Questions & Replies: Basic Education
2011-03-11
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QUESTION 3855
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 25/11/2011
(INTERNAL QUESTION PAPER: 41/2011)
Mr R A P Trollip (DA) to ask the Minister of Basic Education:
(1) Whether she will reply to (a) all outstanding parliamentary questions and (b) the points contained in each question before parliamentary questions lapse in accordance with Rule 316 of the National Assembly; if not, in each specified case, (i) why not and (ii) which questions, by its allocated number, will not be replied to; if so, what are the relevant details in each case;
(2) whether it is the policy of her Ministry that she submit to the mechanism of parliamentary questions as a measure of constitutional accountability to the National Assembly; if not, why not; if so, what are the relevant details? NW4646E
REPLY
(1) (a) Yes
(b) Yes
(i) N/A
(ii) N/A
(2) Yes
QUESTION 3823
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 25/11/2011
(INTERNAL QUESTION PAPER: 41/2011)
Mr T W Coetzee (DA) to ask the Minister of Basic Education:
Whether any other persons have driven (a) her and (b) her Deputy Minister's official blue light fitted vehicles; if not, what is the position in this regard; if so, in each case, in respect of the (i) 2009-10 and (ii) 2010-11 financial years, (aa) what is each specified person's (aaa) name and (bbb) designation, (bb) which vehicle and (cc) why? NW4614E
REPLY
1 (a) and (b). The official vehicles of the Minister and the Deputy Minister are driven by designated members of the VIP Unit only.
(i) No
(ii) No
(aaa) N/A
(bbb) N/A
(bb) N/A
(cc) N/A
QUESTION 3763
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 25/11/2011
(INTERNAL QUESTION PAPER: 41/2011)
Dr W G James (DA) to ask the Minister of Basic Education:
(1) Whether any plans are in place to remedy the R129 million shortfall in the North West education department's Learner Transport Scheme; if not, why not; if so, what are the relevant details;
(2) (a) why are the scheme's funds depleted five months before the end of the financial year and (b) how many service providers have been affected by this shortfall;
(3) whether any action has been taken to secure funds to provide the service to the 31 000 learners in the province's rural communities who rely on the scheme to get to and from school; if not, why not; if so, what action? NW4553E
Response
1, 2 and 3 According to the North West Department of Education, the learner transport function is now the competency of the North West Department of Public Works, Roads and Transport. The North West Department of Education is only responsible for needs and route determination as well as monitoring. The North West Department of Public Works, Roads and Transport is responsible for funding, route designing, procurement of the service, i.e. tender advertisement, designing of specifications, selection and adjudication, awarding of tender and payment of contracted service providers.
The matter has been referred to the North West Department of Public Works, Roads and Transport by the North West Department of Education.
QUESTION 3750
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 25/11/2011
(INTERNAL QUESTION PAPER: 41/2011)
Mrs S P Kopane (DA) to ask the Minister of Basic Education:
(1) Whether her department has a policy in place in respect of children who are wards of the State, except those who have been placed in a school of industry or serving sentences that have been handed down by a criminal court and attending reform school; if not, why not; if so, what are the relevant details;
(2) whether her department provides support to children in different alternative care options according to the Children's Act, Act 38 of 2005; if not, why not; if so, what are the relevant details;
(3) what type of monitoring mechanisms are in place to ensure that children who are the wards of the State and under alternative care, are fully taken care of by their foster parents;
(4) whether her department has the required number of personnel to implement the provisions of the Children's Act, Act 38 of 2005; if not, why not; if so, what are the relevant details;
(5) how many litigation cases have been instituted against her department involving children who are the wards of the State in the 2010-11 financial year?
NW4539E
Response
(1) Yes. White Paper 6: Special Needs Education: Building an Inclusive Education and Training System. The policy focuses on vulnerable children and on reducing barriers to learning that such children may experience. Children who are wards of the state are accommodated by this policy. The Department is also implementing the Care and Support for Teaching and Learning framework which coordinates all support interventions intended to deal with the plight of vulnerable children including those who are wards of the state.
(2) Yes, psycho-social support is provided in public schools for those learners who are placed in alternative care.
(3) The provincial departments of education monitor the school attendance of such children to ensure that they continue to access education. There are strong linkages with the care and reunification social workers from Department of Social Development or other NGOs to address any issues related to school attendance, well-being and academic progress.
