding (NNSSF). The NNSSF takes into account the quintile (Q) ranking of the schools which is pro poor with the poorest (Q1 to Q3) which are no fee schools receiving the highest subsidy. 

Answer question 2: The Department of Basic Education (DBE) does not have policy relating to the funding of Special schools.  The draft policy was not approved due to budget constraints. The DBE has developed Guidelines for Resourcing for Inclusive Education System in a quest to guide the PEDs whilst working towards a policy document in this regard.

Answer question 3: According to the National Treasury 2022 Budget, the equitable share formula for basic education is based on the age cohort 5 to 17 for school-going age and not 7 to 15. Table 2 is an example of the 2022 Budget. There is no earmarked or specific funding for learners above 17 years. The same allocation for the age cohort 5 to 17 is also extended to learners above 17 years. 

Reply:

a) (i) 00 and (ii) 397

b) The shortage of scholar transport in KwaZulu Natal is attributed to shortages in funding from the Equitable Share. Discussions are however, ongoing with the respective Provincial Treasury to ensure that the Learner Transport Programme in KwaZulu Natal is funded, adequately. The Sector is also working towards an integrated sectoral school infrastructure planning, in trying to ensure that schools are build where there is a massive need, to relief pressure off the Learner Transport Programme. In the interim, the Sector is also working closely with the Department of Transport through the Shova Khalula Bicycle Programme, with the primary target being learners in rural, remote and poorly resourced areas, who walk longer distances to schools are provided with bicycles. The intended outcome is to reduce travel time for learners and improve school attendance thereby providing relief to the Learner Transport programme.

c) (i) Eastern Cape-R791 380 256.52 and (ii) KwaZulu Natal-R457 000 000.00

Reply:

(1) There are three categories of educators appointed in a temporary capacity. Those appointed in posts that are temporary in their nature or posts that are additional to the declared school post establishment. These include educators appointed in temporary posts such as Dinaledi posts, growth posts, class size reduction posts etc. Those that are appointed against vacant substantive promotional posts. This is to address the temporary workload increase as a result of the vacant promotional post. And those that are appointed in vacant substantive post level one posts. These are vacant post level one posts that are part of the post establishment of a school and are filled through matching and placement in order to ensure that there is a teacher in front of the class and are continuously being converted to permanent in terms of section 6B of the Employment of Educators Act (EEA) and Collective Agreement 1 of 2018. Therefore only the latter group can be converted to permanent if they meet the requirements of the posts.

As of the end of December 2021, there were 8 713 temporary educators that were appointed in vacant substantive post level one posts.

(2) As indicated above these educators are continuously being considered for permanent placement upon confirmation by the Head of Department after consultation with the school governing body and confirmation that they meet the requirements of the post.

Reply:

a) (i) 35 of the scope on the ASIDI programme

    (ii) The scope for electricity is completed

    (iii) 101 of the scope defined on the ASIDI programme

    (iv) 41 of the scope defiend on the ASIDI programme

 

b) (i) Sanitation: 544 on the ASIDI & SAFE programmes

        Electricity: Scope completed

        Water: 87 on the ASIDI programme

        Inappropriate Structures: 28 on the ASIDI programme

    (ii) Sanitation: 263 on the ASIDI and SAFE programmes

        Electricity: Scope completed

        Water:  100 on the ASIDI programmes 

        Inappropriate Structures: 32 on the ASIDI programme

Reply:

The procurement of textbooks and stationery are managed by Provincial Education Departments (PEDs) through their allocated budgets for Learning and Teaching Support Materials(LTSM). The Department of Basic Education (DBE) has developed catalogues for Grades R-12 from which Provinces have to procure textbooks for all their learners in different grades. The DBE delivers only workbooks for Grades R to 9 to about 24 000 public schools. In addition, DBE has developed state owned resources for Reading ( Grades 1-3 Readers and Big books in 11 Languages) Physical Sciences, Natural Science and Technology and Mathematics in selected Grades and provinces have been provided with DVDs with these materials for printing. For stationery, provinces have been provided with allocations on LTSM to procure for all learners. These state owned resources were also made available on DVDs and are accessible through the DBE website.

