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29 June 2020 - NW1293

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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 3 475 schools that were identified by her department as schools with critical water supply challenges, (a) what are the names of the specified schools in each province, (b) who will provide the schools with water supplies, (c) what water resources will be delivered and installed at the schools and (d) by what date will the schools receive their water supply in order to comply with Covid-19 school compliance protocols?

Reply:

a) A list of the 3 475 schools is attached.  It is important to note that there are constant refinements of the list.  The emergency water supply programme is currently implemented at 3 335 schools.

b) The Department of Basic Education appointed Rand Water as the implementing agent for the emergency water supply programme.  Rand Water will ensure that these schools have at least 1 on-site storage tank and then arrange for water delivery to such tank.

c) Rand Water will ensure that these schools have at least 1 on-site storage tank and then arrange for water delivery to such tank.

d) The status on 25 June 2020 is as follows:

  • In EC, out of the 746 tanks required, 710 have already been installed
  • In FS, all of the 69 tanks required have been installed
  • In KZN, out of the 1 125 tanks required, 331 have been installed
  • In LP, out of the 522 tanks required, 419 have been installed
  • In MP, all of the 127 tanks required have been installed
  • In NW, all of the 56 tanks required have been installed
  • The majority of the schools will be ready for accepting additional grades on 6 July 2020.  The balance will be ready by 8 August 2020 for the opening of all grades.

29 June 2020 - NW1213

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

(1)       What number of applications by (a) educators and (b) non-educators are still awaiting processing for (i) incapacity leave and (ii) ill-health retirement in each province; (2) in respect of each province (a) what are the reasons that each backlog exists, (b) what is being done to address the backlog and (c) by what date will each backlog be cleared; (3) whether she has informed her colleague, the Minister of Public Service and Administration, about the backlog in each province; if not, why not; if so, what are the relevant details?

Reply:

(1)(a)(b); (2)(a)(b)(c);(3). The  information requested is not kept by the Department of Basic Education. The request for information will be sent to Provincial Education Departments and the response will be provided as soon as the information is received.

29 June 2020 - NW979

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

What are the reasons that her department has not published a Government Gazette regarding the reopening of schools for (a) senior management teams, (b) education support personnel and (c) teachers regarding (i) the processes and/or procedures pertaining to the resumption of school attendance by learners, (ii) disinfecting the schools, (iii) the delivery of personal protective equipment and (iv) ensuring social distancing at schools in compliance with Covid-19 regulations?

Reply:

The Directions in respect of the phased return to school, which are an amendment of the earlier versions, have since been published on 23 June 2020 in Government Gazette (GG No 43465).

The Directions are attached for ease of reference.

24 June 2020 - NW1212

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

(1)       What total number of schools were (a) built and (b) renovated in each province in (i) 2014, (ii) 2015, (iii) 2016, (iv) 2017, (v) 2018, (vi) 2019 and (vii) since 1 January 2020; (2) what is the total cost in each specified year in each province?

Reply:

The parliamentary question has been submitted to the Provincial Education Departments (PEDs) for response and once the response has been received, then it will be forwarded.

24 June 2020 - NW1295

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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 migration of Early Childhood Development (ECD) to her department, what is the current number of (a) registered and (b) unregistered ECD centers in each province?

Reply:

(a) and (b) 

In preparing for the function shift, it has emerged that limited accurate information on Early Childhood Development (ECD) delivery currently exists. It is therefore, not possible to provide the number of registered and unregistered ECD programmes per province. 

Many actors in the sector have realised this, and various projects are underway to address this need:

Department of Social Development (DSD) database:  Starting in 2016, the DSD, in collaboration with Ilifa Labantwana, undertook to collate all the information on registered ECD programmes that existed at a district level.  This database contains information on about 18 500 ECD programmes.  However, using General Household Survey data, it is estimated that there could be about 40 000 – 60 000 ECD programmes that exist nationally; suggesting that the 18 500 is still a gross undercount.

Vangasali:  On 02 June 2020, the DSD in collaboration with the Nelson Mandela Foundation, launched the Vangasali campaign, as part of Child Protection Week.  The purpose of the campaign is to crowd-source information on how many ECD programmes there are, and where the ECD programmes are located.  Although this campaign strives to find all registered and unregistered programmes, the data is self-reported; and the data collection process does not entail comprehensive verification of all the information received.

ECD census, including ECD in the Education Management Information System (EMIS):  Building on both these projects, the DBE, with funding from the LEGO Foundation, is planning to do a census of all registered and unregistered ECD programmes in 2021.  Using both the Ilifa database and the Vangasali database, the census will entail fieldworkers physically validating the existence of the ECD programmes in these databases, as well as all other programmes that they can find, to check the registration requirements of the programmes; and enter the programme into a database, which will serve as the baseline ECD EMIS database.  This should then allow the DBE to provide accurate information on the number of registered and unregistered ECD programme in each province.

24 June 2020 - NW1181

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

(1)       Given that social distancing requires classrooms to be split, what plans are in place to ensure that there are enough teachers to teach all the split classrooms of the different grades; (2) whether more teachers will be appointed across the Republic to teach all the split classrooms of the different grades; if not, what is the position in this regard; if so, what are the relevant details; (3) will teachers be paid overtime for the increased workload resulting from the split classrooms; if not, why not; if so, what are the relevant details; (4) will her department maintain the decreased ratio of learners to teachers after the lifting of the lockdown to curb the coronavirus pandemic; if not, why not; if so, what are the relevant details?

Reply:

1. It is not expected that the demand for additional teachers due to social distancing will be significant, as the main constraint is the availability of classroom space.  Schools will use  various models to accommodate learners; all of them including alternate times / days / weeks attendance, depending on the context of a particular school.  Therefore, the same number of teachers will be used to teach in terms of the trimmed curriculum and reworked timetables. 

2. As indicated above, there will be a few cases where schools will require additional classroom space to accommodate learners.  On the whole, there will be no need to appoint additional educators in large numbers to accommodate social distancing.

3. The plan currently, is to maintain the workload of teachers in line with the current regulations and in terms of their conditions of service, as stipulated in the Personnel Administrative Measures (PAM), Government Notice No, 222 of 1999, published in Government Gazette No. 19767 dated 18 February 1999 as amended.  This will be possible within the context of trimmed curricula and reworked timetables, to accommodate social distancing.  Where educators will be required to work additional hours, it will be within reasonable limits, also taking into account that all extra-curricula activities have been suspended.

4. Yes.  The details thereof, will depend on the health, safety and social distancing protocols on COVID-19, intended to curb the spread of the virus, that may have to be observed beyond the national lockdown, as they relate to social distancing.

24 June 2020 - NW1211

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

(1)       What are the details of the school furniture requirements in terms of desks and chairs that (a) were supplied by her department in each province in the (i) 2019 and (ii) 2020 academic years and (b) will be supplied by her department in each province in the 2021 academic year; (2) whether school furniture is funded by her department; if not, what is the position in this regard; if so, what are the relevant details; (3) what steps has her department taken to ensure that all learners have desks and chairs that enable them to achieve the outcomes as set out in the curriculum?

