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23 September 2020 - NW2096

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Abrahams, Ms ALA to ask the Minister of Basic Education to ask the Minister of Basic Education

What (a) is the total number of social workers who are employed by her department that are employed (i) on a permanent basis, (ii) on a fixed-term and/or (iii) temporary contract in each province, (b) is the total number of social worker vacancies in her department in each province and (c) are the reasons that the positions are still vacant?

Reply:

(a) - (c) The National Department of Basic Education does not employ Social Workers. This is the function that resides with the Provincial Education Departments (PEDs)

23 September 2020 - NW1921

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Tarabella - Marchesi, Ms NI to ask the Minister of Basic Education to ask the Minister of Basic Education

Whether all the schools in the Republic have a compliance officer assigned and/or employed; if not, what is the position in this regard; if so, (a) how often do the officers submit reports of their findings on issues in their schools, (b) who do the officers submit their report to and (c) what are the details of the common findings in the schools across the Republic in each province?

Reply:

(a) The position of Compliance Officer is not part of employees in the post establishments of public schools.  The Honourable Member is advised to refer her questions to the Provinces.

(b) N/A

(c) N/A

22 September 2020 - NW1922

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Tarabella - Marchesi, Ms NI to ask the Minister of Basic Education to ask the Minister of Basic Education

What (a) total number of (i) learners and (ii) teachers who had comorbidities have died from Covid-19 in each province and (b) was the specific illness and/or condition that the learners and/or teachers had?

Reply:

(a) The reporting of death relating to COVID-19 does not seek to check whether the deceased had comorbidities or not. Attached are the COVID-19 related fatalities as reported by the Provincial Education Departments (PEDs)

(b) The Department of Basic Education does not collect the requested data. 

22 September 2020 - NW481

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Van Der Walt, Ms D to ask the Minister of Basic Education

(a) Who are the financial contributors to the Sanitation Appropriate for Education campaign since its launch, (b) what is the total monetary value of each contribution since the launch and (c) how were the contributions spent in each case since the launch?

Reply:

Partner

Number of Projects

Completed to date

Assupol

10

10

Adopt-a-school/AFRISAM

4

4

AVBOB

6

4

LONMIN

13

0

Department of Environment Affairs                  

30

19

Department of Water and Sanitation                           

3

0

Nelson Mandela Foundation

1

1

NORCOS

5

1

Tiger Brands

5

4

Unilever

3

2

Total

80

45

The financial contributors were allocated schools; at which the contributors conducted the necessary condition assessments, compile the scope of work for the sanitation infrastructure, aligned to the Norms and Standards, and proceed to construct the sanitation infrastructure.  No funding was managed by the department. Upon the completion of the ablution facilities, the completed assets were officially handed to the department and the school.

14 September 2020 - NW2002

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Clarke, Ms M to ask the Minister of Basic Education to ask the Minister of Basic Education

With reference to her reply to question 1435 on 11 August 2020, what (a) number of parents have not fetched the learning materials for learners who suffer from comorbidities and (b) action has been taken in this regard?

Reply:

(a) and (b) DBE does not keep the information of learners with comorbidities and therefore we request Hon Member to forward the question to provincial legislatures.

08 September 2020 - NW1844

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Mashabela, Ms N to ask the Minister of Basic Education to ask the Minister of Basic Education

Whether her department has employed the services of psychologists to assist teachers and learners who are facing anxieties as a result of being forced back to school, despite fears of the coronavirus; if not, why not; if so, what are the relevant

Reply:

The DBE has partnered with the National Education Collaboration Trust (NECT) and UNICEF to mobilise psychosocial support for learners and educators. In this regard, UNICEF has contracted Childline to provide services to children through their call centre.

Provincial  Education Departments have historically employed psychologists and social workers to support learners and educators. However, there are severe shortages.  

Due to the expected impact of COVID-19 on the mental health of learners and educators, and the limited psychosocial support capacity within the sector, the DBE and PEDs collaborated with the Department of Health (DOH) and the Department of Social Development (DSD) as well as other psychosocial support NGOs and organisations. The DSD has availed social work interns in some Provinces. in addition, Provincial Departments have also increased the number of Learner Support Agents in schools.

02 September 2020 - NW715

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Mashabela, Ms N to ask the Minister of Basic Education

What plans has she put in place in the event that it becomes impossible for schools to reopen before September 2020 due to the COVID-19 pandemic?

Reply:

Schools have reopened; and the health and safety measures have been put in place to protect educators, learners and staff. The Department continues to monitor the situation to ensure that lives are saved.

01 September 2020 - NW1467

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Thembekwayo, Dr S to ask the Minister of Basic Education to ask the Minister of Basic Education

What (a) are the details of the major factors that her department considered when taking the decision to reopen schools during the peak of the Covid-19 pandemic (b) conclusive evidence did her department rely on to reach the conclusion that children are less likely to die from the virus and/or transmit it to their parents and grandparents at home, given that the coronavirus is a novel virus and no one comprehensively knows all modes of its transmission?

Reply:

The decision to reopen schools was taken by Cabinet.  Cabinet was advised by the National Coronavirus Command Council (NCCC), which was advised by medical experts, led by the Ministerial Advisory Council on Health.  The medical professionals provided the advice, which led to the decisions being made with conditions that all health and safety measures are put in place in schools.

01 September 2020 - NW1992

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Van Der Walt, Ms D to ask the Minister of Basic Education to ask the Minister of Basic Education

(a) What total number of mobile classrooms were provided by her department to education districts since 2014, (b) what is the name of each service provider who rendered the service, (c) what was the total amount in each case and (d) how was the provision of the mobile classes funded in each case?

Reply:

The question has been referred to all provincial departments of education for a response and it will be provided as soon as the responses have been received and collated

01 September 2020 - NW1969

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Sukers, Ms ME to ask the Minister of Basic Education to ask the Minister of Basic Education

Whether, with reference to her reply to question 1347 on 26 June 2020 regarding the list of 1 500 schools in which Comprehensive Sex Education is being piloted, she will provide Ms M E Sukers with a list of the specified schools in each province; if not, why not; if so, by what date?

Reply:

The list of school where Scripted Lesson Plans (SLPs) were piloted has been attached.

01 September 2020 - NW1991

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Van Der Walt, Ms D to ask the Minister of Basic Education to ask the Minister of Basic Education

What are the relevant details of the (a) set targets, (b) time frames and (c) targets achieved for the establishment of (i) special schools and (ii) full-service schools in all the education districts since 2014?

Reply:

With regard to (a) set targets, (b) time frames, and (c) targets achieved for the establishment of (1) special schools and (ii) full-service schools in all the education districts since 2014, the following can be reported:   

(a) No targets were set for the establishment of special schools, since the focus was on ensuring the establishment of full-service schools, so as to increase access for learners with special education needs.  The sector target for the establishment of full-service schools was 624.

