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06 September 2021 - NW1959

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

What total number of learners has been recorded in her department to have fallen pregnant in the 2015-20 period?

Reply:

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

06 September 2021 - NW2043

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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 learner pregnancies according to each grade in each province (a) during the (i) 2019 and (ii) 2020 academic years and (b) since 1 January 2021, what (i) is the total number of pregnancies reported to her department, (ii) is the name of each school, (iii) total number of learners returned to complete school, (iv) total number of learners left school, (v) number of learners wrote exams whilst pregnant, (vi) number went into labour whilst at school and (vii) are the details of any assistance that was given to the learners by her department and/or schools?

Reply:

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

06 September 2021 - NW2021

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Nodada, Mr BB to ask the Minister of Basic Education to ask the Minister of Basic Education

(1)       With reference to the violent looting that occurred in KwaZulu-Natal and Gauteng in July 2021, what (a) was the national total cost to her department in damages to schools, (b) is the total value of looted goods from schools in Rands that was recovered and (c) is the total number of persons who have been arrested and prosecuted in this regard; (3) what is the national total cost to her department for school vandalism in each year since 2014 up to the latest specified date for which information is available

Reply:

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

06 September 2021 - NW1956

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Madokwe, Ms P to ask the Minister of Basic Education to ask the Minister of Basic Education

What steps has her department taken with regard to the plight of matriculants from Hebron Technical and Commercial High School, who enrolled for Matric in 2019 and wrote some of their examinations in 2020, yet have not received their results to date?

Reply:

The North West Provincial Head of Examinations made contact with the Principal of Hebron Technical and Commercial High school and the principal confirmed that all learners that wrote the full examination at the school in November 2019 and November 2020  have been resulted.

However, there are seventeen candidates who have incomplete results in the November 2019 examination, due to them being absent for one or more subjects during the November 2019 examination. However, there is no record that these candidates with incomplete results, registered to write the examination in the subjects for which they were absent, in November 2020. 

It will therefore be appreciated, if the names and identity numbers of candidates that claim to have written the examination and not resulted, could be forwarded to the Department of Basic Education, so that these specific candidates can be investigated.   

02 September 2021 - NW1975

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

(1)       With reference to (a) Micheal Komape and (b) Siyamthanda Mtunu, aged five and six years respectively, who died due to unsafe and dilapidated pit toilets that are reported mostly in Limpopo, what measures has her department taken to ensure that the Limpopo Department of Education eradicates unsafe and unhygienic toilets at rural schools as ordered by the courts; (2) what specific initiatives have been implemented to ensure the safety of children since 2018 when the matter of unsafe and unhygienic toilets was heard in the High Court; (3) what immediate interventions will ensure that parents in the rural areas do not continue to lose their children to unsafe toilets between now and 2026 when the eradication of pit toilets is planned to commence?

Reply:

1.  The SAFE (Sanitation Appropriate For Education) programme was launched to eradicate BASIC PIT toilets.  Countrywide, there are currently 2 913 schools on this programme.  1 159 of these 2 913 schools, appropriate toilets have already been constructed.  In Limpopo, there are 455 schools that form part of the SAFE programme.  Of these 455, 170 projects have already progressed to Practical Completion. 

2.  There are 2 initiatives related to BASIC PIT toilets to ensure the safety of children.  The first is to build appropriate toilets at schools (see progress reported above).  The second is to demolish the old BASIC PIT toilet structures.  This second initiative is driven by the Provincial Departments of Education.  For example, in Limpopo there are 239 schools that have appropriate toilets, but the old BASIC PIT structures were still on site.  At 86 of these 239, contractors have been appointed and the old BASIC PIT toilets have been demolished.

3.  The eradication of BASIC PIT toilets has already commenced with progress as indicated above 

02 September 2021 - NW2020

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Nodada, Mr BB to ask the Minister of Basic Education to ask the Minister of Basic Education

Whether there are different procedures to be followed in respect of the appointment of foreign educators, as opposed to South African educators; if not, what is the position in this regard; if so, what (a) is the reason for the different procedures and (b) are the further relevant details?

Reply:

The procedures in relation to the appointment of foreign nationals in South Africa are regulated in terms of the Immigration Act, 2002 (Act No.13 of 2002, as amended), and the Immigration Regulations  2014 (as amended); with the Department of Home Affairs (DHA) as the custodians.  Therefore, the Department of Basic Education (DBE) established a procedure for the appointment of foreign educators in State-paid posts at public schools.  The procedure is aligned with the provisions of the Immigration Act and its Regulations.  Thus, (a) the procedure in relation to the appointment of foreign educators will differ in that it is subjected to the provisions as stipulated in the Immigration Act and Regulations; and (b) In principle, foreign educators are considered as a last resort, and currently are considered in subjects identified as STEM (Science, Technology, Engineering and Mathematics).  A guideline document on the employment of foreign educators, which is aligned with the provisions of both the Immigration Act and Immigration Regulations, has since been adopted, and is implemented when foreign educators are appointed.  A working relationship between the DBE, DHA and the Department of Labour has also been established.          

02 September 2021 - NW1892

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Nodada, Mr BB to ask the Minister of Basic Education to ask the Minister of Basic Education

What (a) is the current total cost of school vandalism that occurred in the 2020-21 financial year, (b) is the breakdown of the total cost in respect of each province, (c) is the total number of vandalised schools that are (i) not operational, (ii) semi-operational and (iii) fully operational, (d) is the breakdown of learner capacity of the schools that are not operational (i) in each province and (ii) nationally and (e) total number of schools that have been vandalised in the specified period have plans underway to repair damages?

Reply:

The question has been referred to all provincial departments of education for detailed information. The response will be provided as soon as all provinces have submitted and the responses collated.

02 September 2021 - NW1920

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

(1)       Regarding disruption of basic education brought about by the COVID-19 pandemic since its emergence in 2020, what is the (a) Government’s long-term strategy to reduce the impact of COVID-19 disruptions on learning and (b) envisaged outcome of such a strategy; (2) what has the Government learnt from the COVID-19 situation that could help to reduce the impact of future disruptions on basic education teaching and learning?

