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11 December 2020 - NW2866

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Ngcobo, Mr S to ask the Minister of Basic Education to ask the Minister of Basic Education

(1)       Whether, with reference to a process which her department began in 2019 to develop a new subject for Grades R-9 to address a wide range of coding and robotics competencies in order to develop skills and expertise needed to usher in the fourth industrial revolution in the Republic, her department has considered implementing coding and robotics principles into existing subjects rather than introducing a new subject; if not, why not; if so, what are the relevant details; (2) whether her department will furnish a progress report on the drafting, consultation and implementation of the new subject; if not, why not; if so, (a) by what date does she envisage the new subject to be introduced into schools and (b) what is the total budget allocation towards the new subject?

Reply:

1. The Curriculum for Coding and Robotics Curriculum for Grades R-9 has been developed as a stand-alone subject for the following reasons:

  • There is not enough space in NS & T as well as in Technology to include enough of the new content without removing too much content in NS&T and Technology which is necessary for learners to acquire.
  • Infusing Coding and Robotics in the existing subject might require reducing the content of the other subjects that might affect the articulation, flow and progression of the subject
  • The notional hours are linked to Annual Teaching Plan (ATP), the content and assessment, new content will interrupt the flow of the content
  • Teachers may fall back to what they are comfortable with, meaning that the new content in the curriculum may never reach the learners effectively if we infuse it
  • Infusing into Life Skills, NS & T and Technology would involve updating three different curriculums as opposed to creating one new one
  • The Coding and Robotics curriculum is more skills focused than theory focused, meaning there is still a large need for the theory knowledge contained in NS & T and Technology
  • The 4IR needs more skills taught to learners and not just a change in focus of subjects that are already offered - more time is needed to prepare learners.

2. The Department of Basic Education (DBE) initiated a process of developing the draft curriculum and Policy Statement for Coding and Robotics for Grade R-9. The development process was highly inclusive of DBE and PED specialists, and stakeholders with expertise and knowledge in the field of Coding and Robotics from business and sistergovernment departments, NAPTOSA, NATU, PEU, SADTU, SAOU, Academia (5 Universities) and NGO Sector.

The Draft Coding and Robotics Curriculum for Grades R -9 was presented and approved at Heads of Education Committee (HEDCOM) and Council of Education Ministers (CEM) and has been submitted to UMALUSI for Evaluation and Quality Assurance. The Draft Curriculum and Assessment Policy statements (CAPS) documents for Coding and Robotics for Grades R-3, Grades 4-6, and Grades 7-9 are developed. A process of gazetting the draft CAPS documents for public comments is underway.

The draft CAPS for Grades R-3 and Grade 7 for Coding and Robotics curriculum will be piloted in 2021-2024 for Grades R-3 in two hundred (200) schools and for Grade7-9 in one thousand (1000) schools. Full implementation in will commence in 2025.

(b)The Department of Basic Education has secured funding for the Grades R-3 from ETDP-SETA and the amount secured is seven million (R7 000 000). A business plan was submitted to the National Treasury requesting funding for the strengthening of Technology subject in Grades4-9 through integration of Coding and Robotics. The amount approved by National Treasury for the request was sixty million R60 000 000.

11 December 2020 - NW2737

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

Whether there is a progress report on the Mother Tongue-Based Bilingual Education Pilot Programme in the Eastern Cape; if not, why not; if so, what is the current status of the pilot programme?

Reply:

The Eastern Cape is phasing-in Mother Tongue-Based Bilingual Education per district.  All districts are implementing the programme in a phased-in manner across all districts in 2004 schools.  A report on Mother Tongue-Based Bilingual Education was disseminated in 2019/2020.

11 December 2020 - NW2471

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

What number of children (a) have returned to school and (b) who have returned to school are currently receiving their food from the National School Nutrition Programme?

Reply:

a) The number of learners that have returned and benefitting from the school nutrition programme were 9 057 395 as at 23 October 2020.  

b) Provincial statistics show that the number of learners that received meals (October) was 9 057 395.

11 December 2020 - NW2635

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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 the general decline in the enrolment of students in various subjects, most notably mathematics and science since January 2016, what (a) plans is her department implementing to address the general decline in enrolment for mathematics and science subjects and (b) was the total number of teachers who majored in mathematics and science subjects in the Republic in the 2019 and 2020 academic years?

Reply:

The Department of Basic Education makes R400 000 000 (four hundred million Rands) available to the nine (9) Provincial Education Departments (PEDS) by means of ring-fenced funding as the Mathematics, Science and Technology Conditional Grant. Programmes funded by the MST Grant are implemented by the PEDs; and are intended to increase learner participation rate as well as to improve the quality of learner performance.  In addition, provision is made for interventions specifically aimed at supporting girl learners.  In the event a PED has difficulty recruiting teachers of Mathematics and Physical Sciences, the DBE has, for almost a decade, also partnered with TEACH SA to provide good quality university graduates who can be deployed where needed.  The placement of these young graduates reduces the likelihood of learners dropping Mathematics and Physical Sciences. This programme ensures provision of an academically qualified person to schools that may otherwise would not have  been able to employ a teacher of these subjects.