Reply:

a. Post:

Deputy Director – Ref No: DBE/43/2021

Branch: Social Mobilisation and Support Services

Chief Directorate: Care and Support in Schools

Directorate: National School Nutrition Programme

(I) Job Requirements:

Three year relevant (NQF level 6) post matric qualification or equivalent qualification as recognised by SAQA; Four (4) years’ relevant experience at supervisory/middle managerial level in a Nutrition related field (must submit academic record or statement of results with application). Knowledge of relevant education policies and current trends in the field of education and nutrition; Knowledge of the Curriculum Assessment Policy Statements (CAPS); Knowledge of policy formulation; Knowledge of project and financial management; General knowledge of research methods and tools; Good knowledge of public sector legislative and regulatory environment; Proven experience in report writing; Proof of a valid driver’s license is a prerequisite (travel extensively).Skills Required: Coordination, facilitation, analytical, critical and creative thinking; Strong report writing skills and communication (verbal and written); Attention to detail and high level of accuracy, effective public relations and public speaking skills; Self-disciplined; Ability to work well under pressure with minimum supervision; Leadership, management and conflict resolution skills; Strong organisational, planning and problem solving skills; Supervisory and Inter-personal skills; Proven ability to engage in proactive and informative discussions at all levels; A high degree of sound judgement in dealing with Government Officials, counterparts and other role-players. Computer literate in MS Word, Excel, Access and PowerPoint.

ii) Date of Advert

1. July 2021

iii) Closing date of advert

30 July 2021

iv) Qualification requirements

Three year relevant (NQF level 6) post matric qualification or equivalent qualification as recognised by SAQA

 

(2)         Status of post DBE/43/2021

Shortlisting to be held 04 March 2022

        b. Post:

Deputy Director – Ref No: DBE/44/2021

Branch: Social Mobilisation and Support Services

Chief Directorate: Care and Support in Schools

Directorate: National School Nutrition Programme

i) Job Requirements:

Three year relevant (NQF level 6) post matric qualification or equivalent qualification as recognised by SAQA; Four (4) years relevant experience at supervisory/middle managerial level; Knowledge of relevant education policies and current trends in the field of education and nutrition; Knowledge of policy formulation; Knowledge of project and financial management; General knowledge of research methods and tools; Good knowledge of public sector legislative and regulatory environment; Proven experience in report writing; Proof of a valid driver’s license is a prerequisite (travel extensively).Skills Required: Coordination, facilitation, analytical and creative skills; Strong report writing and communication (verbal and written); Attention to detail and high level of accuracy, effective public relations and public speaking; Critical thinking and self-discipline; Ability to work well under pressure with minimum supervision; Leadership, management, conflict resolution; Strong organising, planning and problem solving; Supervisory and Inter-personal; Computer literate in MS Word, Excel, Access and PowerPoint.

ii) Date of Advert

1.      July 2021

iii) Closing date of advert

30 July 2021

iv) Qualification requirements

Three year relevant (NQF level 6) post matric qualification or equivalent qualification as recognised by SAQA

 

(2)         Status of post DBE/44/2021

                             Shortlisting was held 15 February 2022 – Submission is on route for approval of shortlisted candidates

c. Post:

Assistant Director – Ref No: DBE/45/2021

Branch: Social Mobilisation and Support Services

Chief Directorate: Care and Support in Schools

Directorate: National School Nutrition Programme

i) Job Requirements:

The applicant should have a three-year relevant post matric qualification (NQF Level 6) or equivalent as recognized by SAQA; and at least three years’ experience in the relevant field with a proven record in project management; Understanding of government strategic vision and public service legislation and policies pertaining to the education sector in South Africa; Knowledge of project and financial management; Co-ordination, facilitation, analytical and creative skills; Strong communication (verbal and written); Computer literacy skills (MS Word, Excel, Access and PowerPoint) and interpersonal skills; Experience in community nutrition will be an advantage; Proof of a valid driver’s license is a prerequisite. Skills Required: Project management; Conceptual and analytical skills; Financial management; Coordination and training/facilitation skills; Assessment and provision of guidance on the nutritional needs of schoolgoing children; Report writing, Strong communication and interpersonal skills; Leadership, conflict resolution, negotiation and problem-solving skills; MS Word, Excel and PowerPoint; Ability to establish and work with a spectrum of stakeholders

(ii)         Date of Advert

1. July 2021

iii) Closing date of advert

1. July 2021

iv) Qualification requirements

The applicant should have a three-year relevant post matric qualification (NQF Level 6) or equivalent as recognized by SAQA

(2)         Status of post DBE/45/2021

Shortlisting to be held 08 March 2022.

Reply:

1 (a) The total damage to schools in both Provinces amounted to: R203 900 949.77

(b) affected provincial  education departments have been requested to respond to any information on goods and services. 

2. The request has been referred to provincial departments and a response will be provided as soon as it is received.

Reply:

The provincial education department, Western Cape Education Department (WCED) is dealing with the matter via the disciplinary procedures.

They reported that the teacher was not suspended pending the investigation as her presence at school will not jeopardise the investigation or endanger the wellbeing or safety of the learner. The learner was placed in another class. The social worker, who is supporting the learner confirmed that the learner is happy in her new class.  The WCED has a policy of zero tolerance with regard to corporal punishment. The allegation is being investigated. If there is substantive reliable evidence for a charge of misconduct, the teacher will be formally charged.   

Reply:

(a) The question has been sent to Eastern Cape Head of Department for a response. 