Reply:

1. Reports received from the Provincial Education Departments indicate that school furniture has been planned and delivered as follows;

PED

2018/2019

2019/2020

2020/2021

 

 

Furniture
 Delivered

Number of Schools

Furniture
 Delivered

Number of Schools

Furniture
 Planned

Number of Schools

 

EC

220099

1415

237250

1415

56 829

241

 

FS

43035

244

42560

185

82 102

245

 

GP

168829

447

175260

763

414 997

1031

 

KZN

48643

657

7023

64

248 129

1334

 

LP

43593

175

120

1

211 640

1141

 

MP

17448

100

25312

732

80 446

732

 

NC

4899

362

731

111

78 437

459

 

NW

27154

196

82309

384

181 097

544

 

WC

184160

527

77396

642

81 182

645

 

Total

757860

4123

647961

4297

1434859

6372

 

 

 

 

 

 

 

 

 

* The 3 Year School Furniture Tender in Limpopo for the 2019/20 Financial Year was advertised, Service Providers appointed but had to be cancelled and withdrawn due to legal challenges. The new 3 year tender was advertised and closed in March 2020.

    2. School furniture is not funded by the Department of Basic Education (DBE) but by the Provincial Education Department’s Equitable Share. Newly built and replacement schools’ furniture is funded through the Education Infrastructure Grant (EIG) whilst  ASIDI Schools’ furniture is funded by the Schools Infrastructure Backlogs Grant (SIGB).

   3. The Department of Basic Education has entered into the Memorandums of Agreements with the Department of Employment and Labour (DEL) as well as the Department of Environment, Forestry and Fisheries (DEFF) for the  manufacture, delivery, maintenance and repair of school furniture in an effort to ensure that all learners have desks and chairs. The DEFF has just donated 54 000 wooden components of learner desks during covid19 to assist the sector to deal with school furniture backlogs. The DBE is also constantly in partnership with the private sector which saw the Embassy of the Republic of Korea (South Korea) purchasing and donating learner furniture to 12 needy schools in Gauteng province in 2019/20 financial year.

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23 June 2020 - NW1179

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

With social distancing being practised inside the classrooms of schools, what (a) plans does her department have in place and/or has directed to provinces to accommodate the remaining learners from other grades who will be phased back into attending school and (b) are the alternatives to dealing with the increased need for more classrooms and/or teaching spaces?

Reply:

(a) (b) In order to address social distancing protocols during the phasing in and full opening of school, provinces are providing mobile classrooms for additional spaces as well  identifying additional spaces inside the school campuses and or around the school  to address any additional needs for space. Provinces are also considering non-infrastructure solutions, which include 3 schooling models to cater for social distancing, These are:

  • Platoon / shift arrangements
  • Alternate days;
  • Alternate weeks

23 June 2020 - NW1086

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King, Ms C to ask the Minister of Basic Education

Whether any research has been conducted to look at an alternative curriculum to be incorporated into schools; if not, why not; if so, what were the outcomes?

Reply:

Yes: The Department is constantly working towards aligning the curriculum to the demands of the 4th Industrial Revolution hence Robotics and Coding are being introduced. Marine Sciences and the Occupational stream for schools of skill, special schools and mainstream are being finalised. School communities where robotics and coding are currently piloted have welcomed the Department's direction, which is towards improving skills.

Since 1998, there have been several waves of curriculum reform in South Africa as we moved from the old curriculum inherited in 1994 to Curriculum 2005, to the National Curriculum Statement, which in turn has been revised several times. Throughout this time, curriculum reforms have been based on substantial research and the work of a wide range of curriculum experts.

For example, in July 2009, a Ministerial Task Team, consisting of researchers and academics, was appointed to investigate the challenges experienced with the school curriculum. Following the Task Team’s wide-ranging recommendations, a re-packaged curriculum, the National Curriculum Statement Grades R-12 (NCS), supported by the Curriculum and Assessment Policy Statements (CAPS) for the various subjects and phases, was launched in schools, commencing in 2012.

It is therefore fair to say that as a matter of historical fact, South Africa has experienced many years of research into alternative curriculum and this research has had the outcome of curriculum reforms that were subsequently implemented in schools. This continues to be the case.

Much of the curriculum research being done by scholars across the country, some of which is in collaboration with the DBE, is focused on specific subjects, phases or even topics and pedagogical approaches in the curriculum. It is important to understand curriculum research in this way, as focused in its application on specific subjects, phases and topics, rather than in the first place being seen as an overall government system or policy. The challenges experienced in mathematics in the FET phase may, for instance, be very different from those experienced in Foundation Phase Home language literacy, and may therefore require a completely different type of curriculum revision. This work done by external researchers, done through work commissioned by the DBE or done by entities like Umalusi, continues to feed into curriculum revisions.

Another relatively recent curriculum research project which is worth describing is the 2017 implementation evaluation of the National Curriculum Statement that was jointly commissioned by the DBE and the Department of Planning, Monitoring and Evaluation. This evaluation concluded that the NCS and CAPS documents themselves were broadly supported, even if further improvements were still possible, but that the larger challenges were around factors affecting how the curriculum is implemented in classrooms. Factors such as lost teaching time, weak content- or pedagogical knowledge amongst teachers, and gaps in instructional leadership at schools were identified as common challenges to effective curriculum implementation. This evaluation is available on the DPME website:

https://evaluations.dpme.gov.za/evaluations/601

Although much research is needed on how to achieve better delivery of the curriculum, there is also research into alternative approaches to parts of the existing curriculum. For example, the department is closely following the “Mother Tongue Based Bilingual Education pilot” being run by the Eastern Cape Department of Education. This project is piloting the use of mother-tongue instruction (isiXhosa in this case) beyond the Foundation Phase. Based on the experience with this pilot the department is eager to explore the possibility of encouraging mother-tongue instruction in grades beyond the Foundation Phase. Although such an approach would not really be in conflict with the existing curriculum, it is not a widespread practice in our schools and a supportive environment would need to be created to facilitate the widespread adoption of this approach. The Incremental Introduction of African Languages Policy is another example of a new policy, which is being introduced while informed by research, so as to reform the curriculum.

Another study that investigated a type of alternative approach to what is prescribed in CAPS was the 2014 impact evaluation of a Reading Catch Up Programme (RCUP). This programme, which was first administered as part of the Gauteng Primary Literacy and Mathematics Strategy (GPLMS), was based on a recognition that many grade 4 learners whose first language is not English do not reach grade 4 having sufficiently mastered all the learning intended to be achieved through the Foundation Phase curriculum for English as a First Additional Language (EFAL). The RCUP programme therefore spends one term of grade 4 going over topics and vocabulary that is actually covered in the Foundation Phase curriculum in order to help children catch up to the level required for grade 4. Unfortunately, the results of the impact evaluation were that this programme did not significantly improve English reading outcomes compared to grade 4 schooling as usual (Fleisch et al, 2017). Nevertheless, this study does present an example of the sort of research into alternative curricular approaches that the department is eager to engage with and would encourage researchers to pursue.

The DBE website has a research repository which includes a special theme on curriculum research, although this merely includes a selection of reports commissioned by DBE or done internally, and is by no means representative of all curriculum research that has been done. The research repository is available here: https://www.education.gov.za/ResearchRepository.aspx.

 

Bibliography

Fleisch, B., Taylor, S., Schöer, V., & Mabogoane, T. (2017). Failing to catch up in reading in the middle years: The findings of the impact evaluation of the Reading Catch-Up Programme in South Africa. International Journal of educational Development, 53, 36-47.

