Questions & Replies: Basic Education
2010-07-09
THIS FILE CONTAINS 25 REPLIES.
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QUESTION 3560
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 26/11/2010
(INTERNAL QUESTION PAPER: 39-2010)
Mrs P C Duncan (DA) to ask the Minister of Basic Education:
Whether any form of counselling is available to learners who have been found in possession of drugs at school; if not, (a) how many counsellors are there in each province, (b) how many learners have been referred to counsellors as a result of substance abuse in each province in the (i) 2007-08, (ii) 2008-09 and (iii) 2009-10 financial years and (c) which substances are the most prevalent amongst learners in each province? NW4400E
Response:
Data on counselling services provided to learners with substance abuse-related problems is held at provincial level. A request was made to provinces to report on the number of counsellors in each province, the number of learners referred to counsellors as a result of substance abuse over the past 3 financial years, and the substances most abused by learners in each province. Reports were received from all provinces. The responses are summarised in Table 1 attached.
Provinces largely use the services of non-governmental organisations (NGOs) and community based organisations (CBOs) to supplement the services of psychologists, social workers and counsellors employed by the province. Many cases are also directly referred to CBOs, NGOs, hospitals and clinics by parents and families, and therefore these statistics are not captured by the provinces.
QUESTION 3510
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 26/11/2010
(INTERNAL QUESTION PAPER: 39-2010)
Dr W G James (DA) to ask the Minister of Basic Education:
(1) Whether (a) her department and (b) any entities reporting to her department provided any financial support to the National Youth Development Agency (NYDA) for the World Festival of Youth and Students to be held in Pretoria in December 2010; if not, why not; if so, (i) what amount was provided to the NYDA, (ii) from which budget were these funds drawn, (iii) who made the decision to provide these funds to the NYDA and (iv) how is this (aa) decision and (bb) amount justified;
(2) whether the NYDA made any other request to (a) her department and (b) any entities reporting to her department to provide support to the festival; if not, what is the position in this regard; if so, what are the relevant details? NW4349E
REPLY
(a) No. The Department of Basic Education did not provide any financial support to the National Youth Development Agency (NYDA) for the World Festival of Youth and Students to be held in Pretoria in December 2010. The Department had not made financial provision for this activity in its 2010/11 financial year.
(i) No amount was provided to the NYDA
(ii) Not applicable. The Department of Basic Education did not contribute
financially to the NYDA.
(iii) Not applicable.
(iv) (aa) Not applicable
(bb) Not applicable
(b) No public entity reporting to the Minister of Basic Education has provided any financial support to the National Youth Development Agency (NYDA) for the World Festival of Youth and Students to be held in Pretoria in December 2010. The entities had not made financial provision for this activity in their 2010/11 financial year.
(i) No amount was provided to the NYDA
(ii) Not applicable. Neither of the entities reporting to the Minister of Basic
Education contributed financially to the NYDA.
(iii) Not applicable.
(iv) (aa) Not applicable
(bb) Not applicable
QUESTION 3494
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 26/11/2010
(INTERNAL QUESTION PAPER: 39-2010)
3494. Mr A P van der Westhuizen (DA) to ask the Minister of Basic Education:
(a) What options are available to out-of-school youth to improve on their original marks in examinations of the current National Senior Certificate curriculum in order to (i) achieve the minimum requirements needed to obtain a National Senior Certificate, (ii) improve their marks in certain subjects to achieve access to tertiary education institutions and (iii) add additional subjects to their original Grade 12 certificates and (b) what is needed for (i) private and (ii) public further education and training institutions to be accredited to offer these services on a part-time basis? NW4333E
RESPONSE
(a) (i)(ii) (iii)
Candidates that have written the National Senior Certificate (NSC) examination, but have not satisfied the requirements for the NSC may register as part-time repeater candidates for the NSC examination. These candidates need not attend school on a full-time basis but must satisfy all the assessment requirements for that subject. The school based assessment mark (SBA) of these repeater candidates is valid for a period of two years. Candidates that may have passed the subject but wish to improve their marks to gain access to higher education institutions, may also register as repeater candidates. Such candidates may also change a maximum of two subjects to those initially registered for, if they can provide evidence that it is required for university admission.
(b) (i) (ii)
Public or Private further education and training institutions are not prohibited from offering the NSC qualification for part-time candidates, if they comply with the policy relating to the offering of the NSC. The NSC qualification is a three year qualification and candidates must comply with the school based assessment requirements. Public or private FET institutions must also comply with the criteria for accreditation as stipulated by the Quality Assurance Council and must demonstrate the capability to offer the NSC qualification.
QUESTION 3462
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 26/11/2010
(INTERNAL QUESTIONPAPER: 39-2010)
Dr W G James (DA) to ask the Minister of Basic Education:
(a) How many employees of (i) her department and (ii) any entities reporting to her department who are on level 11 salary scale and above have been suspended with full pay (aa) in the 2009-10 financial year and (bb) during the period 1 April 2010 up to the latest specified date for which information is available and (b) what is the total amount of money that was paid by her department in respect of these salaries? NW4297E
REPLY
(a) (i) (aa)
Not Applicable
The Department of Basic Education (DBE) came into effect from 01 April 2010. Information provided for this question regarding the Department of Basic Education would therefore only address the period 1 April 2010 up to the latest specified date for which information is available.
(bb) One (1) employee in the Department of Basic Education, on level 14 salary scale was suspended with full pay by the former Department of Education. The investigation against the official was withdrawn due to insufficient evidence. The official resumed duty with effect from 15 November 2010.
(ii) (aa) No employees in the entities reporting to the Minister of the Department of Basic Education, who are on level 11 salary scale and above, have been suspended with full pay for the 2009/10 financial year
(bb) No employees in the entities reporting to the Minister of the Department of Basic Education, who are on level 11 salary scale and above, have been suspended with full pay during the period 1 April 2010 up to the latest specified date for which information is available.
(b) The total amount of money in respect of salary paid to the employee is R536 632.00.
QUESTION 3454
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 26/11/2010
(INTERNL QUESTION PAPER: 39-2010)
Mr M J Ellis (DA) to ask the Minister of Basic Education:
(1) (a) What are the minimum standards for (i) primary, (ii) secondary and (iii) high schools with regard to (aa) desks and chairs, (bb) quality of classrooms, (cc) learning material, (dd) learner to educator ratios, (ee) sporting facilities and (ff) other specified criteria, (b) who is responsible to ensure that all schools meet the minimum standards and (c) how often are schools inspected to ensure that the minimum standards are being met;
(2) (a) which schools failed to meet the specified minimum standards in the past three years, (b) in which province is each of these schools situated and (c) what aspects of the minimum standards did they fail to meet? NW4289E
Reply
(1) (a) (i)(ii)(iii)(aa)Primary, secondary and high school desks and chairs: Minimum Standards for desks and chairs have not yet been nationally standardised and as such ,provinces are using different minimum standards with regard to desks and chairs.
(bb). Quality of classrooms: The Department of Basic Education developed the Minimum Uniform Norms and Standards for Schools Infrastructure. The norms classify schools into primary and secondary schools and gives the minimum and maximum sizes for classrooms and core spaces and the design manual which is in the process of development will provide guidelines and specifications for classrooms and other core educational spaces.
(cc) Minimum Standards for learning material have not yet been nationally standardised.
(dd). There are no minimum standards for the learner to educator ratio however an acceptable standard is 35/1. Presently the learner to educator ratio for public schools both secondary and primary is 32.2/1.
(ee). Sporting facilities: The Minimum Uniform Norms and Standards for Schools Infrastructure provides that all schools must have areas where soccer or rugby and netball or volley ball can be practiced. A basic level for the provisioning of sports fields will be a levelled, compacted earth field or a suitable field for the types of sport codes that are practiced.
(ff)Other specified criteria: The norms and standards also provides minimum and maximum spaces for;
Core education spaces: These include classrooms, Grade R classrooms, libraries, laboratories, computer centres,etc
Administrative spaces: These include administration blocks, principals office, HOD's offices, staff room, strong rooms etc
Educational supporting spaces: These include nutrition centres, sporting facilities, halls etc
(1) (b&c) It is the competency of the Provincial Education Departments to ensure that schools meet the minimum standards and to monitor the provision of such resources.
(2) (a)(b)(c)The National Education Infrastructure Management System (NEIMS) has been used to determine the number of schools that lack specific facilities. The tables below indicate per province the number of schools without these facilities.
Table 1: Total number lacking desks and chairs
Province | No of Schools | Schools lacking Desks & Chairs | Chairs | Desks |
Eastern Cape | 5,677 | 4,887 | 935,568 | 756,848 |
Free State | 1,616 | 721 | 114,454 | 84,559 |
Gauteng | 2,037 | 1,435 | 436,242 | 289,873 |
KwaZulu Natal | 5,831 | 4,562 | 732,557 | 661,710 |
Limpopo | 3,935 | 3,615 | 834,752 | 679,204 |
Mpumalanga | 1,847 | 1,612 | 334,698 | 234,400 |
North West | 1,697 | 1,384 | 272,121 | 211,828 |
Northern Cape | 611 | 472 | 85,083 | 54,565 |
Western Cape | 1,466 | 862 | 154,343 | 110,991 |
Total | 24,717 | 19,550 | 3,899,818 | 3,083,978 |
NEIMS: 2007
Table 2: Schools without libraries and laboratories:
Ordinary Schools without Laboratories and Libraries | |||||
Province | No of Schools | Without | % Without | Without | % Without |
Eastern Cape | 5,677 | 5,184 | 91 | 5,128 | 90 |
Free State | 1,616 | 1,279 | 79 | 1,194 | 74 |
Gauteng | 2,037 | 1,223 | 60 | 846 | 42 |
KwaZulu Natal | 5,831 | 5,128 | 88 | 4,632 | 79 |
Limpopo | 3,935 | 3,699 | 94 | 3,642 | 93 |
Mpumalanga | 1,847 | 1,636 | 89 | 1,527 | 83 |
North West | 1,697 | 1,428 | 84 | 1,374 | 81 |
Northern Cape | 611 | 431 | 71 | 432 | 71 |
Western Cape | 1,466 | 953 | 65 | 690 | 47 |
Total | 24,717 | 20,961 | 85 | 19,465 | 79 |
NEIMS 2007
Table 3: Total number of Ordinary schools without sporting facilities
Province | No of Sites | Without sports facilities | % |
EC | 5,677 | 401 | 7 |
FS | 1,616 | 630 | 39 |
GP | 2,037 | 296 | 15 |
KZN | 5,831 | 1879 | 32 |
LP | 3,935 | 335 | 9 |
MP | 1,847 | 119 | 6 |
NW | 1,697 | 132 | 8 |
NC | 611 | 118 | 19 |
WC | 1,466 | 169 | 12 |
TOTAL | 24,717 | 4,079 | 17 |
NEIMS 2007
23.3% of schools in the country exceed the learner to educator ratio of 35/1 in 2010.
The schools, whose ratios are above 35/1 are distributed as follows across the nine provinces:
Province | Intervals | Grand Total | |||
36-40 | 41-45 | 46-50 | >50 | ||
EC | 754 | 328 | 114 | 124 | 1320 |
FS | 122 | 29 | 10 | 6 | 167 |
GP | 569 | 130 | 27 | 17 | 743 |
KZN | 1104 | 418 | 128 | 109 | 1759 |
LP | 307 | 94 | 34 | 23 | 458 |
MP | 294 | 45 | 14 | 14 | 367 |
NC | 111 | 18 | 6 | 4 | 139 |
NW | 351 | 71 | 23 | 10 | 455 |
WC | 215 | 40 | 6 | 2 | 263 |
Grand Total | 3827 | 1173 | 362 | 309 | 5671 |
Source:
EMIS 10th day school survey data 2010
QUESTION 3450
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 26/11/2010
(INTERNAL QUESTION PAPER: 39-2010
Mr J J van der Linde (DA) to ask the Minister of Basic Education:
With reference to her reply to question 1178 on 08 June 2010, (a) what are the names of the schools that have no sporting facilities, (b) what is the estimated cost of providing these schools with sporting facilities and (c) when did the school sport policy come into effect? N4284E
REPLY:
(a) The attached table provides names of schools without sporting facilities.
(b) At the current rates, the cost for providing the basic sporting facilities in line with the Norms and Standards for School Infrastructure is estimated at R1,3m per school.
(c) The school sport policy is not yet in effect. What is available is a draft document that must still be shared for public comment in terms of section 3 (4) (l) of the National Education Policy Act, 1996 (Act No. 27 of 1996).
QUESTION: 3449
DATE OF PUBLCATION OF INTERNAL QESTION PAPER
INTERNAL QUESTION PAPER: 39-2010
Mr J J van der Linde (DA) to ask the Minister of Basic Education:
(1) How many physical education educators/facilitators have qualified in the past five years;
(2) whether all schools have physical education educators/facilitators; if not, (a) why not, (b) what is her department's policy in this regard, (c) what are the names of the schools that do not have physical education educators/facilitators and (d) in which province is each of these schools situated; if so, (i) how many hours in each week are learners required to receive physical education and (ii) what are the further relevant details? NW4283E
REPLY
(1) Currently, the public education system does not make provision for dedicated posts for physical education educators/facilitators in schools. Schools utilize existing educators who are not primarily employed for physical education to undertake physical education duties. Therefore information on the numbers of educators who qualify in physical education is not routinely collected.