(b) No timeframes were set for the establishment of special schools. The sector target of the establishment of 624 full-service schools had to be achieved by 2018.

(c) Although no targets were set for the establishment of special schools, by 2018, there were  501 special schools (447 Public, 54 Independent), as compared to 295 in 2002.  By 2018, 848 full-service schools were established across all districts - 224 full-service schools more than the target of 624.

31 August 2020 - NW1956

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Mashabela, Ms N to ask the Minister of Basic Education to ask the Minister of Basic Education

What are the reasons that (a) A Obilana has not been reinstated by her department as an educator at Allendale Secondary School despite the decision by the Emalahleni Education Labour Relations Council that he must be reinstated and (b) the principal of Allendale Secondary School was allowed by her department to victimise a teacher who reported sexual relationships between teachers and learners?

Reply:

(a) This is an employer-employee relations issue of which the processes are regulated by the Labour Relations Act, 66 of 1995 as amended. Interms of section 3(1)(b) of the Employment of Educators Act, 76 of 1998, the Head of the Provincial Education Department is the employer of all educators employed at the provincial level and therefore, the responsibility to appoint, transfer, terminate, re-employ and re-instate educators at the provincial level lies with the employer. It is also the responsibility of the employer to implement rulings wherein cases were ruled against his/her Department.

Besides, the response received from the Mpumalanga Education Department on this case states that the Department/employer has demonstrated its willingness to comply with the award but Mr Obilana refused to comply and cooperate. An alternative post was identified for him to occupy effectively from 1 October 2018 and was within the same circuit a few kilometres from the school where he used to teach prior his dismissal, but he failed to report for duty.

The details are as follows: 

The Department did not immediately comply with the award because at the time the award was received, the position which Mr Obilana occupied prior to his dismissal was already filled. Mr Obilana was however informed through his union on 28 September 2018 that the Department had established a vacant substantive found where he would be placed effectively from 1 October 2018. He was then directed to report at the Emalahleni Circuit where the Circuit Manager would take him to the institution he would be serving at. A response was received from his union indicating that he was sick, and insisted that the Department place him in accordance with the award. Mr Obilana never reported for duty but instead proceeded to take steps to enforce the award by filling an application for the certification of the award with the CCMA.

The award was certified in terms of section 143 of the Labour Relations Act. The CCMA issued a document entitled “Enforcement of the Award” [the CCMA writ] instructing the sheriff to attach and execute the movable goods of the employer to the value of R171 952.40 with interest. The sheriff served the document and attached a vehicle belonging to the employer on several occasions and this culminated in the employer filing an urgent application with the Labour Court, which was heard on 27 August 2019 wherein the enforcement award was declared invalid and set aside.

(b) Any complaint that affects the employment relationship should be dealt with in accordance with the grievance procedures outlined in Chapter G of the revised Personnel Administrative Measures (PAM).  

31 August 2020 - NW1923

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Tarabella - Marchesi, Ms NI to ask the Minister of Basic Education to ask the Minister of Basic Education

Whether her department conducted a cost analysis and comparison of the (a) total amount it would cost to prepare all schools thoroughly in dealing with the Coronavirus pandemic by providing all necessary Personal Protective Equipment and other protocols and (b) specified costs against the amount it would cost the department if they equipped all learners for online learning by buying computers and other relevant infrastructure; if not, why not; if so, what are the relevant details?

Reply:

(a) No. The Department did not do a cost analysis and comparison. The procurement and provision of Personal Protective Equipment (PPEs) for schools is a provincial function whose performance lies with Provincial Education Departments (PEDs) and not with the National Department of Basic Education.

(b) The Department of Basic Education has developed a Comprehensive Plan to provide learners and teachers with digitized Learning and Teaching Support Material (LTSM) loaded on ICT devices. Different types of ICT gadgets will be provided to learners and teachers in the Primary as well as Secondary schools across all nine provinces. This included assistive devices for learners living with disabilities. Based on the cost analysis of the current contracts that are available in the market, it will cost the government more than R30 Billion to rollout the project. To promote access, the department is considering providing discounted data bundles to learners to complement connectivity provided using other technologies.

31 August 2020 - NW1827

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Thembekwayo, Dr S to ask the Minister of Basic Education to ask the Minister of Basic Education

What steps will she take to ensure that the pension funds of (a) Mr Hosea M Mohle and (b) Mrs Regina Tebogo Grabe, who are former educators in the North West and have retired in December 2019, are paid out?

Reply:

The Department of Basic Education will investigate and provide a response once we have received a response from the relevant Provincial Department of Education

31 August 2020 - NW1856

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Thembekwayo, Dr S to ask the Minister of Basic Education to ask the Minister of Basic Education

What are the reasons that her department has delayed the pension payout of Mr Solomon PamoTlhapi, a former educatorin the North West who retired in December 2019 (details furnished)?

Reply:

The Department of Basic Education will investigate and provide a response once we have received a response from the relevant Provincial Department of Education.

31 August 2020 - NW1905

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Bozzoli, Prof B to ask the Minister of Basic Education to ask the Minister of Basic Education

What (a) is the name of each company that has provided school textbooks to each province in each of the past 10 academic years, (b) are the names of the owners and directors of each of the specified companies, (c) textbooks did each company provide in each province in each of the specified academic years and (d) were the costs of the textbooks provided by each company in each province in each of the specified academic years?

Reply:

What (a) is the name of each company that has provided school textbooks to each province in each of the past 10 academic years, 

The list of companies that have provided school textbooks to each province are listed in the National catalogues, currently 85 companies are listed in the National Catalogues. Catalogues developed in the last 10 years are as follows:

Grades 1-3 and 10 in 2011 for implementation in 2012

Grades 4-6 and 11 in 2012 for implementation in 2013

Grades 7-9 and12  in 2013 for implementation in 2014

Grades R and Further Education and Training (FET) Literature in 2015 for implementation in 2016

(b) are the names of the owners and directors of each of the specified companies, 

The National Catalogue lists the name of companies in the National Catalogue and the information of Directors resides with the custodian in the name of Companies and Intellectual Property Commission (CIPC) and these companies are also in the Central Supplier Database where this information resides. Attached is a list of the 85 companies. 

(c) textbooks did each company provide in each province in each of the specified academic years and 

Provincial Education Departments (PEDs) procure textbooks for schools allocated Section 20 function in terms of the South African Schools Act and Schools allocated the Section 21 function in terms of the same Act procure textbooks on their own and therefore this information must be requested from PEDs.

(d) were the costs of the textbooks provided by each company in each province in each of the specified academic years?               

The price of each textbooks is provided for in the National Catalogues, .