Reply:

(1) (a) (b) The Department of Basic Education has put in place a three year Recovery Annual Teaching Plan for each subject in each grade, to help guide teachers focus on key concepts, content and skills to be taught per subject over the next three year period. The curriculum statement for each grade and subject was evaluated by a panel of curriculum content experts and the content was reduced so as to ensure that only the core concepts, knowledge and skills are taught for each subject and grade. It is anticipated that over the next three years, learners would have covered the core content in the subject and the curriculum statement, post the three year period, would be reviewed to take learners forward in their learning process. The three year recovery period, is tentative at this stage and may be extended if necessary based on the findings from the continuous research, monitoring and support provided by the DBE and PEDs to schools

The DBE has developed guidelines for teachers on fundamental content that must be prioritised and the guidelines will be used on an annual basis, as they are aligned to the curriculum. In terms of this strategy, and given the variation in teaching time across the schools, there is now a higher dependence on the teachers professional judgment. Teachers are provided with a Planner and Tracker, which lists the reduced content to be covered in the week, and teachers must record coverage so as to ensure that every teacher has a record of curriculum coverage, per grade, which will be transferred to the next teacher. This will ensure continuity from one grade to the next. The new strategy also moves the focus to Assessment for Learning (formative assessment) as a teaching strategy.  This implies that the teacher not only assesses at the end of the learning process to make judgment on the learning gains but assess the learner on a continuous basis during the learning process to support the learning process. Assessment weightings in Grades 4-11 have also been adjusted to ensure that optimal time is used for teaching and learning.

The key tenet of the strategy is to reduce the curriculum to focus on key concepts, skills and knowledge that are essential for deeper learning and the development of cognitive skills that will promote creative thinking, problem solving and effective communication. 

(2) The DBE has learnt that plans that are put in place to reduce the impact of future disruptions must be agile and must take into consideration the various school contexts. In accommodating the various school contexts, much is left to the teacher's professional judgment and expertise. Hence, teacher development, training and support is now more crucial in capacitating the teacher to manage his/her classroom context. The DBE has also learnt  that the continuous monitoring of teaching and learning in the classroom is important as the data gathered from such monitoring will help adjust the intervention strategy and the long term plan to recover the teaching losses. The ongoing monitoring will inform the additional support programmes , such as TV and Radio broadcast lessons, that are aligned to the Annual Teaching Plans. Collaboration with stakeholders such as Teacher Unions, School Governing body Associations, Professional Bodies and research institutions is vital as to ensure buy-in, support and input on latest developments as the situation unfolds.

02 September 2021 - NW2044

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

What (a) is the total number of sexual misconduct cases reported to her department for each grade in each province (i) in the past two financial years and (ii) since 1 April 2021, (b) total number of cases involved (i) teachers and (ii) general workers, (c) number of cases were referred by her department for investigation to the SA Police Service, (d) number of cases were finalized by her department, (e) number of cases were pending in her department, (f) number ended in dismissals by her department, (g)(i) is the extent of the misconduct in each case and (ii) measures were put in place by her department to ensure all cases are reported by principals and teachers in each province?

Reply:

In respect of Question(s): (a)(i) and (ii); (b); (c); (d); (e); (f) and (g)(i):

Sexual misconduct cases are reported to the employer, who in terms of section 3(1)(b) of the Employment of Educators Act, 76 of 1998, is the Head of the Provincial Education Department entrusted with the responsibility to enforce the disciplinary code and procedures against all employees employed at the provincial level.

Therefore, the question is more relevant to the provincial administration, since it is the responsibility of the employer. 

The question should therefore be forwarded to the relevant employer for details and response.

Consequently, the Department has a zero-tolerance against any educator who has committed sexual misconduct towards any learner. 

In respect of Question (g)(ii):

The provision of section 54 of the Criminal Law Amendment Act, 32 of 2007, (Sexual Offences and Related Matters) and section 110 of the Children’s Act, 38 of 2005, put an obligation on any person who becomes aware of any abuse or incident, involving a child, to report such incident to the South African Police Service (SAPS) or Department of Social Development (DSD);

Section 26 of the Employment of Educators Act and section 26 of the SACE Act, also put an obligation on the employer to report to SACE every case, where disciplinary steps were taken against an educator, resulting in a sanction other than caution or reprimand.

Besides the above legislative provisions, the Department of Basic Education has developed two (2) Protocols, namely, Standard Operating Procedures for the Employers of Educators and Protocol for Reporting and Management of Sexual Abuse and Harassment in schools.  These protocols outline the responsibilities of the PEDs (schools, Circuits and Districts officials), ELRC, SACE, SGBs, including the Department of Social Development and Department of Justice and Constitutional Development on reporting and handling misconduct cases committed by educators, learners and other PEDs employees.

The latest amendment to the Regulations of the Employment of Educators Act, Government Gazette No 44433, dated 09 April 2021, provides that an educator found guilty of sexual misconduct towards a learner, is indefinitely prevented from re-employment in education. 

There is also the ELRC Collective Agreement 3 of 2018 "Providing for Compulsory Inquiries by Arbitrators in Cases of Disciplinary Action Against Educators Charged with Sexual Misconduct in Respect of Learners" which provides for an expedited, independent disciplinary process against an educator for alleged sexual misconduct committed towards any learner.

02 September 2021 - NW1998

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Nodada, Mr BB to ask the Minister of Basic Education to ask the Minister of Basic Education

(1)       What (a) is the total number of schools that have been (i) closed and (ii) left abandoned in each province, (b) is the national total number of schools in each case and (c) are the reasons for the school closure and abandonment; (2) what total number of the specified schools have (a) plans underway to get them to an operational standard and (b) no plans underway to get them to an operational standard; (3) what are the further relevant details regarding schools that have no plans underway to get them to an operational standard?

Reply:

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

02 September 2021 - NW1805

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

What (a) is the updated number in her department of learners who have dropped out of school from the beginning of the COVID-19 pandemic to date  and (b) measures has she taken to ensure that those learners return to school?

Reply:

(a) Provinces are verifying data on the drop-out rate, since learners returned to school in the third term.  The verification process has to be carefully executed for a number of reasons, so that learners are not counted as drop-outs, when that is not the case.  Some schools follow a weekly rotation timetabling; learner attendance is marked when it is a learner's turn to come to school.  In some cases, learners are absent for an extended period of time, and this may erroneously be interpreted as a drop-out.  Some learners are physically at school, but are either learning virtually from home or are participating in home education programmes.  As provinces are verifying learner drop-out statistics, they need to consider these issues, which may be construed as drop-out.