(2) There are no dedicated posts allocated to schools for physical education
(a) As mentioned above, no provision is made for posts to schools that are dedicated to physical education
(b) There is no policy for the provision of dedicated posts for physical education teachers/facilitators.
(c) Not applicable
(d) No provinces have dedicated posts to schools for physical education
(i) Physical education is offered as part of Life Orientation, the time
allocations are follows:
Foundation Phase: Two (2) hours per week
Intermediate and Senior Phase: One and half hours (1.5) hours per week
Further Education and Training Phase: One (1)hour per week
No further details
QUESTION 3379
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 19/11/2010
(INTERNAL QUESTION PAPER: )
3379. Mr M H Steele (DA) to ask the Minister of Basic Education:
(1) What (a) was the mandate of her department at the Public Service Bargaining Council with regard to the categories of teachers or educators that is to be included in salary adjustments according to the Occupational Specific Dispensation (OSD), (b) was agreed at the Bargaining Council with regard to these categories of teachers and (c) categories of teachers actually benefitted from the OSD salary benefits package;
(2) whether the amount her department anticipated paying teachers or educators according to the OSD agreement is the same as the amount her department actually paid; if not, (a) why not and (b) what was the difference between the anticipated and the actual cost to her department for the OSD salary benefits package for teachers or educators; if so, what are the relevant details? NW4213E
Reply
(1)
(a) Matters negotiated at the PSCBC are of transversal nature cutting across the whole public service. This includes cost of living adjustment. The collective agreement reached in the PSCBC, binds all government departments employees whether covered by OSD or not. The same goes for the Department of Basic Education.
(b) According to Public Service Bargaining Council, PSCBC resolution 1 of 2007 clearly indicates that matters related to OSD, are sector based. Subsequently, in the education sector, an ELRC Collective Agreement 1 of 2008 was signed and implemented with effect from 1 January 2008. This was a framework for the establishment of an occupation specific dispensation (OSD) for educators in public education. This agreement ushered in a new salary structure and other conditions of service for educators. In 2009, the second agreement on OSD related matters, ELRC Collective agreement 4 of 2009 was signed and paid out in December 2009. This agreement addressed four items:
i) Recognition of experience
ii) Salary progression
iii) Improvement of conditions of service for educators on REQV 10-12
iv) Senior and Master Teachers
(c) When ELRC Collective Agreement 1 of 2008 was signed, it applied to educators in public education only (school-based and office-based educators). It did not include ABET teachers as well as education psychologists and therapists. As OSD is occupation specific, according to PSCBC 1 of 2007, education psychologists and therapists derive their OSD from the occupation which belongs to the health and social development sector. Hence, their bargaining to conclude an agreement on OSD is in the Public Health and Social Development Sectoral Bargaining Council (PHSDSBC). Furthermore, with the implementation of OSD for educators, an agreement was signed in the ELRC that gave interim relief for psychologists and therapists while they were still waiting for the OSD in the health and social development sector to be concluded.
2
(a) Yes. Before the implementation of OSD, the department did a cost analysis on each of the items to be covered. This envisaged cost was tabled before Treasury for ratification and approval. Once approved by National Treasury, these amounts are then transferred to provincial Treasuries for payment. This process engaged labour unions in the ELRC as well.
(b) As far as the department is concerned, there was no information received from provincial education departments reporting over expenditure on their allocated budgets based on OSD costs. Furthermore, there were no cases of nonpayment of teachers reported based on shortage of funds.
QUESTION 3218
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER
(INTERNAL QUESTION PAPER: 37-2010)
Dr W G James (DA) to ask the Minister of Basic Education:
What is the (a) total cost and (b) number of copies of each (i) annual report and (ii) report on strategic plans that was produced by (aa) her department and (bb) any of its entities in the 2009-10 financial year? NW4032E
Reply:
The attached table refers:
NW24032E
QUESTION (bb) | a) Total cost | b) Number of copies | |
PUBLIC ENTITY | (i) Annual report | (ii) Strategic plan | |
R'000 | R'000 | ||
Department of Basic Education | R245 369.84 | R230 110.06 | Strategic Plan 1690 copies Annual Report 190 copies |
South African Council for Educators (SACE) | R76 266.00 | 0* | 1 070 copies |
Education Labour Relations Council (ELRC) | R180 456.30 | 0* | 1 700 copies |
Umalusi | R144 661.00 | 0* | 1 600 copies |
* Although the entities prepare strategic plans, they do not print books
QUESTION 3202
DATE OF PUBLICATION OF INTERNAL
3202. Mr P F Smith (IFP) to ask the Minister of Basic Education:
(1) Whether her department has fully updated numbers on the size of the private education sector, particularly at the lower end of the fee spectrum; if not, (a) why not and (b) when does it intend ascertaining the status quo; if so, what (i) is the size of the sector, (ii) growth trends are discernable, (iii) is the average educational outcome compared to the public sector as a whole and (iv) what level of support do such schools receive from the State;
(2) whether there have been indications that the dysfunctionality of the public system drives the growth of the private sector, especially at the low end of the fee spectrum; if not, what is the position in this regard; if so, what are the relevant details;
(3) whether her department intends to do more to encourage the private sector to play a more central role in the basic education system as a whole; if not, why not; if so, what are the relevant details? NW4012E
REPLY
(1) The Department's statistics on the private schooling sector are collected through the Annual School Survey which is completed by registered independent schools.
(i) In 2010 there are 450 744 learners enrolled in 1 399 registered independent schools.
(ii) This sector has grown from representing approximately 3% of all learners in schools in 2009 to approximately 4% of all learners in 2010.
(iii) It is not possible to conclusively comment on the average educational outcome of the private educational sector since no formal study has been conducted in this regard. However, there are certain independent schools that write the State examinations and the performance of these schools in the 2009 NSC examinations has been as follows: 27 376 candidates wrote the NSC examination and 19 431 obtained the NSC certificate. This represents a 71% output rate.
(iv) Independent schools are subsidised by the Government and in terms of Section 48 of the said Act the Minister of Basic Education may, by notice in the Government Gazette, determine norms and minimum standards for the granting of subsidies to independent schools after consultation with the Council of Education Ministers and the Financial and Fiscal Commission and with the concurrence of the Minister of Finance.
(2) Although the Department has noted the increase in enrolment and number of registered independent schools, it does not consider this growth to be excessive. No official research into the reasons for enrolment in independent schools in South Africa has been conducted.
(3) The Department is of the view that independent schools, especially those which provide quality education to learners from poorer families deserve a place in the educational landscape since they do provide in an existing demand. The departmental policy dealing with funding of independent schools is consequently also structured so as to ensure that those registered independent schools which cater for poorer communities will receive more of the available funding.
However, while providing space for individuals to exercise their constitutional right to establish and operate an independent school, the Department is of the view that it remains the responsibility of the state to ensure that all learners have access to quality education and that the state should provide this through a credible public education system.
QUESTION 3163
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 05/11/2010
(INTERNAL QUESTION PAPER: 36-2010)
3163. Mr D C Smiles (DA) to ask the Minister of Basic Education:
(a) How many learners in each province (i) were enrolled in the past three academic years in (aa) grade 1, (bb) grade 2 and (cc) grade 3 of the foundation phase and (ii) passed in each case and (b) what (i) trends could be established from these pass rates and (ii) plans have been put in place to deal with these trends? NW3967E
REPLY:
(a)(i)(aa)
Table 1: Number of learners who passed Grade 1: 2007 to 2009
Province | 2006 | 2007 | 2008 | 2009 | ||||||
Enrolment in Grade 1 | Learners who passed Grade 1 | Promotion rate | Enrolment in Grade 1 | Learners who passed Grade 1 | Promotion rate | Enrolment in Grade 1 | Learners who passed Grade 1 | Promotion rate | Enrolment in Grade 1 | |
EC | 246 035 | 189 492 | 77.0 | 237 427 | 189 598 | 79.9 | 218 398 | 170 551 | 78.1 | 208 684 |
FS | 60 029 | 51 727 | 86.2 | 59 238 | 53 549 | 90.4 | 58 608 | 51 151 | 87.3 | 57 331 |
GT | 165 835 | 151 472 | 91.3 | 170 021 | 159 567 | 93.9 | 169 635 | 154 708 | 91.2 | 173 686 |
KZ | 280 475 | 224 951 | 80.2 | 278 890 | 229 277 | 82.2 | 262 464 | 215 459 | 82.1 | 260 200 |
LP | 138 804 | 131 301 | 94.6 | 136 201 | 130 560 | 95.9 | 130 032 | 114 182 | 87.8 | 124 186 |
MP | 101 120 | 82 406 | 81.5 | 97 443 | 87 939 | 90.2 | 91 145 | 75 746 | 83.1 | 89 124 |
NC | 24 793 | 21 791 | 87.9 | 26 869 | 24 633 | 91.7 | 25 527 | 21 911 | 85.8 | 25 661 |
NW | 74 451 | 62 152 | 83.5 | 73 581 | 71 816 | 97.6 | 74 978 | 62 227 | 83.0 | 73 978 |
WC | 93 656 | 77 274 | 82.5 | 91 653 | 84 882 | 92.6 | 91 327 | 77 449 | 84.8 | 93 977 |
SA | 1 185 198 | 992 566 | 83.7 | 1 171 323 | 1 031 821 | 88.1 | 1 122 114 | 943 384 | 84.1 | 1 106 827 |
Sources:
2006 to 2009 As published in the reports Education Statistics in South Africa
2007 to 2009 Annual School Survey
(bb)
Table 2: Number of learners who passed Grade 2: 2007 to 2009
Province | 2006 | 2007 | 2008 | 2009 | ||||||
Enrolment in Grade 2 | Learners who passed Grade 2 | Promotion rate | Enrolment in Grade 2 | Learners who passed Grade 2 | Promotion rate | Enrolment in Grade 2 | Learners who passed Grade 2 | Promotion rate | Enrolment in Grade 2 | |
EC | 205 672 | 189 973 | 92. 4 | 200 679 | 176 501 | 88.0 | 189 598 | 169 501 | 89.4 | 183 010 |
FS | 55 911 | 51 932 | 92. 9 | 54 746 | 49 967 | 91. 3 | 53 549 | 50 335 | 94.0 | 53 884 |
GT | 157 842 | 152 558 | 96. 7 | 156 512 | 151 013 | 96. 5 | 159 567 | 152 913 | 95.8 | 160 157 |
KZ | 239 625 | 226 333 | 94. 5 | 237 347 | 215 604 | 90. 8 | 229 277 | 216 350 | 94.4 | 226 689 |
LP | 143 192 | 138 402 | 96. 7 | 137 491 | 128 605 | 93. 5 | 130 560 | 118 143 | 90.5 | 120 351 |
MP | 96 716 | 85 770 | 88. 7 | 88 434 | 81 524 | 92. 2 | 87 939 | 79 296 | 90.2 | 82 272 |
NC | 23 489 | 21 626 | 92. 1 | 23 321 | 21 816 | 93. 5 | 24 633 | 22 613 | 91.8 | 23 616 |
NW | 71 685 | 64 563 | 90. 1 | 67 313 | 64 366 | 95. 6 | 71 816 | 62 860 | 87.5 | 69 810 |
WC | 87 520 | 79 922 | 91. 3 | 84 260 | 76 465 | 90. 7 | 84 882 | 78 304 | 92.3 | 84 522 |
SA | 1 081 652 | 1 011 079 | 93. 5 | 1 050 103 | 965 861 | 92.0 | 1 031 821 | 950 315 | 92.1 | 1 004 311 |
Sources:
2006 to 2009 As published in the reports Education Statistics in South Africa
2007 to 2009 Annual School Survey
(cc)
Table 3: Number of learners who passed Grade 3: 2007 to 2009
Province | 2006 | 2007 | 2008 | 2009 | ||||||
Enrolment in Grade 3 | Learners who passed Grade 3 | Promotion rate | Enrolment in Grade 3 | Learners who passed Grade 3 | Promotion rate | Enrolment in Grade 3 | Learners who passed Grade 3 | Promotion rate | Enrolment in Grade 3 | |
EC | 199 701 | 183 954 | 92.1 | 200 749 | 179 401 | 89.4 | 187 474 | 170 492 | 90.9 | 180 894 |
FS | 58 588 | 56 089 | 95.7 | 54 438 | 51 397 | 94.4 | 52 283 | 51 789 | 99.1 | 52 287 |
GT | 161 986 | 156 548 | 96.6 | 157 237 | 152 594 | 97.0 | 155 326 | 150 225 | 96.7 | 157 371 |
KZ | 241 260 | 230 060 | 95.4 | 238 651 | 220 189 | 92.3 | 226 466 | 216 926 | 95.8 | 227 399 |
LP | 152 469 | 144 862 | 95.0 | 146 838 | 136 210 | 92.8 | 136 512 | 124 944 | 91.5 | 125 734 |
MP | 99 355 | 89 081 | 89.7 | 91 537 | 84 801 | 92.6 | 87 259 | 79 944 | 91.6 | 85 599 |
NC | 24 880 | 23 893 | 96.0 | 22 841 | 22 146 | 97.0 | 22 817 | 22 009 | 96.5 | 23 849 |
NW | 68 973 | 61 620 | 89.3 | 69 169 | 65 246 | 94.3 | 68 684 | 62 226 | 90.6 | 68 764 |
WC | 92 107 | 86 317 | 93.7 | 85 336 | 80 984 | 94.9 | 80 835 | 77 691 | 96.1 | 82 688 |
SA | 1 099 319 | 1 032 424 | 93.9 | 1 066 796 | 992 968 | 93.1 | 1 017 656 | 956 246 | 94.0 | 1 004 585 |
Sources:
2006 to 2009 As published in the reports Education Statistics in South Africa
2007 to 2009 Annual School Survey
Note: To calculate promotion rate you need to have 2010 repeater data. Therefore the 2009 promotion rate could not be calculated.
b (i) Grade 1 promotion rate was 84% in 2006. This has risen to 88% in 2007 and dropped to 84% in 2008. The unexpected drop in 2008 in the Grade 1 promotion rate may be the issue of data inconsistencies.