17 June 2020 - NW1161

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Ismail, Ms H to ask the Minister of Basic Education

Whether her department has put any measures in place to ensure the safety of learners who (a) are asthmatic and (b) suffer from other underlying health conditions, including claustrophobia when wearing masks; if not, in each case, why not; if so, what are the relevant details in each case?

Reply:

(a) and (b) The Department has sought and received advice from the Department of Health through the Ministerial Advisory Committee on COVID-19 (MAC) on the medical conditions in children that place children at risk of severe COVID-19. Specifically, the MAC advisory is that children with well controlled asthma are NOT at high risk. Through the completed Learner Health Questionnaire that is submitted to schools, schools will be able to identify learners with medical conditions that pose a risk, and together with the parents/caregivers, agree on a plan to protect the health and on-going education of the child. 

17 June 2020 - NW1084

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King, Ms C to ask the Minister of Basic Education

(a) What are the relevant details of the special arrangements that will be made to reopen schools for children with special needs and (b) by what date will the specified schools be opened?

Reply:

(a) Details on the arrangements for the reopening of schools for children with special educational needs are encapsulated in the Directions that were published in the Government Notice signed by the Minister on 1 June 2020 as well as in the Department of Basic Education’s Standard Operating Procedures (SOP).

(b) The dates and other details are contained in the afore-mentioned Government Notice.

17 June 2020 - NW1044

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

(1)       Whether, with reference to her reply to question 102 on 13 February 2020, (a) a timeframe has been set for the 2020 collection of national dataset to be completed; if not, why not; if so, what are the relevant details; (2) whether her department has any plans to get schools to reinstate Mathematics as one of the subjects to be offered; if not, what plans are in place to increase the number of learners taking Mathematics as a subject; if so, what are the relevant details?

Reply:

Response to Parliamentary question 1044

(1) 

EMIS data is captured at source level (schools) on the transactional system called the South African School Administration and Management System (SA-SAMS) and uploaded to the National Data Repository called the Learner Unit Record Information and Management System (LURITS) from which statistical reporting takes place. The LURITS has built-in validation rules to verify data. This system was opened on 23 March 2020 for processing of the 2020 Enrolment Upload by the Provincial Education Departments and the initial closing date of LURITS uploads was planned for 30 June 2020. This date was reviewed to close LURITS on 12 June 2020 for 2020 Enrolment data in response to the growing need of updated data.  There is a further verification exercise and process of approval from the Provincial Heads of Departments, prior to finalization of the data for reporting purposes. The 2020 data will therefore be finalised by end July 2020 for reporting.

2)

To increase learner participation and performance in the MST subjects, the Department of Basic Education (DBE) has developed an Integrated Mathematics, Science and Technology (MST) Strategy (2019-2030), in close collaboration with sister departments namely Department of Higher Education and Training (DHET) and Department of Science and Innovation (DSI) and  Various  directives from the Director-General regarding the mandatory offering, by all Public Ordinary Schools, of Mathematics or Technical Mathematics in Technical High Schools.

This was issued in Circular S13 of 2015, entitled, “THE MANDATORY OFFERING OF MATHEMATICS AS A CHOICE SUBJECT IN ALL SECONDARY SCHOOLS FOR THE COMPLETION OF THE NATIONAL SENIOR CERTIFICATE(NSC)”. .

Since then, Circular S15 of 2015, Circular S1 of 2016 and Circular S6 of 2016 were issued regarding the implementation of Technical subjects including Technical Mathematics and Technical Science. The purpose of these directives was to reiterate the policy requirement of ensuring that all NSC pupils taking Technical subjects were to offer Technical Mathematics, not Mathematical Literacy. In addition, the policy precludes NSC candidates from offering Mathematical Literacy in conjunction with Physical Science.

Interventions of the DBE include directed funding support to 1000 schools, provided to all Provincial Education Departments (PEDs), via the MST Conditional Grant which also specifically aims at supporting PED’s programmes that will increase the number of girls who take MST subjects.

To address the challenge posed by schools that are unable to recruit Mathematics teachers, the DBE, in 2016 concluded a MoU with TEACHSA.

This Non-Governmental Organisation (NGO) recruits and trains recently graduated young men and women, termed TEACHSA Ambassadors, with MST-related degrees, who are then placed in ‘difficult to staff’ schools.

Since 2015, 289 TEACH Ambassadors have served school communities throughout the country. Their contributions have resulted in measurable increases in pupil enrolment as well as improving quality of outcomes. The work done by them has been recognised for its excellence, as evidenced by their receipt of accolades in the National Teacher Awards.

10 June 2020 - NW978

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

Given the state of the overcrowding in classrooms and the current lack of sufficient budgets, how will her department ensure that social distancing protocols are adhered to in schools during the (a) phasing in and (b) full opening of all schools?

Reply:

·Provide mobile classrooms

(a) (b)The Department of Basic Education developed the Standard Operating Procedures (SOPs) for the Containment and Management of COVID-19, for childcare facilities, schools and school communities, to guide provinces in responding to COVID-19. These include, measures to enforce social distancing for learners; as well as compliance with good hygiene practices to contain and prevent the spread of COVID-19 virus amongst learners. In order to address social distancing protocols during the phasing-in and full opening of schools, provinces are providing mobile classrooms for additional spaces, as well  as identifying additional spaces like school halls to address any additional needs for space.  In addition, a vriety of options for timetabling are being considered.

10 June 2020 - NW1024

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

(1)       Whether her department received any funds for the Expanded Public Works Programme in the past four financial years; if not, what is the position in this regard; if so, what are the relevant details (2) whether any of the specified funds were earmarked for capital and/or infrastructure-related projects; if so, (a) what are the names of the projects, (b) where are the specified projects situated, (c) what is the value of each project and (d) what number of jobs have been created by each project. (3) what process was followed to appoint project (a) implementers and (b) consultants in each case; (4) whether funds were transferred to project implementers in a lump sum or through progress payment; (5) whether any projects have been delayed due to maladministration or corruption; if not, what is the position in this regard; if so, (a) which projects have been affected and (b) what action has been taken in each case?

Reply:

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 29/05/2020

INTERNAL QUESTION PAPER: 18/2020

1024. Mrs D van der Walt (DA) to ask the Minister of Basic Education:

(1)       Whether her department received any funds for the Expanded Public Works Programme in the past four financial years; if not, what is the position in this regard; if so, what are the relevant details

(1) EPWP funds received are as follows:

2016/17

R369 045 000.00

2017/18

R112 997 000.00

2018/19

R0.00

2019/20

R0.00

(2) The funds were allocated for Kha Ri Gude Food handlers

(a) Not applicable

(b) Not applicable

(c) Not applicable

(d) Not applicable

 

(3) Not applicable

(4) Not applicable

(5) Not applicable                    

10 June 2020 - NW1088

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

What (a) number of teachers (i) were given laptops since 2014 and (ii) are still waiting for laptops and (b) was the total cost of the specified laptops?

Reply:

The Department of Basic Education has not provided teachers with laptops. The Provincial Education Departments were responsible for the provision of laptops to teachers; and are therefore, the custodians of this information. The Honourable Members is also reminded that the Provincial Education Departments are the employers of educators by law.  Therefore. matters related to the provision of teaching support materials are the responsibility of the Provincial Education Departments.

10 June 2020 - NW1087

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

Whether learners are allowed to write their National Senior Certificate examinations in a language of their choice; if not, why not; if so, how will this be implemented?