11 December 2020 - NW3078

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Mthenjane, Mr DF to ask the Minister of Basic Education to ask the Minister of Basic Education

Whether she has investigated the circumstances leading to the leaks of the 2020 matric questions papers; if not, why not; if so, what (a) measures has she put in place to ensure that it does not happen in future and (b) actions will she take to ensure that the integrity of the 2020 matric year examinations is not undermined because of the leaks?

Reply:

The Department of Basic Education has established a National Investigation Team comprising of the South African Qualification Authority (SAQA); Universities South Africa (USAf), Umalusi as observer, the Department of Basic Education, one member of the National Examinations Irregularities Committee (NEIC) and an independent Examinations Consultant. The National Investigation Task Team (NITT) has been mandated to determine the extent of the spread of the leakage, the origin of the leak and measures that will be taken to ensure the credibility of the 2020 National Senior Certificate (NSC) examination and prevent a future occurrence of this nature. The investigation is ongoing and the Directorate of Priority Crime Investigation (DPCI) has also been engaged and they are at an advanced stage of the investigation.   

(a) in terms of ensuring that this does not happen in the future, the Department has commenced with an audit of the entire value chain from origination of question papers to the delivery of question papers to examination centres. The purpose of this audit is to establish the weak points in the system with a view to strengthening these weak points and the  security will be doubled at all points in the system. The DBE will also appoint an independent Investigator to conduct a comprehensive audit of the entire examination system, inclusive of the Information Technology systems that are used to evaluate what new technologies can be utilised in future years to improve and modernise the examination system.

(b) In terms of the integrity of the 2020 NSC examinations, the Department has made a decision to rewrite nationally the question papers in Mathematics Paper 2 and Physical Science Paper 2. Umalusi has indicated based on a preliminary investigation report  that these two question papers have been compromised and therefore to restore the integrity of the examination in these two question papers, the decision to rewrite both these question papers on 15 December 2020 and 17 December 2020, has been taken.        

11 December 2020 - NW3042

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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) learners were enrolled for the multiple examination opportunity in the past three financial years and (b) the specified learners have completed their National Senior Certificate?

Reply:

The Table below represents the number of Multiple Examination Opportunity (MEO) candidates that did not write all six subjects in November 2017 and November 2018. These candidates would have written the remaining subjects in the  subsequent examination in June 2018 and June 2019. The candidates that opted for the Multiple Examination opportunity in November 2019, would have written the remaining subjects in the June 2020 examination. However this examination due to COVID-19, has been combined with the November 2020 examination and the examination is currently in progress.

Hence the table below represents the number of MEO learners that enrolled in November 2017 and November 2018 and the number that achieved the NSC after completing their examination in June 2018 and June 2019, respectively.

 

 

November 2017

November 2018

Province

MEO Enrolled

MEO Achieved

MEO Enrolled

MEO Achieved

EC

6 485

185

12 848

414

FS

2 241

128

3 130

395

GP

8 036

806

10 064

1 052

KZ

21 125

1 443

30 705

2 126

LP

13 365

815

16 899

1 105

MP

10 372

1 773

6 470

677

NC

1 512

116

2 085

113

NW

4 377

552

5 164

438

WC

1 215

18

1 463

33

NAT

68 728

5 836

88 828

6 353

11 December 2020 - NW2815

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Lotriet, Prof A to ask the Minister of Basic Education to ask the Minister of Basic Education

(a) What number of schools in each province still have asbestos classrooms, (b) what is the name of each school, (c) what number of asbestos classrooms does each specified school have and (d) by what date will all asbestos classrooms be replaced?

Reply:

(a) (b) (c) (d) The attached report indicates the number of schools which still have asbestos classrooms, the names of the schools, number of asbestos classrooms in each school and the estimated dated for the replacement of  these classrooms.

11 December 2020 - NW2656

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Siwisa, Ms AM to ask the Minister of Basic Education to ask the Minister of Basic Education

Whether she has been informed of the allegation of nepotism and misappropriation of funds levelled against a certain person (details furnished); if not, what is the position in this regard; if so, what actions has she taken to ensure that the (a) specified matter is investigated and (b) specified person is held accountable?

Reply:

The matter raised in the question falls in the jurisdiction of the Member of the Executive Council (MEC) of Mpumalanga not the Minister of Basic Education. Investigation on the matter and holding the Principal accountable can only be done by the MEC of Mpumalanga. 

11 December 2020 - NW2748

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Siwisa, Ms AM to ask the Minister of Basic Education to ask the Minister of Basic Education

Whether, with regard to the fact that the E R Mocwaledi Primary School in the Phokwane Local Municipality, in the Northern Cape, is a school that was originally designed to equip learners with skills like cooking and wood work with focus of learners with special educational needs (details furnished), she intends to convert the school into a special educational needs school to accommodate special learners with special educational needs within the specified municipality and surrounding areas; if not, why not; if so, what are the relevant details?