(b) Strategies to get all learners back to school include schools supported by districts; and following-up on learners who have not returned to schools.  This includes engaging with parents or caregivers to address the issues that result in learners not going to school.  To minimise learner drop-out, at the national level, the Quality of Learning and Teaching Campaign (QLTC) is the most effective instrument that is being used, to engage with all relevant stakeholders, including but not limited to parents, schools and local authorities. 

02 September 2021 - NW1951

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Montwedi, Mr Mk to ask the Minister of Basic Education to ask the Minister of Basic Education

What (a) systems does her department have in place to ensure that privately-run schools, such as a certain school (name and details furnished), are compliant with the SA Schools Act, Act 84 of 1996, and (b) steps has her department taken to deal with the prevailing situation of maladministration, corruption and racism at the specified school?

Reply:

Independent schools are registered in line with terms and conditions laid down by the Department and Provincial Regulations. The Department monitors compliance to the conditions set out during registration through Circuit Managers for support and intervention purposes. This is followed by the deregistration of the independent school should the provided support and intervention fail.

The Provincial Education Department in North West is finalising its investigation at Naledi Christian School. Recommendations will be forwarded to the Head of Department and the Administrator for their final decision on the future of the school, which is still operating with a provisional registration certificate that will be due for review.

31 August 2021 - NW1812

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

What (a) number of schools were recorded by her department to have been affected by the recent acts of destruction in (i) KwaZulu-Natal and (ii) Gauteng, (b) is the extent of the damage and (c) plans are in place for the learners who were studying in these schools?

Reply:

(a) (i) (ii) 144 schools, 8 education district offices and 3 education centres in Kwa Zulu Natal and 54 schools in Gauteng.

(b)  In the majority of the burglaries, the damages to infrastructure were minimal, and learner and teaching equipment was stolen together, especially ICT equipment.  The  most common target areas in schools, were administration blocks - for information and communication technology (ICT) equipment; and nutrition centres - for food items.  Out of 144 schools in KZN, three (3) schools had serious damages, resulting from the burning of infrastructure.  The schools are: In Pinetown district - SIPHOSETHU PRIMARY, which suffered a loss of  3 classrooms; In UMgungundlovu district - SIKHULULIWE, which suffered a loss of 8 classrooms; and at  ILembe district - RADHA ROOPSINGH, which suffered a loss of 7 classrooms.

(c) The damages did not affect teaching and learning; and at the 3 schools, where some classrooms were burnt, mobile classrooms have been provided by the provincial department.

25 August 2021 - NW1824

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

(1)       Whether her department has investigated the fact that overcrowding in schools is one of the factors contributing to the increasing number of COVID-19 infections; if not, why not; if so, what are the relevant details; (2) whether her department has made similar findings; if not, what is the position in this regard; if so, what are the relevant details; (3) whether her department is conducting the required research on ventilation and health protocols in schools in line with the Centre for Disease Control and Prevention’s building recommendations in both (a) private and (b) public schools; if not, why not; if so, what are the relevant details?

Reply:

(1)       Whether her department has investigated the fact that overcrowding in schools is one of the factors contributing to the increasing number of COVID-19 infections; if not, why not; if so, what are the relevant details; 

RESPONSE:

The closeness of learners to each other in the classroom, and overcrowding, are clearly factors that can increase the risk of COVID-19 infection. This is clear from the World Health Organization (WHO) guidance and the guidance provided by South African experts, which is captured in the various guides and directives produced by the Department of Basic Education (DBE) and aimed at schools. There is no clear scientific evidence from anywhere in the world on the exact effects of the proximity of learners to each other in the classroom on transmission of the virus. Thus, rules and guidelines around classroom distancing strategies and optimal distances between learners are based on expert opinion, and differ from place to place. For instance, the WHO has advocated a distance of one metre in classrooms, while South African experts have in the past advocated one and a half metres. The reason there is no clear evidence is that the required experiments would be unethical. They would require, for instance, imposing a one metre rule in some classes, and a one and a half metre rule in other classes, in the same schooling system, and then seeing the extent to which transmission differed across the two groups. The reason one cannot make simple comparisons across different schooling systems, is that the epidemiology in each schooling system is influenced by a great variety of factors, and not just one factor such as the stipulated distance.

(2)       whether her department has made similar findings; if not, what is the position in this regard; if so, what are the relevant details; 

RESPONSE:

As explained in the response to the previous question, this type of research has not been conducted in South Africa for ethical reasons. What the Department is currently working on is analysis of Department of Health microdata on reported cases since the start of the pandemic, to detect whether correlations between schools being open and cases point to any clear benefits to either closures or re-openings. It should be kept in mind that learners are exposed to infection both inside and outside school, and that it is possible that learners may be safer in the more controlled environment of the school than outside the school. Initial findings from the DBE’s work does not point strongly in either direction, meaning whether schools have been open or closed has not made any significant difference to transmission patterns among children or the population as a whole.

(3)       whether her department is conducting the required research on ventilation and health protocols in schools in line with the Centre for Disease Control and Prevention’s building recommendations in both (a) private and (b) public schools; if not, why not; if so, what are the relevant details? 

RESPONSE:

The DBE has gone to great lengths to gather expert opinion, from South Africa and abroad, on optimal ventilation and other strategies in classrooms, and this informs government’s policy on these matters. Again, neither in the United States nor in South Africa are scientific experiments that directly assess the relationship between ventilation and transmission levels possible, for ethical reasons.     

25 August 2021 - NW1875

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Nodada, Mr BB to ask the Minister of Basic Education to ask the Minister of Basic Education

What is the total number of teacher cases that are still unresolved with the SA Council of Educators?

Reply:

As at 31 July 2021, The South African Council for Educators still had a total of 826 cases that still remain unresolved and are still being processed.

More resources are being deployed to deal effectively with the existing backlog that is a direct result of the negative effect of Covid 19 that has, to a large extent, made it extremely difficult to get access to victims and witnesses. Quite often this applies to learners who are restrained by their parents to participate on misconduct cases which are linked to educators. Such a development often leads to delayed resolution and finalisation of cases.

In addition, the fear by teachers and Presiding officers to travel during this pandemic, witness tampering and intimidation of complainants by accused educators has impacted negatively on SACE’s ability to clear cases as planned. These challenges are being addressed by seeking cooperation, implementing awareness programmes and encouraging the community to help in enforcing the code of professional ethics.