Promotion rate in Grade 2 dropped from 94% in 2006 to 92% between 2007 and 2008.
In Grade 3 the average promotion rate was 94% from 2006 to 2008, with a slight drop to 93% in 2007.
b (ii) In January 2011, each learner in Grades 1,2 and 3 will receive literacy and numeracy workbooks to support the teaching of the these subjects. The Department has also developed Curriculum and Assessment Policy Statements which will provide specificity to teachers of what to teach, when to teach and how to assess in each of the Grades. This will also be achieved through dedicated teacher training.
QUESTION 3162
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 05/11/2010
(INTERNAL QUESTION PAPER: 36-2010)
3162. Mr D C Smiles (DA) to ask the Minister of Basic Education:
What (a) amount has been budgeted for departmental expenditure in each province for the foundation phase for the period 1 April 2010 and 31 September 2010, (b) amount has been spent, (c) was the per capita spending and (d) amount was spent in the 2009-10 financial year? NW3966E
REPLY
(a) The PEDs do not allocate funds according to phases but according to programme and sub-program that is Grade R (public schools and community centres sub-programs) and primary schools sub-programs. Foundation Phase (Grade 1-3) funds are allocated in Primary Schools sub-program. It is therefore difficult for the Department to respond accurately to the question as raised.
(b) and (d) The allocations in respect of Grade R (Public schools and community centres) and Primary Schools are attached:
QUESTION 3129
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 05/11/2010
(INTERNAL QUESTION PAPER: 36-2010)
Mr G R Krumbock (DA) to ask the Minister of Basic Education:
(a) When will the Tauricus Combined School in Mpofana Municipality in KwaZulu-Natal be issued with a payment mandate authorisation to purchase water from the uMgungundlovu District Council and (b) what are the reasons for the delay? NW3929E
Response:
As with all schools, Tauricus Intermediate School needs to apply directly to the uMgungundlovu District Council as a customer and purchase and pay for consumption of water using their Funding Norms and Standards allocation. The school has been informed of the process.
QUESTION 3128
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 05/11/2010
(INTERNAL QUESTION PAPER: 36-2010)
3128. Mr G R Krumbock (DA) to ask the Minister of Basic Education:
(a) How (i) many schools are there in the Mpofana Municipality, (ii) many of these schools are without water-borne sanitation and (iii) long have these schools been waiting for such sanitation to be provided and (b) what are the reasons for the delay in providing such sanitation to these schools? NW3928E
Response:
(a) There are (i) 32 schools in the Mpofana Municipality, (ii) 25 are without water-borne sanitation, (iii) in the main, there are no plans to provide water-borne sanitation at any of these schools as it is not the appropriate technology for schools in this area.
(b) Water-borne sanitation is generally considered inappropriate for schools where (i) there is an unreliable water supply, and (ii) the treatment of sewerage needs to be processed on site or by the school. Where a sewer line to a treatment plant and reliable water supply is available the Department prefers to provide a water-borne system. These schools, as a result, have been provided with Ventilated Improved Pit toilets.
QUESTION 3127
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 05/11/2010
(INTERNAL QUESTION PAPER: 36-2010)
3127. Mr G R Krumbock (DA) to ask the Minister of Basic Education:
(a) When will the Tauricus combined school in the Mpofana Municipality, KwaZulu-Natal, receive the chemical toilets that they applied for (details furnished), (b) what are the reasons for the delay in supplying these chemical toilets and (c) what are the further relevant details? NW3927E
Response:
(a) Eight chemical toilets where delivered to the school on Wednesday, 3rd November 2010.
(b) The reason for the delay in the delivery is unknown but is in all probability as a consequence on the SCM process.
(c) The school was previously provided with Ventilated Improved Pit latrines. These facilities included 4 girls' and 2 boys' toilets with a urinal. The 2 boys' toilets are beyond repair and the remaining facilities are in a condition that will require replacement. The Department as far as possible avoids the use of hired facilities as a result of the associated high costs and only uses such for short term interventions. On the basis of the above the school has been prioritised to receive permanent toilets early in the new year.
QUESTION 3112
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 05/11/2010
(INTERNAL QUESTION PAPER: 36-2010)
Mr L W Greyling (ID) to ask the Minister of Basic Education:
(1) What (a) is the current ratio of social workers to schools (i) nationally and (ii) for each province and (b) criteria are used in allocating social workers to schools;
(2) whether a higher ratio of social workers have been allocated to schools in areas where there are greater socioeconomic difficulties; if not, why not; if so, what are the relevant details;
(3) how much funding (a) has been set aside for this programme and (b) is needed to fund all the social worker posts in terms of the proposed ratio;
(4) whether there are vacant posts for social workers at schools; if not, what is the position in this regard; if so, what plans does her department have in place to fill these posts? NW3912E
Response:
1 (a) and (b) There are no norms. The Department of Basic Education is in the process of developing norms for dedicated posts including posts for social workers in schools.
2 Since there are no norms, the allocation of social worker posts is determined from a provincial budget by the MEC. These posts are part of the adhoc posts which are allocated based on demand and need.
3 Post provisioning is regulated in terms of the Employment of Educators Act, 76 of 1998. Regulations made in terms of this Act determine that an MEC must create a pool of posts in accordance with funds available for this purpose.
4 The extent of the vacancy rate is not known since there is no approved model to determine the bench mark nationally. However, since these posts are educator posts, they are determined as in 3 above.
QUESTION 3034
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 29/10/2010
(INTERNAL QUESTION PAPER: 34-2010)
Mr A P van der Westhuizen (DA) to ask the Minister of Basic Education:
What has been the average cost to the Government of each (a) primary school learner and (b) secondary school learner at public schools (i) in 2009 and (ii) from 1 January 2010 up to the latest specified date for which information is available ? NW3752E
REPLY:
a) i) In 2009, the average cost to Government of a primary school learner at public primary schools was R 7 860.
ii) In 2010, the average cost to Government of a primary school learner at public primary schools is R 8 407.
b) i) In 2009, the average cost to government of a secondary school learner at public secondary schools was R10 399.
ii) From 1 January 2010, the average cost to government of a secondary school learner at public secondary schools is R 11 034.
The information is up to the academic year 2010.
SOURCES:
1. 2010 Estimates of provincial expenditure of PED's i.e. current budgets
2. 2009/10 PEDs annual reports
3. 2009 SNAP survey
4. 2010 SNAP survey (preliminary)
QUESTION 3001
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 29/10/2010
(INTERNAL QUESTION PAPER: 34-2010)
Dr W G James (DA) to ask the Minister of Basic Education:
(1) What is the total number of teachers who (a)(i) applied for (aa) paid and (bb) unpaid leave and (b) were not required to apply for leave, but were still given time off to attend the national conference of the SA Democratic Teachers' Union (Sadtu) in October 2010;
(2) whether she requested the union to hold their conference during the school holidays; if so, what was the union's response; if not,
(3) whether she engaged in discussions with the union regarding the possibility of holding their conference during the school holidays; if not, why not; if so, what (a) was the union's response and (b) are the further relevant details
(4) what total number of teaching hours for (a) Grade 12, (b) Grade 11, (c) Grade 10, (d) Grade 9 and (e) Grade 8 were lost as a result of teachers attending the conference? NW3714E
REPLY,
(1) (a)(i), (aa), (bb) and (b),
There is no need for teachers to either apply or not to apply for this kind of leave since it is provided for in Chapter G, paragraph 3.3 of the Personnel Administrative Measures (PAM) of the Employment of Educators Act, no. 76 of 1998. In terms of this provision employee organisation members and representatives in good standing may take reasonable time off during working hours to participate in agreed to union activities. Section 15 of the Labour Relations Act, 1995, also gives provision for trade union representatives to take reasonable leave during working hours to participate in union activities. Furthermore, these regulations have to be approved by Provincial Departments of Education and all nine provinces have confirmed that they received letters to inform the employer of the time-off arrangements timeously.
(2) No. There was no need to make such a request after approval had already been given based on the fact that the union followed all necessary requirements for taking time off.
(3) (a) and (b),
There was no need to engage with labour on this matter since the labour rights are entrenched in the Constitution of the Republic of South Africa, 1996, supported by the Labour Relations Act, 1995.
(4) (a), (b), (c), (d) and (e)
I am unable to respond to this matter since the responsibility to monitor any loss of teaching hours resides with the Provincial Education Departments (PEDs), who are employers in the provinces. In the event that long hours are taken, the PEDs are empowered by the Personnel Administrative Measures (PAM) to appoint substitute teachers.
QUESTION 2887
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 22/10/2010
(INTERNAL QUESTION PAPER: 32-2010)
Mr P F Smith (IFP) to ask the Minister of Basic Education:
(a) Why South Africa still routinely comes close to last in international comparative tests in literacy and numeracy, especially at foundation phases, 15 years after the advent of democracy and (b) why has the Government not yet remedied the situation? NW3574E
REPLY
(a) It is a well known fact that learner performance in both international and national tests is affected by many variables which are manifest in majority of our schools. The Systemic Evaluation (2006) showed key predictors of performance and the "percentage difference (diff.) they account for" in learner achievement. In this regard the following factors have been highlighted:
· Learners who were exposed to interactive teaching practices were at a 59% advantage to those who were not;
· Learners who were taught in their home language were at a 49% advantage to those who were taught in another language;
· Learners who were at schools that provided learners and teachers with the necessary resources were at an advantage of 49% to those learners at schools were there were no appropriate resources.
These predictors provide possible reasons for poor performance among learners.
(b) The government is committed to addressing this challenge. The following interventions are intended to contribute to the increase in performance in this regard:
· The Foundations for Learning campaign is a direct response to poor performance of learners in national and international tests. It addresses the challenges in teaching literacy/languages and numeracy/mathematics in primary schools. It has been implemented to strengthen the teaching of literacy and numeracy.
· The Annual National Assessmentshave been introduced to assess the development of literacy and numeracy skills in learners in the primary schools. These are intended to track progress of learners in the development of these foundational skills of learning.
· Schools without learning resources have incrementally been provided with resources which are explicitly aimed at assisting teachers to teach the skills that learners need to master in Literacy and Numeracy in the Foundation Phase explicitly. In addition, the Department will in 2011 distribute workbooks to schools for literacy and numeracy for Grades 1 – 6 to support the teaching of literacy and numeracy.
· The Foundation Phase classrooms in Quintile 1-3 schools have also been provided with resources to support the teaching and learning of reading. These are resources like The Reading Toolkit, the 100 Storybooks, and classroomlibrary collections in all official languages.
· Provinces are also implementing Literacy and Numeracy strategies to improve literacy/languages and numeracy/mathematics in the Foundation and the Intermediate Phases.
QUESTION 2886
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 22/10/2010
(INTERNAL QUESTION PAPER: 32-2010)
Mr P F Smith (IFP) to ask the Minister of Basic Education:
(1) Whether she has commissioned any studies to analyse the impact of having implemented the now discontinued Outcomes-Based Education (OBE) system on learners in public schools; if so, what are the (a) key findings and (b) further relevant details; if not,
REPLY
(1) No, I have not commissioned any studies to analyse the impact of OBE. However, in 2009, I established a Ministerial Committee to conduct public hearings with teachers to understand the challenges related to the implementation of the National Curriculum Statement in the classroom.
