Questions and Replies

Reply:

As Bronkhorstspruit is located in Gauteng Province and falls under the Gauteng Department of Education (GDE) and not the Mpumalanga Department of Education (MPDoE), the Department of Basic Education referred the enquiry to both Provincial Education Departments (PEDs). Both PEDs have reported that they do not have any record of the referral of Lihle Tshenollo Mashiya for admission.

It should be noted that Lihle Tshenello Mashiya is four years old, and at the moment the responsibility for Early Childhood Development (ECD) resides with the Department of Social Development. If the full details of the learner are provided, the DBE will liaise with the Department of Social Development to see how best the child can be assisted.     

Reply:

The outcome of the summit will be assessed and a determination will be made on how it provides lessons to the basic education sector. 

Reply:

There are currently no special schools in Tsitsikamma. The Eastern Cape Department of Education has, however, ensured access to education for learners with special needs, by designating and resourcing Graslaagte Primary School as a full-service school. The intention is to also designate and resource Storm River Primary School as the second full-service school in the area. 

Reply:

(1) See attached Annexure A;
(2) See Annexure B;
(3) See Annexure C;
(4) See Annexure D
 

Reply:

 

1. The Agreement on Collaboration Between the Government of the Republic of South Africa and the Government of the Republic of Cuba on Professional Services in the Field of Basic Education was concluded in November 2016, valid for five years from 2017-2022. The Agreement is for the DBE to employ 20 Cuban Subject Specialists in Maths and Science. The break-down has been as follows:
2.  
3. 2017-2018 (10) Cuban nationals based at DBE, (4) based at Eastern Cape
4. 2018-2019 (10) Cuban nationals based at DBE, (4) based at Eastern Cape
5. 2019-2020 (4) Cuban nationals based at DBE, (6) based at Eastern Cape (6) based at Free State (2) Gauteng (2) Limpopo
6. 2020-2021 (4) Cuban nationals based at DBE, (5) based at Eastern Cape (6) based at Free State (2) Gauteng (2) Limpopo
7. 2021-2022 (4) Cuban nationals based at DBE, (5) based at Eastern Cape (6) based at Free State (2) Gauteng (2) Limpopo
   (b) are the details of the work that each of the specified Cuban nationals was and/or will be employed to perform, Their responsibilities include:
8. Improving teacher capacity, development and support;
9. Strengthening MST Curriculum to respond to Curriculum Implementation;
10. MST Educator Subject Content Training;
11. Producing and Compiling Teacher and Learner Support Material;
12. Analysing MST results; 
13. Screening books, videos, manuals and question papers to look for gaps in the proposed approaches

 (c) The Cuban nationals are specialists in Maths and Science; these subjects are listed as scarce skills where there is a struggle to find properly qualified teachers. The specialists have long standing practice in how they teach particular methodologies in Maths and Science that help teachers to master teaching difficult concepts and areas of work. All Cuban Specialists have Masters Degrees. They have also developed materials that are provided to the department to help convey understanding in these methodologies in the identified scarce skills subjects. Since their arrival, they were able to assist the department in identifying some of the problems that the department has experienced in how to teach and what better pedagogical approaches can be explored to overcome these challenges. They

(d) R733 257.00 p.a. The DBE currently has four specialists.

(2) The Cuban subject specialists have been employed to train teachers and strengthen the sector capacity, and not to teach the children. They have conducted meaningful workshops for teachers and Subject Advisors that help them to better understand the concepts and are able to go back into the classroom to teach the learners based on this assistance.        

 

Reply:

(1)       What was the total number of applications that were submitted to her department by the Equal Education Law Centre, also known as the Equal Education, in terms of the Promotion of Access to Information Act, Act 2 of 2000, in the past three years;

Answer: The Department received seven (7) requests for information from the Equal Education Law Centre.

(2)       in the past three years, what was the total number of (a) letters demanding detailed information that her department has received from Equal Education and (b) legal proceedings that have been instituted against her department by Equal Education;

Answer to 2(a): The Department of Basic Education had received a total of 10 letters from the Equal Education Law centre - two (2) leathers in 2019; six (6) letters in 2020; and two (2) letters in 2021.

Answer to 2(b): The Department was served with one (1) application, where Equal Education was the Applicant.  The Department was served with another application, where the Equal Education Law Centre was the attorneys of record for the Applicant.

(3)       what (a) was the total number of protests led by Equal Education that her department has attended (i) in the past two years and (ii) since 1 January 2021 and (b) number of the specified protests was prior notice received by her department?   

Answer to 3(a):  There were no protest marches led by Equal Education (i) in the past two years; and (ii) since 1 January 2021; and (b) no prior notice was received by the Department of Basic Education as there has not been any protests.                            

Reply:

The Department of Basic Education (DBE) has requested the information from the South African Council for Educators (SACE); as they are the custodians of the database with the required information.  The DBE is awaiting the information, and will forward the response as soon as the data is received. 

Reply:

1) The Department of Basic Education has developed a comprehensive plan to provide learners and teachers with digitised content as well as Learning and Teaching Support Materials (LTSMs). Different types of Information and Communication Technology (ICT) gadgets will be provided to learners in the Primary as well as Secondary schools, based on the type of teaching and learning resources that will be installed on these devices.  The department has also developed the Remote Learning Strategy that ensures education continuity during the period imposed by the pandemic.  This includes the Tswelopelo platform for primary school learners, and the zero-rating of education sites.

(2) The Department of Basic Education is working with State Information Technology Agency  (SITA) and National Treasury to put all the necessary procurement processes in place to provide learners and teachers with ICT devices.  The DBE has partnered with the Department of Communications and Digital Technologies to zero-rate over 300 education sites, that provide digital and video content to all learners.  Furthermore, the DBE has developed a comprehensive recovery plan for teaching and learning that includes broadcast through TV OVHD Channel; use of both public and community radio broadcast; and printed materials have been made available and are collected at schools by parents and caregivers to complement all the other efforts by the department.  

Reply:

(1) It is not yet necessary for the Department of Basic Education (DBE) to take any steps against the Principal until the Gauteng Department of Education, through its relevant Education District authority, has had an opportunity to interact with the School Principal to provide proper hearing on how the standpoint of the Code of Conduct at the school on such matters has been interpreted.

The Provincial Department and District Office will be advised ahead of time of their interaction with the School Principal, to clarify with the School Principal the fundamentals of the DBE Human Rights Education programme offering, in raising awareness among learners, regarding constitutional imperatives; as well as violence and crimes against humanity.  Thereafter, the necessary adjustments and modifications will follow, which could include further clarification in the provisions in the Code of Conduct, or retraction of the instruction by the Principal where violation is detected.