Reply:

In terms of current policy, as articulated in the Regulations on the Conduct, Administration and Management of the National Senior Certificate Examinations,15 (2),  the candidate, unless otherwise stated, must respond to the question paper in the language of learning and teaching. Currently, at the Grade 12 level, the learner is either taught through the medium of English or Afrikaans. Hence, provision is currently made only for learners to respond in English or Afrikaans, in their non-language subjects.

However, the Department is currently investigating the option of providing candidates with question papers that are presented both in the language of learning and teaching and in the mother tongue of the learner. This option will first be piloted in either Grade 10 or Grade 11; and based on the outcome in this pilot, it will considered for implementation in the  high stakes Grade 12 examination.                 

08 June 2020 - NW722

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

(1)  With reference to the various initiatives launched by her department to provide online learning to school learners and tertiary students during the national lockdown to combat the spread of COVID-19, what number of learners residing in(a) urban and (b) rural areas received reliable internet connections in the Republic; (2) what coverage of the curriculum has she found (a) did online learning initiatives manage to cover for each grade and (b) did learners manage to catch up in each case?

Reply:

1)  With reference to the various initiatives launched by her department to provide online learning to school learners and tertiary students during the national lockdown to combat the spread of COVID-19, what number of learners residing in 

(a) urban and (b) rural areas received reliable internet connections in the Republic;

Connectivity is the responsibility of the Department of Communications and Digital Technologies (DCDT). However, the DCDT and Department of Basic Education (DBE), in collaboration with Mobile Network Operators, have provided zero-rating to almost 200 websites.  These websites provide teachers and learners with educational resources.

(2)  (a) The websites provide CAPS-aligned Curriculum and enrichment content from Early Childhood Development to Grade 12.

(b) Not all learners have access to electronic devices, but learners manage to catch up.    

08 June 2020 - NW480

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

With reference to her reply to oral question 71 on 11 March 2020, (a) which schools are on the list of 272 in the Chris Hani District Municipality to receive proper sanitation in the (i) 2019-20, (ii) 2020-21 and (iii) 2021-22 financial years, (b) who are the implementing agents in each case, (c) what is the cost of each project, (d) where is the funding obtained for each project and (e) on what date is each project expected to be (i) finalised and (ii) handed over?

Reply:

   

 

2019/20

2020/21

2021/22

 

(a)

59

50 (Annexure B)

152

11 (Annexure C)

 

 

 

 

The verification process confirmed that these schools have a VIP ablutions which may require maintenance.

(b)

  • 58 Schools allocated to Development Bank of South Africa (DBSA)
  • 1 School to The Mvula Tank (TMT)
  • 42 Schools allocated to TMT
  • 8 Schools to be donated by Assupol.
  • The 59 schools from the previous Financial Year (FY) 2019/20 to be completed in the current FY.

 

No Implimanting Agents (IA) has yet been allocated for these projects

 

 

(c)

See attached Annexure A

DBSA- 38 Schools, Contract Awarded

20 Schools under Planning

TMT: 1 School under construction

 

See attached Annexure B

No budget allocation

No budget allocation

Annexure C

(d)

  • National Treasury: Schools Infrastructure Backlog Grant (SIBG)

(e)

  • A revised schedule will be issued by the IAs, as the lockdown period has negatively affected the progress of the Project.

08 June 2020 - NW952

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Waters, Mr M to ask the Minister of Basic Education

With reference to her reply to question 61 for oral reply on 11 March 2020, of the total number of 88 685 learners who were allowed to participate in the Multiple Examination Opportunity (MEO) dispensation, what number of learners (a) in each specified district participated in the MEOs, (b) wrote Matric and (c) were allowed to write MEOs in each specified school across the City of Ekurhuleni?

Reply:

With reference to her reply to question 61 for oral reply on 11 March 2020, of the total number of 88 685 learners who were allowed to participate in the Multiple Examination Opportunity (MEO) dispensation, what number of learners (a) in each specified district participated in the MEOs, (b) wrote Matric and (c) were allowed to write MEOs in each specified school across the City of Ekurhuleni?                               

Response

Multiple Examination Opportunity (MEO) candidates are learners that are progressed from Grade 11 to Grade 12; and therefore, are allowed to write three or more subjects in their first examination sitting, and the remaining subjects in the second examination sitting.  In the case of the 2019 National Senior Certificate (NSC) examination, as indicated by the Minister, there were 88 685 candidates that opted for the Multiple Examination Opportunity (MEO).  These 88 685 candidates wrote three or more subjects in the 2019 NSC examination and they would have written the remaining subjects in the 2020 May/June examination.  However, with the National Lockdown emanating from COVID-19, the 2020 May/June examination has been re-scheduled to be written in October/November 2020, as a combined examination with the October/November 2020 examination.

(a) The number of MEO candidates per district for the October/November 2019 examination is provided as Annexure A.

(b) The number of candidates that would have written the 2020 May/June examination, so as to attain the NSC (Matric) will only be known after the 2020 October/November examination is written.

(c) The number of MEO candidates in the 2019 NSC examination for both the Ekhurhuleni North and Ekhurhuleni South districts is also provided as part of Annexure A.

08 June 2020 - NW680

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

(a) Until what date will her department house learners temporarily at The Hill High School and the Sir John Adamson High School in Johannesburg, (b) why was such a temporary arrangement set up, (c)(i) where and (ii) by what date will the learners be permanently placed, (d)(i) what amount has her department budgeted for the temporary arrangement, (ii) over what period and (iii) from which budget has the allocation been made and (e) why are learners from another district being accommodated in the Johannesburg South district?

Reply:

The question was referred to Gauteng Department of Education (GDE) for response.  Please see attached Annexure A for detailed response as received from GDE.  

08 June 2020 - NW992

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Sukers, Ms ME to ask the Minister of Basic Education

(1)       Given that the face of education is changing and that the perception exists that her department approaches education as a one-size-fits-all, which largely undermines alternative educational approaches such as cottage schools and/or independent tutor centres that may prove to be more flexible in meeting the current educational crisis, how is her department willing to engage with the specified alternative education providers and render its assistance to them; (2) whether the Council for Quality Assurance in General and Further Education and Training is willing to offer the Quality Promotion meeting online and waive any fees, if fees are payable for the specified meeting?

Reply:

(1) The perception about the so-called “one-size-fits-all” approach to education that is alleged to be used by the Department of Basic Education (DBE) may have to have its merit put under scrutiny and be engaged on further. The DBE remains committed to engaging with whosoever displays a potential to contribute meaningfully in the quest for quality basic education provisioning in the country.

(2) The Council for Quality Assurance in General and Further Education and Training is an autonomous entity and any intentions of engaging with it may have to be addressed directly to it.

08 June 2020 - NW926

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Boshoff, Dr WJ to ask the Minister of Basic Education

(1)       Whether her department awarded any tenders connected to the Covid-19 pandemic; if not, what is the position in this regard; if so, what (a) are the names of the businesses to whom these tenders were awarded, (b) are the amounts of each tender awarded and (c) was the service and/or product to be supplied by each business; (2) whether there was any deviation from the standard supply chain management procedures in the awarding of the tenders; if so, (a) why and (b) what are the relevant details in each case; (3) what was the reason for which each specified business was awarded the specified tender; (4) whether she will make a statement on the matter?