08 July 2021 - NW1689

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Nodada, Mr BB to ask the Minister of Basic Education to ask the Minister of Basic Education

(a) What is the total number of teachers who are registered with the SA Council for Educators who have been found guilty of sexual misconduct against learners from 1 January 2015 up to the latest date for which information is available and (b) of those teachers, what is the total number that continues to work?

Reply:

The Department of Basic Education does not have access to the SACE Register of educators but rely on the information provided by SACE and as such, the question has been referred to SACE and response will be provided once received.

08 July 2021 - NW1685

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Gondwe, Dr M to ask the Minister of Basic Education to ask the Minister of Basic Education

(1)       (a) What are the reasons that the Kretzenhoop Primary School in Blanco, George, is categorised as a quintile 4 school and (b) on what grounds was the application of the specified school to be re-categorised as a quintile 2 school rejected; (2) whether she has been informed that the parents of the majority of the learners at the school occupy low income positions at the affluent Fancourt Golf Estate; if not, what is the position in this regard; if so, what are the relevant details; (3) whether her department has put any plans in place to review the categorisation of the school as a quintile 4 school; if not, what is the position in this regard; if so, what are the relevant details?

Reply:

1. (a) What are the reasons that the Kretzenhoop PS in Blanco, George, is categorized as a quintile 4 school, and

The South African Schools Act (SASA), 1996 (Act 84 of 1996), as amended, and the National Norms and Standards for School Funding (NNSSF) (Government Gazette 29178, dated 31 August 2006) were amended to allow for the re-ranking of schools in terms of poverty. All schools of the WCED were re-ranked in terms of paragraph 101 of the NNSSF.

In terms of the amended NNSSF, the Western Cape (WC) schools are ranked within national quintiles (NQs) based on the poverty index of the community surrounding the school.

As from 2007, Kretzenhoop PS was classified as a NQ4 school in accordance with the amended NNSSF.  The school’s allocated poverty score was ranked 87th out of 357 schools within its Quintile, ranking the school within the top 24% of least poor schools in the Quintile.

(b) On what grounds was the application of the specified school to be re-categorized as a quintile 2 school rejected?

Kretzenhoop PS submitted an appeal in 2019 through the relevant District Office, to challenge the quintile classification as per the requirements stipulated in Circular 0027/2019.

The school cited the following reasons, inter alia, in support of the national quintile change:

  1. The school is central to a rural setting,
  2. The community has high levels of unemployment,
  3. A large proportion of learners are from single-headed households, and
  4. Most of the learners’ families are recipients of the South African Social Security Agency (SASSA) and are unable to support fundraising functions.

           In terms of the SASA and the amended NNSSF, the National Minister declared all NQ 1-3 to be no fee schools. Furthermore, all departments may also offer no-fee status to Quintile 4 and 5 schools subject to available funding and after taking all no-fee related programmes into consideration. 

During October 2013 approval was granted to invite schools on a voluntary basis to apply for no-fee status due to the current economic situation in the country, and taking into consideration the high unemployment rate within the Western  Cape. Kretzenhoop PS accepted the invitation to be declared voluntary no-fee as from 1 January 2014. In terms of the NNSSF, any school may appeal against its quintile or fee status, and the school first exercised this right in 2017. The  WCED appeal process was enhanced to ensure all factors of schools are considered (see below description of the appeal process followed) and the application was considered in 2019 using the WCED appeal process indicators to ensure a balanced view was presented for consideration. The school’s application to change the quintile was however declined in January 2020 by the provincial Member of the Executive Council (MEC) of Education based on the following reasons:

  1. Financially, the school will not benefit from a quintile change as it already receives the maximum benefit from the department by way of Norms and Standards; 
  2. The request to move from NQ4 to NQ2 is not feasible as the current provincial quota for NQ2 is fully subscribed; and
  3. The school is currently ranked within the top 24% in the poverty rating within its quintile. There are poorer schools within NQ4 that would have to be considered ahead of Kretzenhoop PS, should a change in quintile be considered.

(2) Whether she has been informed that the parents of the majority of the learners at the school occupy low income positions at the affluent Fancourt Golf Estate, if not, what is the position in this regard: if so what are the relevant details;

No mention was made of the affluent Fancourt Golf Estate in the application received from the school. This factor was also not a consideration and therefore did not affect the decision one way or the other.

The following reasons were cited by the school in the appeal submitted:

  1. The school is situated in a rural community.
  2. Most parents are from a low-income group.
  3. Most of the learner’s families are recipients of the South African Social Security Agency (SASSA) grants and are unable to support fundraising functions.
  4. The community has high levels of unemployment.
  5. A percentage of parents work as domestic workers and farmworkers.
  6. Poor socio-economic situation of community.

(3) Whether her department has put any plans in place to review the categorization of the school as a quintile 4 school. 

In terms of the NNSSF all Provincial Education Departments (PED’s) must have a fair process in place to deal with disputes regarding Quintile classification or Fee status. The Western Cape Education Department’s (WCED) appeal process allows for all schools to participate in this process. All appeal applications are dealt with on an individual basis when received. There is currently no appeal application in process for Kretzenhoop PS in particular, other than the application concluded in January 2020. 

The WCED has the following processes in place for quintile and fee-status allocations:

(a) Resource Targeting list

The resource targeting list as per the NNSSF is reviewed every year and forms the basis of the pro-poor distribution of the school allocation budget and informs the quintile classification of each school. 

                (b) Voluntary reclassification of certain Quintile 4 and 5 schools as no fee

In terms of section 39(7) of the SASA, the National Minister of Basic Education determined that all learners in Quintiles 1 to 3 (60% of the public ordinary school learners nationally) are to be in no fee schools. The WC is still regarded as one of the least poor provinces, resulting in the WC poverty distribution providing for the allocation of 40.3% of its learners to Quintiles 1-3, compared to the 60% target for public ordinary school learners nationally. Currently the provincial % for Quintile 1-3 is 40.2%, 0.1% less than the national target. 

The pro-poor policy has partially addressed the pressure with the voluntary declaration of no-fee schools in quintiles 4 and 5, allowing for better alignment between the WCED school classification and the national indicator of 60% of learners to be treated as poor learners.