(2) The DBE will not be issuing any such directive at this stage.  Instead, an invitation is being extended to all Provincial Departments and schools to participate in the Oral History, Moot Court, and Youth Citizen Action programmes, where such matters are safely discussed and debated, to support the Curriculum and Assessment Policy Statement (CAPS) existing provisions in Social Sciences, Lifeskills and Life Orientation.

Reply:

(a) and (b) As the Minister of Basic Education, I do not know who was responsible for issuing the specified contracts, and what steps will be taken by the Gauteng Administration in that regard.  Matters of procurement in all the 9 Provincial Education Departments (PEDs), are processed and finalised by the respective PEDs; and the national Department of Education (DBE) has no jurisdiction over any of the PEDs on such matters.  PEDs, similar to the DBE, have an obligation in terms of the Public Finance Management Act (PFMA), Treasury Regulations, Treasury Instruction Notes, Preferential Procurement Policy Framework Act (PPPFA) and PPPFA Regulations, to follow due process when procuring goods and services. 

Reply:

There is a total of 1 139 unqualified educators employed by Provincial Education Departments (PEDs) across the country.  This number is made up of 1 038 temporary and 101 permanent educators.  The 101 permanent educators are the protected group, who were made permanent in 2001.  The number of unqualified educators has declined, and is down to zero in some PEDs.  Some of these educators, are either in scarce skills subjects; or are teaching in farm and rural schools.  Some are in technical schools, where they teach technical-vocational subjects.

Reply:

a) The budget cut on the Grant in 2020/21 totaled 1.5% over the 2021 MTEF.  This cut has affected all provinces; especially on priorities, such as the meal costs, which were not substantially increased against the rising food prices.  Also the honoraria for Volunteer Food Handlers could not be increased in line with the Ministerial Determination of the Department of Employment and Labour.

b, The number of learners/meals was affected by the rotation timetable. However, no meals were reduced, as all learners attending school or collecting meals/food parcels were catered for at the school. 

Reply:

(1)       What was the total number of unplaced learners (a) of each grade and (b) in each province (i) when schools re-opened on 15 February 2021 and (ii) on the latest date for which information is available; 

Response:

Kindly refer to the attached consolidated table as provided by provinces.

(2)       whether each province removes a learner from the list of unplaced learners once the learner has been offered a place and/or once a place has been accepted by the learner’s parent;

Response:

Learners are removed from the list of unplaced learners as and when placement is confirmed.

(3)       what is the total number of learners who have been removed from the list of unplaced learners in each province without parents having accepted any of the places that were offered? 

Response:

There are no learners removed from the list of unplaced learners without the consent  of the parents. They are only removed when placement is made and confirmed by parents.                                                                  

Reply:

(1)

 (i)(ii)(aa)(bb)(cc) Table 1 (ATTACHED ANNEXURE) indicates the number of learners by quintile and province between 2018 and 2020. (see attached).

 

Province	2012	2013	2014	2015	2016	2017	2018	2019	2020
Eastern Cape	1 951 523	1 938 078	1,946,885	1,953,397	1,961,547	1,795,563	1,840,780	1,843,814	1,843,297
Free State	661 974	664 508	672,290	682,704	688,349	701,487	707,166	716,080	719,847
Gauteng	2 075 387	2 129 526	2,191,475	2,262,319	2,326,584	2,413,225	2,402,576	2,447,377	2,508,387
KwaZulu-Natal	2 877 969	2 866 570	2,901,697	2,881,518	2,877,544	2,863,316	2,821,221	2,844,764	2,867,271
Limpopo	1 715 778	1 714 832	1,720,585	1,753,734	1,765,555	1,776,467	1,724,791	1,753,819	1,759,322
Mpumalanga	1 054 783	1 052 807	1,057,788	1,079,280	1,074,352	1,096,428	1,045,972	1,094,941	1,107,890
Northern Cape	277 494	282 631	289,004	290,139	292,595	292,377	295,339	298,888	304,237
North West	775 142	788 261	800,316	813,873	829,467	825,776	840,640	852,589	863,071
Western Cape	1 038 019	1 052 435	1,075,396	1,097,509	1,116,572	1,127,634	1,141,057	1,188,926	1,243,150
South Africa	12 428 069	12 489 648	12,655,436	12,814,473	12,932,565	12,892,273	12,819,542	13,041,198	13,216,472

(b) The data provided in question i and  ii, were extracted from the 2018, 2019 and 2020 School Master list data which is also published on the Department's Website.

 

(2) Table 2  shows the number of learners, by province, between 2012 and 2020. Please note that the 2021 data is not yet available.

Table 2: Number of learners in ordinary schools, by province, between 2012 and 2020

Sources: 2012-2016 SNAP Survey. 2017-2020 LURITS

Reply:

This matter falls within the competence of Gauteng Department of Education (GDE); and as such I had to consult with MEC Lesufi. 

(a) I am informed that MEC  Lesufi visited the Principal, Ms Mabaso, at her home on 14 May 2021; and on the same evening, held a meeting with the  School Governing Body (SGB) members and the SMT of Laerskool Theresapark.  In this meeting, the SGB members (old and new) made submissions on the issue of the Principal. An independent investigation has since been instituted into the allegations of financial mismanagement, and the reported resignation of staff at the school.

(b) On 17 May 2021, the GDE Employee Assistance Programme (EAP) unit visited the Principal, Ms Mabaso at her home to provide support. She was advised to do self-referral and was provided with contact details.

Reply:

(a) The Incremental Introduction of African Languages (IIAL) continues to target schools that did not offer a previously marginalised official African language (2 584) and is currently being implemented in 2 144 (83%) schools. There is thus a shortfall of 440 schools. The IIAL strategy has been implemented in Grades 1-3, and it was supposed to move to Grade 4 in 2021.  However, its implementation has been impacted by the COVID-19 pandemic; and the Department of Basic Education's (DBE) primary focus has been and continues to be on fundamentals, which is the Home Language and the First Additional Language levels (reading and writing).  It is worth noting that there are schools that are already implementing the IIAL strategy up to Grade 7, as evidenced through the 2021 Annual Performance Plan monitoring report. 