(b) The Department will provide the response as soon as it is received. 

Reply:

(1) (a), (b), (c) (d) (i)(ii) and (2). The two sub-questions have been referred to the Limpopo Department of Education and the response will be forwarded as soon as information is received from the province. 

Reply:

(i) FY 2019-20

(a)    28

(b)    103

(c)    87

(d)    The electricity scope for ASIDI was completed in previous years.

(e)    DBE does not do renovations in ASIDI to eliminate pit toilets.

 

(ii) FY 2020-21

(a)    32

(b)    41

(c)    100

(d)    The electricity scope for ASIDI was completed in previous years.

(e)    DBE does not do renovations in ASIDI to eliminate pit toilets.

Reply:

Question 1: The Department of Basic Education (DBE) has a number of programmes and/or workshops that intend to upskill and improve the professional development of teachers nationwide. Together with provinces, DBE developed a three-year plan which highlights all national priority programmes. These programmes and implemented by all provinces and monitored quarterly by the Department.  The success of these programmes is monitored by subject advisors as they regularly visit schools. Tracking of learner participation and performance in provinces through the NSLA has an indirect way of assessing teacher programmes.  The DBE has further just developed impact assessment tools which will used as from 2022 to determine the impact Teacher Development programmes.

Question 2: The Department has 133 District Teacher Development Centres and 9 Provincial Teacher Development Institutes which are used as hubs for Continuing Professional Teacher Development. The DBE also collaborates with Teacher Unions to deliver DBE priority programmes. The Department further works with the National Education Collaboration Trust (NECT) to delivery the Primary School Reading Programme to General Education and Training (GET) teachers. A number of partners such as Sasol Foundation for Coding and Robotics,  Siyavula for Maths and Sciences, Cisco, SchoolNet and Vodacom for ICT programmes and Higher Education Institutions such Wits and University of Johannesburg in ICTs and Maths programmes and UNISA for Coding and Robotics.

Question 3: As indicated in Question1, the Department will share the 3- year plan for Continuing Professional Teacher Development (CPTD). The Provincial Education Departments (PEDs) have a range of programmes covering a wide scope of subjects and grades. Some of the DBE initiated programmes are

* Support for Further Education and Training (FET) Accounting and Economics teachers

* Support for Senior Phase Mathematics and Natural Sciences

Reply:

(a) At the inception of Sanitation Appropriate for Education (SAFE) Initiative, Provincial Departments of Education identified schools dependent on basic pit toilets.

• A total of 3898 schools were identified at the time.
• Subsequent to that, some schools were closed as part of rationalisation and the sanitation at some schools were addressed under other programmes.
• At present, there are 2814 schoosl on the SAFE programme.
• Of these 2814 schools, the upgrading of sanitation has been completed at 1564 schools.
• The balance of the schools are scheduled for completion by the end of 2022/23..

(b)The Department of Basic Education is currently engaging with Provinces to establish whether such Provinces became aware of additional schools dependent on basic pit toilets.  Early indications are that there are some additional schools in Eastern Cape, KwaZulu-Natal and Limpopo.

Reply:

The question has been referred to the KZN Department of Education and a response will be provided as soon as it is received. 

Reply:

The question has been referred to the Western Cape Department of Education and a response will be provided as soon as it is received.

Reply:

The question has been referred to the Mpumalanga Department of Education and a response will be submitted as soon as it is received.

Reply:

(1)(a)(i)((ii), (b), (c),(d) and (2). The two sub-questions have been referred to the Limpopo Department of Education and the response will be forwarded as soon as information is received from the province. 

(3) The Minister does not have plans to conduct an oversight visit to Helen Franz Special School. However, the Minister will, after assessing the information provided by the Limpopo Department of Education, request the Member of Executive Council (MEC) and the Head of Department (HoD) to address any issues identified.

Reply:

1) The Department of Basic Education is committed to creating an enabling registration process to facilitate the registration of more ECD programmes. To this end, the Department of Basic Education has conducted the ECD Census to determine the number of unregistered ECD programmes, and to identify areas that may require additional registration support. The Department has also held a broad stakeholder engagement session on 30 November 2021 to better understand the challenges in the registration process. It is recognised that there is a multitude of challenges facing ECD programmes in the registration process, and the Department has been working alongside the Department of Social Development in the Second Children’s Amendment Bill to, among other things, address some of the challenges which arise from the legislation, regulations, norms and standards. Similarly, the Department is in the process of ensuring that an online registration capturing system is in place to streamline the back-end processes related to registration. Finally, the Department has also partnered with organisations in the sector on a research study to better understand the current barriers to registration emanating from the current norms and standards. This research will enable the Department to come up with a more developmentally appropriate approach to ECD registration.