21 August 2020 - NW1509

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Van Der Walt, Ms D to ask the Minister of Basic Education to ask the Minister of Basic Education

(1)       What measures has her department put in place to attend to the dire need for professional staff such as nurses, psychologists and therapists in (a) ordinary schools and (b) schools for learners with special educational needs; (2) whether she intends to make use of students performing their community service year to assist the specified schools; if not, why not; if so, what are the further relevant details?

Reply:

(1) (a) (b) The Department of Basic Education (DBE)  has developed the National draft Guidelines for Resourcing and Inclusive Education system. The proposed guidelines deal with resourcing as it relates to the inclusive education system as a whole. This system comprises Special Schools, Special Schools/Resource Centres, Full-service Schools, Ordinary Public Schools, and District-based Support Teams. It addresses barriers in two focal areas: 1) teaching and learning and 2) psycho-social and health support.

The document motivates for the development of an integrated and holistic approach which does not separate support provisioning of special and ordinary schools from that of districts and aims at strengthening support to all learners who experience barriers to learning in the system on a continuum from low to high intensity support.

The Guidelines must be seen as a key procedure to ensure the transformation of the education system towards an inclusive education system in line with the prescripts of Education White Paper 6 on Special Needs Education: Building an Inclusive Education and Training System (2001). Furthermore it calls for the appointment of healthcare professionals within the education system, in all educational institutions and offices so that learners are provided with a holistic intervention approach. The guidelines are being costed by provincial Education Departments PEDs), and a phased in strategy will be used to ensure that critical healthcare professional posts needed by provinces are filled.

(2) Community service students are required by government to complete their community service year in a clinical institution. This allows them to put into practice their clinical knowledge, so as to gain clinical experience. If the clinical institution (hospital/clinic) provides an outreach community programme, where the student can provide services to a an educational institution, the Department of Basic Education would by all means accept the services to be rendered by the community service individual. The department also encourages Higher Education Institutions (HEIs) to allow students still obtaining their degree/diploma to do their clinical practicals in different education institutions so that the student has an all rounded experience and gains insight of the education system. An example of such an initiative will be the expose of student social workers who perform their practicals at schools and also have been appointed to provide services to schools in the community in which they are based in.

18 August 2020 - NW1649

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Thembekwayo, Dr S to ask the Minister of Basic Education to ask the Minister of Basic Education

What (a) total amount has her department spent on procuring protective personal equipment (PPE) for teachers and learners since the reopening of schools and (b) is the list of companies, which supplied the department with the PPE’s

Reply:

(a) R 38 750 000

(b) 1. Spot on Trading

    2. Nxekula General Trading

    3. Impofu Engineering Service

17 August 2020 - NW1697

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Julius, Mr J to ask the Minister of Basic Education  to ask the Minister of Basic Education

Whether any educators with comorbidities have reported for duty at Gauteng schools as at 15 July 2020; if not, what are the relevant details; if so, (a) what number of educators with comorbidities are currently reporting for duty at schools in the province, (b) what are the reasons the specified educators are still reporting for duty and (c) what are the scientific reasons that these educators do not remain at home because of their comorbidities?

Reply:

(a) There are currently 174 educators in Gauteng who have  reached an agreement with the principal to be accommodated at the workplace.    

(b) The management of work arrangements of educators with comorbidities in the sector is regulated through the Education Labour Relations Council Collective Agreement 1 of 2020. According to the agreement, the Principal or the Circuit Manager (in cases where the Principal is the applicant)  must agree on the stipulated options of work arrangements available, one of which is an agreement that the educator can report to school subject to strict safety measures. These measures include that the educator must be accommodated in a restricted area at school where they will not be exposed to lengthy contact with the rest of the school community and that their commute to and from the workplace must be safe e.g. use private transport.

(c) As indicated above, the work arrangement where an educator with comorbidity reports to school is only allowed under a strict protocol, that limits any lengthy exposure to other staff and learners.

14 August 2020 - NW1758

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King, Ms C to ask the Minister of Basic Education to ask the Minister of Basic Education

(a) What are the recommended cleaning chemicals which should be used for cleaning schools as per the guidelines of the World Health Organisation, (b) is her department implementing the recommendations regarding which cleaning chemicals must be used and (c) what are the recommended prices for sanitiser and cleaning materials to be used at schools as per National Treasury recommendation; (2) whether the chemical Benzalkonium Chloride is one of the chemicals used in cleaning schools; if not, what is the position in this regard; if so, what are the relevant details?

Reply:

1. (a) 

The Department of Basic Education has developed Guidelines for schools on Maintaining Hygiene during the COVID-19 pandemic, which includes essential cleaning and disinfection, the use of PPE, social distancing and hand hygiene as recommended by the World Health Organisation (WHO).  Section J.(4) (i) of the document includes technical specifications and use of disinfectants as:

  •  Alcohol solutions with at least 70% alcohol; and
  • Disposable alcohol-based wipes.

The South African Bureau of Standards (SABS) approved detergents and disinfectants:

  • Ethyl alcohol (70%) to disinfect small arears between use and cleaning cycles;
  • Chlorine, hypochlorine (strength 1000 - 10 000 ppm);
  • Sodium Hypocjhlorine (household bleach) at 0% (equivalent to 5000 ppm); and
  • Hydrogen peroxide gas - for general disinfection of classes and offices.

(b). Yes.

2. The recommended chemicals are stipulated in 1 (a).

14 August 2020 - NW1765

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Van Der Walt, Ms D to ask the Minister of Basic Education to ask the Minister of Basic Education

With regard to Covid-19 what (a) total amount has (i) her department and (ii) each specified entity reporting to her spent on (aa) workshops, (bb) conferences and (cc) meetings to date and (b) is the total breakdown of the expenditure for each specified workshop, conference and/or meeting?

Reply:

(a)(i) Department

(aa) N/A

(bb) N/A

(cc) R407 290.43

(b) The total amount (cc) is for the only event that took place during COVID-19. The NATJOINTS meeting at the Reserve Bank.

(ii) The responses from the entities are attached. 

14 August 2020 - NW1596

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Van Der Walt, Ms D to ask the Minister of Basic Education  to ask the Minister of Basic Education

Whether schools can apply for financial assistance from the Government with regard to the Covid-19 pandemic; if so, (a) what are the criteria in this regard and (b) what number of (i) primary schools and (ii) secondary schools have applied in each province?

Reply:

No. There is no provision in the COVID-19 Regulations for schools in particular, to apply for financial assistance from the Government with regard to the Covid-19 pandemic.