(b) All the language related legislation, policies, programmes and strategies that are developed, adopted and used by the DBE advocate for learners to primarily learn through their home languages.  Section 29(2) of the Constitution of the Republic of South Africa provides that "everyone has the right to receive education in the official language or languages of their choice in public educational institutions where that education is reasonably practicable."  This Bill of Rights is further echoed by the National Education Policy Act (1996), the South African Schools Act (1996), and the Language in Education Policy (1997). The National Development Plan is also very explicit and recommends that learners' Home Language be used as a language of learning and teaching for longer.

The National Curriculum Statement Grades R-12 supports mother tongue education, particularly in the Foundation Phase where learners learn the critical foundational skills of reading, writing and counting.  Consequently, African languages are mainly used as languages of learning and teaching in the Foundation Phase.

The DBE developed the Language Framework document, which aims to support the utilisation of African languages as languages of learning and teaching in the early grades and beyond. 

Provinces continue to support and extend the use of mother tongue education. The Eastern Cape, forexample, initiated the Mother Tongue-Based Bilingual Education, wherein 2 024 schools are using IsiXhosa and Sesotho for learning and teaching beyond the Foundation Phase.  Learners in these schools are taught Mathematics, Natural Science and Technology in their Home Languages of  IsiXhosa and Sesotho.  The 2020 Grade 12 learners, for the first time in the history of the NCS, had access to preliminary examination question papers in their Home Languages (IsiXhosa and Sesotho).

Reply:

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

Reply:

(a) The design of the School Realities report has not yet been completed.  However, the School Realities data has been approved by the Accounting Officer in October 2020 and is available from the Department.

(b) The School Realities report will be published by the end of June 2021 on the Department's website.  

(c) School closures in 2020, due to the COVID-19 pandemic and the subsequent suspension of normal programming in the Basic Education Sector, led to the delay.

Reply:

What (a) are the criteria of the allocation schools to quintiles across the Republic and in each province and (b) percentage of schools (i) should be in each quintile in each province and (ii) are in fact allocated in each quintile in each province.

(a) The National Norms and Standards for School Funding (NNSSF) prescribes that the Provincial Education Departments (PEDs), when determining the relative poverty of a school and consequently in which quintile a school is placed, should base their decisions on the relative poverty of the community around the school, using national census data; and taking into account indicators, such as income; dependency ratio (or unemployment rate); and level of education of the community (or literacy rate). Schools may dispute the correctness of the poverty score assigned through representation to the provincial Head of Department.

The cut-off line between quintiles within a province is guided by the national poverty distribution table as provided in the school funding policy (Paragraph 111 of the NNSSF). This poverty distribution table basically determines the percentage of learners within a province which should be in the different quintiles.

(b)(i) Each year, the Minister of Basic Education publishes a national poverty distribution table, which also indicates the breakdown of the 60% of learners that would not pay school fees. Guided by that table, provinces are required to submit their list of schools that would be no-fee paying schools for the following year. The Minister also annually publishes the no-fee paying schools lists. The following Gazetted ‘national poverty distribution table’ or ‘poverty table’ should be used by provinces in determining how the target table (Paragraph 109 of the NNSSF) finds expression in each province. For example, Eastern Cape must consider the national quintile 1 target to be applicable to as many schools on the resource targeting list as it takes to cover 27.3% of learners, starting from the poorest school.

National Poverty Distribution Table
Quintiles
%	1 poorest	2	3	4	5	Total
EC	27.3	24.7	19.6	17	11.4	100%
FS	20.5	20.9	22.4	20.8	15.4	100%
GP	14.1	14.7	17.9	21.9	31.4	100%
KZN	22.1	23.2	20.2	18.7	15.8	100%
LP	28.2	24.6	24.2	14.9	8	100%
MP	23.1	24.1	21.5	17.7	13.5	100%
NC	21.5	19.3	20.7	21.4	17.1	100%
NW	25.6	22.3	20.8	17.6	13.7	100%
WC	8.6	13.3	18.4	28	31.7	100%
SA	20	20	20	20	20	100%

 

(b)(ii)    Percentage of learners that are in fact allocated in each quintile in each province:

Actual percentage of learners accommodated in each quintile in 2021
Quintiles
%	1 poorest	2	3	4	5	Total
EC	33,11%	20,00%	44,90%	1,00%	1,00%	100%
FS	28,61%	22,75%	28,88%	9,58%	10,17%	100%
GP	14,83%	15,32%	18,21%	21,09%	30,55%	100%
KZN	22,47%	26,40%	32,72%	10,11%	8,31%	100%
LP	34,82%	39,44%	21,35%	1,43%	2,96%	100%
MP	45,22%	37,61%	9,67%	3,90%	3,60%	100%
NC	23,33%	23,58%	25,18%	16,30%	11,62%	100%
NW	28,77%	19,92%	40,04%	10,53%	0,75%	100%
WC	9,85%	13,69%	17,80%	27,21%	31,45%	100%
SA	25,96%	24,47%	27,13%	11,24%	11,16%	100%

All PEDs accomodate more learners in no-fee schools than have been provided for by the policy. In 2021, approximately 87% of all schools have been declared as no-fee paying schools, accommodating approximately 83% of all learners nationally.

Reply:

(a) and (b) The question asked falls within the Executive Authority of the Member of Executive Council (MEC) for Education in Gauteng Province, not the Minister of Basic Education.  

Reply:

There were no rewards issued to schools as incentives. 

Reply:

a) The recently released Trends in International Mathematics and Science Study (TIMMS) Report (2019) indicates that 29% of Grade 5 learners and 18% of Grade 9 learners reported being bullied on a weekly basis. The most cited form of bullying is verbal, followed by physical, and then cyber bullying.

b) The National School Safety Framework remains the basic education sector's primary strategic response to violence and bullying prevention in schools.  The Department of Basic Education is also rolling out crime awareness campaigns, working with Community Policing Forums and the Quality Learning and Teaching Campaign.  Newly elected School Governing Bodies are trained, in order to strengthen School Safety Committees, as well as Codes of Conduct for learners.  The Department of Basic Education is currently implementing a bullying prevention programme, together with a range of government and civil society actors to address the scourge of bullying, including cyber-bullying, in our schools.

Reply:

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

Reply:

As the majority of 4-year olds attend pre-Grade R in Early Childhood Development (ECD) Centres, the responsibility of funding is still with the Department of Social Development.  The Department of Basic Education will only be responsible for this age group, once the ECD programme has been relocated from the Department of Social Development to the Department of Basic Education.

Reply:

1. Yes, the Department of Basic Education, together with the Eastern Cape Department of Education, are working together with the South African Police Service to investigate the incident.  A report is expected by the 31 May 2021. The Department will determine the next steps once the report has been studied in detail.