(a) The report of the Task Team that was constituted for the Review of the Implementation of the National Curriculum Statement revealed the following:
(i) The need for clarification of the National Curriculum Statement policy;
(ii) Onerous administration requirements for teachers should be reduced;
(iii) The unnecessary complication of the assessment should be streamlined;
(iv) Overload on the subjects in the Intermediate Phase should be reduced;
(v) The use of textbooks should be encouraged and promoted; and
(b) I have already decided to implement the recommendations in schools in 2010
Recommendations with immediate effect for implementation in 2010 were published in Government Gazette No. 32836of 29 December 2009 and Government Gazette No. 33160 of 6 May 2010.
QUESTION 2841
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 15/10/2010
(INTERNAL QUSTION PAPER: 31-2010)
Mr D C Smiles (DA) to ask the Minister of Basic Education:
With reference to her reply to question 1164 on 30 April 2010, (a) what was the rationale behind the department's decision not to build an additional primary and secondary school in the Phomolong area near Tembisa in Gauteng, (b) what criteria are used to determine whether a community is entitled to have additional schools built at the department's expense, (c) in what respect did the Phomolong community fall short of the requisite criteria regarding the construction of additional schools and (d) what additional reasons motivated the department's decision not to construct additional schools within this area? NW3523E
REPLY:
The reply given on 30 April 2010 to question 1164, referred to Phomolong area in the Free State and the responses were based on the situation in the said area and not in the Phomolong in Tembisa (Gauteng). On the basis of the clarity and realization of the error, the responses below refer to Phomolong in Tembisa.
(1) Whether any additional (a) primary and/or (b) secondary schools are to be built in the Phomolong area; if not, why not; if so, (i) how many schools are to be built and (ii) when will they be completed;
(a)&(b)There is a need for one primary and one secondary school in Phomolong in addition to the existing schools. A new primary school is in the planning phase and that the project has already been handed over to the Gauteng Department of Infrastructure Development (Public Works) and it is anticipated that the project will go on tender in this financial year. Further, in order to alleviate the shortage in the interim, a mobile school is planned to be provided to the current financial year.
In response to the follow up question (2841), the Gauteng Department of Education has not taken any decision not to build additional schools in the area, and hence a new primary school is planned to be provided in the area. Further, Phomolong has approximately 3000 residential units and there are 2 (two) primary schools and 1 (one) secondary school in the area. The said schools are however overcrowded and hence the decision to provide two additional schools
QUESTION NUMBER: 2834
ACCESS NUMBER: NW3515EWRITTEN REPLY TO PARLIAMENT ON:
Dr W G James (DA) to ask the Minister of Basic Education
Whether she will support a renewed effort to implement the education programme initiated by former Minister Kader Asmal at the beginning of the year 2000; if not, what is the position in this regard; if so, what mechanisms will be implemented to support this programme?
REPLYYES, the Action Plan to 2014: Towards the Realisation of Schooling 2025 takes into account the foundation of education transformation that was laid by previous Ministers and strengthens the development of the schooling system based on previous programmes.
QUESTION 2833
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 15/10/2010
(INTERNAL QUESTION PAPER: 31-2010)
Dr W G James (DA) to ask the Minister of Basic Education:
1) Whether she has any plans in place to ensure that the recent strike by educators does not recur in future; if not, why not; if so, what are the relevant details of the (a) plan and (b) mechanisms that will be implemented to prevent future strikes by educators;
2) Whether she has considered revising her department's approach taken during the recent strike regarding educators' salaries in the event of future strikes; if not, what is the position in this regard; if so, what are the relevant details ? NW3514E
REPLY:
1) No. The recent strike action affected the whole of the public service. The Minister for the Public Service and Administration has jurisdiction in this regard.
It should be mentioned that in the Media Statement issued by the Ministry for Public Service and Administration on 19 August 2010, the Minister for the Public Service and Administration reiterated that the state will continue in its efforts to further collective engagement with labour, including educator unions, on the review of the remuneration policy, the synchronization of salary negotiations with the Government Budget cycle, the return to April as the implementation month for salary adjustment, the building of sustainable capacity of negotiators, as well as the introduction of a multi-term focus in salary negotiation.
2) Yes. The revision of teacher salaries has been in the pipeline long before the current strike action. Emanating from ELRC Resolution 4 of 2009, the Education Labour Relations Council (ELRC) has already appointed a service provider to undertake research around the current salary structure applicable to institution and office based educators. The outcome of the research will be used to advise the Minister accordingly.
QUESTION 2805
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 15/10/2010
(INTERNAL QUESTION PAPER: 31-2010)
Mr DC Smiles (DA) to ask the Minister of Basic Education:
Whether a national audit of private schools has been carried out; if not, why not; if so, what (a) were the findings, (b) regulatory framework is in place to provide quality assurance support to these schools and (c) support does her department offer these schools;? NW 3486E
REPLY
(a) YES: However, national audits including both public and independent schools, were limited to the surveys conducted in 1996 and 2000 and from 2006 they were exluded.
The School Register of Needs (SRN) survey conducted in 1996 was the first of its kind in the history of education in South Africa. It was the first database that included every school in the country (public and independent), indicating their geographic location, the condition of buildings and the facilities available.
Its purpose was to establish a national database of schools and colleges and to provide information on:
Ø Physical facilities;
Ø Basic services;
Ø Learning materials equipment;
Ø Learner information;
Ø Human resources; and
Ø Support services.
The second School Register of Needs Survey was conducted during the last eight months of 2000. The purpose of this survey was to update the 1996 database and to identify and capture 3 000 institutions that were not surveyed in 1996. The update was also used to measure progress and trends between 1996 and 2000.
(b) In terms of the National Qualifications Framework Act, 2008 (Act No. 67 of 2008), Umalusi, the Quality Council for General and Further and Education and Training must develop and manage the General and Further Education and Training sub-framework, and make recommendations thereon to the Minister of Basic Education.
Based on the above, all independent schools in the General and Further Education and Training Bands must comply with the directives of Umalusi regarding quality assurance and moderation. Umalusi is responsible for the moderation of the School-Based Assessment and Practical Assessment Task components of the National Senior certificate candidates in both public and independent schools. Umalusi also appoints external moderators for the national Senior Certificate examination to be conducted for both public and independent school candidates.
All assessment bodies must be registered by Umalusi and must comply with the regulations regarding the conduct, administration and management of the National Senior Certificate examination.
(c) In accordance with section 45 of the South African Schools Act, No. 84 (Act. No. 84 of 1996), the establishment and maintenance of an independent school must be borne by the owner thereof.
Independent schools are subsidised by the Government and in terms of Section 48 of the said Act the Minister of Basic Education may, by notice in the Government Gazette, determine norms and minimum standards for the granting of subsidies to independent schools after consultation with the Council of Education ministers and the financial and Fiscal Commission and with the concurrence of the Minister of Finance.
QUESTION 2742
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER:23/09/2010
(INTERNAL QUESTION PAPER: 30-2010)
Mr M J Ellis (DA) to ask the Minister of Basic Education:
(1) With reference to her reply to question 1698 on 15 September 2010 on Zimele Molweni Centre, what was the outcome of the meeting that was held on 14 June 2010?
(2) Whether her department has implemented any measures to assist this centre; if not, why not; if so, what measures? NW3414E
Response:
(1) The KwaZulu-Natal Department of Education pledged its support for the registration of the Zimele Molweni Centre as a school and advised the centre to proceed with the process of registration.
(2) Yes, the Department of Basic Education requested the KwaZulu-Natal Department of Education to support the Centre with the registration process. The Department of Basic Education is monitoring the process on an ongoing basis.
QUESTION 2740
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER:23/09/2010
(INTERNAL QUESTION PAPER: 30-2010)
Mr D C Smiles (DA) to ask the Minister of Basic Education:
(1) Whether her department is considering a new funding model for schools in which to accommodate a voucher system based on a per capita spending on learners; if not, what is the position in this regard; if so, (a) when is it anticipated to implement the new system and (b) what are the further relevant details;
(2) whether her department has conducted research into the voucher system including benchmarks; if not, what is the position in this regard; if so, what are the relevant details? NW3412E
Reply
(1) No, the Department is currently not considering a new funding model for schools to accommodate a per capita based voucher system. The department is of the view that the existing system of funding schools is still the most suitable for giving effect to the government's objectives of equity and redress. The Department is examining ways to address certain shortcomings within the current funding regime; such as the problems experienced with ranking of schools as well as compensation to schools for loss of fee income due to school fee exemptions.
(2) No research has been conducted into a possible voucher system and no benchmarks have been developed. Since it is not currently the intention of the Department to accommodate a voucher system of funding, it has not committed resources towards research into the development of such.
QUESTION 2739
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER:23/09/2010
(INTERNAL QUESTION PAPER: 30-2010)
2739. Mr D C Smiles (DA) to ask the Minister of Basic Education:
(1) Whether her department monitors the quality of training at teaching training institutions; if not, why not; if so, what (a) are the names of the institutions that are being monitored in each province, (b) is the frequency of such quality control and (c) is the level of quality at each institution in the past three academic years;
(2) whether she has any plans in place to adequately place recipients of the Funza Lushaka Bursary at schools in each province; if not, why not; if so, what plans? NW3411E
REPLY
(1) The split of the former Department of Education (DoE) in 2009 into the Department of Basic Education and the Department of Higher Education and Training meant that functions for the two departments, drawing from the former DoE had to be split. Monitoring of the quality in higher education and training, including training at teaching institutions, is in the realm of the Department of Higher Education and Training, which is mandated through the Higher Education Act, No. 101 of 1997 and the Education White Paper 3 of 1997 (A Programme for the Transformation of Higher Education).
(2) The Council of Education Ministers (CEM) at the CEM meeting held on 15th/16 April 2010 agreed to a proposed placement procedure for 2011. Placement processes started in May 2010 and should be finalised before the end of December 2010. Each potential qualifying Funza Lushaka bursar submitted a placement request form in May 2010. The forms have been collated to generate placement lists per province. In June 2010, each province was given a list of students who wish to be placed in that particular province to enable the provinces to identify suitable posts for the bursars. Provinces are conducting an analysis of post vacancies, specifically those posts that they have been unable to fill through normal means. The focus is specifically on posts in quintile 1-3 schools. This analysis should result in the creation of a closed vacancy list against which Funza Lushaka students can apply or be matched. These lists should include posts currently being occupied by new unqualified entrants into the system e.g. matriculants who have been taken up in the posts because "a qualified teacher could not be found". Provinces are currently in this phase of the processes, and bursars will be offered posts before the end of the year.
QUESTION 2738
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER
(INTERNAL QUESTION PAPER: 2010)
Mr DC Smiles (DA) to ask the Minister of Basic Education:
Whether she or her department intends reducing the number of directors at national level; if not, why not; if so, (a) what is the anticipated number of directors, (b) what model was used to project this number and (c) when will this plan be implemented? NW3410E
REPLY:
Yes
a) 48
b) Functions are realigned in order to streamline the functionality of the Department and bring it in line with the priorities as set out in the strategic plan.
c) I am currently considering the proposals. Implementation will take place once all the consultation processes have been finalised.
QUESTION 2694
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 17/09/2010
(INTERNAL QUESTION PAPER: 29-2010)
2694. Dr C P Mulder (FF Plus) to ask the Minister of Basic Education:†
(1) Whether her department made use of any consultants since the 2004-05 financial year; if so, (a) how many (i) consultants and (ii) consultancy firms were used in each financial year, (b) what are their names in each case, (c) what amounts were paid to each (i) consultant and (ii) consultancy firm in each financial year and (d) who are the directors of each of the consultancy firms used by her department since the 2004-05 financial year;
(2) whether any of the consultants or consultancy firms were previously employed by her department; if so, (a) who are they, (b) why did they leave the employ of her department and (c) what is the total financial value of the remuneration paid to each such consultant? NW3359E
REPLY
The Department of Basic Education (DBE) came into existence in April 2010 due to the split of the former Department of Education (DoE) into the Departments of Basic Education and Higher Education and Training. In light of this, the Department's response will cover the period 01 April 2010 to date.
1. (a)
(i). The Department of Basic Education had not used consultants since it came into existence in April 2010.
(ii) Five (5) consultancy firms were used since April 2010
(b) The Names, (c) Amounts paid and (d) Names of Directors of each consultancy firm are outlined below.
(b) Name of Consultancy firm | (c ) Amounts Paid | (d) Directors of the firm |
Rola Ball Eduscript | R149 999.00 | Dr Patricia Watson |
Consortium for Language | R241 395.00 | Prof. JD Swanepoel (Executive member) |
Vita Brevis Language | R241 395.00 | Mr E De Klerk |
Somakhawula Language Consultancy | R152 075.00 | Mr France Mahlangu |
Khulisa Management Services | R250 000.00 | Mr Michael Ogawa |
2. No
QUESTION 2646
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 17/09/2010
(INTERNAL QUESTION PAPER: 29-2010)
Dr A Lotriet (DA) to ask the Minister of Basic Education
Whether she will revise the national priorities as stipulated in the Funza Lushaka Bursary programme to include Afrikaans; if not, why not; if so, when will it be revised ? NW3303E
REPLY:
The Funza Lushaka Bursary Scheme is conceptualized within the broad goal of meeting supply and demand needs for high quality teachers in South Africa, with a particular focus on poor and rural schools. It has the overall goal of supplying the education system with well-qualified, high performing teachers who are able to teach in nationally identified priority areas, and who, upon completion of their funded studies, will be available for targeted/directed placement in public school posts.