14 August 2020 - NW1748

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Sukers, Ms ME to ask the Minister of Basic Education to ask the Minister of Basic Education

Whether, with reference to her department’s meeting on 24 January 2020 with internal stakeholders consisting of various school and governing body federations and teachers’ unions, wherein it was stated that her department’s Scripted Lesson Plans (SLPs) regarding Educator Guides and Learner Workbooks are a voluntary source that teachers and/or schools could use to achieve the mandatory minimum outcomes set by the Curriculum and Assessment Policy Statement (CAPS) curriculum for the subjects Life Skills and Life Orientation, she can confirm that (a) the SLPs are voluntary and (b) given that section 6A of the South African Schools Act, Act 84 of 1996, empowers her only to determine the minimum outcomes as set forth in the national curriculum statement, and not to dictate outcomes, her department will not in future make the SLPs mandatory and the only source for achieving minimum outcomes set by the CAPS curriculum for the subjects Life Skills and Life Orientation?

Reply:

Scripted Lesson Plan (SLPs) are recommended, and are not the only teaching and learning resource, to assist teachers to provide scientifically accurate and age appropriate Sexuality Education content to reach the mandatory requirements of the Curriculum.  The SLP are definitely not compulsory.

14 August 2020 - NW1653

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Ngwenya, Ms DB to ask the Minister of Basic Education to ask the Minister of Basic Education

Whether, in view of the recent incident in the Eastern Cape where it is alleged that a supplier defrauded the department and supplied sanitizers with alcohol levels below the required level, her department will conduct sample tests on sanitizers supplied to all the schools in the Republic; if not, how will she ensure that other suppliers did not defraud the department as the supplier in Eastern Cape did; if so, how is she going to implement the process?

Reply:

The Department of Basic Education does not get involved in the procurement of the sanitizers by provinces. However, we have been informed that the Eastern Cape Education Department has withdrawn all the sanitizers supplied by the implicated service provider and replaced the supplies.  We also understand that the implicated service provider is in the process of being blacklisted.

12 August 2020 - NW1711

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Tarabella - Marchesi, Ms NI to ask the Minister of Basic Education  to ask the Minister of Basic Education

(a)(i) Where is the form submitted that teachers and staff need to complete if they have comorbidities and (ii) what is the process that is followed thereafter and (b) what procedure is followed for learners in the same situation?

Reply:

(a)(i) The form submitted is part of Collective Agreement 1 of 2020 as attached.

(ii) Once the educator submits the application form and the accompanying documentation, his/her Supervisor assesses the application. Once the Supervisor is satisfied that the educator qualifies to be granted a concession, conditions of the concession are discussed and an agreement  is reached and recorded in the form. If there is no agreement, the grievance procedure in Chapter G of the Personnel Administrative Measure (PAM) document will be activated.

11 August 2020 - NW1443

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Tarabella - Marchesi, Ms NI to ask the Minister of Basic Education to ask the Minister of Basic Education

What total amount has each province spent towards preparing schools for reopening and ensuring that health and safety guidelines are met?

Reply:

Department of Basic Education (DBE) has received responses from six (6) Provincial Education Departments (PEDs). Gauteng PED reported that there is no expenditure at the moment reported against the COVID 19 fund as provided by National Treasury and still investigating if expenditure has been incorrectly captured on the system based on the work already done. DBE will make follow-up with three (3) PEDs, namely, Eastern Cape, Northern Cape and North West.

11 August 2020 - NW1007

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Abrahams, Ms ALA to ask the Minister of Basic Education

What are the details of the joint phasing-in plan of her department working jointly with the Department of Social Development for the reopening of early childhood development centres (ECDs) under level 3 of the risk- adjusted approach to Covid-19 within the Republic with regard to the (a) date ECDs will be allowed to open under level 3, (b) opening of ECDs in provinces which remain on level 4, (c) provision by the Government of personal protective equipment (PPE) to ECDs, (d) total number of children that will be permitted in each ECD facility, (e) enforcement of social distancing and PPE regulations within ECDs and (f) training ECD facilitators and/or practitioners will receive in preparation to receive learners?

Reply:

What are the details of the joint phasing-in plan of her department working jointly with the Department of Social Development for the reopening of early childhood development programmes (ECDs) under level 3 of the risk-adjusted approach to Covid-19 within the Republic?

The Department of Basic Education (DBE) and the Department of Social Development (DSD) are still in the process of the early childhood development (ECD) function shift. To date, the ECD function has not yet been transferred to DBE by Proclamation, and the primary responsibility for the re-opening of ECD programmes, rests with the DSD.  That said, the DBE is supporting DSD in developing a plan towards the safe re-opening of ECD programmes.

The DSD, in collaboration with the DBE, Department of Health and civil society, have embarked on a process to look into the options, conditions, requirements and risks associated with the re-opening of ECD programmes.  The first engagement was on 26 May 2020, where eight workstreams (data, monitoring, assessment, support packages, protocols for re-opening, general COVID-19 awareness, programme re-design and practitioner training) were agreed upon, and immediately commenced their work.  This will provide important information regarding the measures and timing for the re-opening of ECD programmes.

(a) date ECDs will be allowed to open under level 3                          

The overall workplan that will be developed by the workstreams will determine this date.

(b) opening of ECDs in provinces which remain on level 4

The overall workplan that will be developed by the workstreams will determine this date.

(c) provision by the Government of personal protective equipment (PPE) to ECDs

The Support Packages Workstream is developing a basic package of support to enable ECD programmes to implement the protocols and standard operating procedures. Funding options for this are considered, including using the budget from the ECD conditional grant to provide the appropriate PPEs.

(d) total number of children that will be permitted in each ECD facility

The Protocols Workstream will develop the required protocols and standard operating procedures for ECD programmes to re-open.

(e) enforcement of social distancing and PPE regulations within ECDs and 

The Protocols Workstream will develop the required protocols and standard operating procedures for ECD programmes to re-open, whereas the Support Packages Workstream is developing a basic package of support to enable ECD programmes to implement the protocols and standard operating procedures. On 2 June, the DSD will also launch the Vangasali campaign as part of Child Protection week. The purpose of the campaign is to crowd-source information on where ECD programmes are located so that the DSD can monitor the readiness of ECD programmes to re-open.

(f) training ECD facilitators and/or practitioners will receive in preparation to receive learners?          

The workstream that focuses on practitioner training will develop a strategy to train all practitioners to prepare adequately before children return to ECD programmes. The general COVID-19 awareness workstream will also develop information packages to programmes and parents to educate them around the required measures that need to be in place.

11 August 2020 - NW1766

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Van Der Walt, Ms D to ask the Minister of Basic Education to ask the Minister of Basic Education

What total amount has her department spent on (a) catering, (b) entertainment and (c) gifts (i) in the (aa) 2018-19 and (bb) 2019-20 financial years and (ii) since 1 April 2020?