2. It is anticipated that the preliminary investigation which is currently underway will provide clarity in this regard.

3. It is also anticipated that the report from the preliminary investigation which is currently underway will provide clarity in this regard.

Reply:

2018

(a) (i) See table (a) – Column A

(a) (ii) (aa) See table (a) – Column B

(a) (ii) (bb) See table (a) – Column C

(a) (ii) (cc) See table (a) - Column D. 

(a) (iii) Response provided below.

2019

(b) (i) See table (b) – Column A

(b) (ii) (aa) See table (b) – Column B

(b) (ii) (bb) See table (b) – Column C

(b) (ii) (cc) See table (b) - Column D

(b) (iii) Response provided below.

2020

(c) (i) See table (c) – Column A

(c) (ii) (aa) See table (c) – Column B

(c) (ii) (bb) See table (c) – Column C

(c) (ii) (cc) See table (c) - Column D

(c) (iii) Response provided below.

				A	B			C	D
Exam Date	Province	District	Centre No	Centre Name	Total Entered	Total Wrote	Total Achieved	Repeaters	Total did not write
201811	KWAZULU-NATAL	AMAJUBA	5213141	GROENVLEI COMBINED	26	8	0	0	18
201811	KWAZULU-NATAL	ZULULAND	5112421	KWAMPUNZI COMBINED	9	7	0	0	2
201811	KWAZULU-NATAL	UMZINYATHI	5212110	MAWENI H	12	7	0	0	5
201811	KWAZULU-NATAL	UMZINYATHI	5212223	MPIKAYIZEKANYE SS	27	18	0	0	9
201811	KWAZULU-NATAL	UMZINYATHI	5212419	MZONIWE JS	14	8	0	0	6
201811	KWAZULU-NATAL	ZULULAND	5112136	NCWECWE SS	2	2	0	0	0
201811	KWAZULU-NATAL	ZULULAND	5112233	NENDE SS	10	10	0	0	0
201811	KWAZULU-NATAL	ILEMBE	5413332	SIBONGINHLANHLA SS	10	1	0	0	9
201811	KWAZULU-NATAL	KING CETSHWAYO	5113347	VULEKA SCHOOL FOR THE DEAF	9	4	0	0	5
201811	LIMPOPO	CAPRICORN 2	7042303	LETSHEGA-MALOKWANE SECONDARY	14	12	0	3	2
201811	LIMPOPO	SEKHUKHUNE 2	7103306	RAMOROKE SECONDARY	5	2	0	0	3
201811	LIMPOPO	MOGALAKWENA	7021210	SENWANE SECONDARY	15	12	0	0	3

Response to Question (a)(iii); (b)(iii); (c)(iii) 

In each case, the school was visited by a team comprising of the provincial head office and the district, and an audit was conducted and the reasons for the exceptionally poor performance was established and a turn-around plan would have been established for each school.  The turn-around plan would address each aspect of teaching and learning that would have resulted in the dismal performance.  This plan would have been monitored by both the district and the province in regular accountability sessions and on-site visits, to ensure that the elements of the plan are implemented.  Where there is slow or no improvements, more drastic measures would have been implemented; e.g., replacement of the school principal, or members of the Senior Management Team; and/or the replacement of educators.    

Note:

In terms of question (a)(ii)(cc); (b)(ii)(cc); (c)(ii)(cc), i.e. "the number of learners that left school in each year without completing Grade 12", the data provided refer to candidates who registered to write the examination at the beginning of the year, but did not pitch to write the examination.  It is assumed that these candidates dropped out of school, but it could also imply that these learners were absent from the examination for a valid reason; and would have therefore, registered to write the June examination of the following academic year.  Therefore, the numbers provided in Column D, are estimate figures, and the correct figures can only be determined if an audit is done of each candidate that registered and did not write the final examination.  

Table (a): NSC 2018

 

Table (b): NSC 2019

				A	B			C	D
Exam Date	Province	District	Centre No	Centre Name	Total Entered	Total Wrote	Total Achieved	Repeaters	Total did not write
201911	EASTERN CAPE	CHRIS HANI EAST	4261011	DOLOPHINI SENIOR SECONDARY SCHOOL	57	14	0	0	43
201911	EASTERN CAPE	BUFFALO CITY	4321038	HOHO SENIOR SECONDARY SCHOOL	46	22	0	0	24
201911	EASTERN CAPE	AMATHOLE EAST	4301060	NGUBESIZWE SENIOR SECONDARY SCHOOL	8	8	0	0	0
201911	EASTERN CAPE	CHRIS HANI EAST	4261057	ZWELIVUMILE SENIOR SECONDARY SCHOOL	107	7	0	0	100
201911	GAUTENG	EKURHULENI SOUTH	8800008	DESIGNATED CENTRE GALLWAY PRIM SCH	6	4	0	0	2
201911	GAUTENG	TSHWANE SOUTH	8400444	ROSTEC TECHNICAL COLLEGE - PRETORIA	26	6	0	0	20
201911	KWAZULU-NATAL	UGU	5312107	FINGQINDLELA S	3	2	0	0	1
201911	KWAZULU-NATAL	UMZINYATHI	5212217	MAHLOKOHLOKO S	8	2	0	0	6
201911	KWAZULU-NATAL	KING CETSHWAYO	5113339	PHINDIZWE H	10	9	0	0	1
201911	LIMPOPO	SEKHUKHUNE EAST	7091408	KANAMA SECONDARY	5	5	0	1	0
201911	LIMPOPO	MOGALAKWENA	7023311	KGABEDI SECONDARY	13	13	0	0	0
201911	LIMPOPO	SEKHUKHUNE SOUTH	7102307	MAHLABA SECONDARY	15	13	0	4	2
201911	LIMPOPO	CAPRICORN NORTH	7043307	MAKAMA SECONDARY SCHOOL	10	3	0	3	7
201911	LIMPOPO	CAPRICORN NORTH	7042206	MAKOBATENG SECONDARY	8	8	0	0	0
201911	LIMPOPO	SEKHUKHUNE EAST	7092301	MANAWE SENIOR SECONDARY	14	6	0	0	8
201911	LIMPOPO	SEKHUKHUNE SOUTH	7101207	MATSEBE SECONDARY	7	6	0	0	1
201911	LIMPOPO	SEKHUKHUNE EAST	7093202	MOKHULWANE SECONDARY	1	1	0	1	0
201911	LIMPOPO	WATERBERG 2	7011104	ROEDTAN COMBINED	12	10	0	1	2

 