Reply:

No, the registration or change of registration status for schools is a provincial function. 

11 December 2020 - NW2882

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Mohlala, Ms MR to ask the Minister of Basic Education to ask the Minister of Basic Education

Whether she has been informed that more than 4 000 schools in the Republic are still using pit latrines; if not, what is the position in this regard; if so, (a) what plans does she have in place to eliminate pit latrines in all the specified schools and (b) by what date will the pit latrines be eliminated?

Reply:

a) The SAFE programme (Sanitation Appropriate For Education) was launched to address the sanitation at 3 898 schools that reportedly were still dependent on basic pit toilets.  Of these 3898 schools, 427 have subsequently been closed (mostly due to rationalisation).  A further 725 of these schools have been assessed and the sanitation has been confirmed to be of an appropriate standard, though some of these sanitation facilities require some form of maintenance.  The remaining 2 747 schools require intervention to eradicate the dependency on basic pit toilets.  These schools are located in EC (997), FS (123), KZN (1 168), LP (298), MP (106), and NW (55).   Of these 2 747 schools, the work has progressed to practical completion at 612 schools.  There are current construction projects at a further 420 of the 2747 schools.

b) The plan is to eradicate the dependency on basic pit toilets at the identified schools by March 2022.    

11 December 2020 - NW2787

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

What total number of the (a) 12 452 072 children who received child support grants in the 2018-19 financial year, (b) 12 269 084 children in the 2017-18 financial year and (c) 12 081 375 children in the 2016-17 financial year (i) are enrolled in (aa) primary and (bb) high school and (ii) attend school regularly?

Reply:

a) b)  c) (i) (aa) (bb) & (ii)

 

 

Table 1: Total number of learners who received child support grants and attend school, by phase, from 2018 to 2020

 

 

 

 

 

 

DATA YEAR

PRIMARY

SECONDARY

COMBINED

SPECIAL NEEDS EDUCATION
 CENTRES (SNE)

TOTAL
LEARNERS

2018

 5 198 811

 2 490 900

  969 471

  217 945

 8 877 127

2019

 5 468 742

 2 881 247

 1 005 639

  82 448

 9 438 076

2020

 16703 878

 8 246 050

  994 439

  518 338

 9 672 788

Source: EMIS & Social Pension System (SOCPEN) dataset 2018 -2020

 

Note1: Data for 2016-17 financial year is substituted by recent data for 2020

Note2: Data reported is based on academic year instead of financial year.

11 December 2020 - NW3041

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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) learners were enrolled in the Second Chance Programme in each of the past three financial years and (b) the specified learners have completed their National Senior Certificate?

Reply:

(a): Over the past three financial years, the following number of learners enrolled for the Second Chance Matric Programme:

2017

2018

2019

TOTAL

117 223

117 661

106 385

341 269

 

(b): Over the past three financial years, the following number of learners were supported to complete their enrolled subjects and/ or their National Senior Certificate:

Year

June SC

Mar/Jun NSC PT

Jun Multiple Exam Opportunity MEO

 

2019

600

517

6 320

7 437

2018

642

510

5 836

6 988

2017

772

759

Not available

1 531

2016

651

892

Not available

1 543

TOTAL

17 499*

 

* It should be noted that the Second Chance Matric Programme (SCMP) also aims to support adult learners to achieve subject passes, which may not necessarily result in the completion of matric with every learner. For an example, a learner who has already obtained matric but have a Maths level 3, may enrol for the Programme so that she may improve her Maths passes. After receiving the support of the SCMP, such a learner may obtain an improved pass of level 5 and thereby qualify for an academic programme in an institution of higher learning. Such learners are not included in the information above (Table B).

03 December 2020 - NW2033

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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 was spent by each provincial department of education on (a) masks, (b) sanitisers, (c) tanks and (d) the transportation of water since the declaration of a state of national disaster?

Reply:

(a) - (b) The costs were directly incurred by the Provinces, the Hon Member should refer the questions to the provinces. 

 Response to Items (c) and (d): A total amount of R222 million has been transferred to Rand Water for the purchase of tanks, installation of the tanks, and the delivery of water to the schools identified.  This transferred amount, is still to be reconciled to the actual orders placed and the actual expenditure incurred.  Then the final value will be available.

03 December 2020 - NW2498

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

What arrangements have been made to accommodate leaners from the schools that were closed in Gauteng for allegedly operating illegally?

Reply:

The details requested in the question are in the competence of the Executive Authority of Gauteng Department of Education, not the Minister of Basic Education. 

03 December 2020 - NW2800

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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 the 2019-20 financial year’s budgetary review and recommendations report of the Auditor-General that was presented to the Portfolio Committee on Basic Education that her department incurred R76 992 000 of wasteful expenditure most of which was as a result of noncompliance with procurement processes, what steps is her department taking to (a)(i) mitigate and/or (ii) monitor wasteful expenditure due to noncompliance with procurement procedures and/or (b) monitor irregular expenditure that is not being disclosed?