Reply:

(1) The Department awarded a tender for the the provision of water tanks and water to 3 500 schools to alleviate the COVID 19 pandemic; 

        (a)    Rand Water Board

        (b)    R600m

        (c)    Water tanks and water to 3 500 schools across the country

(2) There was deviation from normal tender processes 

         (a)    Because of the emergency nature situation as the provision of water was a prerequisite to the reopening of schools. 

         (b)    The procurement was done in terms of National Treasury Instruction No. 5 of 2020/2021, read with treasury Instruction 16A6.4 and National Treasury Practice Note 8 of 2007/2008.

(3)    The tender was awarded to Rand Water due to their proven track record of delivering huge projects within a short space and also because they are an entity of government through the Department of Water and Sanitation (DWS).  To regulate the business relationship, a trilateral agreement (Implementation Protocol) was signed between the DWS, Rand Water, and the Department of Basic Education.

(4)   Yes, I will make a statement on this matter.

08 June 2020 - NW977

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

With reference to the total number of schools that were vandalised in each province since the start of the lockdown to curb the spread of Covid-19, (a) what is the name of each (i) primary and (ii) secondary school that was vandalised, (b) what is the extent of the damage in each case, (c) what number of (i) primary and (ii) secondary schools will not be able to reopen due to the damages, (d)(i) what number of learners are affected in each case and (ii) where will the affected learners be accommodated in order not to lose any more school time, (e) by what date will the affected schools be opening again and (f) what are the exact costs of the damages?

Reply:

The question has been referred to Provincial Departments of Education and a consolidated response will be provided as soon as it is received.

08 June 2020 - NW990

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Sukers, Ms ME to ask the Minister of Basic Education

(1)       Whether the Council for Quality Assurance in General and Further Education and Training (UMALUSI) is responsible for (a) curriculum development for existing qualifications, (b) the (i) development and (ii) introduction of new qualifications and (c) the development of the curricula for new qualifications; if not, why not, in each case; if so, what are the relevant details in each case; (2) whether she has found that there is any uncertainty with regard to the overlapping statutory mandates of UMALUSI and her department for conducting input-based assessment of independent schools, but not providing sufficient assistance on how to improve; if not, what is the position in this regard; if so, what (a) are the relevant details of the uncertainty and (b) steps has she taken to resolve such uncertainty?

Reply:

(1)(a) No, responsible professional bodies such as the Department of Basic Education (DBE) are responsible for the development of curriculum/policy (National Education Policy Act, 27 of 1996)

(1)(b)(i) UMALUSI is not responsible for the development of new qualifications, but it is the responsibility of the DBE, and UMALUSI quality assures qualifications after which it submits them to the South African Qualifications Authority (SAQA) for registration on the National Qualifications Framework (NQF).

(1)(b)(ii) DBE is responsible for introducing a new qualification that it has developed.

(1)(c) As indicated above, the DBE is responsible for the development of curricula for new qualifications and not UMALUSI. The latter is responsible for the quality assurance of both the curricula and qualifications.

(2) There is no uncertainty regarding the statutory mandate of UMALUSI and the Department of Basic Education regarding independent schools. The Regulations regarding the criteria for the Quality Assurance, Accreditation, Monitoring of Independent Schools and Private Assessment Bodies, published in Government Gazette no.41206 of 27 October 2017, clearly stipulates the role of UMALUSI and the Provincial Education Departments (PEDs). The PEDs are responsible for the registration of independent schools which gives them the approval to operate as a school and thereafter they must be subjected to the accreditation process of UMALUSI which determines whether the independent school has the capacity to offer and manage the relevant qualification and the related curriculum. The Department has also developed Guidelines for the Registration and Accreditation of Independent Schools, which has been endorsed by Heads of Education Committee (HEDCOM) and needs to be approved by Council of Education Ministers (CEM) and this will further assist independent schools in understanding the relationship between registration and accreditation. The independent schools are supported by both the PEDs and UMALUSI to meet the criteria for registration as an independent school and to be accredited to offer the qualification. The DBE has also established a HEDCOM sub-committee for Independent Schools which addresses all concerns of the independent schooling sector at a national level.                     

08 June 2020 - NW951

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Waters, Mr M to ask the Minister of Basic Education

What number of (a) Post Level 1 and (b) Post Level 2 teachers in each province has been promoted to the level of principal in each of the past three calendar years?

Reply:

(a) Post Level 1

PROVINCE

2017

2018

2019

TOTAL

EASTERN CAPE                                     

60

215

150

425

FREE STATE                                       

3

12

8

23

GAUTENG                                          

3

2

12

17

KWAZULU/NATAL                                    

80

105

127

312

LIMPOPO PROVINCE                                 

76

116

3

195

MPUMALANGA                                       

12

12

13

37

NORTH WEST                                       

27

23

25

75

NORTHERN CAPE                                    

14

20

14

48

WESTERN CAPE                                     

5

5

24

34

TOTAL

280

510

376

1166

Source: PERSAL

 

(b) Post Level 2 

PROVINCE

2017

2018

2019

TOTAL

EASTERN CAPE                     

81

172

144

397

FREE STATE                                       

13

28

19

60

GAUTENG                                          

13

20

19

52

KWAZULU/NATAL                                    

149

210

168

527

LIMPOPO PROVINCE                                  

168

319

7

494

MPUMALANGA                                       

28

55

47

130

NORTH WEST                                       

49

51

64

164

NORTHERN CAPE                                    

4

10

9

23

WESTERN CAPE                                      

18

29

37

84

TOTAL

523

894

514

1931

Source: PERSAL

08 June 2020 - NW1043

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

Whether, given the disruption to the academic calendars for the years 2020 and 2021, her department has made any changes to the planned implementation of Comprehensive Sexual Education (CSE) in schools; if not, what is the position in this regard; if so, what (a) are the further relevant details and (b) is the next phase and/or plan for the schools that were piloted for CSE?

Reply:

Comprehensive Sexuality Education (CSE) is implemented through the Life Skills and Life Orientation subjects. In light of the disruptions of the school calendar due to COVID-19, CSE implementation in the pilot schools will be revised according to the amended Annual Teaching Plan (ATP) after re-opening. .

28 May 2020 - NW892

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King, Ms C to ask the Minister of Basic Education

(a) From which line item in the budget of her department will essential hygiene and sanitation products be procured that will be required once schools reopen and (b) what amount will be set aside in this regard?

Reply:

a) The procurement of essential hygiene and sanitation products for schools, is done by each Provincial Education Department (PED), and not by the Department of Basic Education (DBE).  When this is done, more than one line item, may be used.  Examples of the line items that may be used are as follows:

  1. Consumables House Suppliers: (Toiletry);
  2. Consumables Suppliers Wash Clean Detergent (Sanitisers and Soap);
  3. Consumables Suppliers: Medical Suppliers (Masks and Gloves);
  4. Consumables  Suppliers: Uniforms; and
  5. Infrastructure (Classes renovations and provision of Toilets).

b.    Each PED sets money aside depending on their needs.  At this stage, the DBE is unable to indicate how much each PED has set aside as the procurement process is still underway

28 May 2020 - NW893

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

Whether her department has finalised Standard Operating Procedures (SOPs) for the containment and management of Covid-19 in schools; if not, by what date will the SOPs be finalised; if so, have the SOPs as yet been circulated to the provincial departments of education?