Table (c):  NSC 2020

				A	B			C	D
Exam Date	Province	District	Centre No	Centre Name	Total Entered	Total Wrote	Total Achieved	Repeaters	Total did not write
202011	EASTERN CAPE	OR TAMBO INLAND	4292104	KHANYA PRIVATE SCHOOL	10	4	0	1	6
202011	EASTERN CAPE	NELSON MANDELA METRO	4343099	REUBEN BIRIN SPECIAL SCHOOL	3	3	0	0	0
202011	EASTERN CAPE	NELSON MANDELA METRO	4345514	ST JUDES ACADEMY	17	15	0	0	2
202011	FREE STATE	Lejweleputswa	3182008	ED-U-COLLEGE WELKOM CI/S	6	5	0	0	1
202011	KWAZULU-NATAL	HARRY GWALA	5313322	RAMAROBI S	9	6	0	0	3
202011	KWAZULU-NATAL	UMZINYATHI	5212255	SINOTHANDO SECONDARY SCHOOL	7	7	0	0	0
202011	LIMPOPO	SEKHUKHUNE EAST	7091408	KANAMA SECONDARY	9	9	0	2	0
202011	LIMPOPO	MOPANI WEST	7081131	KHESETHWANE REPEAT PART-TIME	22	22	0	1	0
202011	LIMPOPO	MOGALAKWENA	7023306	KUBUSHE SECONDARY	15	15	0	5	0
202011	LIMPOPO	SEKHUKHUNE EAST	7091411	MAKIDI SECONDARY	5	5	0	2	0
202011	LIMPOPO	MOGALAKWENA	7023203	MASHUBASHUBA SECONDARY	7	7	0	3	0
202011	LIMPOPO	CAPRICORN SOUTH	7031211	MMADITHAKADU SECONDARY	9	9	0	0	0
202011	LIMPOPO	SEKHUKHUNE SOUTH	7103412	NGOATOANAPE SECONDARY	6	6	0	0	0

 

Reply:

1. Whether she has found that the current criteria used to determine the quintile of a school reflect the true circumstances, if so, what are the relevant details?

The Department has, since 2011, been in the process of reviewing the use of the quintile system, as it relates to the funding of public schools, inclusive of no-fee schools.  A study in 2009 has revealed that there are a noteworthy number of quintile 4 and 5 school principals, who are interested in their school becoming no-fee schools.  This study also revealed that, if public funding, through the school allocation and fee revenue are added, then a large number of quintile 4 and quintile 5 experiences a level of funding that is below the no-fee threshold.  This confirms the reality of a group of schools that is not regarded to be poor enough to attract the higher level of public funding; but on the other hand, is not rich enough to fill the gap with sufficient fee revenue.  Inappropriate quintile classification may be a contributing factor to this situation.  These schools are under constant fiscal pressure, since it has all the financial and administrative obligations of other schools (no-fee as well as fee paying) but are not able to attract the necessary level of funding.

2. Whether her department will revise the criteria for each quintile; if not, why not; if so, what are the relevant details?

The following activities were achieved to give effect to the proposed review of the use of the quintile system, and the ultimate phasing out the use of quintiles in relation to the school allocation are the following:

1. Collapsing of Quintiles 1, 2 and 3; i.e., all no fee schools to be funded at the same (Q1) level.
2. A choice to fee charging schools (Quintiles 4 and 5) to be voluntarily reclassified as no-fee schools.  This would effectively result in there being only two categories of schools for allocation purposes; i.e., no-fee schools and fee charging schools.

In terms of voluntary reclassification of quintiles 4 and 5 schools, as no-fee schools (2. above); up to now no additional funding could be secured.  Some provinces (GP and WC) have however, to a limited degree, and from their existing funding, offered a choice to selected schools in quintiles 4 and 5 to be voluntarily declared no-fee schools.  Given the current fiscal environment, the proposed voluntary reclassification of Quintile 4 and 5 schools as no fee will, in the absence of securing additional funding, be difficult to implement nationally.

In order to address the challenge, some of the measures implemented by Provincial Education Departments are:

(a)    All Provincial Education Departments are accommodating more learners in no-fee schools than have been provided for by the policy. In 2021, approximately 87% of all schools have been declared as no fee schools, accommodating approximately 82% of all learners nationally; and

(b)  Some Provincial Education Departments are currently providing a funding allocation, which is above that, which is prescribed by the funding policy, to some of their quintiles 4 and 5 schools.

In the absence of additional funding, schools should use the normal communication channels to apply for re-classification to another quintile or to become no fee in line with paragraph 106 of the National Norms and Standards for School Funding.  The Head of Department considers each case on its merits, and provides a formal response.  Schools in Quintiles 4 and 5 can apply in writing to the Head of Department to challenge the quintile allocation.  The continued application of these measures however, depends on the available budget within the Provincial Education Department.

The school will be required to submit an appeal in writing on a school letterhead, signed by the principal and SGB chairperson to their relevant district office.  The appeal should clearly indicate the purpose of their appeal; i.e., no-fee status and/or quintile status.  The appeal should be well-motivated including the factors that are placing the school in financial difficulties.  Furthermore, detail must also be provided on the action that has been taken by the school to address these factors.  The application should be sent to the relevant Circuit Manager at the District office.

Reply:

a) The allocation of NSNP funds to provinces are based on the poverty index / distribution, and the number of learners in no-fee schools.  Provinces, such as KwaZulu Natal, Limpopo and Eastern Cape, with high levels of poverty, and which are predominantly rural, receive the largest share of the NSNP Grant allocation. 

b) The table below shows provincial allocation over the past three financial years (2018/19 -2020/21)

Provinces(Allocation)	2018/19  (R'000)	2019/20 (R'000)	2020/21 (R'000)
Eastern Cape	1 216 559	1 278 365	1 376 343
Free State	379 369	400 727	431 851
Gauteng	807  454	849 075	905 006
KwaZulu-Natal	1 534  878	1 621 292	1 717 512
Limpopo	1 229 299	1 292 010	1 369 485
Mpumalanga	651 036	687 691	734 414
Northern Cape	170 211	189 224	202 614
North West	456 176	481 859	516 114
Western Cape	357 097	385 202	412 548

 

Reply:

1 (a)(b)

Province	NOT CLASSIFIED	RURAL	URBAN
EC		2 846	2 680
FS		163	986
GT		180	2 936
KZN		4 315	1 789
LP		3 436	484
MP	1 804
NC		308	288
NW		40	1 525
WC		561	1 298
Grand Total	1 804	11 849	11 986

Note: Schools were classified into Rural and Urban. Due to not having a formal definition of Rural, Mpumalanga schools were not classified. The detailed list of above is included as Annexure A, with physical addresses of each school for further identification of township schools.