Reply:

What total amount has her department spent on (a) catering, (b) entertainment and (c) gifts (i) in the (aa) 2018-19 and (bb) 2019-20 financial years and (ii) since 1 April 2020?      Response:

 

2018/19 R'000

2019/20 R'000

2020/21

Catering

25 745

22 686

795

Entertainment-

25

152

-

Gifts-

-

-

-

                                                                                                                        

11 August 2020 - NW1814

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Thembekwayo, Dr S to ask the Minister of Basic Education to ask the Minister of Basic Education

(1)       On what basis was the decision made to close public schools from 27 July to 24 August 2020, but keep private schools open; (2) whether she has found that it is in the best interest of the education system to have one set of rules for public schools and another for private schools; if not, what is the position in this regard; if so, what are the relevant details?

Reply:

(1) The decision to go on a school break was taken by the Cabinet. The decision was announced by the President. In the Basic Education Sector there were extensive consultations with more than 60 organisations. The process was initiated after a sudden spike in the rate of infections in communities. This resulted in fear and anxiety among parents, teachers and learners. 

(2) Stakeholders made their inputs during our consultation; including stakeholders in the independent schooling sector, also made their inputs and spelt out the implications for the closure of schools.  They indicated that their schools were not covered in the relief funds, and that some of their schools had closed down permanently due to the dire financial situation; and learners had been displaced and teachers lost jobs.  It was therefore, determined as not serving the best interest of anybody to ask private schools to go on a break.  Independent schools use a trimester system; whereas public schools use quarterly terms.  Their schools are also following the Standard Operating Procedures (SOPs) and have submitted their records of compliance to all health and safety protocols as well as social distancing to the district offices before being approved to reopen.

11 August 2020 - NW1435

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Clarke, Ms M to ask the Minister of Basic Education to ask the Minister of Basic Education

Whether her department will take any steps to assist learners who are not able to return to schools due to suffering from comorbidities to complete the 2020 academic year; if not, why not; if so, what are the relevant details?

Reply:

The parents of Learners with comorbidities have been advised to report their children to their schools or districts for documentation. The school then follows guidelines to support learners with comorbidities. This included preparing studying materials to guide learners for self-study. Parents collect these materials on behalf of learners on dates determined by the school. Parents then submit work done by learners back to school for marking. In addition to the print materials provided, Lessons are broadcast through SABC, DSTV and well as OVHD Broadcast Platforms and Radio Stations across the countries to provide lessons remotely to learners.

11 August 2020 - NW1685

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Van Der Walt, Ms D to ask the Minister of Basic Education to ask the Minister of Basic Education

(1)       What is the total number of principals in Government schools in the Republic; (2) what number of the specified school principals in each province has (a) no tertiary qualification, (b) no Grade 12 Senior Certificate, (c) a teaching qualification from a university, (d) a teaching qualification from an accredited education college and (e) a teaching qualification from a further education and training college; (3) whether any school principals at Government schools in each province have a management qualification; if so, which management qualification has been attained in each case?

Reply:

(1) As at the end of June 2020, there were 21 066 permanently appointed principals of public schools in the basic education sector.

(2) (3) In terms of section 3(1)(b) of the Employment of Educators Act, 76 of 1998, the Head of the Provincial Education Department is the employer of all educators employed at the provincial level, and therefore the requested information on (2) and (3) is kept by the Provincial Education Departments.

11 August 2020 - NW1475

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Komane, Ms RN to ask the Minister of Basic Education to ask the Minister of Basic Education

Whether she has been informed that the North West Member of the Executive Council (MEC) for Education announced that the personal protective equipment for learners will only be made available to older learners and not to younger learners at primary schools; if not, will she engage the MEC on this matter; if so, what steps does she intend taking in this regard?

Reply:

No. The MEC of the North West Education Department has not informed me.

No. I will not engage her as there is no need to do so. The procurement of COVID19 essentials has been done by respective Provincial Education Departments (PEDs), so is the distribution of such to schools and learners. Therefore, this matter does not fall within the work of the Department of Basic Education (DBE) and as such; such information should be requested from the Member of the Executive Council (MEC) in the  North West Education Department. 

11 August 2020 - NW1767

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Van Der Walt, Ms D to ask the Minister of Basic Education to ask the Minister of Basic Education

(1)       (a) Which unions are conducting training of teachers on behalf of her department, (b) what are the details of the training with which each union have been tasked and (c) who are the target trainees; (2) what are the details of the payments that (a) were made to each union involved in training (i) in the past six financial years and (ii) since 1 April 2020 and (b) have been made (i) to and (ii) earmarked for each union for the 2020-21 financial year; (3) whether any quality assurance with regard to the training is conducted; if not, why not; if so, (a) by whom and (b) what are the relevant details; (4) whether all unions conducting training have been accredited as training providers by the SA Council for Educators; if not, what is the position in this regard; if so, what is the scope and conditions of the accreditation for each union?

Reply:

(1) (a) Which unions are conducting training of teachers on behalf of her department?

The DBE in collaboration with five teacher unions to provide teacher training namely:

  1.  National Teacher Union (NATU)
  2. National Professional Teacher Organization of South Africa (NAPTOSA)
  3. Professional Educators’ Union (PEU)
  4. South African Democratic Teachers’ Union (SADTU)
  5. SuidAfrikaanseOnderwysersUnie (SAOU)

(b) What are the details of the training with which each union have been tasked?

The training agenda for each financial year is determined on yearly basis through processes detailed in the Teacher Union Collaboration (TUC) memorandum of agreement (MOA). For example in 2018/19 it was NCS support in Accounting, Foundation Phase Mathemathics. In 2019/20 it was Primary School Reading Improvement Programme

 (c) Who are the target trainees?

The target depends on the agreed programme or intervention designed to support poor performing districts or PEDs for example

In 2018/19 – NSC Accounting support- the target was the grade 10 to 12 teachers

In 2018/19- Foundation Phase Mathematics- the target was the Foundation Phase teachers

In 2019/20- Primary School Reading Improvement Programme (PSRIP) - the target was Foundation and Intermediate Phase teachers (EC, KZN and LP)

(2)       What are the details of the payments that were made to each union involved in training?

(i) In the past six financial years

Teacher Unions are allocated funding with particular target of teachers to be trained. They only claim against their allocation only if they produce invoices with accompanying attendance registers.