Reply:

The Department has finalised the Standard Operating Procedures (SOPs) for the prevention, containment and management of COVID-19 in schools and school communities. They have been sent to provinces and are also placed on the DBE website.

28 May 2020 - NW894

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

With reference to the R160 million contract awarded by her department to a certain company (name furnished) to provide e-learning services in the Eastern Cape, (a) on which dates since the start of the national lockdown to curb the spread of Covid-19 has the specified company provided e-learning services to learners in the Eastern Cape and (b) what are the relevant details of the e-learning services that the company provided to learners in the Eastern Cape on each specified date?

Reply:

The Hon Member, D van der Walt, is advised to request the party member of the Eastern Cape Provincial Legislature to table the question in the Legislature to enable the MEC to respond to the question. The Minister of Basic Education does not manage provincial allocations and procurement imperatives. 

25 May 2020 - NW582

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Mente-Nqweniso, Ms NV to ask the Minister of Basic Education

Whether, with reference to her reply to oral question 71 on 11 March 2020, she has intervened and finalised the investigation pertaining to service providers who are blocking the sanitation programme in schools in the Chris Hani District Municipality; if not, why not; if so, what are the relevant details of the progress of the intervention and investigation?

Reply:

As per the attached, this is the response to Parliamentary question 71 and does not correspond with the narrative as contained in question 582.

25 May 2020 - NW135

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Lees, Mr RA to ask the Minister of Basic Education

(1) With reference to the Intaba Primary School in Bergville, KwaZulu-Natal, (a) what total number of learners are enrolled at the specified school, (b)(i) what number of learners are enrolled in each grade and (ii) which grades share a classroom and (c)(i) what number of teachers, desks and chairs are there and (ii) which grades does each teacher teach; (2) what number of classrooms, toilets and wash hand basins, offices and storerooms, libraries and computers are at the specified school; (3) what sports facilities are there; (4) what are the relevant details of the (a) areas where the minimum standards have not been met and (b) steps that she has taken to ensure that the minimum standards are met in each specified case?

Reply:

The response to the question has been sourced from the KwaZulu-Natal Department of Education and is attached 

25 May 2020 - NW863

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Kruger, Mr HC to ask the Minister of Basic Education

(1) Whether her department will offer any form of Covid-19 financial and/or other relief to small businesses; if not, why not; if so, what are the relevant details; (2) whether the Covid-19 financial and/or other relief will only be allocated to qualifying small businesses according to the Broad-Based Black Economic Empowerment Act, Act 53 of 2003, as amended; if not, what is the position in this regard; if so, ( a) on what statutory grounds and/or provisions does she or her department rely to allocate Covid-19 financial or other relief only to small businesses according to the specified Act and (b) what form of Covid-19 financial or other relief, if any, will be made available to other small businesses?

Reply:

(1) No, there is no provision in the departmental budget for relief to small businesses. The Department's mandate does not include the provision of relief to small businesses

(2) N/A

(a) N/A

(b) N/A

18 May 2020 - NW182

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

(1) What is the total breakdown of the number of single-medium schools in the Republic using each of the 11 official languages to teach; (2)what plans has her department put in place to (a) build more single-medium schools around the Republic and (b) improve mother-tongue education in each province; (3)what is her department doing to address or facilitate change in the language used to teach in single-medium schools, that are situated in areas that have or are becoming racially mixed, in order to address the feeder-zone issues that learners face; (4)in light of the fact that her department already has Life Orientation manuals used in schools such as the Achieve Careers Life Orientation manual, what are the details that the changes from these textbooks to the piloted Scripted Lesson Plans are based on?

Reply:


Response

Table 1 indicates that there were 8 096 single medium schools in South Africa. The majority of schools are English medium followed by Afrikaans with 6 483 and 1 261 respectively.

Languages

Number of single medium schools

Afrikaans

1 261

English

6 483

IsiNdebele

85

SiSwati

7

IsiXhosa

163

IsiZulu

31

SeSotho

17

Sepedi

22

Setswane

7

Tshivenda

4

Xitsonga

3

South African Sign Language

6

Other

7

Total

8 096

(2)(a) The establishment/building of schools is the competence of Provincial Education Departments (PEDs).

(b) The plan to improve mother-tongue education in each province is pursued through the proposed policy position to ultimately implement Multi-lingual Mother Tongue Based Education beyond the Foundation Phase.

All pieces of legislation provide for learners to learn through language(s) of their choice for as long as it is reasonably practicable. Supreme is Section 29(2) of the Constitution of the Republic of South Africa that 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.” The Language in Education Policy further provides that "The language(s) of learning and teaching in a public school must be (an) official language(s). Any of the eleven official languages and the SA Sign Language can be used as medium of instruction in public schools.

The National Curriculum Statement encourages learners to learn through their Home Languages (Mother Tongue), particularly in lower grades where learners learn the critical foundational skills of reading, writing and numeracy. English and Afrikaans are used as Languages of Learning and Teaching (LoLT) throughout the system, although just 23% of South Africans identify English and Afrikaans as their Home Languages. African Home Languages are used as LoLT mainly in the Foundation Phase, and thereafter transit to English.

The EC DOE initiated the Mother Tongue Based Bilingual Education pilot, wherein 2 015 schools are using IsiXhosa and Sesotho as LoLT beyond Foundation Phase. Learners in these schools are taught Mathematics, Natural Science and Technology in their home languages IsiXhosa and Sesotho. This initiative was started in 72 Confimvaba schools in Grade 4 in 2012 and incrementally in subsequent grades – the cohort is in Grade 12 in 2020. The province is working with other stakeholders such as the Rhodes University, University of Fort Hare, Oxford University Press, Pearson, and PanSALB. The MTBBE learners outperformed the non-MTBBE cohort in the June Common Examinations on 17 out of 18 questions.

On 13 January 2020, the Department of Basic Education wrote a letter to Provincial Heads of Department of Education, requesting them to provide ‘A plan that shows the utilisation of African Languages as Languages of Learning and Teaching beyond the Foundation Phase.’ The plans should reach the DBE by 3 April 2020.

Furthermore, the DBE in collaboration with the UNICEF, developed Multilingual Based Mother Tongue Education Concept Paper. The DBE is intending to introduce African languages as mother tongue incrementally beyond the Foundation Phase.

(3) Please see response to question 2(b) above.

(4) The Scripted Lesson Plans (SLPs)are not textbooks but serve as a teacher resources to assist them in the delivery of the content. The SLPs guide the teacher on how to deliver the sexuality education content of Life Skills (LS) and Life Orientation (LO)subjects and does not cover the other components of LS/LO.

18 May 2020 - NW588

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Thembekwayo, Dr S to ask the Minister of Basic Education

What measures has her department put in place to prevent schools from being vandalised?

Reply:

The Department of Basic Education has signed a Protocol on School Safety with the South African Police Service. See Attached Annexure A. Several criminal cases have been opened with the Police across the various provinces. The Police Service is investigating these acts of vandalism and criminality and the Department of Basic Education has called for the maximum sentences to be imposed on those found to be responsible for the wanton destruction of school infrastructure. 

18 May 2020 - NW241

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

​(1) With reference to the Sanitary Appropriate for Education (SAFE) initiative launched by the President, Mr M C Ramaphosa, on 14 August 2018, what (a) total number of schools were earmarked in each province, (b) budget was allocated to each province for the (i) 2018-19 and (ii) 2019-20 financial years, (c) is the total donations received from the (i) private sector, (ii) National Treasury and (iii) fundraising events and (d) which schools benefitted from the budget allocations; (2) whether all the (a) projects were finalised and (b) budgets allocated were spent; if not, why not; if so, what is the name of each contractor of each project?