(4) No, the range of specialist support staff within education is limited. The Department of Social Development is the main department responsible for the implementation of the provisions of the Children's Act, Act 38 of 2005.
(5) There have been no cases instituted against the Department of Basic Education involving children who are the wards of the State in the 2010-11 financial year.
QUESTION 3728
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 29/10/2011
(INTERNAL QUESTION PAPER: 41/2011)
Mr T Botha (Cope) to ask the Minister of Basic Education:
With reference to her statement on 17 November 2011 welcoming the Japanese mobile libraries initiative, (a) how many schools still have backlogs in the (i) provision of quality (i)(aa) books and (bb) libraries and (ii) sporting facilities, (b) what is the estimated cost of eradicating these backlogs in each school and (c) on what date is the eradication of these backlogs envisaged to start? NW4516E
RESPONSE
(a) (i) (aa) All schools have LTSM budgets that are used to provide learners with textbooks. The introduction of National Catalogue of textbooks, which is aligned to the CAPS, in 2011will ensure that quality textbooks are provided to all learners in all schools.
(i)(bb) the table below is based on NEIMS as at 2007
(i)(cc) the table below is based on NEIMS as at 2007
(b) In terms of the Guidelines for Planning for Public School Infrastructure and the cost model; at the current rates, the cost of providing a library in a school is estimated at R 560 400 and the cost of providing sporting facilities, which are a "at least one sports field for soccer or rugby and one for netball or volleyball" and "the basic level for the provisioning of a sports field will be a levelled, compacted, earth field or suitable for the types of sports that are practised'is estimated at R100 000
(c) In terms of the Department's Schooling 2025 vision and plan, the focus for the 2010-2014 Strategic Plan periods will be on all schools that do not meet the basic safety norms and standards and those constructed from inappropriate material and are a danger to learners and educators. The target during the 2015-2020 Strategic Plan period is to expand the provision of critical teaching and learning spaces like libraries, laboratories etc, that are essential to enhance teaching and learning outcomes, and by 2025 all schools and their teaching and learning environments will be at an optimum level of provision and functionality.
QUESTION 3598
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 18/11/2011
(INTERNAL QUESTION PAPER: 40/2011)
Mr A M Mpontshane (IFP) to ask the Minister of Basic Education:
(1) Whether any officials in her department (a) have been investigated, (b) are currently under investigation and (c) have been charged for alleged (i) corrupt or (ii) fraudulent activity; if so, what are the relevant details;
(2) whether any disciplinary action has been taken against employees of her department for (a) fraud and/or (b) corruption; if so, (i) how many instances of disciplinary actions have (aa) been finalised and (bb) not been finalised and (ii) in each case, (aa) what sanctions have been meted out and (bb) how long has it taken to finalise such disciplinary actions;
(3) whether she has found that her department has adequate investigative capacity inclusive of manpower and infrastructure in respect of disciplinary proceedings; if not, why not; if so, what are the relevant details? NW4375E
RESPONSE
1. No
2. Fall away
3. The Department has adequate investigative capacity into disciplinary proceedings. The Directorate: Internal Audit, which normally does investigations on the above, is adequately staffed. In order to ensure independency, the Department also appoint service providers from outside the Department to assist in investigations of this nature.
QUESTION 3521
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 11/11/2011
(INTERNAL QUESTION PAPER: 38/2011)
Mrs. Z B N Balindlela (Cope) to ask the Minister of Basic Education:
(1) Whether she has been informed of the pending strike by the SA Democratic Teachers' Union (SADTU) in the Eastern Cape; if not, what is the position in this regard; if so,
(2) whether she has put any plans in place to (a) prevent the strike and (b) reduce negative ramifications that the strike will have for Grade 12 learners; if not, what is the position in each case ; if so, in each case, what (i) plans and (ii) are the further relevant details? NW4222E
Response
(1) Yes, I have been informed of the pending strike by the SA Democratic Teachers' Union (SADTU) in the Eastern Cape.
(2) It is unfortunate that SADTU is planning to have a strike during the time when learners are writing their final year examination. However, plans are in place to,
(a) Prevent the strike, and
(b) Reduce negative ramifications that the strike will have for Grade 12 learners.