The table below illustrates the current fee-status for all Western Cape public schools:

WCED Pro-poor policy

No-fee (Q1-5)

Fees

 

60%

40%

            (c) Appeal process against quintile/fee status classification

Any school may apply for a deviation to the MEC if the school believes that it warrants special consideration, such as poor socio-economic situations, unemployment rate, financial position of the school, declining school fee collection, high number of social grants recipients, increasing poverty changes, learners from impoverished communities attending the school, etc.  The MEC considers each case on its merits and provides a formal response. Furthermore, it should be noted that schools are not limited to the number of applications they may submit as it is acknowledged that any school’s situation remains fluid and could warrant a new consideration subsequent to one appeal having been processed. All appeals processes are subject to the availability of funding.

05 July 2021 - NW1550

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Chirwa, Ms NN to ask the Minister of Basic Education to ask the Minister of Basic Education

What are the reasons that her department has denied Lihle Tshenollo Mashiya, a four-year-old autistic child who is staying in house number 4642 Section B, Bronkhorspruit in Mpumalanga, access to a school that caters for learners with special educational needs?

Reply:

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

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

05 July 2021 - NW1755

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Chirwa, Ms NN to ask the Minister of Basic Education to ask the Minister of Basic Education

What (a) total number of schools for learners with special educational needs can be found in Tsitsikamma and (b) steps has she taken to ensure that there are enough schools for all such learners in that area?

Reply:

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

05 July 2021 - NW1500

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

Whether, in light of the upcoming Jobs Reset Summit of the World Economic Forum (WEF) from 1 to 2 June 2021, which will focus on mobilising a global jobs recovery plan in the wake of the COVID-19 pandemic, and in view of the assertion by the WEF that global pandemic, the choices made by policy-makers, business leaders, workers and learners today will shape societies for years to come, his department, on its own and/or in collaboration with non-profit organisations, has put any plans and initiatives to provide cybersecurity learning to address the global deficit in the cybersecurity workforce from a lower level of education; if not, why not; if so, what are the full, relevant details?

Reply:

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

30 June 2021 - NW1468

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Mabika, Mr M to ask the Minister of Basic Education

(1) Whether her department has concluded any work exchange and/or employment agreements with any entity of the Republic of Cuba from the 2010-11 financial year up to the 2020-21 financial year; if not, what is the position in this regard; if so, what (a) total number of Cuban nationals (i) have been employed in each of the specified financial years and/or (ii) are due to be employed in the 2021-23 Medium-Term Expenditure Framework period, (b) are the details of the work that each of the specified Cuban nationals was and/or will be employed to perform, (c) are the details of the specific skills sets that each of the specified Cuban nationals possessed and/or will possess that South African nationals did or will not possess and (d) are the details of the total cost of employing each of the specified Cuban nationals in each case; (2) whether her department took any steps to ensure that the specific skills set of the specified Cuban nationals were and/or will not be available in the Republic amongst South African citizens; if not, in each case, why not; if so, what are the relevant details of the (a) steps taken and (b) outcomes of the steps taken in this regard?

Reply:

 

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

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

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

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

 

30 June 2021 - NW1687

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Nodada, Mr BB to ask the Minister of Basic Education

(1) What is the breakdown of the state of incomplete school infrastructure in each province; (2) whether she will furnish Mr B B Nodada with a list of schools in each province that are (a) incomplete and (b) complete; if not, why not, if so, on what date; (3) what has been the budget allocation of her department for school infrastructure in the (a) 2015-16, (b) 2016-17, (c) 2017-18, (d) 2018-19, (e) 2019-20 and (f) 2020-21 financial years in each province; (4) what is the estimated cost of her department meeting school infrastructural goals in order to meet the Minimum Norms and Standards for schools in each province?

Reply:

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

21 June 2021 - NW1592

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Nodada, Mr BB to ask the Minister of Basic Education to ask the Minister of Basic Education

(1)       What was the total number of applications that were submitted to her department by the Equal Education Law Centre, also known as the Equal Education, in terms of the Promotion of Access to Information Act, Act 2 of 2000, in the past three years; (2) in the past three years, what was the total number of (a) letters demanding detailed information that her department has received from Equal Education and (b) legal proceedings that have been instituted against her department by Equal Education; (3) what (a) was the total number of protests led by Equal Education that her department has attended (i) in the past two years and (ii) since 1 January 2021 and (b) number of the specified protests was prior notice received by her department?

Reply:

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

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

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

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

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

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

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

21 June 2021 - NW1761

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Motsepe, Ms CCS to ask the Minister of Basic Education to ask the Minister of Basic Education

What (a) is the backlog of teacher applications to the SA Council for Educators and (b) has she found to be the causes of the delays in the processing of the applications?

Reply:

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

15 June 2021 - NW1235

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

(1)       Whether her department is taking any initiatives to address structural digital inequalities in e-learning in primary schools; if not, why not; if so, what are the relevant details; (2) whether, in view of the much-feared third wave of COVID-19 which might dawn on the Republic soon, with anticipated learning losses for all learners, and given that due to the digital divide between fee-paying and non-fee paying schools more losses are anticipated for learners in non-fee paying schools, her department has a long-term sustainable solution to fight the digital divide for primary school learners who are disadvantaged; if not, why not; if so, what are the relevant details?

Reply:

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

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

10 June 2021 - NW1764

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

Whether she has been informed that the R431 million paid to service providers in Gauteng for decontaminating schools was awarded without following due procedure; if not, what is the position in this regard; if so, (a) who was responsible for issuing the specified contracts and (b) what steps will be taken in this regard?

Reply:

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

10 June 2021 - NW1590

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Nodada, Mr BB to ask the Minister of Basic Education to ask the Minister of Basic Education

(1)       What was the total number of unplaced learners (a) of each grade and (b) in each province (i) when schools re-opened on 15 February 2021 and (ii) on the latest date for which information is available; (2) whether each province removes a learner from the list of unplaced learners once the learner has been offered a place and/or once a place has been accepted by the learner’s parent; (3) what is the total number of learners who have been removed from the list of unplaced learners in each province without parents having accepted any of the places that were offered?

Reply:

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

Response:

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

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

Response:

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

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

Response:

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

10 June 2021 - NW1688

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Nodada, Mr BB to ask the Minister of Basic Education to ask the Minister of Basic Education

What (a) are the effects of budget cuts on feeding schemes in each province and (b) is the total number of meals that have had to be reduced as a result of budget cuts?