 

2 (a)(i) (ii) and (b)

Refer Annexure B

Reply:

The National Department, in cooperation with Provincial Education Departments (PEDs), submitted approved business plans to the National Treasury for the new financial year with the subsequent release of funds to provinces in April 2021. Amidst COVID-19 restrictions and to ensure learners receive meals, the Programme is implemented using three feeding modalities (i) feeding learners attending school (ii) collection of meals by learners not attending school due to rotation, and (iii) collection of food item/parcels by learners and/or parents. Provinces monitor and support schools. 

Reply:

(a) and (b). The Minister and Department of Health have advised the country that the implementation of the Non-Pharmaceutical Interventions (NPIs) is the most effective way of preventing the spread of COVID-19. To that end, the Department of Basic Education has developed the Standard Operating Procedure (SOP) for the Management and Containment of COVID-19, which are used in the basic education sector.  Learners, teachers and non-teaching staff are provided orientation on the SOP.  Schools ensure that the SOP is adhered to, and that the COVID-19 cleaning and sanitising resources are available.  The wearing of face masks is mandatory in schools.  Screening is conducted for learners, staff and visitors.  All these measures continue to be emphasised so that schools remain a much safer environment for all.   

Reply:

According to the data collected through Learner Unit Record Information System (LURITS), there were approximately 301 217 undocumented immigrant learners in South African schools, in 2020. However, it is not known whether their parents were documented or not as it is not compulsory for parents to submit documentation before their children are admitted to a school. There is court case judgment regarding this matter. 

Reply:

Learners transported per quarter
PROVINCE	NEEDS
	No. of Learners in Need	No. of Learners being Transported	No of Learners not being Transported
Eastern Cape	111 127	124 727	0
Free State	12 045	8 948	3 097
Gauteng	161 375	160 439	936
KwaZulu Natal	179 318	62 070	117 248
Limpopo	49 892	47 276	2 616
Mpumalanga	63 000	62 160	840
North West	72 210	63 636	8 574
Northern Cape	27 256	25 372	1 884
Western Cape	60 215	61 498	0
TOTAL	736 438	616 126	135 195

Reply:

 

a) The Department is using successes achieved and lessons learnt from Phase 1 of the Presidential Youth Employment Initiative (PYEI) - Basic Education Employment Initiative (BEEI), to plan for Phase 2 of the Initiative.  In order to address COVID-19 related challenges on teaching and learning, there will still be a bias towards supporting educators through Education Assistants.  General School Assistants will also be provided to assist schools to implement the necessary health, safety and hygiene measures.  The details regarding implementation, will be announced once funding has been confirmed and planning finalised.

(b) The PYEI - BEEI is part of a temporary relief programme to alleviate the impact of COVID-19, for which limited funding was provided.  The established management and governance structures in the Provincial Education Departments will continue to support teachers, learners and schools.  Through the Quality Learning and Teaching Campaign (QLTC), the sector mobilises communities to support education as a societal matter.

Reply:

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 19/03/2021

INTERNAL QUESTION PAPER: 09/2021

     

           

Response

(a) (i) Grade R is currently not part of compulsory education. And as such, allocation of educator posts in schools that offer Grade R classes is not done in terms of the post provisioning norms. The majority of educators appointed in Grade R posts are paid a monthly stipend as opposed to a salary. In schools where Grade R classes are offered, all posts are always filled. The is, therefore, no shortage of Grade R educators at schools, quantitatively. However, when considering the level of qualifications of Grade R teachers/practitioners appointed at schools there is an indication of qualitative shortage. The qualification of Grade R teachers/ practitioners currently employed at schools ranges from below Matric to a fully appropriate educator qualification. The latter category makes only about 34% of the 21 700 Grade R educators appointed at schools. It should, however, be noted that the sector will always find it difficult to attract fully qualified educators into Grade R teaching posts given the current conditions of service of Grade R educators.

(ii) The post provisioning norms are used to allocate posts of educators teaching learners with special educational needs. The allocated posts are filled with appropriately qualified educators.

(b) The Department runs ongoing targeted programmes that ensure the supply of educators in areas of need. Grade R and special needs education are part of the priority areas. With regards to improving Grade R qualifications, provinces are financially supporting Grade R educators currently employed in schools to upgrade their qualifications, either to the level of Grade R Diploma or the Bachelor of Education in Foundation Phase. About 2 700 such educators are currently being supported. As part of the Funza Lushaka Bursary scheme, the Department prioritises, in addition to African Languages, bursaries for studying towards a Bachelor of Education in Foundation Phase with specialisation neurodevelopmental needs, Braille, and South African Sign Language.                               

Reply:

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 12/03/2021

INTERNAL QUESTION PAPER: 08/2021

                  

Response

The information as per reports received from provinces as a sphere of government responsible for school infrastructure.

1. • 1. Table below shows that there are 23 259 public ordinary schools currently operational,
     2. The minimum standards relate to Basic Services (Water, Electricity, Sanitation and schools built entirely of inappropriate material), as well as fencing and classroom provision. See table below:

PED	Total number public ordinary school	Total number(%) of Schools provided with Water Supply	Total number(%) of schools provided with Electricity supply	Total number(%) of schools with sanitation	Total number of Schools built of inappropriate structures	Schools using pit latrines ONLY	Total number of school without adequate Fencing
EC	5290	100%	100%	100%	*96	944	5 227
FS	1084	100%	100%	100%	*2	47	339
GP	2073	100%	100%	100%	0	0	146
KZN	5803	100%	100%	100%	0	901	198
LP	3833	100%	100%	100%	0	219	138
MP	1713	100%	100%	100%	0	1	1101
NW	1469	100%	100%	100%	0	18	0
NC	545	100%	100%	100%	0	0	88
WC	1449	100%	100%	100%	0	0	0
Total	23 259	100%	100%	100%	*98	2 111	7 237

*These schools are subjected to the process of rationalisation and realignment.

  

(b)

• Unavailability of adequate budget;
• Learner migration - learners move from one province to another, and also move in the same province from one district to another, which makes the classroom and sanitation backlog a moving target;
• Rationalisation, were learner enrolment is low, or the school must be closed because it is not a viable school anymore;
• Movement of learners from one school to another, were the schools that had sufficient infrastructure end up falling with backlog of insufficient facilities;
• Drought were boreholes run dry, and waterborne toilets are not used anymore because of lack of water;
• Deterioration of infrastructure, when the facilities are dilapidated that the facility can’t be used anymore; and
• Vandalism and theft of infrastructure assets.