(i) In an attempt to prevent the strike the Department has met with SADTU
representatives who assured the Department that Grade 12 examinations would not be affected. However, in the event that the planned strike takes place the Department will activate its Strike Management Plan to ensure that the strike action is managed properly to mitigate its impact. This Plan regulates the right to strike and participate in other forms of industrial action within the parameters of the applicable legislation and the fundamental right to Education. The Plan provides provinces with clear guidelines and templates to use in monitoring and minimizing the impact of the strike.
As a responsible and accountable employer I will also ensure that the implementation of the "No work, No pay" principle for employees who participate in the strike action is followed.
(ii) The Strike Management Plan together with the principle of "No work, No pay" was shared with all provinces through a workshop to ensure that everyone understands how to implement it. The Eastern Cape Provincial Department of Education has also sent out a circular to remind all District Offices of the procedures to be followed should the strike take place.
QUESTION 3500
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 11/11/2011
(INTERNAL QUESTION PAPER: 38/2011)
Mr W M Madisha (Cope) to ask the Minister of Basic Education:
Whether, in view of the fact that the revised Public Sector borrowing requirement constitutes 25% of the estimated government expenditure for the 2011-12 financial year (details furnished), her department had communicated, to all officials and employees, its requirement that they (a) contain costs, (b) report fraud, (c) stop futile expenditure and (d) seek full value for every rand; if not, why not, in each case; if so, what are the relevant details in each case? NW4175E
RESPONSE
Yes managers in the Department have been informed that there is not enough money available in Government and Government has to borrow money. The Department is currently reviewing projects to ensure that funds are funds reprioritized appropriately and critical activities are catered for.
(a) Managers have been asked to manage expenditure carefully in order to contain costs. Spending to be in line with Departmental priorities and this should be done as economically as possible.
(b) The managers have been asked to report fraud. In addition, the Department is implementing fraud prevention measures, which includes but is not limited to those undertaken by the Internal Audit Directorate.
(c) The Auditor-General's report was discussed with managers. Fruitless and wasteful expenditure, irregular and unauthorized expenditure were also discussed
(d) Same as (a) above
QUESTION 3469
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 11/11/2011
(INTERNAL QUESTION PAPER: 38/2011)
Mr W M Madisha (Cope) to ask the Minister of Basic Education:
(1) With reference to her reply to question 25 on 2 September 2009, how many volunteers of the Kha Ri Gude Mass Literacy Campaign have been directed towards Foundation Phase training in the (a) 2009-10 and (b) 2010-11 financial years? NW4143E
(1)(a) In the financial year 2009-10 the Kha Ri Gude Mass Literacy Campaign had the following categories and numbers of volunteers as indicated in the table below:
| Category of volunteers | Number |
| Monitors | 37 |
| Coordinators | 197 |
| Supervisors | 3 480 |
| Educators | 37 243 |
| Assistants for blind educators | 108 |
| Total | 41 065 |
The Campaigns' mandate is to provide literacy classes for illiterate adults. Hence whatever training that has been provided to the volunteers has concentrated on the use of the Learner Teacher Support Materials (LTSM) intended for adults and teaching methodologies appropriate for adult learners.
Since the Campaigns life span is supposed to stretch up to financial year 2014/15, Kha Ri Gude has strived to retain the volunteers for as long as possible because, based on observations, their teaching proficiencies have tended to improve with the number of years of experience that they have been on the Kha Ri Gude programme. It should also be borne in mind that the majority of the volunteers are matriculants without a teaching qualification.
Therefore none of the Kha Ri Gude volunteers have been directed towards Foundation Phase training in the 2009-10 financial year.
(1)(b) The breakdown of the volunteers for the 2010-11 financial year is indicated below as follows:
| Category of volunteers | Number |
| Monitors | 37 |
| Coordinators | 186 |
| Supervisors | 3 480 |
| Educators | 33 602 |
| Assistants for blind educators | 121 |
| Total | 37 426 |
Again as stated under (1)(a) above and without having to repeat what has been said there, none of the volunteers stated in the above table have been directed towards Foundation Phase training in the 2010-11 financial year.