2) The Government Handbook on Function Transfers clearly stipulates that the principle to be followed in a function shift is that resources follow function. That means that all resources (human, financial and capital) that are connected to a function, need to be transferred from the relinquishing department to the receiving department. As guided by the Department of Public Service & Administration and the National Treasury, the DBE and DSD have followed this principle closely. In the financial year following the function shift, the same resources that have been devoted to ECD by the DSD will be devoted to ECD in the DBE. That being said, the Department has had multiple meetings with the National Treasury to seek additional funding for ECD, where National Treasury has committed that they have included ECD as a top priority in subsequent years. The Department will be working very closely with the National Treasury in the 2022/23 financial year, to build a business case for additional funding. This business case will build on the evidence collected through the ECD Census, the Thrive by Five Index and the Public Expenditure and Institutional Review.

3) No additional budget was allocated to the ECD function shift during the 2021/22 financial year, given that the function shift is an administrative process. Projects aimed at future improvements to the ECD function were undertaken through partnerships with key donor organisations.

Reply:

The DBE has collated the information from the nine Provincial Education Departments (PEDs) in terms of the vacancies at both the provincial head office level and at the district level, together with the DBE, and the table below provides the summary:

Province	Head Office	District
Eastern Cape	36	67
Free State	5	10
Gauteng	43	5
KwaZulu Natal	72	174
Limpopo	8	10
Mpumalanga	13	14
Northern Cape	33	12
North West	15	3
Western Cape	44	2
DBE	11
Total	280	297

 These vacancies exist across the following functions:

(a) Printing, packing, distribution  and storage of question papers.

(b) Monitoring of the writing.

(c) Marking 

(d) Data Capture

(e) Certification

(f) School Based Assessment

(g) System Administration

(h) General administrative responsibilities

PEDs have appointed staff on contract basis and utilised staff from other Units to assist with the examination functions, so as to ensure that the examination functions are not compromised. 

Reply:

(a) The table below shows the vacancy rate for teachers (Post Level 1) in each province in terms of the latest available information which is at the end of December 2021.

PROVINCE	All PL1 Teachers	Number of PL1 vacancies	Vacancy rate
EASTERN CAPE	44 054	4 777	10.8%
FREE STATE	17 172	121	0.7%
GAUTENG	54 863	87	0.2%
KWAZULU/NATAL	72 037	2 237	3.1%
LIMPOPO PROVINCE	40 828	3 219	7.9%
MPUMALANGA	26 850	74	0.3%
NORTHERN CAPE	7 236	23	0.3%
NORTH WEST	21 786	89	0.4%
WESTERN CAPE	25 712	40	0.2%
Grand Total	310 538	10 667	3.4%

Source: Persal, December 2021

(b) There is currently no national policy/norms to create posts for teacher assistants. 

(c)The table below shows the vacancy rate for principals (Post Level 1) in each province in terms of the latest available information which is at the end of December 2021.

PROVINCE	Number of Principal Post	Number of Principal vacancies	Vacancy rate
EASTERN CAPE	5 190	1 032	20%
FREE STATE	1 069	55	5%
GAUTENG	2 215	355	16%
KWAZULU/NATAL	5 882	1 457	25%
LIMPOPO PROVINCE	3 732	850	23%
MPUMALANGA	1 676	325	19%
NORTHERN CAPE	556	108	19%
NORTH WEST	1 487	271	18%
WESTERN CAPE	1 525	334	22%
Grand Total	23 332	4 787	21%

Source: PERSAL December 2021 

Reply:

Educators Recruitment Database is one of several sources of supply for the recruitment of educators. The Department provides the database as a service to districts and schools to access as one of the sources of supply to widen the pool of potential recruits to a national level. The Department does not actively manage the database as a placement service and therefore does not keep record of recruitment and actual placement from the database.

Reply:

1) It needs to be understood that the application of the Protection of Personal Information Act (POPI), Act 4 of 2013, in its current context, is new and there are no settled interpretations to some of the clauses in the Act.  The Department therefore, consulted extensively on this matter, specifically with regard to whether the examination numbers of candidates constitutes the personal information of the learner, before a decision could be made.  Besides the legal advice that was sought on this matter, the DBE also engaged the Information Regulator on this matter, both in writing and in meetings. 

The DBE was reminded by the Regulator that the Department could be penalised if found to be violating the prescripts of the POPI Act.  Therefore, the DBE adopted the cautious approach not to publish the results of the 2021 candidates in the media, and use this year to investigate this matter more thoroughly and extensively, to ensure a more considered and fully explored option is implemented for the Class of 2022.  This position was adopted in consideration that no candidate would be disadvantaged, given that the complete results of the candidates were available at the school, on the morning of the release under supervised conditions, and also the results were available on the DBE website.          