2019/20

PARTIES

ALLOCATION

SPENDING

NATU

2,000,000.00

1,999,500.00

NAPTOSA

2,000,000.00

1,999,500.00

PEU

2,000,000.00

1,906 500.00

SADTU

5,400,000.00

5,499,000.00

SAOU

2,000,000.00

1,995,000.00

DBE

1,600,000.00

1 613 694.38

TOTAL

15,000,000.00

R 15,013,194.38

 

2018/19

PARTIES

ALLOCATION

SPENDING

NATU

R1 000 000.00

R981 000.00

NAPTOSA

R1 000 000.00

R633 750.00

PEU

R1 000 000.00

R999 000.00

SADTU

R4 000 000.00

R3 946 500.00

SAOU

R1 000 000.00

R946 621.00

TOTAL

R9 000 000.00

R7 506 871.00

 

EU

2017/18

PARTIES

ALLOCATION

SPENDING

NATU

R1 100 000.00

R1 278 450.00

NAPTOSA

R910 000.00

R817 500.00

PEU

R780 000.00

R748 800.00

SADTU

R3 900 000.00

R3 822 000.00

SAOU

R1 100 000.00

R1 098 500.00

TOTAL

R7 790 000.00

R7 765 250.00

 

Voted

2017/18

PARTIES

ALLOCATION

SPENDING

NATU

R3 240 000.00

R2 827 500.00

NAPTOSA

R2 928 000.00

R2 509 500.00

PEU

R2 499 000.00

R2 499 000.00

SADTU

R12 820 500.00

R8 991 000.00

SAOU

R3 249 000.00

R2 247 000.00

TOTAL

R24 736 500.00

R19 073 500.00

 

2016/17

PARTIES

ALLOCATION

SPENDING

NATU

R6 000 000.00

R1 278 450.00

NAPTOSA

R5 000 000.00

R3 338 800.00

PEU

R2 970 000.00

R1 815 000.00

SADTU

R18 000 000.00

R12 805 415.77

SAOU

R6 000 000.00

R3 753 600.00

TOTAL

R37 970 000.00

R23 001 265.77

 

2015/16

PARTIES

ALLOCATION

SPENDING

NAPTOSA

R5 000 000.00

R4 614 500.00

NATU

R6 000 000.00

R5 718 300.00

SADTU

R18 000 000.00

R12 640 101.51

SAOU

R6 000 000.00

R3 376 800.00

PEU

R2 970 000.00

R2 140 000.00

TOTAL

53 197 000.  00  

28 489 701

 

2014/15

No funding was availed

(i) No payment has been made to teacher unions during this period

 (ii) earmarked for each union for the 2020-21 financial year;

No funding was earmarked for 2020-21 as normally funding is requested during the budget adjustment process in the second quarter

(3)       Whether any quality assurance with regards to the training is conducted; if not, why not; if so,

The following stakeholders conduct monitoring visits to support training sessions and compile reports and recommendations:

1. DBE design the monitoring instrument, conduct monitoring visits, draft monitoring reports, provide feedback during scheduled Programme Operational Committee meetings (POC) and compile a comprehensive annual report.

 2. Provincial Departments of Education (PED`s) conduct their own monitoring

3. SACE also deploy officials to monitor training sessions

4. All teacher union officials do monitoring of training and marked scrips of pre and post- test, and compile reports

(b) What are the relevant details?

The DBE conducts monitoring visits using agreed monitoring tool with details about training logistics, training content and the facilitation. Once DBE gets to the venue they administer the monitoring instrument and compile a monitoring report. From the reports from DBE monitors, teacher union reports a comprehensive TUC implementation report is compiled.

The report is approved by the Director-General and shared to stakeholders. During implementation DBE monitors provide necessary feedback to teacher unions to improve their future training sessions

In a schedule meeting by DBE, feedback are provided to all stakeholders and inputs, suggestions and recommendations are used to improve follow up training session if and when funding is available

(4)       Whether all unions conducting training have been accredited as training providers by the SA Council for Educators; if not, what is the position in this regard; if so, what is the scope and conditions of the accreditation for each union?   

Yes NATU, NAPTOSA, SADTU, SAOU have Professional Development Institutes (PDIs) which are approved as training providers by the SACE and each training programme is submitted  to SACE for endorsement.   The endorsement process is detailed in the SACE CPTD management system.  PEU does not have a PDI, but is also registered with SACE as a training service provider.                                             

04 August 2020 - NW1788

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Tarabella - Marchesi, Ms NI to ask the Minister of Basic Education  to ask the Minister of Basic Education

With reference to her reply to question 1266 on 13 July 2020, what is the breakdown of the total number of educators in each province who declared that they suffer from comorbidities?

Reply:

As at 27 July 2020, 30 163 educators had applied for the granting of a concession due co-morbidities of which 17 646 had been approved. Both applications and approval numbers will change as more applications are received and assessed.

PROVINCE

Total Number of Applications

Number Approved

Eastern Cape

5 435

2 230

Free State

1 818

1359

Gauteng

3 356

2 208

KwaZulu-Natal

5 970

4 809

Limpopo

2 077

1 914

Mpumalanga

4 000

1 201

Northern Cape 

1 998

1 040

North West

2 632

   563

Western Cape 

2 877

2 322

TOTAL

30 163

17 646

Source: Provincial Education Departments (PEDs) Reports.

04 August 2020 - NW351

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Tarabella - Marchesi, Ms NI to ask the Minister of Basic Education

Whether there are any (a) district directors, (b) managers and (c) institutional development and support officials in each specified district who have been appointed without the requisite levels of experience of running or managing schools; if not, what is the position in this regard; if so, what (i) is the total number in each case and (ii) are the further relevant details; (2) what number of the (a)(i) directors and (ii) deputy directors are employed at (aa) the national head office of her department and (bb) each provincial head office and (b) specified officials were former principals at schools?

Reply:

1. The information requested is not available in the Department of Basic Education but rather in the respective Provincial Education Departments. In terms of Section 3(7)(a) of the Public Service Act, 1994 (Proclamation 103 of 1994) the Member of the Executive Council (MEC) in a province determines districts’ public service staff establishment and also determines the educator staff establishment in terms of Section 5(1) of the Employment of Educators Act, 1998 (Act 76 of 1998). The honourable member is requested to direct the question to the provinces

2(aa) (National Department)

2(a)(i) 49 (Directors)

2(a)(ii) 134 (Deputy Directors)

2(b) Former principals:

8 Directors

3 Deputy Directors

bb. This information is available at the national department and should be directed to the provinces.

04 August 2020 - NW1511

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Van Der Walt, Ms D to ask the Minister of Basic Education to ask the Minister of Basic Education

With regard to permission to deviate from the phased-in return to school in respect of specific Grades and dates, (a) what total number of (i) primary and (ii) secondary schools in each province (aa) requested permission and (bb) were granted permission in each case for which Grades are in compliance with the conditions set for the re-opening and management of the schools being monitored and (b) who is the delegated person in each case

Reply:

The governance and management of schools is the competence of Provincial Education Departments (PEDs) and as such, my Department has requested the PEDs to provide necessary response to this question. I will therefore provide the reply as soon as the information has been received.