QUESTION 3426
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER:04/11/2011
(INTERNAL QUESTION PAPER: 36/2011)
Dr H C van Schalkwyk (DA) to ask the Minister of Basic Education:
(1) (a) How many copies of each annual report that was produced by (i) her department and (ii) the entities reporting to her were commissioned for print in the 2010-11 financial year, (b) how many copies were actually printed and (c) what were the (i) total and (ii) individual costs of printing these reports;
(2) (a) who printed each specified report, (b) how was the specified printer decided upon and (c) on what date did the specified printer deliver the report to the specified entity;
(3) whether any of the specified reports that had been printed were found to be unsatisfactory; if not, what is the position in this regard; if so, in each case, (a) which reports, (b) for which entity, (c) by which printer, (d) what action was taken and (e) what were the costs? NW4112E
Draft response
Question 1
| Entity | (a) Number of copies commissioned for print | (b) Copies actually printed | (c)(i) Total cost | (c)(ii) Individual cost of printing | Pages printed | Price per page |
| DBE | (i) 600 hard copies | 600 hard copies | R 198 468.35 | R330.78 per hard copy The difference in unit price between the Annual Reports of the DBE and the ELRC is because of the volume of copies produced. The ELRC printed 1700 copies while the DBE printed only 600 copies. The cost for 1700 Annual reports would have been R224 194-73. This would bring the unit cost of the annual report to R131-88 from R330-78. | 228 | R1.45 |
| ELRC | (ii) 1 700 copies | 1 700 copies | R 176 198.40 | R103.64 per copy | 210 | R0.49 |
| SACE | (ii) 900 hard copies and 100 digital copies | 900 hard copies and 100 digital copies | R 120 463.40 | R113.05 per hard copy and R187.16 per digital copy. | 78 | R1.45 |
| UMALUSI | (ii) 2000 copies | 2000 copies | R 128 954.18 | R64.47 per copy
| 87 | R0.74 |
Question 2
| Entity | (a) Annual Report printed by | (b) Service provider decided upon | (c) Date when the Report were delivered |
| DBE | Government Printing Works | Through the entity's procurement process | 29 September 2011 |
| ELRC | Shereno Printers | Five quotations were obtained and Shereno Printers was selected as they were able to print the reports within the stipulated timeframe | 2November 2011 |
| SACE | Impact Communications | Through the entity's procurement process | 26 August 2011 |
| UMALUSI | Ideology Communications and Design | Umalusi committee took a decision to use the services of Ideology, out of the three companies that tendered for the printing | 31 August 2011 |
Question 3
Reports for each entity were printed satisfactorily.
(a) N/A
(b) N/A
(c) N/A
(d) N/A
(e) N/A
QUESTION 3372
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 04/11/2011
(INTERNAL QUESTION PAPER: 36/2011)
Mr M Waters (DA) to ask the Minister of Basic Education:
(a) How many learners fell pregnant (i) in (aa) 2007, (bb) 2008, (cc) 2009 and (dd) 2010 and (ii) during the period 1 January 2011 up to the latest specified date for which information is available and (b)(i) at which schools and (ii) in which provinces were they registered? NW3959E
Reply:
Information on learner pregnancy statistics is available and disaggregated per province and district as indicated in the enclosed annexure obtained from the Annual School Survey.
QUESTION 3298
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 28/11/2011
(INTERNAL QUESTION PAPER: 35/2011)
Dr C P Mulder (FF Plus) to ask the Minister of Basic Education:†
Whether her departement has (a) entered into any agreements or contracts with a certain company (name furnished) or (b) received services from this company since the 2006-07 financial year; if so, (i) what was the (aa) nature and (bb) cost of the (aaa) agreement or contract and (bbb) services in each case? NW3950E.
REPLY
The Department of Basic Education did not have any agreement, or contract and received no services from Fever Tree consulting since the department's establishment on 01 April 2010 to date.
QUESTION 3290
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 28/11/2011
(INTERNAL QUESTION PAPER: 35/2011)
Ms A C Mashishi (ANC) to ask the Minister of Basic Education:
(1) (a) What progress has her department made in terms of the four-strand strategy of rolling out the Accelerated School Infrastructure Delivery Initiative (ASIDI) since 1 April 2011 and (b) in each province, how many (i) schools received (aa) water reticulation and (bb) electricity, (ii) mud schools have been eradicated, (iii) inappropriate structures have been replaced and (iv) schools have been upgraded to optimum functionality in terms of receiving (aa) libraries, (bb) laboratories and (cc) administration blocks;
(2) whether each province has reprioritised their budget to deal with infrastructure backlogs; if not, what is the position in this regard; if so, what are the relevant details? NW3901E
RESPONSE
1. (a)
Progress on Inappropriate Structures including mud schools 2011/12 Programme
DBSA is the appointed implementing agent for the implementation of the first 50 mud schools to be constructed in the Eastern Cape.