(2) There was certainly no embarrassment to the Department, given the fact that this matter was open to different legal interpretations.  We therefore, had no issue in complying with the order of the court.  In terms of future years, through the learner application forms, we will obtain from each Grade 12 learner and their parents, their individual consent with regard to the publication of their results in the media at the end of this year.     

Reply:

(a) (b) (c) 

The Department of Basic Education is not aware of the correspondence referred to. 

Reply:

(a) 

(i) Department of Basic Education

(aa) 30 days,  - 5

(bb) 60 days, - 2

 (cc) 90 days - 0

 (dd) 120 days,- 5

 

 (b) what is the total amount outstanding in each case:

 

No.	Order No	Amount
1	OR-013041	R24 909,00
2	OR-013070	R15 715,90
3	OR-012896	R4 218,20
4	OR-012347	R5 043,90
5	OR-012537	R2 314,38
6	OR-012733	R3 769,65
7	OR-012996	R10 301,62
8	OR-012708	R12 105,27
9	OR-012668	R9 078,95
10	OR-012742	R18 157,91
11	OR-012725	R12 105,27
12	OR-012816	R583 239,30
13	OR-012925	R16 883,00

(c) by what date is it envisaged that the outstanding amounts will be settled?       

• 15 March 2022  

               

(ii) UMALUSI - See Annexure A Response received from UMALUSI 

 (aa) (bb) (cc) (dd), (b) and (c) 

 

SACE See Annexure B Response received from SACE 

  (aa) (bb) (cc) (dd), (b) and (c) 

Reply:

There are no new cars for Minister and her deputy purchased since 29 May 2019. However, below are details of their current cars:

(a) What is the (a) make:
    (i) Mrs. AM Motshekga, MP Minister
        1. BMW - Cape Town
        2. Mercedes Benz – Pretoria

    (ii) Dr MR Mhaule MP Deputy Minister
        1. BMW - Cape Town
        2. AUDI - Pretoria

(b) Model
    (i) Mrs. AM Motshekga, MP Minister
        1. 535i Sedan
        2. GLE 500
    (ii) Dr MR Mhaule MP Deputy Minister
        1. 530
        2. Q7 3.0 TDI Quatro

(c) Year of Manufacture
     (i) Mrs. AM Motshekga, MP Minister
        1. BMW - 2014
        2. Mercedes Benz - 2016
    (ii) Dr MR Mhaule MP Deputy Minister
        1. BMW - 2018
        2. AUDI - 2018

(d) Price
    (i) Mrs. AM Motshekga, MP Minister
        1. BMW - R769,022.76
        2. Mercedes Benz - R849,900.00
    (ii) Dr MR Mhaule MP Deputy Minister
        1. BMW - R833,488.41
        2. AUDI - R1,015,702.05

(e) Purchase Date of vehicle
    (i) Mrs. AM Motshekga, MP Minister
        1. BMW - 23 September 2014
        2. Mercedes Benz - 26 October 2016
    (ii) Dr MR Mhaule MP Deputy Minister
        1. BMW - 28 March 2018
        2. AUDI - 13 December 2018

Reply:

(1), (2) and (3). The Question has been referred to the Limpopo Department of Education and the response will be forwarded as soon as information is received from the province. 

Reply:

The Department of Basic Education (DBE) has no jurisdiction in the appointment of interns by Provincial Education Departments. The matter should therefore be directed to the Eastern Cape Department of Education (EC DOE). In the interim, the DBE has directed the matter to the EC DOE.

Reply:

 

1. The Comprehensive Sexuality Education (CSE) content in Life Orientation (LO) covers fatherhood, responsibility and accountability when addressing issues of early and unintended pregnancies to indicate that pregnancy is not just a burden for girls, but a collective responsibility of both girls and boys when it occurs. The fatherhood work is extended outside the curriculum in the implementation plan of the prevention and management of learner pregnancy in schools.
2. In South Africa, the curriculum is implemented on the basis of the Curriculum and Assessment Policy Statement (CAPS), which has been developed in the South African democratic and constitutional context. The CAPS has a very explicit Afrocentric focus.
3. The curriculum content is designed in a South African context, which promotes constitutional values and principles, and embraces multiculturalism and diversity in terms of religious practices and other identities.

Reply:

 

Please find attached response as provided by the LP DoE

Reply:

 

Please see the attached table:

Reply:

 

(1). There is a Policy on Home Education, which was promulgated in 2018.
(2). The department has developed a draft framework for the establishment of the online private and public schools. The purpose of the framework is to address the policy gap and provide guidance on the procedure for the establishment of the Online School. The framework has been shared with Provincial Education Departments for input and comments before it can be distributed to other stakeholders.