Reply:

a) The number of schools earmarked for each province are as follows:

 

SAFE

and EIG

ASIDI

EC

1598

61

FS

156

 

KZN

1365

11

LIM

507

97

NW

145

 

MPU

127

 

b.    The allocation was not made to provinces but to the programme.

  • 2018/19: No allocation at all.
  • 2019/20: An allocation of R700 million was made available.

c.    Donations

  • No donated funds have been managed by the Department of Basic Education (DBE). The donors are allocated schools, given guidance on the Sector Norms and Standards of Infrastructure provisioning as well as a standard designs. The Site Development Plans (SDPs) are then approved by the Department following which the donor can construct the facility before finally handing over the finished product to the DBE / Provincial Education Department (PED).
  • An allocation of R2.8 billion has been made for the SAFE Initiative over the MTEF, as follows: 2019/20 : R700 000 000, 2020/21 : R800 000 000 & 2021/22 : R1 300 000 000.
  • No independently raised funds have been managed by the DBE.

d.    45 schools have been provided with appropriate sanitation through donations. As for the allocation of R700 million, it is planned that 606 schools will be provided with appropriate sanitation. These projects are all at tender stage. The concurrence approval,  to evaluate the procurement process to see whether it is compliant in terms of the PPPFA 2017, Section 38 (a), (i) and (iii) of the PFMA, is in progress. On completion of the evaluation, the contractors will be appointed.

18 May 2020 - NW563

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

What measures has her department put in place to ensure that schools are safe from burglaries and arson attacks during the lockdown to curb the spread of COVID-19?

Reply:

                                                                                                                           

Response

The Department of Basic Education has signed a Protocol with the South African Police Service to provide support regarding crime perpetrated by communities towards schools.  The South African Police Service are busy with these investigations and are pursuing criminal charges against the perpetrators where schools have opened cases at their local police stations.

18 May 2020 - NW681

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

(a) By what date will additional learner ablution facilities be constructed by her department at the Glenvista High School in Johannesburg, (b) what number of facilities will be constructed for each gender, (c) what are the (i) dates, (ii) deadlines, (iii) milestones and (iv) time frames in each case, (d) why have the additional facilities not been built to date and (e)(i) what total amount has her department allocated towards the project and (ii) from which budget has the specified amount been allocated?

Reply:

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

18 May 2020 - NW482

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Diale, Mrs B to ask the Minister of Basic Education

(1) Since what date has the Mceula Primary School in the Chris Hani District, Eastern Cape, been on the priority list for toilets and fixing of classrooms; (2) will this school be part of the Sanitation Appropriate for Education campaign; if not, (a) why not, (b) on what date will the ceilings and dangerous floors be attended to and (c) what is the budget allocated for all the work to be done at this school; if so, what are the relevant details?

Reply:

Response

There are two (2)  Mceula Primary Schools in the Chris Hani Municipality:

Response:

(1) and (2) 

MceulaPrimariy School, EMIS number: 200600469 had received 14 toilets for 265 learners and 5 teachers on the 23rd November 2012 and therefore it has not been prioritised. The school will not be on the SAFE Initiative because it has a sufficient number of toilets. The fixing of classrooms, is delegated to the school under the maintenance budget.  A works inspector will be dispatched to the school to ensure the effective utilisation of the maintenance budget. The annual maintenance budget for the school, is R47,955.00

 

Response:

(1) and (2)  Mceula Primary School, EMIS number: 200600468) is on the SAFE Initiative project list. The project has been allocated to an Implementing agent.  The concurrence to appoint a contractor has been granted by the DBE,and work will commence once the lockdown has been lifted.  the amount allocated for the project is R726 912.59.  The fixing of classrooms is delegated to the school under the maintenance budget.  A  works inspector will be dispatched to the school to ensure the effective utilisation of the maintenance budget. The annual maintenance budget for the is R45,522.50

18 May 2020 - NW267

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

(1) What (a) number of disabled learners are attending school in each province and (b) disabilities does each specified learner have; (2) what total number of schools for the disabled are there in the Republic; (3) what (a) number of schools for the disabled are in each province, (b) is the name of each specified school and (c) is each school’s individual specialty in terms of the disability focal areas?

Reply:

Response


(1) (a) Eastern Cape: 9 338; Free State: 6 375; Gauteng: 44 861; KwaZulu-Natal: 19 811; Limpopo: 8 626; Mpumalanga: 4 075; Northern Cape: 1 966; North West: 8 335; Western Cape: 17 797. 

    (b) The file: Disability type per province is attached below.

(2) 501 


(3) a) The file: Masterlist of Special schools is attached below. 

     b) The file: Masterlist of Special Schools is attached below. 

     c) The file: Masterlist of Special Schools is attached below. 


Attached Annexure A


Attached Annexure B

18 May 2020 - NW589

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Thembekwayo, Dr S to ask the Minister of Basic Education

What measures has her department put in place to ensure that learners who were receiving meals as part of the school nutrition programme continue to receive meals during the lockdown to curb the spread of COVID 19?

Reply:

The Department is working in collaboration with the national and provincial Departments of Social Development (DSD) through the National Food and Nutrition Security Task Team led by the Presidency, through which agreement was reached that DSD will include learners from the National Nutrition Programme in their Disaster Relief and Social Relief Management Programme when distributing food parcels to households. The Department 's social and corporate partners were encouraged and referred to use the DSD distribution centres.

18 May 2020 - NW679

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

What (a) assessments has her department done, in Johannesburg wards 23, 54, 55, 56, 57, 124 and 125, to ascertain the number of additional schools that is needed in the area, (b) were the outcomes of such assessments, (c) plans are there to build additional schools in the specified area and (d) are the timeframes and deadlines in this regard?

Reply:

                                                                                                        

Response

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

18 May 2020 - NW631

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Thembekwayo, Dr S to ask the Minister of Basic Education

What plans does she have in place to monitor that all learners who are expected to continue with school work from home do their work?

Reply:

To ensure that learners continue to be supported while they are at home during the Lockdown, the sector put the following measures in place: 

  1. Schools and teachers distributed and issued learners with printed materials that included workbooks as well as work sheet to learners before the official closure of schools by government under Covid 19.
  2. Teachers planned work for learners and learners were issued with work to be done while they are not at school. A call was made to parents to support, assist and supervise the learners to do their work during this period of uncertainty.
  3. To ensure that learners in underserved and remotest areas are not left out we have taken advantage of Radio as a mass media tool, we are to this end working with 110 radio stations to broadcast lessons in all 11 official languages, for all grades and  subjects on specific topics.
  4. Of these 110 Radio Stations are 10 National Radio Stations, 10 Regional Radio Stations as well as 90 Community Radio Stations across all 9 provinces. This approach ensures that the most disadvantaged learner in terms of socioeconomic status and well as geographic location sis not left behind. These radio stations have listenership that runs into Millions. The Broadcast Schedules have been developed. 
  5.  Our approach in intervening as a Sector, as evidenced through Department of Basic Education (DBE) and Provincial Education Departments (PEDs) interventions is cross cutting as it does not only include Radio Broadcast Lessons but also include, distribution of Printed materials, Websites with online content, dedicated portals, Online schools, TV Broadcast Lessons as well as live streaming of lessons on a daily basis.
  6. A special TV channel has been designated, in partnership with eMedia Investments, to broadcast educational support for learners and teachers, with special focus on Grade 12 on the OpenView HD (OVHD) platform – channel 122. This channel is available free of any subscriptions and will broadcast for a period of six months starting from 01 April to 30 September 2020.
  7. Educational content has been curated and uploaded on the DBE website in such a manner that it is visible and clearly accessible when a user lands on the website

18 May 2020 - NW564

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

(1) (a) By what date is it envisaged that schools will resume the 2020 academic programme following the national lockdown to curb the spread of COVID-19 and (b) what are the full details of the steps her department intends to take to mitigate the teaching time lost due to the specified lockdown; (2) whether the 2020 cohort of Grade 12 is likely to write the National Senior Certificate examinations by the end of 2020, given the suspension of the academic programme for an extended period during the national lockdown; if not, what is the position in this regard; if so, what are the relevant details?