The list of priority areas is approved by the Minister based on provincial indication of need, supported by vacancy data. The list can be revised on an annual basis depending on need. Current priority areas are:
Current priority areas funded by Funza Lushaka Bursary Scheme | ||||
Foundation Phase | Languages | Sciences | Mathematics | Technology |
African Languages | English | Physical Sciences | Mathematics | Civil |
English | African Languages | Life Sciences | Mathematical Literacy | Electrical |
Afrikaans | Agricultural Sciences | Engineering Graphics and Design | ||
Physical Sciences | Mechanical | |||
Life Sciences | Technology | |||
Natural Sciences | Information | |||
Computer Applications |
A request was forwarded to provinces in 2009, inviting provinces to indicate areas of specialization that were noted as in high need for the Minister to consider for inclusion in the list of priorities. The provinces' responses indicated that they need Accounting to be considered for inclusion in the list of priority areas.
Even though Afrikaans is not listed as a priority area, there are student teachers who specialize in Afrikaans who are funded through the Funza Lushaka bursary scheme. This is possible because an applicant should specialize in at least one priority area to be considered for award of the Funza Lushaka bursary. Teacher education qualifications provide space for a student to specialize in more than one area, hence it is possible for a student to major in Afrikaans coupled with a priority area to be funded through the Funza Lushaka bursary scheme. One of the 1754 bursars who completed their studies at the end of 2009, a total of 216 bursars were qualified to teach in Afrikaans and to teach the language Afrikaans. This accounts for 12.3% of Funza Lushaka graduates. The table below provides details in respect of the 216 graduates broken down per phase as well as numbers placed.
2009 Funza Lushaka Graduates qualified to teach in Afrikaans and the language Afrikaans | |||
Phase | No. of Graduates | Placed: June 2010 | Not Placed: June 2010 |
Foundation Phase | 143 | 96 | 47 |
Intermediate Senior Phase | 53 | 33 | 20 |
FET | 20 | 14 | 6 |
TOTAL | 216 | 143 | 73 |
Source: Funza Lushaka graduate bursar database, 2009
QUESTION 2612
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 17/09/2010
(INTERNAL QUESTION PAPER: 29-2010)
Mr D A Kganare (Cope) to ask the Minister of Basic Education:
Whether her department has assessed the impact and success of the National Strategy for Mathematics, Science and Technology Education (NSMSTE); if not, why not; if so, what are the relevant details? NW3148E
REPLY
The Department of Basic Education has not assessed the impact of the NSMSTE in all schools. However, the Department of Basic Education, in collaboration with the World Bank, through the Development Impact and Evaluation Initiative, conducted an impact evaluation of the Dinaledi School Project, as a component of the National Strategy for Mathematics, Science and Technology Education. The study covered the period 2005-2007. The results of the impact evaluation have reported the following:
· Enrolment and passing rates in Higher Grade (HG) physical sciences increased as a result of the programme.
· Dinaledi School Project increased the number of students passing the Senior Certificate examination in HG mathematics and physical science by 55% compared to control schools.
· The Dinaledi School Project was very effective in schools with the greatest need.
QUESTION 2611
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 17/09/2010
(INTERNAL QUESTION PAPER: 29-2010)
Mr A M Mpontshane (IFP) to ask the Minister of Basic Education:
Whether her department will achieve the 2015 Millennium Development Goal of providing basic primary education to every child; if not, why not; if so, what (a) are the current statistics with regard to the implementation of this goal and (b) policies are in place to ensure that this goal is met by 2015? NW3138E
REPLY:
The Department of Basic Education will be able to achieve the Millennium Development Goal (MDG) of providing basic primary education to every child by 2015. Primary education in South Africa is characterized by very high rates of enrolment and retention through to grade 7.
(a) THE CURRENT STATISTICS
Table 1: Number of 7-13 years old children attending education institutions: 2002-2009
Provinces | 2002 | 2003 | 2004 | 2005 | 2006 | 2007 | 2008 | 2009 |
Eastern Cape | 96.4 | 96.0 | 97.4 | 97.8 | 97.7 | 98.0 | 98.4 | 98.4 |
Free State | 97.7 | 97.4 | 96.7 | 98.7 | 99.1 | 99.1 | 98.3 | 99.2 |
Gauteng | 98.0 | 98.7 | 99.4 | 98.8 | 98.7 | 97.8 | 98.3 | 98.5 |
KwaZulu-Natal | 95.0 | 96.8 | 97.4 | 98.0 | 97.2 | 98.1 | 97.9 | 98.5 |
Limpopo | 97.7 | 98.2 | 99.1 | 99.1 | 99.0 | 98.7 | 98.2 | 98.9 |
Mpumalanga | 97.6 | 98.3 | 98.8 | 97.7 | 98.1 | 98.3 | 98.0 | 98.4 |
North West | 95.7 | 97.2 | 98.0 | 96.1 | 96.9 | 98.1 | 97.5 | 98.4 |
Northern Cape | 94.3 | 96.2 | 97.6 | 98.5 | 98.8 | 99.0 | 98.1 | 98.9 |
Western Cape | 98.3 | 97.6 | 99.0 | 98.7 | 99.4 | 99.4 | 97.8 | 98.9 |
RSA | 96.7 | 97.4 | 98.2 | 98.2 | 98.2 | 98.3 | 98.1 | 98.6 |
Source: Statistics South Africa, General Household Survey, 2002-2009
(b) POLICIES AND INITIATIVES TO ENSURE THAT THIS GOAL IS ACHIEVEDIn 2007, the government adopted a policy of "no fee" schools. The aim of this policy is progressively to give effect to the constitutional imperative of the right to a basic education. It is a policy and budgetary response to the need to make education truly accessible by removing fees as a barrier. The South African Schools Act has been amended accordingly and schools in the lowest three quintiles have been declared "no fee" schools. In 2010, 68% of learners (over 8 million in more than 19 000 public schools were classified as no-fee schools.
The Quality Learning and Teaching Campaign (QLTC) was rolled out in 2009. It is aimed at mobilizing communities to monitor and support schools, teachers and learners, in improving the quality of education for all children, especially the poor. Each partner in the campaign is called upon to make a commitment to a '"Code for Quality Education" that describes the responsibilities and discipline required of them.
To adequately address the poor quality of literacy and numeracy in the nation's schools, the teaching and learning of these crucial competencies in the Foundation Phase must improve. The Foundations for Learning Campaign, introduced in April 2008, focuses specifically on Grades R to 3. It includes the provision of support material to educators and schools for use in the classroom as well as actual training and support for educators in Literacy and Numeracy development. A key focus of the campaign is a "back to basics" approach. Resources for the campaign are developed and delivered to the schools by the national DBE. Provincial departments ensure that the necessary support and development for schools and educators is provided so that the resources can be effectively used.
Many young children living in poverty are food-deprived and are therefore not able to participate fully in their own development. The national school nutrition programme is aimed at promoting better quality education for the poorest learners by providing a meal to learners in the programme. The rationale of the NSNP is to actively enhance children's learning capacity. This is done by providing an incentive for children to regularly and punctually attend school. Further, the programme addresses particular micro-nutrient deficiencies.
A national basic education plan has been developed called, Action Plan to 2014: Towards the realization of schooling 2025. This initiative will ensure the effective monitoring of educational progress against a set of measurable indicators covering all aspects of basic education including, amongst others, learners, teachers, infrastructure, school funding, learner well being and school safety, mass literacy and educational quality.QUESTION 2602
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 13/09/2010
(INTERNAL QUESTION PAPER: 28-2010)
Dr C P Mulder (FF Plus) to ask the Minister of Basic Education:†
Whether her department has appointed an independent institution to investigate the status of mother-tongue education in single and dual-medium Afrikaans schools; if not, why not; if so, (a) which institution will conduct the investigation, (b) what are the estimated costs, (c) what instruction was given to the institution and (d) when will the investigation be completed? NW3252E
REPLY
No. The department has not appointed an independent institution to investigate the status of mother-tongue education in single and dual-medium Afrikaans schools. The department has to deal with the status of mother tongue education in all eleven languages. However, the department did commission a study on the Languages of Learning and Teaching (LoLT) in 2008.
(a) The Education Policy Unit of the University of Witswatersrand was commissioned to do the study on the status of LoLT.
(b) The cost of the study was R298 000.00.
(c) The terms of reference for the study were as follows:
· Provide an overview of the policy on the Language of Learning and Teaching in Schools.
· Analyse EMIS and SNAP data from 1997 to 2007 on home language and LoLT, and provide patterns thereof with respect to provinces, former education departments, race of learners and grades taught in the home language.
· Undertake a qualitative study in all nine provinces to investigate why many traditionally single medium schools have shifted their policy on LoLT.
· Assess the extent to which the LoLT correspnds to the home language of learners, particularly in the Foundation Phase.
· Investigate changes in the racial demographics of the school population over time, and determine if there are any correlations with changes in LoLT of schools.
(d) The report on the status of LoLT in schools will be finalized by end of 2010.
QUESTION 2557
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 13/09/2010
(INTERNAL QUESTION PAPER: 28-2010)
Dr J C Kloppers-Lourens (DA) to ask the Minister of Basic Education:
Whether her department has enough teachers in its employ to provide mother-tongue education to all learners from grade R to grade 6; if not, (a) why not and (b) what plans are in place to address this issue; if so, how many teachers are employed in each province to provide for the mother-tongue speakers of the respective languages?NW3198E
REPLY
(a) All schools in the country provide for learning and teaching through the medium of different languages at Home or First Additional Language levels. The Home Language level is generally taken by mother-tongue language speakers and this is particularly applicable in the Foundation Phase for which there are generally enough teachers. However, quantifying "enough" is a challenge because language shifts in schools and communities tend to be very dynamic.
(b) The department is planning to conduct an audit of:
· The Languages of Learning and Teaching (LoLT) and the First Additional Languages (FAL) being offered in the system from Grade 1 in all schools; and
· Teacher competence (linguistic and pedagogic) to teach the languages offered.
The audit will be used to inform teacher supply strategies.
The Department only has data on teachers per province teaching at home language level for the foundation phase. For the rest of the grades data is collected on teachers per subject and the number of learners who learn in their home language.
The table below indicates the number of teachers in the Foundation Phase per province teaching at home language level. This data was collected in 2009.
NUMBER OF TEACHERS PER PROVINCE TEACHING IN MOTHER-TONGUE IN THE FOUNDATION PHASE
Province | Home Language | ||||||||||
Afrikaans | English | IsiNdebele | IsiXhosa | IsiZulu | Sepedi | Sesotho | Setswana | Siswati | Tshivenda | Xitsonga | |
EC | 816 | 2 807 | 9 | 10 103 | 65 | 286 | 3 | 4 | |||
FS | 378 | 1 590 | 2 | 54 | 85 | 2 | 1 703 | 150 | 0 | 0 | 3 |
GT | 1 193 | 4 657 | 25 | 280 | 1 965 | 868 | 922 | 876 | 2 | 69 | 237 |
KZ | 101 | 3603 | 0 | 343 | 13 317 | 0 | 10 | 0 | 0 | 0 | 0 |
LP | 130 | 382 | 56 | 7 | 66 | 5 259 | 0 | 123 | 58 | 1 519 | 1 515 |
MP | 291 | 1 065 | 475 | 12 | 1 519 | 789 | 80 | 145 | 1 348 | 0 | 610 |
NC | 913 | 179 | 0 | 50 | 0 | 0 | 1 | 608 | 0 | 0 | 0 |
NW | 287 | 440 | 0 | 101 | 7 | 6 | 109 | 4 262 | 0 | 23 | 18 |
WC | 3 109 | 2 023 | 0 | 1 265 | 0 | 0 | 6 | 0 | 0 | 0 | 0 |
SA | 7 218 | 16 747 | 568 | 12 215 | 17 025 | 6924 | 3118 | 6168 | 1410 | 1612 | 2 386 |
(Source: EMIS data)
QUESTION 2529
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 13/09/2010
(INTERNAL QUESTION PAPER: 28-2010)
Mr D A Kganare (Cope) to ask the Minister of Basic Education:
Whether, in the course of the recent strike by educators, her department continuously monitored all schools to ensure that schools remain open; if not, why not; if so, (a) how many schools closed, (b) in which provinces are they situated and (c) what sanctions her department intends applying against schools that shut their doors during the strike? NW3144E
REPLY,
(a); (b)
Yes, the Department continuously monitored all schools to ensure that schools remained open for the duration of the strike action. It has come to the attention of the Department that in some provinces most schools were completely closed.
Information received from provincial education departments indicated
the following:
Province | Average no. of schools closed for the duration of the strike action |
Eastern Cape | 5656 |
Free State | 314 |
KwaZulu Natal | 1670 |
North West | 37 |
Northen Cape | 10 |
Western Cape | 74 |
(c) Further investigations are currently underway to gather information that will assist in guiding the department about the correct procedures to follow to ensure that appropriate sanctions are applied.