Reply:

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

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

10 June 2021 - NW1520

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

(1)       Whether, with reference to a certain instruction (details furnished) issued by a principal of a certain school (name and details furnished) to parents and staff not to allow learners to discuss and/or debate the latest Israeli-Palestinian fighting at school and in which the specified principal threatens to take further action in line with the school’s Code of Conduct should anyone overstep the specified instruction, her department will take any steps against the principal; if not, what is the position in this regard; if so, what steps; (2) whether her department will issue a directive to all educational institutions to refrain from issuing threats to learners, parents and teachers who wish to address any crisis involving humanitarian matters; if not, what is the position in this regard if so, what are the relevant details?

Reply:

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

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

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

10 June 2021 - NW1762

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Motsepe, Ms CCS to ask the Minister of Basic Education to ask the Minister of Basic Education

What (a) total number of unqualified teachers are employed by her department across the Republic and (b) subjects do the specified unqualified teachers mainly teach?

Reply:

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

08 June 2021 - NW1591

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Nodada, Mr BB to ask the Minister of Basic Education to ask the Minister of Basic Education

(1)       What (a) was the total number of learners in each (i) quintile and (ii) province in the (aa) 2018, (bb) 2019 and (cc) 2020 and (b) are the details of the data source from which the figures were sourced in each case; (2) what was the total number of learners in each province according to the SNAP Survey for Ordinary Schools undertaken (a) in the past nine academic years and (b) since the beginning of the 2021 academic year?

Reply:

(1)

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

 

Province

2012

2013

2014

2015

2016

2017

2018

2019

2020

Eastern Cape

1 951 523

1 938 078

1,946,885

1,953,397

1,961,547

1,795,563

1,840,780

1,843,814

1,843,297

Free State

 661 974

 664 508

672,290

682,704

688,349

701,487

707,166

716,080

719,847

Gauteng

2 075 387

2 129 526

2,191,475

2,262,319

2,326,584

2,413,225

2,402,576

2,447,377

2,508,387

KwaZulu-Natal

2 877 969

2 866 570

2,901,697

2,881,518

2,877,544

2,863,316

2,821,221

2,844,764

2,867,271

Limpopo

1 715 778

1 714 832

1,720,585

1,753,734

1,765,555

1,776,467

1,724,791

1,753,819

1,759,322

Mpumalanga

1 054 783

1 052 807

1,057,788

1,079,280

1,074,352

1,096,428

1,045,972

1,094,941

1,107,890

Northern Cape

 277 494

 282 631

289,004

290,139

292,595

292,377

295,339

298,888

304,237

North West

 775 142

 788 261

800,316

813,873

829,467

825,776

840,640

852,589

863,071

Western Cape

1 038 019

1 052 435

1,075,396

1,097,509

1,116,572

1,127,634

1,141,057

1,188,926

1,243,150

South Africa

12 428 069

12 489 648

12,655,436

12,814,473

12,932,565

12,892,273

12,819,542

13,041,198

13,216,472

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

 

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

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

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

07 June 2021 - NW1588

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Opperman, Ms G to ask the Minister of Basic Education to ask the Minister of Basic Education

(1)       Whether her department has been informed of the Nico Bekker Intermediary School Hostel that is standing abandoned and vandalised in Williston in the Northern Cape; if not, what is the position in this regard; if so, what is the reason that her department has not intervened earlier; (2) what (a) is the total worth in Rand of repairs that the specified building needs and (b) steps will her department take against persons holding official positions in other departments who are found guilty of stealing state-owned property at the specified hostel; (3) what are the reasons that the building was transferred to the Department of Sport, Arts and Culture when it and was intended to be used as accommodation and/or a hostel for primary school learners?

Reply:

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

07 June 2021 - NW1446

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Nodada, Mr BB to ask the Minister of Basic Education to ask the Minister of Basic Education

With regard to the fact that the annual School Realities report is normally published not more than three months into the next year, (a) what is the reason that the School Realities report for 2020 has not been published on her department’s website, (b) on what date will it be available and (c) what is the reason for the delay?

Reply:

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

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

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

07 June 2021 - NW1365

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

What (a) processes were followed in the appointment of a certain person (name and details furnished) in the Gauteng Department of Education and (b) are the reasons that the candidate recommended by the panel was not appointed for the specified position?

Reply:

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

07 June 2021 - NW1444

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Nodada, Mr BB to ask the Minister of Basic Education to ask the Minister of Basic Education

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

Reply:

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

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

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

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

National Poverty Distribution Table

Quintiles

%

1 poorest

2

3

4

5

Total

EC

27.3

24.7

19.6

17

11.4

100%

FS

20.5

20.9

22.4

20.8

15.4

100%

GP

14.1

14.7

17.9

21.9

31.4

100%

KZN

22.1

23.2

20.2

18.7

15.8

100%

LP

28.2

24.6

24.2

14.9

8

100%

MP

23.1

24.1

21.5

17.7

13.5

100%

NC

21.5

19.3

20.7

21.4

17.1

100%

NW

25.6

22.3

20.8

17.6

13.7

100%

WC

8.6

13.3

18.4

28

31.7

100%

SA

20

20

20

20

20

100%

 

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

Actual percentage of learners accommodated in each quintile in 2021

Quintiles

%

1 poorest

2

3

4

5

Total

EC

33,11%

20,00%

44,90%

1,00%

1,00%

100%

FS

28,61%

22,75%

28,88%

9,58%

10,17%

100%

GP

14,83%

15,32%

18,21%

21,09%

30,55%

100%

KZN

22,47%

26,40%

32,72%

10,11%

8,31%

100%

LP

34,82%

39,44%

21,35%

1,43%

2,96%

100%

MP

45,22%

37,61%

9,67%

3,90%

3,60%

100%

NC

23,33%

23,58%

25,18%

16,30%

11,62%

100%

NW

28,77%

19,92%

40,04%

10,53%

0,75%

100%

WC

9,85%

13,69%

17,80%

27,21%

31,45%

100%

SA

25,96%

24,47%

27,13%

11,24%

11,16%

100%

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

07 June 2021 - NW1366

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

What (a) engagements has she had with the parents and staff of the Theresa park Primary School in Pretoria, to find out what the relevant details were about the issues that led the parents to eject the principal from the specified school and (b) kind of assistance has her department given to the principal to deal with the trauma of her violent eviction from the school?

Reply:

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

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

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

07 June 2021 - NW1066

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

What is the current status of the Incremental Introduction of African Languages initiative in public schools and (b) how does her department intend to ensure that everyone’s right to receive education in the official languages and/or languages of their choice in public schools are realised?