The implementation is broken down into two phases and progress is as follows:
Phase 1-28 of 50 schools
DBSA advertised for the contractors for construction of the first 28 of 50 schools on the 16th October 2011. The tender briefing session was held on the 26th October and closed on the 04th November 2011. Approximately 400 Bid documents were sold and 150 documents were returned for evaluation. Tender evaluation and adjudication on 28 schools is completed. The list of the 28 of 50 schools is as tabled below. Contract Award pending negotiations and rationalisation of design and scope due to discrepancies in prices received.
Phase 2-22 of 50 schools
DBSA is in the procurement process of contractors for the remaining 22 of 50 schools. The tender briefing session was held on the 15th November 2011 and closing date of the same tenders is on the 29th November 2011. The list of the 22 of 50 schools is as tabled below.
Progress on Water and Sanitation 2011/12 Programme
MVULA TRUST is the appointed implementing agent for the implementation of the water and sanitation projects in the Eastern Cape and Limpopo provinces. Mvula Trust has assessed 578 Schools in the Eastern Cape. Thirty five (35) schools have been handed over to contractors and twenty nine (29) of the thirty five (35) awarded projects are in construction phase. Additional seventeen (17) projects will be awarded to contractors by the end of November 2011.
The Memorandum of Understanding (MOA) with IDT is in the process of being finalized to appoint IDT as the implementing agent for the implementation of the water and sanitation projects in the North West as well as Mpumalanga provinces. IDT has commenced and finalized the assessment of twenty-seven (27) schools in North West to be implemented within the 2011/12 financial year.
KwaZulu Natal province is implementing the water and sanitation projects for the 2011/12 financial year. The province has started and has identified 88 projects to be implementing. Forty (40) of the projects are in planning stage and forty eight (48) projects have been handed over to the contractors in the week ending on the 04th November 2011. The total awarded value is R35.4 million.
Free State province is implementing the water and sanitation projects for the 2011/12 financial year. The province is in the process of implementing 38 projects for water, 14 for Sanitation and 31 for Electrification
Gauteng Department of Education (GDE) entered into a partnership with the Rand Water Foundation (RWF) for the provisioning of sanitation to schools. This partnership was extended to include the ASIDI programme. The MOA between the two parties has been concluded. In terms of the Agreement RWF acts as Implementing Agent for GDE, 7 schools have been identified for the upgrading and provisioning of sanitation. Of the 7 schools, work at 6 schools has commenced. The remaining 2 are expected to be activated in October 2011. Construction at all 7 schools will be completed by February 2012
Progress on Electrification 2011/12 Programme: ESKOM
ESKOM is the appointed implementing agent for the electrification of schools throughout the country. Implementation has commenced and 155 projects are in the planning stage in different provinces.
GDE has identified Two (2) schools for the provisioning of electricity. The two schools identified for electrification are in an area where no bulk services were available, hence a decision to provide these schools with solar power.
1. (iv) (aa), (bb) and (cc)
Each of the 50 schools to be built under ASIDI in this financial year will receive in addition to the new class rooms, a library, laboratory and administration block.
(2)
The current infrastructure budget for the Basic Education sector is R 8, 764, 933 billion. This amount includes the Education Infrastructure Grant as well as the Equitable Share portion allocated by PEDs to address school infrastructure needs. This budget is dedicated to addressing school infrastructure needs which in turn address the backlogs. Priority areas addressed in the PEDs include but are not limited to the following:-
a) Provision of New Schools
b) Provision of Specialist Rooms ,e.g., Libraries, Laboratories, Computer Rooms ETC
c) Provision of classrooms where there is a shortage
d) Rehabilitation of dilapidated structure
e) Upgrading of old structure
f) Maintenance of school facilities
g) Provision of Basic Services such as water, sanitation, electricity and fencing.