QUESTION 2518
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 03/09/2010
(INTERNAL QUESTION PAPER: 26-2010)
Adv A de W Alberts (FF Plus) to ask the Minister of Basic Education:
(1) (a) What is her department's policy on mother tongue education and (b) why has it not been included in her department's 2014 Plan of Action;
(2) whether she will consider the inclusion of mother tongue education as a priority in this plan of action; if not, why not; if so, (a) how will this be done and (b) when? NW3095E
REPLY
(1) (a) The Department supports mother tongue education in the Foundation Phase and
the Intermediate Phase. This is a policy position, which is being reinforced through the NCS transformation process that has been introduced.
(b) In view of above, it was not necessary to include it in Action Plan to 2014. Action Plan 2014 covers a wider range of initiative than curriculum only.
(2) As indicated in 1 above, the Department will continue to support the expansion of mother education in public schools.
QUESTION 2500
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 03/09/2010
(INTERNAL QUESTION PAPER: 26-2010)
Dr J C Kloppers-Lourens (DA) to ask the Minister of Basic Education:
Whether the Government has taken any steps to resource school libraries fully; if not, why not; if so, what are the (a) plans and (b) proposed timelines for her department to provide every school in the country with a (i) properly equipped library and (ii) trained school librarian? NW3073E
REPLY
(a) To enable the DBE to address infrastructure provisioning holistically two significant documents have been developed namely the:
· National Policy for an Equitable Provision of an Enabling School Physical Teaching and Learning Environment. Through this policy, the department will realize the provision of all essential spaces and facilities, including school libraries. This policy will be followed by the Norms and Standards for School Infrastructure.
· National School Library and Information Services Guidelines. Through these guidelines provisioning and support of libraries in the system will be addressed.
(b) (i) In terms of the Norms and Standards for School Infrastructure all new schools will have libraries. National Treasury has allocated an additional R2b for the next two financial years to provide libraries, laboratories and grade R classrooms 2011 and 2012. This amount is over and above the infrastructure budget allocated to provinces. The department is also in the process of developing a strategy that aims to accelerate the delivery of schools infrastructure and more specifically, aimed at the improvement of existing schools infrastructure to achieve Optimum Functionality level in targeted schools infrastructure within the 2010-2014 Strategic Plan Period and beyond. The targets related to this initiative are being finalized. From their budgets in this financial year, provinces will be providing 146 libraries to new and existing schools.
(ii) The provision of teacher librarians will have to be made within the context of broad post provisioning according to priority needs in the system.
QUESTION 2499
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 03/09/2010
(INTERNAL QUESTION PAPER: 26-2010)
Dr J C Kloppers-Lourens (DA) to ask the Minister of Basic Education:
Whether her department has put measures in place to lessen the effect that the general teachers' strike in August 2010 will have on learners; if not, why not; if so, what are the relevant details? NW3072E
REPLY
Provincial Departments of Education had developed recovery programmes and established learning centers to support learners during the strike period. The Department of Basic Education, in collaboration with partners, had also implemented relevant programmes to support learning during the strike. Among these were daily broadcasts of lessons on the Public Broadcaster, both on radio and television. Print media houses had also made available study material to provide for revision papers.
The Department and Provincial Departments of Education have also planned interventions post the strike period to ensure that recovery programmes are intensified. In this regard, Provincial Departments of Education will retain selected learning centres to support learners. Other mechanisms for recovery of learning will include extended teaching time, extra classes, study camps and the use of technology to support learning.
QUESTION 2393
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 27/09/2010
(INTERNAL QUESTION PAPER: 25-2010)
Dr J C Kloppers-Lourens (DA) to ask the Minister of Basic Education:
Whether (a) her department or (b) any of its entities has signed any contractual agreements with a certain company (name furnished) or any of its affiliates (i) in the (aa) 2006-07, (bb) 2007-08, (cc) 2008-09 and (dd) 2009-10 financial years and (ii) during the period 1 April 2010 up to the latest specified date for which information is available; if so, (aaa) what is the nature of each contract, (bbb) what is the monetary value of each contract, (ccc) what is the (aaaa) start and (bbbb) end date of each contract, (ddd) what are the details of the process that was followed for the signing of each contract, (eee) who else tendered for each contract that was awarded and (fff) what amount did each tenderer quote in each case? NW2962E
REPLY
(a) No the Department of Basic Education has not signed any contractual agreement with General Nyanda Security Advisory (GNS) in this financial year, i.e. April 2010 to August 2010 (The Department came into existence in April 2010).
(b) The Department's public entities have their own regulatory Framework regarding this matter. They do not require the Minister's permission to enter into business contracts with companies.
QUESTION 2328
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 27/08/2010
(INTERNAL QUESTION PAPER: 25-2010)
Dr C P Mulder (FF Plus) to ask the Minister of Basic Education:†
(1) (a) In how many newspapers has her department placed a certain advertisement (details furnished), (b) what did the total costs of the advertisement amount to and (c) from which part of her department's budget will the costs be recouped;
(2) how many educators in every government school in each province fall under each of the five respective categories of years of service that are mentioned in the advertisement;
(3) whether she will (a) investigate cases in which individual educators do not received the salary packages as set out in the advertisement and (b) effect corresponding corrections to their salaries; if not, why not, in each case; if so, (i) what course of action will she take in tackling this issue and (ii) what are the further relevant details;
(4) whether she will make a statement on the matter? NW2896E
Response:
(1) (a) six, (b) R1.3 million, (c) DG's office
(2)
Province | Number of Educators Per Notch and Years of Service | ||||
Notches | |||||
R150 105 | R153 129 | R160 920 | R194 421 | R220 278 | |
Years of Service | |||||
1 | 5 | 10 | 20 | 30 | |
EASTERN CAPE | 991 | 2080 | 1137 | 1280 | 119 |
FREE STATE | 745 | 416 | 644 | 306 | 67 |
GAUTENG | 2066 | 1475 | 1018 | 789 | 324 |
KZN | 4094 | 3650 | 1427 | 1364 | 144 |
LIMPOPO | 2373 | 922 | 1313 | 1154 | 263 |
MPUMALANGA | 869 | 744 | 825 | 746 | 100 |
NORTH CAPE | 256 | 202 | 217 | 151 | 25 |
NORTH WEST | 973 | 442 | 794 | 362 | 81 |
WEST CAPE | 809 | 727 | 557 | 497 | 132 |
(3) a. Yes, salary queries of all educators whether brought by individuals or
by their labour unions to the attention of the department are
immediately investigated.
b. Yes, if there are unintended errors, they will be corrected.
i) Provincial Education Departments will be requested to investigate
each query and provide feedback to the DBE, who will in turn respond to the educator.
ii) In cases of unintended errors, such errors will be corrected by the
Provincial Education Departments and reports on this provided to DBE.
c. There will be no public statement made on this issue because all cases after being attended to, my department contacts the affected individuals detailing the merits of the case or rectifying the unintended errors that might have occurred.
QUESTION 2324
DATE OF PUBLICATION O INTERNAL QUESTION PAPER: 27/08/2010
(INTERNAL QUESTION PAPER: 25-2010)
Ms F I Chohan (ANC) to ask the Minister of Basic Education:
What is her department's intention with regard to reconsidering the Common Tasks of Assessment (CTAs) for grade 9 in view of concerns that they are ineffective in offering a systemic measure of learning at this level? NW2864E
REPLY
The Common Tasks for Assessment (CTAs) have been discontinued with effect from 2010 following the Council of Education Ministers' (CEM) approval of the recommendations of the Curriculum Implementation Review Report. For 2010, the CTA will be replaced by a formal end-of-year assessment and, together with school-based assessment, contribute to the final assessment mark of learners in Grade 9.
Provinces will be responsible for the development, moderation, implementation and post-examination moderation of the external assessment. The development process will be determined provincially with schools.
As a systemic measure of learning at the grade 9 level, the Department will conduct national assessments which will be independently verified for quality by credible agents identified by the Department. These assessments will be piloted in a small sample of schools in February 2011 and then rolled out to all the schools in 2012.
QUESTION NUMBER: 2311
ACCESS NUMBER: NW2807E
WRITTEN REPLY TO PARLIAMENT ON:
Ms D Carter (Cope) to ask the Minister of Basic Education
(1) Whether Outcomes-Based Education (OBE) is being scrapped in its entirety across all grades simultaneously; if not, what is the position in this regard; if so, what are the relevant details?
REPLY(1) Outcomes-Based Education means different things. In the National Curriculum Statement it was contained in the design features of learning outcomes and assessment standards. These structured the form of the curriculum and expressed its aims and content, but in too complicated a manner.
The National Curriculum Statement Grades R – 12 has been refined and repackaged to make it more accessible for teachers. Through this process, learning outcomes and assessment standards as design features, which have complicated the NCS, were removed. The refined and repackaged curriculum will be presented in the Curriculum Assessment Policy Statements (CAPS), which will show the following:
· The general aims of the South African curriculum;
· The specific aims of each subject;
· Clearly delineated topics to be covered per term and
· The required number and type of assessments per term.
The refined and repackaged National Curriculum Statement Grades R – 12 will be incrementally implemented as follows:
Foundation Phase (Grades R – 3) in 2011;
Intermediate Phase (Grades 4 – 6) in 2012;
Senior Phase (Grades 7 – 9) in 2012; and
Further Education and Training Phase (Grades 10 – 12) in 2012.
QUESTION 2292
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 20/08/2010
(INTERNAL QUESTION PAPER: 23-2010)
Ms D Carter (Cope) to ask the Minister of Basic Education:
Whether her department has put mechanisms in place with regard to the work ethic and professionalism of educators in our schools; if not, why not; if so, what mechanisms? NW2806E
REPLY:
The South African Council for Educators, a statutory body established to enhance the status of the teaching profession and promoting the development of educators and their professional conduct, runs programmes for teachers in this area. Training sessions on a professional Code of Conduct are presented to teachers. SACE also conducts disciplinary hearings for breaches of conduct of teachers. EHRM WILL PROBABLY ADD
QUESTION 2251
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 20/08/2010
(INTERNAL QUESTION PAPER: 23-2010)
Mr J R B Lorimer (DA) to ask the Minister of Basic Education:
Whether her department and/or any of its entities has purchased any 2010 Fifa World Cup Soccer tournament (a) clothing or (b) other specified paraphernalia; if not, what is the position in each case; if so, in each case, (i) what are (aa) the details and (bb) the total cost of the items purchased, (ii)(aa) how many items have been purchased and (bb) why, (iii)(aa) to whom has each of these items been allocated and (bb) why have these items been allocated to these persons and (iv)(aa) on what basis was the decision taken to purchase each of these items and (bb) on whose authority was the decision taken to make these purchases?NW2759E
RESPONSE
Department of Basic Education
This question was circulated to all Branches in the Department of Basic Education for a response. All managers and their subordinates have responded that their units have not, at any time, purchased any 2010 FIFA World Cup Soccer tournament clothing or other specified paraphernalia out of voted funds or any other funds of the Department of Basic Education.
ENTITIES of the Department of Basic Education
Education Labour Relations Council
The Council indicated that they did not purchase any items in relation to the 2010 FIFA
World Cup, both during the period leading up to the World Cup, as indicated in the ELRC Annual Report for 2009/10, as well as in the new financial year up to the end of the World Cup.
South African Council for Educators
The Council did not spend its resources on the World Cup related matters.
UMALUSI
Umalusi purchased Bafana Bafana supporters T - Shirts for staff members. 85 T - shirts were bought at a cost of R42,075. All the T shirts were purchased in May 2010 for the benefit of staff members in the spirit of national support for the country's hosting of the World cup tournament and in conjunction with the organisation's Wellness programme. The decision was taken by Senior Management and approved by the CEO.
QUESTION 2219
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 20/08/2010
(INTERNAL QUESTION PAPER: 23-2010)
2219. Mr J R B Lorimer (DA) to ask the Minister of Basic Education:
(1) Whether her department or any of its entities has (a) purchased or (b) leased any buildings for administration (i) in the (aa) 2008-09 and (bb) 2009-10 and (ii) for the 2010-11 financial years; if not, why not; if so, in each case, (aaa) what is the cost of the building, (bbb) what is the size of the building, (ccc) why was it bought or leased, (ddd) what will be its use, (eee) who will occupy it and (fff) approximately how many persons will occupy the total space of each building;
(2) whether her department and any of its entities intends purchasing or leasing any buildings for administration for the (a) 2011-12, (b) 2012-13 and (c) 2013-14 financial years; if not, why not; if so, in each case, (i) what is the cost of each building, (ii) what is the size of each building, (iii) why will it be bought or leased, (iv) for what will it be used, (v) who will occupy it and (vi) approximately how many persons will occupy the total space of each building? NW2727E
REPLY:
A. Department of Basic Education – 2010/11 Financial Year
1. (a) and (b) including (i) (aa) to (ii) (fff)
No. The Department of Basic Education (DBE) came into existence in April 2010 due to the split of the former Department of Education (DoE) into the Departments of Basic Education and Higher Education and Training. Before that time, the former DoE had entered into a Public Private Partnership (PPP) agreement concerning its office accommodation. The Department of Basic Education merely took over the agreement and moved into the new building when it was completed.