Reply:

 

1. While dropping out is a matter that the Department of Basic Education monitors closely, it would be difficult to provide a response to question (a) for two reasons. Firstly, how the Department has monitored dropping out over the years, has changed as methodologies and data have improved; meaning that there is no comparable number for each of twenty years which can simply be added together. It should be pointed out that dropping out is seldom, if ever monitored in the manner implied by the question. Secondly, even if an attempt were to be made to standardise values over time, this would have to be in response to a question that defines clearly who is a dropout. There is no universally accepted definition of this. Young people, who leave school before obtaining the ‘Matric’ to find work, or to further studies somewhere else, are not easily identified or defined.

It should be clarified that the Department takes the matter of dropping out very seriously, and reports transparently and frequently on this. The annual report on the National Senior Certificate (NSC) examinations, available on the Department’s website, provides comprehensive analysis of who obtains and who does not obtain the National Senior Certificate (NSC). For example, the report for the 2020 examinations indicates that ‘the percentage of youths successfully completing Grade 12, has increased from about 45% in 2005, to around 57% in 2019’. The 57% implies that around 420 000 in one youth age cohort, do not obtain the NSC. Statistics South Africa data indicate that a further 3%, do not obtain the NSC; but do obtain some other national qualification outside the schooling system, for instance at a college. (This is explained in, for instance, the Department’s Action Plan to 2024.)

The 2020 NSC examinations report, moreover makes the important point that successful completion of twelve years of education in South Africa is roughly to similar to that found in other middle income countries. The key point is that the situation is improving in South Africa. A growing percentage of young South Africans, have been obtaining the NSC, and the NSC with a Bachelors-level pass in particular.

1. Most dropping out, occurs between Grade 10 and Grade 11, and between Grade 11 and Grade 12. Figures in this regard appear in the 2020 NSC report.

1. Dropping out is caused mostly by learners not coping academically. By far the most important interventions implicitly aimed at combatting dropping out, focus on improving the quality of learning and teaching. Such interventions include upgrading the skills of teachers at the secondary level, and initiatives aimed at ensuring that learners have all the textbooks they need, as well as the support / remedial programmes they require. Important longer-term interventions, include improving the way reading, writing and numeracy are taught in the earliest grades. Details appear in the Department’s Annual Performance Plan and other documents on the Department’s website.

In addition, the COVID-19 pandemic poses immense threats to educational quality. In this regard, the Department has focussed strongly on returning learners to regular daily attendance, for instance by insisting on the prioritisation of teachers in the national vaccination programme.

Reply:

 

Response: (a)

Please note that the department does not have comparison of learners without IDs between 2020 and 2021. However, the number of learners uploaded on LURITS were verified with the Department of Home Affairs. This analysis is not specific for the last 12 months. About 91.3% of learners with ID’s were verified with the Department of Home Affairs.

Table 1: Number of South African learners with verified ID numbers on LURITS, in 2021

Province	Total number of learners of learners uploaded to LURITS	Number of learners with verified ID's on NPR
Eastern Cape	1,688,327	1,612,153
Free State	738,304	695,056
Gauteng	1,899,470	1,607,654
KwaZulu- Natal	2,251,344	2,122,383
Limpopo	1,780,306	1,712,546
Mpumalanga	1,128,591	1,052,018
Northern Cape	304,675	297,210
North West	862,259	816,303
Western Cape	1,252,233	958,568
Total	11,905,509	10,873,891

Source: 2021 LURITS

(b)(i)(ii)

Table 2 indicates that there were 465 826 South African learners without ID numbers captured in the School Administration System in 2021. The majority of these learners are in Gauteng, followed by KwaZulu-Natal with 144 218 and 92 572, respectively.

Table 2: Number of South African learners without ID numbers submitted on LURITS, in 2021

Province	Total Number
Eastern Cape	55,537
Free State	30,546
Gauteng	144,218
KwaZulu-Natal	92,572
Limpopo	46,455
Mpumalanga	56,689
Northern Cape	4,978
North West	26,922
Western Cape	7, 909
Total	465 826

Source: 2021 LURITS

c) Engagements between the Department of Basic Education and the Department of Home Affairs have been enhanced and formalised under the leadership of Deputy Ministers of both Departments. Officials have also established teams not to only focus on South African learners, but all undocumented learners in all schools. The teams are led by the Deputy Directors-General of the two departments, and these teams include Chief Directors and Directors. Through the collaboration, the Department of Home Affairs has access to schools; and both departments exchange information of undocumented learners with the aim of facilitating their registration.

Reply:

 

1. The finalisation of the report on the National Investigation Task Team, was delayed by the outstanding forensic investigation report that was carried out on the cell phones that were voluntarily submitted by candidates. The final Report has since been submitted to the Portfolio Committee.
2. The investigation relating to the Government Printing Works as well as the other components of the investigation are part of the criminal investigation that is conducted and managed by the Directorate for Priority Crime Investigation (DPCI). All information relating to the criminal investigation will only be made available to the Department of Basic Education, after the investigation is concluded and the courts have ruled on the matter.