Reply:

1. As reported by provincial education departments, there were no schools that did not have any access to water.

2. No water tanks were installed in the provinces since November 2020.

Reply:

(a)       R774 430 461

(b) 

The Classrooms are located as follows:

           

FREE STATE	2704
KWA-ZULU NATAL	1925
LIMPOPO	605
NORTHERN CAPE	65
NORTH WEST	73
WESTERN CAPE	206
GAUTENG	240

Reply:

(a)(b) (i)(ii) Refer Annexure A

Reply:

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

Reply:

Question 1

a) The Departments of Basic Education and Social Development are working together to develop a plan that will see the ECD function migrated from DSD to the DBE. Joint teams have been allocated to workstreams to deliberate on the technical detail and specifics. 

b) The ECD function shift to DBE is planned for 1 April 2022.

c) The details of the funding will be determined through the finalisation of the function shift process.

d) The Department of Basic Education will develop a Human Resource Development Strategy in the 2021/22 financial year, to detail with the professionalisation of the ECD workforce and its implications for ECD practitioners. 

Question 2

a) The availability of appropriate facilities is important in the provision of ECD services. In this regard, the Department of Basic Education will develop an Infrastructure Strategy to be implemented using the ECD conditional grant. 

Reply:

(a) 5.8% as at the end of February 2021

(b)The vacancy rate reported is in terms of the actual vacancies at schools in relation to posts that each school was allocated for 2021. Provincial Education Departments are currently redeploying educators that are additional to the allocated post establishments at some schools to schools that have vacancies. Once this process has been finalised and the residual vacant posts have been filled through appointment of educators from outside the system the actual number of vacancies will be lower than the current rate.

Province	Number of posts allocated for 2021	Vacant Posts	Vacancy Rate
Eastern Cape	50 705	3 718	5.4%
Free State	20 490	842	3.9%
Gauteng	64 950	2 282	3.4%
KwaZulu-Natal	87 351	7 274	5.7%
Limpopo	51 637	5 375	9.2%
Mpumalanga	32 543	2 161	6.1%
North West	26 556	1 433	5.3%
Northern Cape	9 181	354	4.5%
Western Cape	29 099	1 117	4.3%
Grand Total	372 512	24 556	5.8%

Source: PERSAL, February 2021

(c) 

(i) 2016

Province	Number of posts allocated for 2016	Vacant Posts	Vacancy Rate
Eastern Cape	53 998	1 739	3.2%
Free State	20 432	662	3.2%
Gauteng	59 848	684	1.1%
KwaZulu-Natal	86 356	2 712	3.1%
Limpopo	64 155	6 654	10.4%
Mpumalanga	32 783	792	2.4%
North West	25 329	1 200	4.7%
Northern Cape	8 678	2 252	26.0%
Western Cape	29 803	1 024	3.4%
Grand Total	381 382	17 719	4.6%

Source: PED Quarterly Report, September 2016

(ii) 2017

Province	Number of posts allocated for 2017	Vacant Posts	Vacancy Rate
Eastern Cape	54 747	4 593	8.4%
Free State	20 974	845	4.0%
Gauteng	61 761	580	0.9%
KwaZulu-Natal	90 698	1 710	1.9%
Limpopo	52 097	4 920	9.4%
Mpumalanga	32 700	644	2.0%
North West	25 908	666	2.6%
Northern Cape	8 231	512	6.2%
Western Cape	30 225	1 218	4.0%
Grand Total	377 341	15 688	4.2%

Source: PED Quarterly Report, September 2017

 

(iii) 2018

 

Province	Number of posts allocated for 2018	Vacant Posts	Vacancy Rate
Eastern Cape	54 026	4 497	8.3%
Free State	20 619	142	0.7%
Gauteng	60 302	1 243	2.1%
KwaZulu-Natal	86 420	412	0.5%
Limpopo	54 214	4 511	8.3%
Mpumalanga	32 799	552	1.7%
North West	25 906	560	2.2%
Northern Cape	8 039	326	4.1%
Western Cape	29 826	1 309	4.4%
Grand Total	377 341	15 688	4.2%

Source: PED Quarterly Report, September 2018

(iv) 2019

 

Province	Number of posts allocated for 2019	Vacant Posts	Vacancy Rate
Eastern Cape	54029	3 281	6.1%
Free State	20608	843	4.1%
Gauteng	60027	1 140	1.9%
KwaZulu-Natal	86737	2 729	3.1%
Limpopo	51724	5 101	9.9%
Mpumalanga	32651	538	1.6%
North West	26260	319	1.2%
Northern Cape	9046	296	3.3%
Western Cape	31246	1 445	4.6%
Grand Total	372328	15 692	4.2%

Source: PED Quarterly Report, September 2019

 

(v) 2020

 

Province	Number of posts allocated for 2021	Vacant Posts	Vacancy Rate
Eastern Cape	52 632	2 848	5.4%
Free State	20 240	343	1.7%
Gauteng	59 138	452	0.8%
KwaZulu-Natal	86 737	6 216	7.2%
Limpopo	56 468	4 538	8.0%
Mpumalanga	34 854	1 772	5.1%
North West	25 863	509	2.0%
Northern Cape	9 149	40	0.4%
Western Cape	28 944	101	0.3%
Grand Total	374 025	16 819	4.5%

Source: PERSAL, December 2020

Reply:

(a)  (i) 148 schools have been vandalised since the start of the current academic year; 

        (ii) 288 schools have be affected by the weather since the start of the current academic year.

(b)  The cost estimates to repair the schools affected by the weather is R196 695 374.01

Reply:

1. (a) (i) (aa) 957 schools were vandalised in 2019

            (bb) 1633 schools were vandalised in 2020

        (ii) 148 schools have been vandalised since 01 January 2021 to date.

    (b) (i) 23 schools were vandalised during school holidays;

            (ii) 1716 schools were vandalised during lockdown

    (c) The total cost of repairs amount to R74.6million.

2. (a) Yes

    (b)  YES, All schools are open and operational irrespective of the vandalism.