2. No. The DBE does not intend purchasing or leasing any buildings for administration for the (a) 2011-12, (b) 2012-13 and (c) 2013-14 financial years. This is as a result of its new office accommodation that it is currently occupying under the Public Private Partnership agreement.
B. DBE's PUBLIC ENTITIES
Question 1 | ELRC | SACE | UMALUSI |
(a) Purchasing of buildings | No | No | No |
(b)(i)(aa) Leasing of buildings in 2008/09 | Yes in provinces | Yes | No |
(b)(i)(bb): Leasing of buildings in 2009/10 | Yes in provinces | Yes | No |
(b)(ii) Leasing of buildings in 2009/10 | Yes in provinces | Yes | No |
(aaa) : Costs 2008/09 2009/10 2010/11 | R1 019 919 R 740 147 Budgeted: R917 820 | R49 585 R46 616 No decision taken as yet | 0 0 |
(bbb): Size | 778.33 sqm | 608.34 sqm | N/A |
(ccc): Reason for buying or leasing | To accommodate Provincial staff | Growth in staff numbers | N/A |
(ddd): Its Use | Used as provincial Administration Office | Used as Administration Office for Staff | N/A |
(eee):Who will occupy it? | Provincial staff | SACE staff | N/A |
(fff): Persons per space | 2 staff members per province | 23 Staff Members | N/A |
Question 2 | ELRC | SACE | UMALUSI |
(a), (b)and (c) Whether the entities intend to purchase or lease during 2011/12 to 2013/14 financial years | Yes, The Council will be renewing the lease agreement in the next financial years with the conditions remaining the same. | No, The Council did not take any decision to purchase or lease a building in the next financial years. | No, The Council has no intention of purchasing or leasing a building in the next financial years because the Council owns the building that it occupied. |
(i) Cost of each building | Estimated R917 820 | N/A | N/A |
(ii) Cost of each building | 778.33 square meters | N/A | N/A |
(iii) Reason for buying or leasing | Provincial Offices | N/A | N/A |
(iv): Its Use | Administration and secretarial services. | N/A | N/A |
(v): Who will occupy it? | Administrator and Secretary | N/A | N/A |
(vi): Persons per space | Two staff members per province | N/A | N/A |
QUESTION 2190
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 20/08/2010
(INTERNAL QUESTION PAPER: 23-2010)
2190. Dr J C Kloppers-Lourens (DA) to ask the Minister of Basic Education:
Whether she has taken any steps to secure (a) an 8.6% salary increase and (b) a housing allowance of R1 000 per month, backdated to 1 April 2010 for members of the education sector; if not, why not; if so, what steps? NW2696E
REPLY,
No, the Minister has not taken any steps to secure (a) an 8.6% salary increase and (b) a housing allowance of R1 000 per month, backdated to 1 April 2010 for members of the education sector. The reason being these matters are addressed at the Public Service Co-ordinating Bargaining Council (PSCBC) level as they affect the whole of the public sector. The Department of the Public Service and Administration (DPSA) is the lead employer at the PSCBC.
QUESTION 2188
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 20/08/2010
(INTERNAL QUESTION PAPER: 23-2010)
Dr J C Kloppers-Lourens (DA) to ask the Minister of Basic Education:
1. Whether her department has formulated a policy to provide guidance to educators (a) on how to plan and spend their working day and (b) prescribing a minimum amount of time which should be spent on (i) preparation, (ii) teaching, (iii) assessment, (iv) marking and (v) administration; if not, why not; if so, what are the relevant details;
2. Whether these guidelines place an obligation on teachers to work overtime where necessary; if not, why not; if so, what are the relevant details? NW2694E
Response1. The education sector has a regulatory policy to provide guidance to educators through Personnel Administration Measures (PAM) in terms of the Educators' Employment Act, 1998 .These measures cover full-time educators that are school based with regard to workload during the formal school day and outside the formal school day.
(a) All educators should be at school during the formal school day, which should not be less than 7 hours per day.
(b) The 7 hour day includes the breaks and the period(s) in which the learners are not at school. The allocation of subjects, timetable and resultant scheduled teaching time are determined by the principal in consultation with the staff according to the subject, phase or learning area.
2. The measures place an obligation for educators to work outside the formal school day. This work is not defined as overtime since there is no extra remuneration and it includes:
i) Planning, preparation and evaluation
ii) Extra and co-curricular duties
iii) Professionals duties
iv) Professional development
QUESTION 2165
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 20/08/10
(INTERNAL QUESTION PAPER: 23-2010)
Ms D Carter (Cope) to ask the Minister of Basic Education:
(1) Whether, in light of her budget speech, she has undertaken any audits on the national education infrastructure management system; if not, why not; if so, what are the relevant details;
(2) whether she is now able to disclose the results of the last audit that was undertaken on the national education infrastructure management system; if not, why not; if so, (a) what were the outcomes of the audit and (b) are the relevant details? NW2594E
REPLY:
(1)
The National Education Infrastructure Management System (NEIMS) was an audit that was completed in 2007. The system is being updated on a quarterly basis with information received from provinces
(2)
The report was released in September 2007 and is available on the website of the department. To update the report, provinces assess schools where projects were completed and submit these assessment forms to the Department. In January 2010, 11 updated reports were published on the website of the Department. The January 2010 update when compared with the September 2007 report indicates that there is progress in terms of providing basic services to schools.
QUESTION 2164
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 20/08/2010
(INTERNAL QUESTION PAPER: 23-2010)
Ms D Carter (Cope) to ask the Minister of Basic Education:
Whether a detailed programme and material has been (a) designed and (b) prepared to equip teachers for Schooling 2025; if not, why not; if so, what are the relevant details? NW2593E
REPLY:
Schooling 2025 is not a new curriculum but an action plan to help the system set clear targets to be achieved in all aspects of the schooling system by 2025 in order for the schooling system to address the needs of the majority of South Africans.
The Department of Basic Education has therefore strengthened its teacher development and support programmes specifically to support teachers improve their teaching skills, subject knowledge and computer literacy. In response to the Curriculum Implementation Review of 2009, Curriculum and Assessment Policy documents (CAPs) have been developed for all subjects in Grades R – 12 to package in a coherent manner all relevant curriculum and assessment policy requirement (expectations) per subject, per phase. These will be in the schools by January 2011 in the Foundation Phase, and in schools by January 2012 for the rest of the grades. These also provide more specified content to be covered in all the subjects, in all grades. In addition workbooks to address specific challenges in numeracy, literacy, language and mathematics have also been developed for teachers in Grades 1-6. Training for teachers and subject advisors will begin soon, staring with the Foundation Phase in 2010, and for the rest of the grades in 2011.
QUESTION 2152
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 13/08/2010
(INTERNAL QUESTION PAPER: 21-2010)
Ms D Carter (Cope) to ask the Minister of Basic Education:
Whether her department had carried out an analysis of absenteeism of educators to determine on which days they were more likely not to report for work; if not, when will such an analysis be undertaken; if so, what are the relevant details? NW2592E
REPLY
According to research on educator leave commissioned by the Department of Basic Education in 2009 (Report published in 2010) which analysed recorded leave data on PERSAL and data collected through visits to a sample of schools, the pattern of leave taking is that educators are absent more frequently on Mondays and Fridays.
Just over three quarters of all leave instances recorded on the PERSAL system were of one or two days in duration not requiring a medical certificate.
From the findings of this particular study it is estimated that 25% of absence is due to sick leave being taken, which is the highest of all absences.
QUESTION 2102
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 13/08/2010
(INTERNAL QUESTION PAPER: 21-2010)
Ms D Carter (Cope) to ask the Minister of Basic Education:
Whether her department has taken any steps against educators who have been (a) reporting late for work, (b) leaving early, (c) continuously staying away from duty or (d) absenting themselves for long periods at a time without valid reasons; if not, why not; if so, (i) what steps and (ii) what are the further relevant details in each case? NW2503E
Reply:
1. My Department regards (a) reporting late for work, (b) leaving early, (c) continuously staying away from duty or (d) absenting themselves for long periods at a time without valid reasons as acts of misconduct and has taken steps in dealing with them. The steps taken are provided for in section 18 of the Employment of Educators Act (EEA), (Act 76 of 1998), read with Schedule 2 of the Act.
2. Educators who (c) continuously stay away from duty or (d) absent themselves for long periods at a time without valid reasons are also dealt with in terms section 14.1 (a) of the EEA. In terms of this Act, educators who have been absent for a period exceeding 14 consecutive days without the permission of the employer and without proving valid reasons are deemed to be discharged from employment.
3. Depending on the circumstances and merits of each case, reported misconduct cases undergo a formal disciplinary processs resulting in sanctions ranging from Counselling and rehabilitations, Verbal warnings, Written warnings, Final written warnings, Fines, Suspensions without pay, Demotions, Dismissals, Not guilty, Cases withdrawn to Combinations of sanctions
QUESTION 2101
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 13/08/2010
(INTERNAL QUESTION PAPER: 21-2010)
Ms D Carter (Cope) to ask the Minister of Basic Education:
Whether her department has made any alternative plans to accommodate the 9 092 learners affected by the closure of 19 schools at Tlakgameng Village in North West owing to service delivery protests and the destruction of schools; if not, why not; if so, what plans? NW2502E
Response:
The response from the North West Provincial Education Department with regards to the schools that are in Tlakgameng Village in the North West Province is that portions of only 5 schools in the village were damaged during the protest by the community. The affected schools are:
1. Sebitoane
2. Shupu
3. Thuso-Thebe
4. Tasman
5. Seitsang
The Provincial Department investigated the availability of unused mobile classrooms to relocate them to Tlakgameng Village. To date only 6 mobile classrooms have been identified for relocation against 13 needed. Unfortunately, the communities where the mobile classrooms are located are refusing to release them.
A team has been dispatched to assess the cost of the damage with the view to exploring the possibility of shifting funds to renovate the damaged schools as no provision was made in the current budget allocation for these schools. In the interim, learners are accommodated in classrooms that were not affected by the damage.
QUESTION 1975
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 30/07/2010
(INTERNAL QUESTION PAPER: 18-2010)
1975. Dr J C Kloppers-Lourens (DA) to ask the Minister of Basic Education:
Whether, with regard to the establishment of the Ministerial Project Committee on
Curriculum and Assessment Policy Statements and/or the Ministerial Committee
for the Reduction of Learning Areas in the Intermediate Phase in the GET Band, she has invited (a) Higher Education South Africa and/or (b) any of the three national teachers' unions to nominate persons for appointment to these committees; if not, why not, in each case; if so, what are the relevant details in each case ? NW2361E
REPLY:
(a) I appointed the members of the Ministerial Project Committees for Curriculum and Assesment Policy based on their expertise and knowledge of the areas that needed to be addressed. These appointments were not driven by stakeholder representation and I therefore did not consult any organization or constituency in this regard.
(b) The names of the appointed members on the Ministerial Committees were published in Government Notice, No 32832 of 29 December 2009 and Notice No 32924 of 3 February 2010 ,respectively.
QUESTION 1952
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 26/07/2010
(INTERNAL QUESTION PAPER: 17-2010)
Dr J C Kloppers-Lourens (DA) to ask Minister of Basic Education
(1) Whether her department has a career counselling programme in place at all
schools; if not, why not; if so, (a) how many schools in each province have
such a programme in place and (b) how many schools in each province do not have the
programme in place;
REPLY
(1) Career counselling in schools is offered as part of Life Orientation, a subject of the National Curriculum Statement, which is compulsory for all learners from Grades 1to12.
(a) All primary and secondary public schools offer Life Orientation as a compulsory subject.
(b) None.
QUESTION 1951
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER
(INTERNAL QUESTION PAPER: 17-2010)
Mr J R B Lorimer (DA) to ask the Minister of Basic Education:
(1) Whether her department has put out any tenders for the building of schools (a) in the 2009-10 financial year and for the (b) 2010-11 financial year; if so, (i) how many have been awarded and (ii) when did construction begin;
(2) whether any of the projects have been completed; if not, what is the position in this regard; if so, what are the relevant details? NW2339E
Answer
The Department of Basic Education is not responsible for the issuing of tenders and the implementation of projects. This function lies with the Provincial Education Departments who further enlist the services of Provincial Departments of Public Works or other implementing agents to manage this function.
QUESTION 1950
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 26/07/201
(INTERNAL QUESTION PAPER: 17-2010)
Mr J R B Lorimer (DA) to ask the Minister of Basic Education:
(1) Whether her department has conducted any forensic audits into the National School Nutrition Programme in the past five years; if not, why not; if so, (a) what were the reasons for the audit, (b) what were the (i) findings and (ii) recommendations of the audit and (c) what action did her department take as a result;
(2) whether the findings were made public; if not, why not; if so, what are the relevant details;
(3) what was the total cost of training the (a) nine provincial and (b) 162 district coordinators of the National School Nutrition Programme? NW2338E
REPLY
(1) No forensic audits were conducted by the Department into the National School Nutrition Programme in the past five years. The reason for not conducting forensic audits is that no allegations, which could have resulted or necessitated to forensic audits were received from the Public, National Anti Corruption Hotline (Public Service Commission) and/or the Auditor-General of South Africa.