Reply:

 

1. The Department of Basic Education (DBE) is committed to creating an enabling registration process to facilitate the registration of more ECD programmes. To this end, the DBE has conducted the ECD Census to determine the number of unregistered ECD programmes and to identify areas that may require additional registration support. The Department has also held a broad stakeholder engagement session on 30 November 2021 to better understand the challenges in the registration process. It is recognised that there is a multitude of challenges facing ECD programmes in the registration process and the Department has been working alongside the Department of Social Development in the Second Children’s Amendment Bill to, among other things, address some of the challenges which arise from the legislation, regulations, norms and standards. Similarly, the Department is in the process of ensuring that an online registration capturing system is in place, come 01 April 2022, to streamline the back-end processes related to registration.
2. The Department has been very clear in all communication to the sector that the function shift will not be resulting in additional resources to the sector. Supported by the National Education Collaboration Trust (NECT), the Department has held a series of stakeholder dialogues aimed at, among others, communicating facts about the function shift. Furthermore, the communication teams from both Departments, are working on a communication plan to ensure that this message is consistently communicated across all the provinces.
3. The Department has had multiple meetings with the National Treasury to seek any additional funding for ECD. National Treasury has been clear that there will be no additional funding for the 2021/22 financial year, but that they have included ECD as a top priority in subsequent years. The Department will be working very closely with the National Treasury in the 2022/23 financial year to build a business case for additional funding. This business case will build on the evidence collected through the ECD Census (advocating for expanding access) and the Thrive by Five Index (proving the impact of the funding currently being spent). Integrating ECD into the Education Management Information System (EMIS) will further help with building credibility regarding the recipients of the subsidy.

Reply:

 

The question has been referred to the North West Department of Education and a response will be submitted as soon as it is received.

Reply:

 

Learner admission, is a provincial competency. The Department of Basic Education (DBE) developed Business Processes that all provinces should implement in the management of the admission process. The DBE has ensured that all provinces have:

1. developed Circulars to guide the admission process in the admissions in line with the Business Process;
2. used various media platforms to conduct advocacy to inform parents and stakeholders about important dates and procedures for admissions;
3. established admission committees at provincial and District level to manage admissions in the province;
4. established a team to manage and respond to appeals;
5. established centres to deal with late registration and the distribution of learners from over-subscribed to where there is still available space.

Reply:

 

1(a) (i)(ii) and 1(b)(1). The table below shows the information on the staff component of all non-teaching posts including professional staff (Therapists, Social Workers and Nurses)

School Name	Number of posts-1 (a)(i)(ii)	Vacant -1(b) (I)
Helene Franz Special School	78	32
Tshilidzini Special School	109	50

1(b) (ii) The vacancies reported have accumulated since 2015, which was the last time posts were filled at both schools.

1(b)(iii) 36 posts for special schools targeted for learners with Severe to Profound Intellectual Disability have been advertised for filling with effect from 01/04/2022. Some of the posts, once filled, will offer services to the two schools. Furthermore, 228 additional posts (professional and non-professional) to be distributed to all special schools in the province have been submitted to the Provincial Treasury for approval to be filled during the 2022/23 financial year.

1. There is currently one (1) Therapist post filled at Tshilidzini Special School with 11 vacant, and none at Helene Franz Special School with two (2) vacant. Both schools are currently receiving therapeutic support provided by Therapists appointed through the Learners with Severe and Profound Intellectual Disability grant.

1. There are no recorded oversight visits to the specific schools at national level.

Reply:

 

1. What is the breakdown in each province of the (a) total number learners who were directly affected by the underspending of the budget? (b) grants which were affected (c) total amount that was not spent in each grant?

Response:

1 (a) No learners were directly affected by the under-expenditure as services continued to be rendered despite the under-expenditure.

1 (b) and (c): There was no under-expenditure on other grants.

What total amount was underspent for learners with severe disabilities in the 2019-20 financial year?

Response:

R10.7 Million (See attach expenditure report for details).

Reply:

Please find response as provided by Mpumalanga Department of Education 

Reply:

(a) and (b) The Department signed a Partnership Protocol Agreement with the South African Police Service (SAPS) to support its efforts in combatting violence and crime in schools. This Protocol, sets out the framework for close inter-departmental co-ordination in order to create Safe, Caring and Child Friendly Schools, in which quality learning and teaching can take place. The aims of this protocol are to:

1. Strengthen Safe School Committees to curb crime and violence in schools;
2. Encourage all role players at school and in communities to play an active role as members of Safe School Committees;
3. Link all schools to local Police Stations;
4. Establish reporting systems at schools;
5. Raise awareness amongst learners regarding crime and violence and its impact on individuals, families and education;
6. Establish a school-based crime prevention service and interventions, which will deter potential offenders and empower potential victims and past victims;
7. Extend  crime  prevention  programmes  to  Early  Childhood  Development Centres in order to raise awareness amongst young children on how to keep themselves safe;
8. Mobilise communities to take ownership of schools; and
9. Promote the image of the South African Police Service, and to build positive relationships between schools, police stations, children and school communities.