04 August 2020 - NW1534

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Tarabella - Marchesi, Ms NI to ask the Minister of Basic Education  to ask the Minister of Basic Education

What (a) is the total number of teachers who have not returned to schools after she directed that schools reopened since the lockdown was instituted to curb the spread of Covid-19 and (b) is the breakdown of the total number in terms of each school in each province?

Reply:

(a) There are no reports of educators not returning to schools outside of the regulated absence which is either in terms of various leave provisions or as provided in terms of absence in line with the approved COVID-19 related absence. The latter would be educators at risk and those infected or affected.

(b) Refer to (a) above.

03 August 2020 - NW1413

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Van Der Walt, Ms D to ask the Minister of Basic Education to ask the Minister of Basic Education

With regard to expenditure on personal protective equipment (PPE) for Covid-19 compliance in (a) her department and (b) each provincial department, what (i) was the total expenditure for preparing schools in each province (aa) before (aaa) teachers and (bbb) learners arrived and (bb) for the reopening of Grades (aaa) 7 and (bbb) 12, (ii) is the name of each service provider and/or contractor who supplied the PPEs in each province and (iii) procurement processes were followed to ensure deliveries?

Reply:

a) The total expenditure for PPE's and COVID-19 related equipment for the Department of Basic Education was R 710 605.85.

b) To be requested from the provinces

(i) N/A

(aa) N/A

(bb) N/A

(ii) N/A

(iii) N/A

03 August 2020 - NW1620

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Tarabella - Marchesi, Ms NI to ask the Minister of Basic Education to ask the Minister of Basic Education

(1)       What total number of teachers have received psychological support (a) in each of the past five academic years and (b) since 1 January 2020; (2) what (a) criteria are used to determine who qualifies to receive the psychological support that her department provides and (b) total amount has been spent by her department for the provision of psychological support?

Reply:

(1) and (2) The National Department of Basic Education does not keep the requested data and the Provincial Education Departments (PEDs) under the Executive Authority of the Members of the Executive Councils (MECs)  are best suited to provide the requested data. 

03 August 2020 - NW1608

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De Freitas, Mr MS to ask the Minister of Basic Education to ask the Minister of Basic Education

With reference to her reply to question 680 on 8 June 2020, (a)(i) on what date and (ii) how was the land in Winchester Hills Extention 3 obtained, (b) what was the total purchase price of the land, ( c) what other amounts were spent for related items on the land, (d) which department now owns the specified land, (e) what amount was budgeted for the temporary arrangement for each line item in the 2019-20 financial year and (f) what were the actual infrastructure upgrade expenses for each line item in the 2019-20 financial year?

Reply:

The question has been referred to the Gauteng Department of Education for a response. The response will be forwarded as soon as it is received.

03 August 2020 - NW1536

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Tarabella - Marchesi, Ms NI to ask the Minister of Basic Education  to ask the Minister of Basic Education

(1)       (a) What number of teachers have been employed and/or deployed in each province to replace teachers who (i) have become ill with Covid-19 and (ii) are currently not working due to having comorbidities and (b)(i) on what date were the specified teachers employed or deployed and (ii) what are the details of the number of such replacement teachers in each province; (2) whether the specified teachers have been employed full time or on a part-time basis in schools; if so, what is the period of their employment in each case; (3) how long does the process take to replace a teacher from the date when a teacher tests positive for Covid-19 and is unable to continue to teach, to the date a replacement is found and occupies that vacancy; (4) what is the current vacancy rate in schools in each province?

Reply:

(1) (a) Given that only few Grades or a limited number of Grades have returned to schools, there is currently no need to replace educators that have become ill due to COVID-19 (ii) a total of 811 educators were appointed in schools to replace educators due to comorbidities as at 17 July 2020. It should be noted, however, that there is currently a limited need to provide substitute educators. Only in specific cases where there is no other educator qualified in the specialisation or in case of class teaching is the substitute provided. (b) (i) The details requested are currently not available and will be requested from provinces and will be provided once obtained. (ii) The details are as follows: KwaZulu-Natal (628); Mpumalanga (8); Northern Cape (78); and Western Cape (97).

(2) All educators employed are employed on a substitute basis on a fixed term contract that is renewable based on the continued need. The details on the employment periods of the appointed teachers are not available and will be requested from provinces and submitted when they are obtained. 

(3) It is expected that where the need is identified, the period should not exceed five (5) days.

(4) The following table shows the number of vacant posts per province as at the end of May 2020. The vacancies reported here are in terms of the approved post establishments. They do not include educators not at work due to comorbidities.

Province

Approved Post establishment

Number of Vacancies

Vacancy Rate

EC

52662

3418

6.5%

FS

20238

715

3.5%

GP

59080

2033

3.4%

KZN

95492

4568

4.8%

LP

56493

4948

8.8%

MP

33968

1867

5.5%

NC

9149

610

6.7%

NW

25863

838

3.2%

WC

28947

466

1.6%

Tot

381892

19463

5.1%

Source: Persal May 2020

03 August 2020 - NW1789

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Tarabella - Marchesi, Ms NI to ask the Minister of Basic Education  to ask the Minister of Basic Education

What number of (a) FunzaLushakabursary students are available to assist with substituting and/or assisting educators affected by Covid-19 and (b) the specified bursary students in each province are available as substitutes for educators with comorbidities or who are infected with Covid-19?

Reply:

1. There are 4776 Bachelor of Education and PGCE FunzaLushaka bursary students in their final year of study who may be available to assist with substituting and/or assisting educators affected by COVID-19. A further 5664 FunzaLushaka unplaced graduates are also available to assist with substituting and/or assisting educators affected by COVID-19. 

2. The number of Bachelor of Education and PGCE FunzaLushaka bursary students in their final year of study and unplaced graduates in each province potentially available as substitutes for educators with comorbidities or who are infected with COVID-19 are presented in the table below.

PROVINCE

4th YEAR BEd&PGCE

UNPLACED GRADUATES

TOTAL

Eastern Cape

640

793

1433

Free State

349

310

659

Gauteng

984

1267

1267

KwaZulu-Natal

976

1251

1251

Limpopo

413

190

190

Mpumalanga

444

438

438

North West

227

114

114

Northern Cape

90

92

92

Western Cape

653

1209

1209

Grand Total

4776

5664

10440

 

03 August 2020 - NW1698

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Julius, Mr J to ask the Minister of Basic Education  to ask the Minister of Basic Education

(1)       Whether all the asbestos school buildings in Gauteng will be replaced with suitable structures in the current financial year; if not, what is the position in this regard; if so, on what date will the schools be replaced with suitable structures; (2) whether the asbestos buildings are safe for learners and teachers during the Covid-19 pandemic; if not, what unsafe school buildings will be replaced in the province in the current financial year; if so, what are the relevant details?

Reply:

The question has been referred to Gauteng Departments of Education for a response. The response will be forwarded as soon as it is received.