Reply:

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

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

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

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

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

31 May 2021 - NW1288

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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 results of the National Senior Certificate (NSC) in the (a) 2018, (b) 2019 and (c) 2020 academic years, (i) which schools in each province received a zero percent pass rate, (ii) what number of learners (aa) were in each school at the time (bb) repeated the exam or year and (cc) left school in each specified year without completing Grade 12 and (iii) what steps were taken to improve the results of the NSC at each of the affected schools since then?

Reply:

2018

(a) (i) See table (a) – Column A

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

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

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

(a) (iii) Response provided below.

2019

(b) (i) See table (b) – Column A

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

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

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

(b) (iii) Response provided below.

2020

(c) (i) See table (c) – Column A

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

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

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

(c) (iii) Response provided below.

 

 

 

 

A

B

 

 

C

D

Exam Date

Province

District

Centre No

Centre Name

Total Entered

Total Wrote

Total Achieved

Repeaters

Total did not write

201811

KWAZULU-NATAL

AMAJUBA

5213141

GROENVLEI COMBINED

26

8

0

0

18

201811

KWAZULU-NATAL

ZULULAND

5112421

KWAMPUNZI COMBINED

9

7

0

0

2

201811

KWAZULU-NATAL

UMZINYATHI

5212110

MAWENI H

12

7

0

0

5

201811

KWAZULU-NATAL

UMZINYATHI

5212223

MPIKAYIZEKANYE SS

27

18

0

0

9

201811

KWAZULU-NATAL

UMZINYATHI

5212419

MZONIWE JS

14

8

0

0

6

201811

KWAZULU-NATAL

ZULULAND

5112136

NCWECWE SS

2

2

0

0

0

201811

KWAZULU-NATAL

ZULULAND

5112233

NENDE SS

10

10

0

0

0

201811

KWAZULU-NATAL

ILEMBE

5413332

SIBONGINHLANHLA SS

10

1

0

0

9

201811

KWAZULU-NATAL

KING CETSHWAYO

5113347

VULEKA SCHOOL FOR THE DEAF

9

4

0

0

5

201811

LIMPOPO

CAPRICORN 2

7042303

LETSHEGA-MALOKWANE SECONDARY

14

12

0

3

2

201811

LIMPOPO

SEKHUKHUNE 2

7103306

RAMOROKE SECONDARY

5

2

0

0

3

201811

LIMPOPO

MOGALAKWENA

7021210

SENWANE SECONDARY

15

12

0

0

3


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

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

Note:

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

Table (a): NSC 2018

 

Table (b): NSC 2019

 

 

 

 

A

B

 

 

C

D

Exam Date

Province

District

Centre No

Centre Name

Total Entered

Total Wrote

Total Achieved

Repeaters

Total did not write

201911

EASTERN CAPE

CHRIS HANI EAST

4261011

DOLOPHINI SENIOR SECONDARY SCHOOL

57

14

0

0

43

201911

EASTERN CAPE

BUFFALO CITY

4321038

HOHO SENIOR SECONDARY SCHOOL

46

22

0

0

24

201911

EASTERN CAPE

AMATHOLE EAST

4301060

NGUBESIZWE SENIOR SECONDARY SCHOOL

8

8

0

0

0

201911

EASTERN CAPE

CHRIS HANI EAST

4261057

ZWELIVUMILE SENIOR SECONDARY SCHOOL

107

7

0

0

100

201911

GAUTENG

EKURHULENI SOUTH

8800008

DESIGNATED CENTRE GALLWAY PRIM SCH

6

4

0

0

2

201911

GAUTENG

TSHWANE SOUTH

8400444

ROSTEC TECHNICAL COLLEGE - PRETORIA

26

6

0

0

20

201911

KWAZULU-NATAL

UGU

5312107

FINGQINDLELA S

3

2

0

0

1

201911

KWAZULU-NATAL

UMZINYATHI

5212217

MAHLOKOHLOKO S

8

2

0

0

6

201911

KWAZULU-NATAL

KING CETSHWAYO

5113339

PHINDIZWE H

10

9

0

0

1

201911

LIMPOPO

SEKHUKHUNE EAST

7091408

KANAMA SECONDARY

5

5

0

1

0

201911

LIMPOPO

MOGALAKWENA

7023311

KGABEDI SECONDARY

13

13

0

0

0

201911

LIMPOPO

SEKHUKHUNE SOUTH

7102307

MAHLABA SECONDARY

15

13

0

4

2

201911

LIMPOPO

CAPRICORN NORTH

7043307

MAKAMA SECONDARY SCHOOL

10

3

0

3

7

201911

LIMPOPO

CAPRICORN NORTH

7042206

MAKOBATENG SECONDARY

8

8

0

0

0

201911

LIMPOPO

SEKHUKHUNE EAST

7092301

MANAWE SENIOR SECONDARY

14

6

0

0

8

201911

LIMPOPO

SEKHUKHUNE SOUTH

7101207

MATSEBE SECONDARY

7

6

0

0

1

201911

LIMPOPO

SEKHUKHUNE EAST

7093202

MOKHULWANE SECONDARY

1

1

0

1

0

201911

LIMPOPO

WATERBERG 2

7011104

ROEDTAN COMBINED

12

10

0

1

2

 

Table (c):  NSC 2020

 

 

 

 

A

B

 

 

C

D

Exam Date

Province

District

Centre No

Centre Name

Total Entered

Total Wrote

Total Achieved

Repeaters

Total did not write

202011

EASTERN CAPE

OR TAMBO INLAND

4292104

KHANYA PRIVATE SCHOOL

10

4

0

1

6

202011

EASTERN CAPE

NELSON MANDELA METRO

4343099

REUBEN BIRIN SPECIAL SCHOOL

3

3

0

0

0

202011

EASTERN CAPE

NELSON MANDELA METRO

4345514

ST JUDES ACADEMY

17

15

0

0

2

202011

FREE STATE

Lejweleputswa

3182008

ED-U-COLLEGE WELKOM CI/S

6

5

0

0

1

202011

KWAZULU-NATAL

HARRY GWALA

5313322

RAMAROBI S

9

6

0

0

3

202011

KWAZULU-NATAL

UMZINYATHI

5212255

SINOTHANDO SECONDARY SCHOOL

7

7

0

0

0

202011

LIMPOPO

SEKHUKHUNE EAST

7091408

KANAMA SECONDARY

9

9

0

2

0

202011

LIMPOPO

MOPANI WEST

7081131

KHESETHWANE REPEAT PART-TIME

22

22

0

1

0

202011

LIMPOPO

MOGALAKWENA

7023306

KUBUSHE SECONDARY

15

15

0

5

0

202011

LIMPOPO

SEKHUKHUNE EAST

7091411

MAKIDI SECONDARY

5

5

0

2

0

202011

LIMPOPO

MOGALAKWENA

7023203

MASHUBASHUBA SECONDARY

7

7

0

3

0

202011

LIMPOPO

CAPRICORN SOUTH

7031211

MMADITHAKADU SECONDARY

9

9

0

0

0

202011

LIMPOPO

SEKHUKHUNE SOUTH

7103412

NGOATOANAPE SECONDARY

6

6

0

0

0

 