Reply:

a) What steps taken to:

(i) mitigate wasteful expenditure

Fruitless expenditure incurred is mainly due to inadequate planning and coordination between the national and provincial department, resulting in stopped immovable asset projects due to school mergers and rationalisation processes.

The Department will strengthen communications with Provincial education departments and ensure assessment reports on allocated projects provided by provincial departments are fully investigated to avoid projects being stopped after commencement.

 

(ii) monitor wasteful expenditure due to non-compliance with procurement procedures:

The Department will ensure that all instances of possible fruitless and wasteful expenditure are investigated as required by the PFMA section 38 to determine if disciplinary process needs to be taken and whether amounts needs to be recovered.

There will be regular reporting by the investigation committee to the accounting officer on the progress made by the investigation committee for oversight purposes.

The accounting officer will ensure that the validity of possible fruitless and wasteful expenditure is confirmed before the annual financial statements are submitted for audit purposes.

(b) what steps taken to monitor Irregular expenditure that is not being disclosed:

The Department will Improve oversight of implementing agents to ensure that representatives of the department are included in the implementing agents bid evaluation committee and bid adjudication committee to ensure that appropriate procurement processes are followed so as to avoid irregular expenditure being recorded by the department as required in terms of the guidelines on irregular expenditure issued by National Treasury.

Furthermore, additional staff (interns and in-house staff) will be employed to verify if all evaluations and adjudications which have already occurred are in line with all procurement processes, if department discover none compliance the expenditure will bel declare Irregular expenditure in the department's books.

03 December 2020 - NW2849

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Mathulelwa, Ms B to ask the Minister of Basic Education to ask the Minister of Basic Education

Whether there are any plans to eradicate pit toilets at Hardinburg Primary School in Maluti, Alfred Nzo District Municipality, Eastern Cape; if not, why not; if so, what are the relevant details?

Reply:

The school has been included as part of the Sanitation Appropriate for Education (SAFE) Initiative.  The project has been handed over to an implementing agent.  Planning has been completed, and it is envisaged that construction will commence in the new financial year.

27 November 2020 - NW1648

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

Whether, with regard to many schools across the Republic having had to close intermittently when there were positive cases of Covid-19 confirmed in those schools, she has found that it is possible to have any meaningful teaching and learning in an environment of fear where both teachers and learners know they can be infected anytime; if not, what is the position in this regard; if so, what are the further relevant details?

Reply:

The reality of COVID-19 is unacceptable to all concerned but, recommendations to Cabinet on the opening of schools was made based on the advice provided by the Scientists in this field. The reality of COVID-19, is that there is no vaccine available in the short-term, and therefore the options available is to close schools indefinitely and live with the consequences of long term learning losses across the education system or follow the best advice on how we could co-exist with the virus. We are doing the best we can to ensure the safety of our learners and teachers and we will continue to be advised by the Department of Health, with its group of expert scientists. The current environment is not the most conducive to teaching and learning, but reports that we receive on an ongoing basis indicate that teaching and learning is taking place and we will closely monitor the situation in our schools and act appropriately, which will always be in the best interest of our learners and teachers.        

27 November 2020 - NW2812

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

(1)       With reference to her reply to question 2561 on 6 November 2020, what is the breakdown of learners in each (a) grade and (b) province who have not been accounted for between 1 April 2020 and 1 October 2020; (2) whether the original total figure furnished in the reply includes those students who were given permission to be home-schooled; if not, what is the position in this regard; if so, what are the relevant details; (3) how has her department monitored those students who have decided to study from home versus those who have dropped out?

Reply:

(1) Please see attachment.

(2) Yes.

(3) The provinces are busy triangulating and verifying the information when learners sit for examination. 

27 November 2020 - NW2836

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

What are the details of the plan that her department has put in place to deal with safety and security in schools in Mopani District Municipality in Limpopo Province?

Reply:

1. The Honourable Member should know that our intervention regarding safety and security at schools are not localised, but are national.  The National School Safety Framework (NSSF) remains our primary strategic response to school violence. It is a  comprehensive approach that coordinates and consolidates all school safety interventions in the sector.  The NSSF is based on a social ecological systems model which locates the school within its broader community.  It relies on collaboration and partnership for more coordinated approach to responding to school violence. 

2.The Department of Basic Education, through the School Safety Directorate has established a platform (What-App Group) for ongoing mentoring of schools. 

3. The Department of Basic education through School Safety Committees and Quality Learning and Teaching Campaign (QLTC) is mobilising communities, including Mopani District communities towards ownership of schools as community centres and future plans include a move towards encouraging communities towards mobilizing the alumni to adopt the schools which they previously attended that contributed to their education foundation to rekindle the love of education by both the youth and the communities

4. The  Department rolled out Bullying Prevention and Positive Discipline programmes in all Limpopo Education Districts, including Mopani District partnership with Active Education to address incidences of violence, homophobic bullying and cyber-bullying in particular.