03 August 2020 - NW1556

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Thembekwayo, Dr S to ask the Minister of Basic Education to ask the Minister of Basic Education

Whether her department has instructed schools not to close, despite having confirmed Covid-19 cases; if not, why was a certain school (name furnished) not closed, despite having two confirmed Covid-19 cases in July 2020 (details furnished)?

Reply:

No.  The Department of Basic Education (DBE) has developed Standard Operating Procedures (SOPs), which outline protocols that should be followed in the event that positive cases of COVID19 are identified among staff or learners in schools. Schools were encouraged to implement the SOPs appropriately.

03 August 2020 - NW1597

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Van Der Walt, Ms D to ask the Minister of Basic Education  to ask the Minister of Basic Education

Whether she contacted the elected representatives of the organised home-schooling community during her extensive consultation process relating to the Covid-19 pandemic; if not, why not; if so, (a)(i) who was consulted and (ii) on what date and (b) what were the outcomes in each case?

Reply:

Yes, the Minister contacted Home Education Associations during her extensive consultation process relating to the Covid-19 pandemic. 

(a)(i) The following representatives of Home Education Associations attended the meeting: Bouwer Van der Eems; Natasha Yazbek; Phillip Doubell; Ponnie Moodley; Shaun Green; Karim van Oostrum; Christopher Cordeiro; Uda de Wet; Peter Reynolds; Nunuki; Rebbeka Liebenberg; Debbie Lemmer; and Mrs Ueckermann.

(ii) 05 May 2020

(iii) The Department of Basic Education shared their plans to the associations. The parties agreed to collaborate and update each other regarding developments and implementation of the Policy on Home Education. 

28 July 2020 - NW1458

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Hendricks, Mr MGE to ask the Minister of Basic Education to ask the Minister of Basic Education

(1)       Whether, in light of the petition and position of 100 school principals on the Cape Flats, including the principal of Athlone High School (name and details furnished), she will delay returning learners in Grades (a) 1, (b) 2, (c) 3, (d) 4, (e) 5, (f) 8 and (g) 9 back to school until the next school year; (2) by what date will she respond to each concern raised by the principals (details furnished)?

Reply:

The following response was received from Western Cape Education Department: 

  1. No. The Western Cape has no plans to delay the return of learners to schools. We also do not have the list of schools mentioned in the petition. 
  2. The National Minister has at various platforms spoken broadly to each of the concerns raised by Mr Hendricks. Some of the concerns require Provincial engagement. Neither the office of the Provincial Head of Department, nor the office of Ministry, in the Western Cape, has received any communication from Mr Hendricks to discuss these concerns. 

28 July 2020 - NW1647

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Thembekwayo, Dr S to ask the Minister of Basic Education to ask the Minister of Basic Education

What curriculum adjustments will be introduced in the 2021 school year to assist schools to catch up with lost teaching time as a result of Covid-19?

Reply:

The approach that the Department of Basic Education (DBE) has adopted in the Curriculum Trimming and Reorganisation, in response to the lost teaching and learning time during 2020 academic year has included a process of identifying fundamental and core content per subject per grade to ensure that learners are adequately prepared for the next grades for 2021, and that curriculum that would not be covered in 2020 is distributed across 2021 and 2022 respectively. 

28 July 2020 - NW1510

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Van Der Walt, Ms D to ask the Minister of Basic Education to ask the Minister of Basic Education

With regard to the tender for the appointment of a panel of South African registered suppliers to supply and/or supply and install locally produced 32 inch Integrated Digital Television sets for the 2020 indigent matriculants by the Universal Service and Access Agency of South Africa, (a) what criteria were used to identify the recipient learners, (b) what total number of matriculants were approved in each province, (c) by what date will the televisions be installed and handed over to each matriculant ready to be used, d) how would this assist matriculants who (i) are already back at school and (ii) will soon write final exams and leave school, (e) what are the reasons that matriculants were not provided with computers and sim cards, free internet and Wi-Fi hotspots and (f) what was the exact involvement of her department in this project?

Reply:

This Tender was not processed by the Department of Basic Education (DBE) so DBE does not have a comment on this. The question should be directed to the Department of Communications and Digital Technologies(DCDT) for an accurate response. USASSA is an entity reporting to DCDT.

28 July 2020 - NW1466

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Mashabela, Ms N to ask the Minister of Basic Education to ask the Minister of Basic Education

While 3 800 schools in mainly rural areas still rely on pit latrines, over 3500 schools are without adequate infrastructure, no personal protective equipment and without sufficient water, resulting in many of these schools failing to meet her deadline of 8 June 2020 to reopen the schools, (a) by what date will her department ensure that not a single school is without these basic necessities and (b) what is her position with regard to schools that have no access to the specified necessities at this time?

Reply:

It is true that several schools have challenges related to water supply and sanitation.  The Department of Basic Education is working with the various Provincial Departments of Education, Rand Water and the water boards to address such challenges.

The Provincial Departments identified about 3 500 schools had water supply challenges.  The Department of Basic Education contracted Rand Water to implement an Emergency Water Supply programme.  The adopted solution was water delivery to on-site storage tanks at these schools.  Some schools had existing on-site storage tanks, while 2 274 schools required such tanks.  On 17 July 2020, Rand Water reported that on-site storage tanks have now been installed at these schools that required tanks.  Provincial Departments of Education reported on 17 July 2020 that all schools identified with water challenges now have water.  The planning and implementation of permanent solutions are part of the ongoing capital programmes of the Provincial Departments of Education.  The date for the implementation of the permanent solutions is dependent on the availability of funding. 

It is also correct that the Provincial Departments of Education identified more than 3 800 schools that rely on basic pit toilets.  Again, the Department of Basic Education is working with the various Provincial Departments of Education to address such challenges.  Sanitation solutions have been implemented at 68 of these schools under the ASIDI programme.  The Provincial Departments of Education have addressed the needs at a further 834 schools.  Several partnerships contributed to solve the challenge at another 103 schools.  The Department of Basic Education appointed 4 different implementing agents to address a further 1 121 schools.  These implementing agents are in varying stages of completion of the sanitation solutions. The current plan is to eradicate the basic pit toilets by March 2022.  This is however dependent on the availability of funding for this purpose. 

28 July 2020 - NW1621

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Tarabella - Marchesi, Ms NI to ask the Minister of Basic Education to ask the Minister of Basic Education

What total amount has been cut from the 2020-21 budget for basic education in each province?

Reply:

The overall Provincial Education Departments (PEDs) budget reduction in the 2020/21 financial year due to Special Supplementary Budget to address the Covid-19 is in excess of R1.6 billion. This total excludes Western Cape as no data was available by the time of this response.

Details are attached as Annexure A.