3. Not applicable   

Reply:

(1) and (2) The process to determine the learner-classroom ratio, as determined through the Regulations Relating to Minimum Uniform Norms and Standards for Public School Infrastructure, is conducted annually by provinces based on the learner enrolment received from Education Management Information Systems (EMIS) for that particular year.  Provinces are currently conducting the analysis for inclusion in the User Asset Management Plans for the 2021-22 Medium-Term Expenditure Framework (MTEF), including the costing thereof.  The main reason for schools not complying with the prescript, can include an increase in enrolment or an insufficient number of classrooms to cater for the number of learners.  In both instances, mobile classrooms are provided to schools to address the influx.  Further response to the question will be provided as soon as provinces conclude the analysis and submit the information.

Reply:

a) There has not been any money spent fraudulently on the procurement of personal protective equipment.  The Department of Basic Education procured PPEs through the Public Private Partnership (PPP) agreement with the Private Party as per Regulation 16 of the PFMA.  As the Private Party cannot make use of the transversal contracts for PPEs and purchased PPEs from the open market, the Department has engaged with the Private Party with the assistance of National Treasury and has resolved any future pricing risk.   

b)

(i) Not applicable 

(ii) Not applicable

Reply:

1(a) GBV is addressed through the provision of comprehensive sexuality education, access to sexual and reproductive health services implemented in secondary schools including a focus on prevention of alcohol and drug use and learner pregnancy (now also COVID-19) as risk factors to GBV. In primary schools, activities mainly focus on raising awareness of social justice and vulnerabilities such as reporting of abuse and support for GBV-affected learners.

(b) The Comprehensive Sexuality Education lessons broadly are delivered through a total of 80 lessons (implying 80 hours) in the Lifeskills and Life Orientation subject, throughout the schooling life from Grade 4 to 12. Of the 80 lessons, 29 (36%) of these specifically address GBV.

(c) In Primary Schools with younger learners, it starts with addressing bullying, safety of the body, protecting personal space, prevention of rape, reporting of sexual abuse and sexual harm, with the view of empowering the potential victim. Gradually, as the learners progress to higher grades, the topics in the Intermediate Phase begin to introduce issues of bullying, sexual abuse, sexual grooming, skills for bullies to change, this is coupled with identification and linking to services for learners at risk. In the Senior Phase, the lessons begin to introduce the construction of gender, consent, power and control in relationships as well as assertive communication. In the Further Education and Training (FET) phase, the lessons address in depth the issues of gender construction, consent, power and control in relationships as well as assertive communication. These messages communicate both to the potential victim and perpetrator with the view of challenging their attitudes in the communities.

2. Yes

Reply:

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

Reply:

                                

Response

With regard to legal cases that her department was involved in during the (a) 2018-19 and (b) 2019-20 financial years 

 

2018-2019 financial year

Answer: The Department had 38 cases on its litigation register at the end of the 2018/2019 financial year.

 

What (i) was the cost in each case, (ii) was the total cost to her department, 

Answer: The Department did not spend on each case.In many of the cases the Minister is cited with the MECs and in such cases the cost is covered by the province.The Department spent R 1 459 000 in litigation cost in the 2018/2019 financial year.

 

(iii) was the reason for each legal case, 

Answer: There were 8 cases relating to contractual disputes;9 cases relating to claims for injury or death of a learner; 10 cases relating to constitutional or administrative law issues;one case relating to pension payment of an educator; 2 cases relating to examination issues; 1 case each for defamation, copyright infringement and motor vehicle collision and five cases relating to labour disputes of educators

 

iv) total number of cases did her department (aa) win and (bb) lose 

Answer: Many of the cases were ongoing or dormant, however the Department settled three cases, won one and did not lose any case.

 

 (v) what are the relevant details of any official of her department who was involved?

Answer: There are no officials who were directly involved in any of the cases. 

 

2019-2020 financial year

With regard to legal cases that her department was involved in during the (a) 2018-19 and (b) 2019-20 financial years 

Answer: The Department had  42 cases on its litigation register at the end of the 2019/2020 financial year

 

What (i) was the cost in each case, (ii) was the total cost to her department, 

Answer: The Department did not spend on each case. In many of the cases the Minister is cited with the MECs and in such cases the cost is covered by the province.The Department spent R 12 853 000  in litigation cost in the 2019/2020 financial year.

 

(iii)What was the reason for each legal case,

Answer: There were 11 cases relating to contractual disputes; 10 cases relating to claims for injury or death of a learner; 6 cases relating to constitutional or administrative law issues; 1 case relating to pension payment of an educator; 7 cases relating to examination issues; 1 case each for defamation, copyright infringement and motor vehicle collision and  4 cases relating to labour disputes of educators

 

iv) total number of cases did her department (aa) win and (bb) lose

Answer: Many of the cases were ongoing or dormant, however the Department settled  two cases and lost one.

 

(v) what are the relevant details of any official of her department who was involved?

Answer: There were no officials who were directly involved in any of the cases.

Reply:

1. With regard to the Volmink Report on the selling of posts, on what date was the investigation (a) commissioned, (b) finalised and (c) submitted to her;

ANSWER

a) The Ministerial Task Team (MTT) on the Selling of posts was commissioned in September 2014.

b) The MTT Report was finalised in April 2016 and

c) The report was handed over to the Minister on 20 May 2016. However, at the time of the handing over of this report, there were still some forensic investigations that were pending. They were later subjected to a second phase investigation of the MTT in order to complete the remaining Chapter 3 and Addendum V of the report. Chapter 3 and Addendum V of the report was finalised in June 2018.

 

2. Whether the report will be (a) tabled to the Portfolio Committee on Basic Education and (b) made public; if not, in each case, why not; if so, in each case, on what date;

ANSWER:

a) Subsequent to the release of the MTT Report on 20 May 2016, the Report was tabled at the Cabinet meeting to brief them on the report and its findings; the Portfolio Committee was also briefed on May 2016 and June 2017 about the findings and the actions to be taken by the Department to remedy the challenges emanating from the report. Lastly, presentations were made to both the Council of Education Ministers (CEM) and Heads of Education Committee (HEDCOM).

b) Yes, the MTT Report was gazetted and also made public on the Department of Basic Education’s website for easy access.

3. Whether the illegal activity identified in the report has been stopped; if not, why not; if so, what are the relevant details?  

ANSWER:                                 

The identified cases of the alleged illegal activities were sent to the affected Provincial Departments of Education (PEDs). Due to the fact that the PEDs are the Employers of educators in the respective provinces, they were requested to conduct investigations or follow-up investigations into these cases and provide reports on each of the cases to the DBE.

Since the provincial investigations were commissioned, the number of allegations subsequently dropped. Currently, the  DBE has not received any further complaints of such illegal activities or allegations of individuals who participated in one or other form of corruption or selling of posts.