5. Safety Committees at local levels and QLTC constantly run campaign to encourages the community participation to foster common identity and building social cohesion and make schools centres of our heritage

6. Communities are encouraged to protect the schools from criminal elements by participating in Community Policing Forums (CPFs), through the existing DBE Protocol Partnership with the South African Police Service (SAPS).

25 November 2020 - NW2765

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

(1)       What interventions is she empowered to make in cases where schools blatantly exclude pupils on the basis of race from partaking in school activities; (2) whether she will meet with the leadership of Brackenfell High School regarding the alleged exclusion on the basis of race of learners in the school’s farewell event; if not, why not; if so, what are the relevant details?

Reply:

1. The Department of Basic Education (DBE), in terms of the South African Schools Act, compels schools to develop School Codes of Conduct and policies on extramural activities, co-curricular activities, cultural events and excursion, based on the founding principles and values of the Constitution of the Republic of South Africa. Part of the values and principles pertain to non-discrimination, non-sexism, non-racism and non-prejudice. Through the Education Management, Development and Governance (EMDG), all School Governing Bodies are inducted and capacitated on how to develop, implement and monitor school codes of conduct and other mandated school policies, so that when unintended instances of racial discrimination are identified, and solutions sought. Already, within the current review of the Medium-Term Strategic Framework (MTSF) 2019 - 2024 on Social Cohesion and Nation Building that is in process, the DBE has included an indicator on surveying and monitoring the compliance of school codes of conduct and other mandatory policies for SGBs. 

2. The Western Cape Education Department (WCED) is dealing with the matter of Brackenfell High School.

25 November 2020 - NW2840

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Langa, Mr TM to ask the Minister of Basic Education to ask the Minister of Basic Education

What plans have been put in place to refurbish Siqongweni High School in Ward 17 in Msunduzi Local Municipality, KwaZulu-Natal?

Reply:

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

25 November 2020 - NW2764

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

Whether, with regard to the Accelerated School Infrastructure Delivery Initiative which was introduced in the 2011-12 financial year to eliminate the backlog in schools infrastructure, there has been any meaningful improvement in terms of monitoring and accounting of the school infrastructure programme; if not, why not; if so, what is the current backlog in school infrastructure in each province?

Reply:

Overall progress on ASIDI is summarised as follows:

  • Of the 365 schools that need to be replaced, 252 have already progressed to Practical Completion
  • Of the 977 schools that required upgraded sanatition, 897 have already progressed to Practical Completion
  • Of the 1214 schools that required upgraded water supply, 955 have already progressed to Practical Completion
  • Of the 373 schools that required upgraded electricity supply, all 373 have progressed to Practical Completion

There are ASIDI schools which have been completed on both Inappropriate Structures and Basic Services which currently in occupied, and schools under construction which are in advance construction stages (Annexure B) and schools that requires funding (Annexure A-Backlog).

25 November 2020 - NW2788

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

What measures has her department put in place to ensure that child support grant recipients remain in school until matric?

Reply:

The Child Support Grant (CSG) is part of the social assistance programme which is administered by the Department of Social Development (DSD).  However, it must be stressed that the right to basic education for all South African children is an unfettered right, provided for in our Constitution.  On the average, more than 80% of our learners are in no fee schools, which are fully funded by the State.  Therefore, learners who receive the CSG, who attend these schools, are fully covered.  But those, whose parents choose to send their children to fee-paying schools, those parents are expected to pay for their children's fees; pending the approval by the Provincial Education Departments to grant such parents fee exemptions.

25 November 2020 - NW2671

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Boshoff, Dr WJ to ask the Minister of Basic Education to ask the Minister of Basic Education

(1)       Whether, considering the troubling figures presented by both the Gauteng Education Department and her department regarding the ever decreasing numbers of both public and private schools, while learners in Gauteng alone grow by some 2,5% and/or 70 000 annually, as well as the fact that learners have a legitimate expectation and constitutionally enforceable right to basic education in terms of section 29(1) of the Constitution of the Republic of South Africa, 1996, she has put any constructive measures in place to address the shortage of schools; if not, why not; if so, what are the details of the time frames set; (2) whether she will make a statement on the matter?

Reply:

The Parliamentary Question was sent to Gauteng Education for response.

25 November 2020 - NW2665

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Ngcobo, Mr S to ask the Minister of Basic Education to ask the Minister of Basic Education

(1)       In light of the fact that her department has urged all teachers and learners in the public schooling system to download and make use of the Teacher Connect Application (App) following its recent launch, what exactly has informed the timing of the delivery of the App, given that the Matric learners will be beginning their final examination on 5 November 2020 and all the other grades are concluding their school year; (2) whether her department has ensured that the App service does not exclude the most indigent pockets of society who, even if they have access to cell phones, might not have the telecommunications infrastructure to reap all the benefits of the App; if not, why not; if so, in what way?