The abduction of learners outside school premises is a worrisome development for the Basic Education Sector and the school communities in general. Due to the complexity of this threat to the Sector, a broader national collaboration is being marshalled by the department with other relevant departments, especially those in the Security Cluster.

The Minister of Basic Education collaborates and works effectively with the SAPS through the National Joint Operations and Intelligence Structures (Natjoints) which coordinates all security and law enforcement throughout the country to source intelligence regarding incidences of violence in schools.

The Department also utilises the Quality Learning and Teaching Campaign (QLTC) to work with school communities to ensure the safety of school communities. The QLTC constantly reaches out to communities, including the traditional leaders, in promoting the participation of  parents and the broader society to make our schools safe places of teaching and learning.

Reply:

Please find attached response as provided by KZN DoE

Reply:

1.  The writing of Grade 12 examinations is reaching its conclusion and as at 31 November 2021, there are four more days to the end of the writing of the examination. In terms of the writing of the examination, the impact of load shedding has been minimal, as observed during the monitoring process. In subjects like Computer Applications Technology (CAT) and Information Technology (IT), where computers are used, and where learners may have been affected, the DBE, will offer to these candidates an opportunity to rewrite the examination on 7 December 2021. The other subject that required electricity, is South African Sign Language (SASL). But given the very small numbers, these candidates were not adversely affected, as the schools could put in place alternative mechanisms. However, there is still the impact of load shedding on the final preparations for the examination, undertaken by learners during the examination period. This impact, if any, will only be established after the marking has been completed and the results are analysed.

 

2. In terms of addressing the possible disadvantage that may have been suffered by learners in terms of their final preparations for the examinations, this together with other factors that may have negatively impacted on learner performance, these will be addressed during the standardisation of results. The standardisation of results is a process, undertaken by the Quality Assurance Council, Umalusi, to mitigate, factors other than learners knowledge, ability and aptitude, that may impact on learner performance.     

Reply:

The Department has the Disciplinary Code and Procedures for Educators which are provided in Schedule 2 of the Employment of Educators Act (EEA), 1997 (Act No. 76 of 1998). The Code is aimed at, amongst others, promoting acceptable conduct. It is therefore, the responsibility of the employer, who in terms of section 3(1)(b) of the EEA, is the Head of the Provincial Education Department, to implement and enforce the Code.

Reply:

The Department has requested the Province to investigate and provide a report on the matter.  A response will be furnished upon receipt of the requested report. 

Reply:

a) (i) There are four (4) districts that do not have special schools; (ii) The ECD function does not reside with the Department of Basic Education; 

b) (iii) Amathole West (EC), Chris Hani West (EC), ZF Mgcawu (NC) and Pixley Ka Seme (NC) (iv) There are no other details.

Reply:

The question has been referred to provincial education departments for detailed information. The response will be forwarded as soon as all responses have been received and collated.

Reply:

With regards to the question on learner pregnancy, it is necessary to note the difficulties in reporting accurate information on the number of learners that are pregnant at schools.  The school Principal or school Administrator captures the information on the South African School Administration and Management System (SA-SAMS), provided that the learners declare their pregnancy. There are many instances where the Principal might not be aware of a learner being pregnant, as it is not declared; and therefore, it cannot be recorded.  Furthermore, societal norms regarding teenage pregnancy, may prohibit learners from reporting that they are pregnant; hence there is under-reporting of teenage pregnancy on SA-SAMS.  The Department uses the General Household Survey (GHS), which provides the best information on learner pregnancy statistics.  Given that the GHS survey is sample-based, and that the proportion of learners that report pregnancy is very low, the actual number of pregnancies should be interpreted with extreme caution.

Reply:

With regards to the question on learner pregnancy, it is necessary to note the difficulties in reporting accurate information on the number of learners that are pregnant at schools.  The school Principal or school Administrator captures the information on the South African School Administration and Management System (SA-SAMS), provided that the learners declare their pregnancy.  There are many instances where the Principal might not be aware of a learner being pregnant, as it is not declared; and therefore, it cannot be recorded.  Furthermore, societal norms regarding teenage pregnancy may prohibit learners from reporting that they are pregnant; hence, there is under-reporting of teenage pregnancy on SA-SAMS.  The Department uses the General Household Survey (GHS), which provides the best information on learner pregnancy statistics.  Given that the GHS survey is sample-based, and that the proportion of learners that report pregnancy is very low, the actual number of pregnancies should be interpreted with extreme caution.