Reply:

RESPONSE

  1. (a) In terms of the announcement made by the Minister on 30 April 2020, the intention is to phase in the resumption of schooling, which will be determined by the readiness of the schools to ensure that learners, teachers and support staff are not exposed to any risk of infection. Hence, the planned date is 1 June 2020 for learners in Grade 12 and Grade 7; and 18 May 2020 for all teachers. The resumption of schooling will be subject to all safety precautionary measures implemented in schools. The other grades will be systematically phased-in, depending on the readiness of the schools.

(b)       The time lost will be recovered by resorting to the following measures -

  • The June vacation will be reduced to a week;
  • The September holiday will reduced to a long weekend;
  • The December holidays will be reduced by a week;
  • The June examination will be scrapped to allow for more teaching and learning time; and
  • If necessary the school day will be extended for the Intermediate Phase (30min); Senior Phase (1 hour) and Grade 12 (2hours).

In addition to the above, the Department has already commenced with the trimming and re-organisation of the school curriculum to ensure that the core content areas are covered in preparation for the next grade. This will also alleviate the pressure on both learners and teachers.

  1. In terms of the writing of the National Senior Certificate examination, if the Grade 12 learners resume schooling on 1 June 2020, the National Senior Certificate examination will take place as scheduled extending into December 2020. The time lost will be recovered as outlined in (1)(b) above. The processing and standardisation of the results will be delayed until January 2021 and the results would be released by the middle of January 2021.

18 May 2020 - NW632

Profile picture: Thembekwayo, Dr S

Thembekwayo, Dr S to ask the Minister of Basic Education

Whether her department is putting measures in place to provide learners with WIFI?

Reply:

                                                                                                    

School connectivity is the mandate of the Department of Communications and Digital Technologies (DCDT). Since the financial year 2014/201, the then Department of Telecommunications and Postal Services placed obligations on Network Operators to connect schools as part of their licensing obligations. A total of 5 250 schools were to be connected by 2019/2020 April. This number included ordinary schools and special schools. All the ordinary schools under these obligations, have been connected; and work has started to bring connectivity into special schools. This connectivity did not include provision of Wi-Fi into schools.

Department of Basic Education (DBE) will consider engaging the DCDT to instal Wi-Fi in schools in the next phase of connectivity rollouts to schools. We hope and believe that DCDT fully understands the technological advancements that include Wi-Fi Technologies. 

11 May 2020 - NW733

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

(a) By what date will her department construct additional learner ablution facilities at The Hill High School in Johannesburg, (b) what number of facilities will be constructed for each gender, (c) what are the (i) dates, (ii) deadlines, (iii) milestones and (iv) time frames in each case, (d) why have the additional facilities not been built to date and (e)(i) what total amount has her department allocated towards the project and (ii) from which budget has the specified amount been allocated?

Reply:

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

11 May 2020 - NW735

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

(a) By what date will her department construct permanent structures and infrastructure at the Kibler Park Secondary School, (b) what are the (i) dates, (ii) deadlines, (iii) milestones and (iv) time frames in each case, (c) why have the permanent structures and infrastructure not been built to date and (d)(i) what total amount has her department allocate towards the project and (ii) from which budget has the specified amount been allocated?

Reply:

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

11 May 2020 - NW407

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

With regard to funds from the National Lotteries Commission to provide much needed sanitation in Limpopo and Eastern Cape, (a) which schools in each province were beneficiaries of the projects, (b) what was the total amount allocated for the project in both the provinces, (c) what amount was allocated to each company (names and details furnished), (d) what were the details of each contract for each project, (e) was each project completed, (f) who are the owners of the specified companies, (g) how is a certain person (name furnished) involved in the specified companies and (h) how was her department, the Limpopo and the Eastern Cape education departments involved?

Reply:

In regards to the funds from the National Lotteries Commission for the provision of sanitation in Limpopo and Eastern Cape, the DBE liaised with the Provincial Education Departments (PEDs); however, the PEDs have no records of any funding that was obtained / donated by the National Lotteries Commission, as this donation could have been directly donated to the respective schools.  The DBE will contact the Commission in order to obtain the list of those schools that may have benefited from the donation.  

11 May 2020 - NW774

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

(1)       What are the relevant details of her department’s plans to build a technical high school in the Johannesburg South District; (2) (a) what are the (i) dates, (ii) deadlines, (iii) milestones and (iv) time frames for building the specified school, (b) what are the reasons that such a school has not been built to date, (c) what budget has her department allocated for building the school and (d) from which budget will the money be provided?

Reply:

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

11 May 2020 - NW562

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

(1)       What reasons have compelled her to suspend the feeding schemes in schools during the lockdown to curb the spread of COVID-19; (2) what steps has her department taken to ensure that the recipients of meals from the school feeding schemes continue to receive meals or food parcels through (a) nongovernmental organisations and/or (b) the Department of Social Development during the lockdown period, which has seen schools closed for an extended time?

Reply:

The closure of schools was announced by the President as part of the lockdown measures and all school activities were ceased.  

The Department has been working with the Department of Social Development (DSD), through the National Food and Nutrition Security Task Team, led by the Presidency, through which it was agreed that learners would be targeted in families to receive food parcels in their Disaster Relief and Social Relief Management Programme. Corporate partners have been encouraged to donate to the DSD structures in this regard.

09 April 2020 - NW289

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Thembekwayo, Dr S to ask the Minister of Basic Education

Whether her department is planning to build a school in the Gert Sibande District Municipality region for children living with autism; if not, what is the position in this regard; if so, what are the relevant details?

Reply:

Response from Mpumalanga Department of Education: The Department has no plans to build a school for learners with Autism Spectrum Disorder (ASD) in Gert Sibande District Municipality. The establishment of a school is based on a wide range of criteria including the number of learners identified to attend the school. Currently; there are 42 learners with Autism that are admitted in Special Schools.  The Department has Units in the Special Schools for Severe Intellectual Disability (SID) to accommodate learners with Autism. Through the implementation of inclusive practices, learners with Autism are able to access required professional specialists appointed at SID schools because they are learners who require moderate to high levels of support. However; some learners referred and recommended for placement are not yet placed as the parents have a right to choose a school; unfortunately, in some instances preferred schools are full to capacity. It has to be noted that there is a plan in place to open a Unit for learners with Autism at the proposed school for hearing and visually impaired which is currently under planning and design in Barberton