Reply:

(1)          

  • The TeacherConnect app was first set up in the first half of July, initially to get the platform up-and-running and for Beta testing purposes. 
  • HealthCheck was then integrated in late July and officially launched on the 8th of September. (Daily Covid-19 Symptom Tracker). The urgency and the timing of launching the App, related to the Covid-19 tracking health application designed to provide an early warning system so that lives could be protected and saved, and also that school closures could be prevented as much as possible, and that schools could stay open at this critical time of the year.  This need took precedence despite it being so close to Matric examinations,
  • To date, we have supported just under 4 000 users on TeacherConnect. 
  • To support Matric learners where helpful, the Woza Matric schedule is included under the Materials section of the App. 

(2)

  • The first learning resources added to the TeacherConnect platform were exclusively to zero-rated websites. 
  • Please note that further the TeacherConnect teacher-training platform has now as of 12'th November become zero rated by every network except for Cell C, which we believe is imminent.
  • The large majority of other teacher resources we link through to on the platform are still made up of zero rated websites. 
  • An estimated 90% of internet users (and in fact a full 38-million South Africans per day) in South Africa use WhatsApp, making it one of the most accessible digital channels for reaching even the poorest in our nation.  
  • Many mobile network operators offer discounted Data Vouchers exclusively for use on WhatsApp. 

25 November 2020 - NW2691

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Ngcobo, Mr S to ask the Minister of Basic Education to ask the Minister of Basic Education

(1)       What was the outcome of the meeting that the Director-General of Basic Education had with teachers’ unions to discuss the invigilation of COVID-19 positive National Senior Certificate candidates; (2) what measures were agreed on regarding the invigilation of COVID-19 positive National Senior Certificate candidates; (3) whether her department has considered a contingency plan to allow students with COVID-19 to write exams at a later stage; if not, why not; if so, what are the relevant details?

Reply:

1. Regarding the invigilation of candidates that are tested positive, teachers are not be compelled to invigilate the examination at the isolation venue, where a candidate who has tested positive is writing. Teachers are fully briefed about the task to be performed; and if the teacher agrees to carry out the task, a written consent of the teacher is obtained. 

2. Given that teachers are not compelled to invigilate, the Provincial Education Departments have appointed private invigilators who could be used to replace teachers who refuse to invigilate. However, private invigilators are fully briefed of the at hand, and their consent is obtained to perform this task.

3. Learners who will not be able to write the November 2020 examination due to their severe COVID-19 symptoms, will be allowed to write the May/June 2021 examination.   

20 November 2020 - NW2753

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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 any plans to refurbish and/or rebuild the dilapidated Mthingwevu Secondary School in Cofimvaba, Eastern Cape; if not, why not; if so, what are the further relevant details of the plan?

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. 

11 November 2020 - NW2660

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Arries, Ms LH to ask the Minister of Basic Education to ask the Minister of Basic Education

On what date is it envisaged that the school that was built and completed in 2019 in Patensie, Eastern Cape, will be available for use by local learners who have to go to dilapidated farm schools for their education?

Reply:

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

06 November 2020 - NW2518

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

By what date does her department intend to refurbish the Inkqubela Public Primary school in Port Elizabeth which has damaged classrooms and dilapidated toilets?

Reply:

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

06 November 2020 - NW2511

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Sonti, Ms NP to ask the Minister of Basic Education to ask the Minister of Basic Education

Whether her department intends to build a primary school in Ward 5, Phokwane Local Municipality, in the Northern Cape; if not, how are the learners who reside in the specified ward expected to learn when there is no school available; if so, what are the further relevant details?

Reply:

Response from the Northern Cape Department of Education:

Ward 5, Phokwane Local Municipality is located in Hartswater Area, within this area there is a Primary School named CW KiesIntermediêreSkool. This school is classified as a Level 3 Primary School and accommodates learners from Grade R to Grade 8. Over the last 3 years the learner enrolment at this school that caters for Primary School learners were 752 (2018), 730 (2019) and 744 (2020) which on average indicates a decline in learners. This is also the case over a 5 year period. There is a total of 22 ordinary classrooms at the school and 1 single ECD Classroom, however according to the Norms and Standards there is only 18 ordinary classrooms required and 3 ECD Classrooms. The Department on the Infrastructure Plan have prioritized an additional Double ECD Classroom for this school, this is however still in outer years due to budget availability. The school within this academic year as well as the prior year’s however does not experience overcrowding.

The estimate population of Ward 5, Phokwane Local Municipality is 8 245, of the total population, about 14% is of primary school-going age; the existing primary school can serve up to 910 learners with the current infrastructure, however there are for this academic year only 744 learners.

Within the Infrastructure Plans there is a new English Medium Primary and Secondary School planned for Hartswater, however sites for these schools have not yet been acquired. According to the future planning as stated in the Spatial Development Framework of the Phokwane Local Municipality the open areas within Ward 5 are earmarked for upgrading of public space as well as settlement upgrades therefore there is no new settlements planned in this ward that will have an immediate effect on the population size. Within the Integrated Development Plan Review 2019/20 and Planning for 2020/21 the community members if ward 5 mentioned various priorities, the construction of a new primary school however was not one of the mentioned priorities.