31 May 2021 - NW1067

Profile picture: Van Der Walt, Ms D

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

What rewards did her department issue since the adoption of the National Development Plan, including Action 55, to introduce incentive schemes linked to the Annual National Assessments to reward schools for consistent improvements?

Reply:

There were no rewards issued to schools as incentives. 

31 May 2021 - NW1025

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Mkhonto, Ms C N to ask the Minister of Basic Education to ask the Minister of Basic Education

What (a) is the extent of bullying in South African schools and (b) steps has her department taken to protect both learners and teachers against bullying?

Reply:

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

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

31 May 2021 - NW1289

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

(1)       Whether she has found that the current criteria used to determine the quintile of a school reflect the true circumstances; if so, what are the relevant details; if not, (2) whether the specified NGO (a) disclosed a detailed report of the possible risks involved in their activity and (b) engaged the student body, teachers and parents; if not, why not, in each case; if so, what are the relevant details in each case; (3) whether all the water hazards were researched and communicated to everyone involved prior to the organised activity; if not, why not; if so, what are the relevant details?

Reply:

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

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

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

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

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

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

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

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

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

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

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

31 May 2021 - NW1068

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

Whether, since the adoption of the National Development Plan, her department increased state funding and support to ensure universal access to two years of early childhood development exposure before Grade 1; if not, why not; if so, what are the relevant details?

Reply:

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

31 May 2021 - NW1445

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Nodada, Mr BB to ask the Minister of Basic Education to ask the Minister of Basic Education

What (a) criteria are used in respect of the funding for the National School Nutrition Programme (NSNP) paid to provinces and (b) amount was paid to each province in the (i) 2018-19, (ii) 2019-20 and (iii) 2020-21 financial years?

Reply:

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

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

Provinces(Allocation)

2018/19  (R'000)

2019/20 (R'000)

2020/21 (R'000)

Eastern Cape 

1 216 559

 1 278 365

1 376 343

Free State

   379 369

    400 727

   431 851

Gauteng

   807  454

     849 075

   905 006

KwaZulu-Natal

1 534  878

1 621 292

1 717 512

Limpopo

1 229 299

1 292 010

1 369 485

Mpumalanga 

   651 036

    687 691

   734 414

Northern Cape 

   170 211

   189 224

   202 614

North West 

   456 176

   481 859

   516 114

Western Cape 

    357 097

    385 202

    412 548

 

 

 

 

 

 

 

 

 

 

 

 

 

31 May 2021 - NW1031

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

(1)       Whether there are any schools in the Eastern Cape that still have mud structures; if not, what is the position in this regard; if so, (a) what total number of schools and (b) where are they located; (2) whether there are any schools in the Eastern Cape that still do not have proper sanitation; if not, what is the position in this regard; if so, (a) what total number of schools and (b) where are they located?

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.

31 May 2021 - NW1236

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

(1)       Whether her department is conducting a thorough investigation into the death of 15-year-old Avethandwa Nokhangela from Xolani High School in the Eastern Cape who passed away in a drowning accident while participating in an activity organised by the nongovernmental organisation (NGO) Equal Education; if not, why not; if so, what are the relevant details; (2) whether the specified NGO (a) disclosed a detailed report of the possible risks involved in their activity and (b) engaged the student body, teachers and parents; if not, why not, in each case; if so, what are the relevant details in each case; (3) whether all the water hazards were researched and communicated to everyone involved prior to the organised activity; if not, why not; if so, what are the relevant details?

Reply:

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

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

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

27 May 2021 - NW1232

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

(1)       What total number of schools are considered (a) rural and (b) township schools; (2) what (a)(i) total number of learners between Grade 9 and 12 are enrolled in each specified school and (ii) is the location of each school and (b) are the relevant details of enrolment by each grade

Reply:

1 (a)(b)

Province

NOT CLASSIFIED

RURAL

URBAN

EC

 

 2 846

 2 680

FS

 

  163

  986

GT

 

  180

 2 936

KZN

 

 4 315

 1 789

LP

 

 3 436

  484

MP

 1 804

 

 

NC

 

  308

  288

NW

 

  40

 1 525

WC

 

  561

 1 298

Grand Total

 1 804

 11 849

 11 986

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

 

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

Refer Annexure B

19 May 2021 - NW1226

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Tito, Ms LF to ask the Minister of Basic Education to ask the Minister of Basic Education

What preparations has she made to protect both (a) teachers and (b) learners in schools against the third wave of the coronavirus?

Reply:

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

19 May 2021 - NW1032

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Arries, Ms LH 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 all learners who are entitled to school feeding schemes are getting their meals every day?

Reply:

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

17 May 2021 - NW1205

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van der Merwe, Ms LL to ask the Minister of Basic Education to ask the Minister of Basic Education

What total number of children of undocumented foreign nationals and/or illegal migrants are currently enrolled at government schools?

Reply:

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

17 May 2021 - NW1085

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Nodada, Mr BB to ask the Minister of Basic Education to ask the Minister of Basic Education

With reference to his reply to question 715 on 15 March 2021, what is the breakdown of the number of learners in each province?

Reply:

Learners transported per quarter 

PROVINCE

NEEDS

 

 

No. of Learners in Need

No. of Learners being Transported

No of Learners not being Transported

Eastern Cape

111 127

124 727

0

Free State

12 045

8 948

3 097

Gauteng

161 375

160 439

936

KwaZulu Natal

179 318

62 070

117 248

Limpopo

49 892

47 276

2 616

Mpumalanga

63 000

62 160

840

North West

72 210

63 636

8 574

Northern Cape

27 256

25 372

1 884

Western Cape

60 215

61 498

0

TOTAL

                   736 438

            616 126

135 195