(2) N/A
(3) In the 2009/10 financial year, a total of 19 workshops were conducted to a total of 1 367 district monitors and volunteer food handlers in Free State, KwaZulu Natal, Limpopo, Mpumalanga and North West. The workshops were aimed at improving the quality of meals, food safety and hygiene in schools thereby developing implementers' skills in menu planning. The total expenditure incurred on the 19 workshops was R205 050.
QUESTION 1949
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 26/07/2010
(INTERNAL QUESTION PAPER: 17-2010)
Mr J R B Lorimer (DA) to ask the Minister of Basic Education:
Whether her department has an established (a) tendering process and (b) guideline for its National School Nutrition Programme; if not, why not; if so, what are the relevant details? NW2337E
Answer:
(a) The national Department of Basic Education (DBE) coordinates, oversees, monitors and evaluates the National School Nutrition Programme (NSNP) to ensure adherence to policies and all relevant legislation. Programme implementation, including the procurement of goods and services for the NSNP, is the mandate of the Provincial Education Departments. Each province's tender board develops and advertises tender specifications for the procurement of both food items and equipment.
(b) In January 2004 the then Department of Education developed guidelines on the implementation, monitoring and reporting of the programme. The document was provided to all provinces for distribution to all schools participating in the programme. The document highlights the areas such as:
In preparation for the extension of the programme to secondary schools in 2009, the Department developed a Guide for Secondary Schools (available on www.education.gov.za) which has been distributed to each new cohort of secondary schools as they join the programme.
Annually, a Conditional Grant Framework for the NSNP is drawn up, gazetted and published according to the Division of Revenue Act. The Conditional Grant Framework stipulates the conditions to which provincial departments must adhere in their implementation the programme.
QUESTION 1891
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 26/08/2010
(INTERNAL QUESTION PAPER: 17-2010)
Dr J C Kloppers-Lourens (DA) to ask the Minister of Basic Education:
(1) How does the current physical sciences curriculum for Grades 10 to 12 differentiate between the needs and aptitudes of learners who want to follow academically-oriented careers and those who want to become artisans;
Reply:
The current Physical Sciences curriculum provides the basic content and skills that are necessary for learners who want to follow either an academically oriented career or become artisans. The National Curriculum Statement also offers: Electrical Engineering, Civil Engineering, Mechanical Engineering and Engineering Graphics and Design that cater more for learners who would like to follow careers in the technical field, like artisans.
(2) whether she has been informed that educators find it difficult to offer the subject to both of these groups of learners; if not, what is the position in this regard; if so, what are the relevant details;
Reply:
The Department is aware of the challenges facing teachers of Physical Sciences generally. There are many factors that contribute to teacher effectiveness in the classroom and all of these factors are being addressed by the Department. However the Department has developed curriculum support materials to support both teachers and learners. These include exemplar papers, study guides and other electronic and print media, irrespective of the presumed capabilities or presumed career choice of learners.
(3) whether her department has conducted any investigation into (a) the reason for poor Grade 12 physical sciences results in the past two years, (b) the difficulties experienced by educators in offering the subject to the different groups of learners and (c) the feasibility of introducing a more engineering-oriented form of physical sciences as an alternative to the current physical sciences curriculum for Grades 10 to 12; if so, what are the relevant details in each case; if not,
Reply:
(a) The examiners and moderators have written reports on the performance of learners in the grade 12 examinations and have pointed out areas that pose a challenge in Physical Sciences. The Council for Quality Assurance in General and Further Education and Training has also reported on the challenges of the Physical Sciences Curriculum in the Umalusi 2009 Report.
(b) Some of these challenges are being addressed in the NCS Implementation Review process that is underway.
There is no policy at this stage to introduce an engineering form of Physical Science. The matter will be considered
QUESTION 1890
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 26/05/2010
(INTERNAL QUESTION PAPER: 17-2010)
Dr J C Kloppers-Lourens (DA) to ask the Minister of Basic Education:
(1) Whether the approved sum of R254 million allocated to the provision of work book packs for Grades R to 6 will (a) be a cost-saving approach and (b) result in a surplus; if not, why not; if so, what are the relevant details in each case;
(2) whether the (a) publishing industry was excluded from the development and production of these workbook packs for Grades 1 to 6 and (b) tender submission fees will be refunded to the various publishing companies who have submitted tenders; if not, what is the position in this regard; if so, what (i) are the reasons and (ii) justification in each case;
(3) whether any of the panels responsible for the development of these workbooks have been appointed; if not, why not; if so, what is the required (a) composition of each panel and (b) expertise of each panel member appointed;
(4) whether the development process has started; if not, (a) why not and (b) when is it envisaged to start; if so, what are the relevant details;
(5) whether her department has measures in place to deal with the problems regarding the (a) translation of documents into all African languages and (b) standardisation of these languages?
REPLY
1. The allocated funds for the workbooks will be used for development, printing and distribution of the workbooks to all learners in Grades 1-6 in public schools. The decision to develop the workbooks using internal system capacity will realise a cost saving measure for development of the workbooks. The realised savings will be used to ensure that adequate numbers of workbooks are printed and the appropriate teacher support programmes are implemented to support the use of workbooks.
2. (a) The development of workbooks for Grades 1-6 has used the available internal capacity available in the education system. This process complements the workbooks that are developed by the publishing industry to address literacy and numeracy.
(b) The were no submission fees levied for the submission of tender bids in the previous tender on workbooks development that was cancelled.
3. Yes, the Department of Basic Education has appointed a team for the development of the workbooks. This team, including a number of expert developers on short term contracts, comprises a number of African language expert writers also experienced in educational material production who will ensure that the versioning and translating of material is done to the highest standards, numeracy and reading experts, design and layout experts, and people who are familiar with the large scale production of educational material and the training of educators in their use. Virtually all the staff have been employed by the Department in a similar capacity before.
All the writers for the African language materials have a strong linguistic and phonetic background and have published basic textbooks previously. The majority of African Language writers are members of the PANSALB. The writers have all participated in one or more of the following:
· in the translation of the Foundations for Learning milestone documents
· the versioning or translation of the assessment guidelines
· as reviewers for the aforementioned
· as writers for the Kha Ri Gude materials
· as writers for the ABET level 2 materials
· as matric examiners for one of the African languages.
The maths experts comprise maths researchers, academics/teacher trainers and other writers who have previous publishing experience. Components of the materials will be piloted in typical schools.
4. Yes, the development process of workbooks started in June 2010.
5. The workbooks' development teams include some of the best expertise in the African languages which has been deployed to ensure that the versioning and translation of the materials in all South Africa's official languages is done to the highest standards. Some of the writers were involved in the development of the Kha Ri Gude materials which has already won a national award because of its multi-lingual versioning. All the African language writers concerned are well aware of the issues related to African language standardisation given their roles in teacher training, universities and their previous writing of materials for the school system. They have also been engaged in standardisation of concepts in PanSALB.
QUESTION 1875
DATE OF PUBLICATION OF INTERNAL QUESTIONPAPER: 04/06/2010
(INTERNAL QUESTION PAPER: 16-2010)
Dr J C Kloppers-Lourens (DA) to ask the Minister of Basic Education:
Whether her department provided any guidelines to schools in respect of the impact of the 2010 Fifa Soccer World Cup tournament on school hours; if not, why not; if so, what are the relevant details? NW2183E
REPLY:
The Council for Education Ministers resolved that Provincial Education Departments will develop and implement programmes for learners during the soccer world cup.
These programmes are intended to engage learners in pedagogically productive activities while keeping them safe in this period. These plans have been covered in the media, a summery of the activities planned include the following:
· Programmes that are focused on preparing matriculants for the final examinations at the end of the year.
· Provinces are offering a variety of interventions for matriculants including help lines staffed by subject experts, winter schools or camps for learners across districts.
· Government is also working closely with organizations such as UNICEF and other non government organisations to ensure that youngsters are also positively engaged in activities including safety awareness and school enrichment and cultural programmes.
UNICEF South Africa has scheduled twenty one (21 sports festivals in school communities around the country during school holidays, creating opportunities for children to celebrate the World Cup in their own communities.
QUESTION 1874
DATE OF PUBLICATION OF INTERNAL QUESTIONPAPER: 04/06/2010
(INTERNAL QUESTION PAPER: 16-2010)
Dr J C Kloppers-Lourens (DA) to ask the Minister of Basic Education:
(1) Whether she has found that there is a shortage of educators; if not, what is the position in this regard; if so, how will she deal with such shortage;
(2) whether she will make a statement in this regard? NW2167E
REPLY:
(1) Our analysis of available research reveals that the existing shortage is not in overall quantity but in the quality and distribution of educators. The shortage is mainly in certain subject areas and in rural and remote schools. Hence the strategy of the Department has been two-pronged. Firstly, improving the ability of the system to recruit and retain educators by improving the conditions of service for educators. Since the introduction of the Occupation Specific Dispensation (OSD) in 2008, conditions of service for educators were largely improved particularly in monetary terms. On average the income of educators has improved by 38% during this period. Also, other elements such as career pathing opportunities for classroom-based educators were addressed to ensure that they grow both in terms of job enrichment and compensation without them having to take up managerial positions. Other retention strategies include the provision of teacher incentives targeting the scarcity areas and the Teacher Laptop Initiative aimed at improving the working conditions for educators. These are incentives for teachers teaching in rural/remote areas, subject/learning area specific incentives and hard-to-teach areas. Secondly, most importantly recruitment has also been extended to ensure the supply of new teachers into the system. Through the Funza Lushaka bursary scheme the department is contributing directly to the supply of teachers. For example in the 2008-09 financial year about 9200 teacher education students at all 23 higher education institutions were funded through the Funza Lushaka bursary scheme. The bursaries focus on shortage subjects/learning areas/phases such as mathematics, science, languages and foundation phase teaching.
(2) The challenges are being addressed both by improving the retention and the supply of educators in identified areas of shortage. At this stage there is no necessity for a statement to be made.
QUESTION 1856
DATE OF PUBLICATION OF INTERNAL QUESTIONPAPER: 04/06/2010
(INTERNAL QUESTION PAPER: 16-2010)
Mr J R B Lorimer (DA) to ask the Minister of Basic Education:
(1) (a) Upon which research findings was the decision based to use numeracy/mathematics and literacy workbooks as an intervention or attempt to improve learner competence in these two fields and (b)(i) how and (ii) when will the effectiveness of the workbooks be measured;
(a) The Department of Basic Education is increasingly strengthening assessment and measurement activities to provide credible evidence for interventions and support to improve performance in literacy and numeracy. These are monitored through periodic systemic evaluations and annual national assessments. The Systematic Evaluation Report 2006 has also shown that learners at schools where the necessary resources (this includes workbooks) are provided, available and used effectively have 49% chance of performing better than the average performance be learners. The workbooks contain daily activities that outlines the key skills that learners need to improve literacy and numeracy competence in a systematic way.
(b) The effectiveness of the Workbooks will be measured through feedback from teachers, both during their development and during their use in schools in 2011. The results of the Annual National Assessments will further provide an indication of the contribution of the workbooks to learner performance.
(2) whether she has considered to delay the roll-out of these books until 2011; if not, why not; if so, what are the relevant details;
The development of workbooks has coincided with the development of the Curriculum and Assessment Policy Statements (CAPS) which will specify the content and topics that must be taught on a term by term basis. It is planned that the CAPS will be introduced in schools from 2011. It is therefore critical that the workbooks are aligned to the CAPS documents to support teaching and learning. Thus, the workbooks will be introduced in schools in 2011 having incorporated the critical developmental aspects of the CAPS documents.
(3) whether any measures are in place to ensure accountability for the allocated R750 million for this project; if not, why not; if so, what are the relevant details;
The Department complies with the provision of the Public Finance Management Act (PFMA). The plan for the development and distribution of workbooks to schools is consistent with the provisions of the PFMA.
(4) whether any quality assurance processes are in place to ensure that the new material meets the requirements of the National Senior Certificate (NSC) and will ensure value for money; if not, why not; if so, what are the relevant details;
Yes, the material will be developed in line with the curriculum. It will be developed by subject and language experts to ensure that the quality of materials is maintained.
(5) what steps will be taken before the schools begin in 2011 to ensure that educators are trained in the effective use of the workbooks without detracting from the overall context of the NSC? NW2140E
The workbooks will be easy to use material that will require minimal mediation beyond their development. The Department has also ensured that the workbooks are piloted with a variety teachers and schools during their development to ensure that the final product takes into account teacher experiences and professional comments ahead of time. In addition teacher guides will be provided to facilitate effective utilisation of the workbooks.