The current school infrastructure caters for learners within the vicinity and therefore there are no plans for a new school for this specific area.

06 November 2020 - NW2192

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

What type of support was provided to Learners with Special Educational Needs during the lockdown in each province?

Reply:

Eastern Cape: 

  • Radio lesson schedules were developed and broadcasts included: 2 National Radio Stations;  14 Community Radio Stations; and 1 On-Line Radio Station
  • Broadcast for e-School underway.  Access via the following link: rtmp://197.242.147.204/live/2e1 
  • Grade 12 Tips for Success, Mind the Gap study guides and past exam papers all uploaded and available on ECDoE website.
  • Access viawww.ecdoe.gov.za.  Click on Learners’ Support Menu or www.eccurriculum.co.za

Gauteng: 

  • Provided autumn camp support material to all learners.
  • Created an e-platform containing learning materials.
  • Radio broadcast: using community radio stations.
  • Created WhatsApp groups for learners/ teachers and subject advisors
  • Weekly reports were provided to the provincial Command Centre on the readiness of the Special Schools to receive learners.
  • The GDE COVID-19 steering committee had a representative from the disability sector. This enabled direct reporting and requesting progress on support required.
  • National guideline documents were contextualised for Special Schools to facilitate effective and efficient implementation. 
  • Special Schools were supported with the restructuring of timetables and transport routes.
  • Youth Brigade members were deployed in Special Schools to assist with the activities regarding the containment of the COVID-19.
  • Virtual or on-site school visits, monitoring and supporting school readiness were conducted from provincial level. 
  • The Inclusion and Special Schools Directorate updated and added links to support Special Schools offering the Differentiated CAPS for learners with Severe Intellectual Disabilities, the Technical Occupational Curriculum and the Learning Programme for Learners with Profound Intellectual Disabilities.  This included curriculum content and lesson plans: 
  • Technical Occupational Stream: https://education.gauteng.gov.za/Pages/Technical-Occupational-Curriculum-for-Special-Schools.aspx  
  • NCS CAPS for SID: https://education.gauteng.gov.za/Pages/DCAPS-Gr-R-5-Severe-Intellectual-Disabilities.aspx
  • Learning Programme for PID: https://drive.google.com/drive/folders/1QQgJUt1ZcqMqViyKmwdWa-dbjA2zLBau?usp=sharing

KwaZulu-Natal: 

  • Distributed lesson plans, in video format, to all schools for the Deaf. The province has also secured slot for broadcasting lessons in the local radio stations, including Ukhozi FM. 
  • Created the eFunda Portal with online resources;
  • Print media utilised to support learning home;
  • Radio broadcast programme/Comprehensive Schedule.

North West: 

  • Parents were kept up to date on school contamination and provision of personal protective equipment upon return of learners.
  • An audit of learners who would be or not returning to school was undertaken.
  • Parents were encouraged to take learners to hospitals and clinics for their appointments.
  • Parents were advised to contact schools for guidance and support on how to access therapeutic services.
  • The Department collaborated with the Department of Health regarding the rendering of therapeutic services for learners while they were at home.
  • A Facebook page was created to support learners by transversal itinerant outreach teams. 
  • Google Classroom was used to support learners with co-morbidity. 
  • Arrangements were made for parents to collect learning materials, assistive devices and instructions from schools. 
  • Western Cape: 
  • Made available revision programme for 12 subjects available in English and Afrikaans.
  • Created a one-pager guideline for all subjects indicating what should be done, distributed to parents and teachers and learners.
  • Telematics Broad Cast lessons: Register all grade 10- 12 learners in the country; Access through live streaming; Have all past recorded lessons (Grade 10-12)
  • All subject advisers – created WhatsApp groups with teachers.
  • WCED portal was loaded with comprehensive set of resources for each subject.
  • Autism Western Cape have also made resources available for parents and caregivers and these were obtainable at https://www.autismwesterncape.org.za/services-resources/ . These were videos that explained the contents of the booster box/packs that they had developed. There was also a booklet for reference by parents and caregivers. Working with Autism South Africa, Autism Western Cape were able to send the available booster boxes to parents.
  • Set up a Facebook page for “Real South African Sign Language”, and at  https://www.youtube.com/watch?v=ePDwWPAwFXo&t=6s, containing free lessons for the lockdown period.
  • Resources for children with autism spectrum disorder were made available to parents at  https://afirm.fpg.unc.edu/supporting-individuals-autism-through-uncertain-times.Teachers .
  • With reference to the Schools of Skills, in which the Technical Occupational Stream is being piloted, a shared folder on Google Drive was shared with all principals of these schools.
  • Sent video clips with activities via WhatsApp to parents and guardians. In addition, the PED created a WhatsApp resource bank, to which each of the members of the transversal outreach itinerant teams is linked. All available resources for this category of learners were shared with members in this group.

06 November 2020 - NW2561

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

(1)       What is the total number of learners who have dropped out of primary school in the period 1 April 2020 to 1 October 2020; (2) whether her department has a plan in place to monitor and address the challenge of learners who drop out of school; if not, why not; if so, what are the relevant details of the plan?

Reply:

Response 

(1) and (2) Please see attached slides. 

06 November 2020 - NW2513

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Langa, Mr TM to ask the Minister of Basic Education to ask the Minister of Basic Education

Whether her department intends to refurbish the Mayville Primary School in Ward 101 in the eThekwini Metropolitan Municipality in Durban which has decaying infrastructure; if not, why not; if so, what are the relevant details?

Reply:

The question has been referred to the KZNDOE; and the response will be provided as soon as it is received.

02 November 2020 - NW2338

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

Whether, with reference to her reply to question 1266 on 13 July 2020, teachers who have been diagnosed with co-morbidities have returned to school; if not, why not; if so, what number of the specified teachers have returned to schools?

Reply:

As at the end of COVID-19 Alert Levels 2, a total of 22 392 educators had been granted concession to work from home or remotely in terms of Collective Agreement 1 of 2020. These educators were expected to return to work commencing on 21 September 2020 upon the inception of Alert Level 1, and the expiry of the concession granted in terms of Collective Agreement 1 of 2020. As at 09 October 2020 all affected educators had returned to work as expected, except those who had applied for and granted various types of leave in terms of the normal leave dispensation. In total 3 975 educators had not returned to work by 09 October 2020; and of these edu8cators, only 475 had not been granted leave in terms of the applicable leave dispensation.

02 November 2020 - NW2272

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Motsepe, Ms CCS to ask the Minister of Basic Education

What (a) total number of schools in the Republic still use pit toilets as at the latest specified date for which information is available and (b) is the provincial breakdown of the specified schools?

Reply:

a. The site assessment and scoping report recently completed (09/10/2020) revealed that, about 719 Schools require new sanitation facilities as they still make use of the pit toilets. All the other schools which were declared as part of the 3898 have been actioned (allocated to Implementing Agent, who have commenced with planning, or are under construction, or have reached final completion; while some small unviable schools have been merged with other such schools)

b.

PROVINCE

NUMBER OF SCHOOLS

Eastern Cape

561

Kwa-Zulu Natal

89

Limpopo

69

TOTAL

719

19 October 2020 - NW2269

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

What measures has been taken against (a) officials and (b) contractors responsible for the construction of Mayibuye Primary School in Tembisa, which was built over a wetland and has not been used since its completion?

Reply:

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

13 October 2020 - NW734

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

(a) What are the relevant details of the subsidies that her department allocated to each school in the Johannesburg South District, (b) what (i) criteria and (ii) formulae are used by her department for such subsidies and (c)(i) how and (ii) to whom do schools apply for the subsidies?

Reply:

(a) (b) and (c) The question has been referred to Gauteng Department of Education (GDE) and response will be provided once received from the GDE. 

28 September 2020 - NW2095

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

What (a) total number of social workers who have been recruited by her department across the Republic are currently employed in each (i) province, (ii) school district and (iii) school and (b) is the ratio of social workers to learners in each (i) school and (ii) province?

Reply:

(a) and (b) The appointment of Social Workers is the competency of the Provincial Education Departments (PEDs), not the national Department of Basic Education. 

25 September 2020 - NW1812

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

What (a) is the total number of schools that have pit latrines in each province and (b) progress has her department made with the eradication of pit latrines in schools?

Reply:

A. 

PROVINCE

Schools with pit latrines ONLY and unacceptable sanitation

Eastern Cape

1598

Free State

156

Gauteng

0

KwaZulu Natal

1365

Limpopo

507

Mpumalanga

127

North West

145

Northern Cape

17

Western Cape

0

TOTAL

3898

B. 

  • 392 Schools have been provided with appropriate sanitation.
  • The assessment which has been conducted, confirmed that 271 schools have proper sanitation but just lack maintenance and 78 schools have been rationalised. 
  • 1675 Schools are under implementation (Between Planning and Construction).

25 September 2020 - NW2097

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

What is the current case load of each social worker employed by her department in each province?

Reply:

Appointment of Social Workers is the responsibility of the Provincial Education Departments (PEDs), and therefore falls outside the Executive Authority of the National Department of Basic Education. 

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.

17 September 2020 - NW1686

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

(1) On what date was the Memorandum of Understanding (MOU) concluded between her department and the Department of Social Development with respect to the schooling of children whose caregivers receive child support grants; (2) what are the obligations of her department in terms of the MOU; (3) whether the specified obligations are still effective; if not, why not; if so, what are the relevant details; (4) will she furnish Mrs D van der Walt with a copy of the MOU?

Reply:

1. The Department of Basic Education (DBE) , Department of Social Development and South Africa Social Security Agency signed an Implementation Protocol on 09 March 2012, which is the effective date.
2. Kindly refer to clauses 3.3 and 5 of the Implementation Protocol, which provide for the roles and responsibilities of the DBE; and the combined responsibilities of the Parties respectively.
3. It is still effective.
4. Kindly find attached a copy of the Implementation Protocol.

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 - 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 - 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.