The above priorities are what comprise the schools infrastructure backlogs. PEDs have thus made provision for the eradication of school infrastructure backlogs through the EIG and their Equitable Share.
QUESTION 3239
DATEOF PUBLLICATION OF INTERNAL QUESTION PAPER: 21/10/2011
(INTERNAL QUESTION PAPER: 33/2010)
Mrs J D Kilian (Cope) to ask the Minister of Basic Education:
(1) Whether the directives issued by the members of the Executive Council (MECs) of Education of different provinces, that principals and educators who have been elected to municipal councils should choose one of the two positions is the official position of her department; if not, what is the position in this regard; if so, when was an agreement in respect of this matter reached in the Education Labour Relations Council (ELRC);
(2) Whether this policy position conforms to legislation governing municipalities in terms of which a differentiation between fulltime and part-time councillors is made; if not, what is the position in this regard; if so, what are the relevant details;
(3) Whether this policy position has been communicated through a national directive to all provincial departments and educators prior to the May 2011 Local Government elections; if not, why not; if so, when;
(4) Under what statutory authority should these educators heed the call to resign their position as educator alternatively as councillor?
REPLY
(1) The position of my Department is that educators who have been elected as members of National or Provincial legislature or as a full-time municipal councillors should resign from their education posts with effect from the date they assume office. However, educators elected as part-time municipal councillors may continue as employees, but seek approval in terms of section 30 of the Public Service Act, 1994 (as amended) and section 33 of the Employment of Educators Act, 1999, from their executive authority (Minister/MEC) to receive remuneration.
Part-time elected councillors must perform their duties outside working hours. If such employees have to perform work during official working hours, approval from the executive authority must be obtained.
The Department of Public Service and Administration (DPSA) issued a circular dated 23 March 2009 (Participation of Public Service Employees as Candidates in Elections (Ref 10/8)), about the amendments of the Public Service Act, 1994 and Public Service Regulations, 2001, stating that full-time councillors should resign from the public service.
(2) This position conforms to legislation governing municipalities in terms of which a differentiation between fulltime and part-time councillors is made. The prescripts applicable to the management of public servants elected as municipal councillors, either in a full- or part-time capacity is provided in the Public Service Act specifically section 30 and section 33 of the Employment of Educators Act.
Furthermore, section 8 of the of the Code of Conduct for Councillors, contained in Schedule 1 of the Local Government Municipal Systems Act, No.32 of 2000, stipulates that " A councillor who is a full-time councillor may not undertake any other paid work, except with the consent of a municipal council".
(3) All National and Provincial Departments were informed per DPSA circular dated 23 March 2009 (Participation of Public Service Employees as Candidates in Elections (Ref 10/8)), about the amendments of the Public Service Act, 1994 and Public Service Regulations, 2001, which allow public service employees appointed in terms of the Public Service Act and certain other employment laws to be candidates for elections.
My Department has circulated the circular to all Provincial Education Departments. See attached circular
(4) These educators should heed the call to resign their positions as educators alternatively councillors in terms of the provisions of the Public Service Regulations, Public Service Act and Schedule 1 of the Local Government Municipal Systems Act.
Chapter 2 of the Public Service Regulations contains the code of conduct for the public service which provides that a public servant may not perform remunerative work outside the public service unless he/she has obtained approval.
Furthermore, Section 30(b) of the Public Service Act and section 8 of the Code of Conduct for Councillors contained in Schedule 1 of the Local Government Municipal Systems Act provide that unless it is provided in the conditions of service, no employee shall perform or engage himself/herself to perform remunerative work outside his/her official duty without permission granted by the relevant executing authority.
QUESTION 3238
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 21/10/2011
(INTERNAL QUESTION PAPER: 33/2010)
Ms L H Adams (COPE) to ask the Minister of Basic Education:
When does her Department intend to finalise the updating of its section 14 Manual in terms of the Promotion of Access to Information Act, Act 2 of 2000, on the functions of and index of records held by her department given its last update in 2006 ? NW 3853 E
Reply:
The manual for the Department of Education became obsolete with the split of the Department of Education into two Departments. A new manual for the Department of Basic Education was compiled and adopted last year.
QUESTION 3179
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 21/10/2011
(INTERNAL QUESTION PAPER: 33/2011)
Mr Hoosen (ID) to ask the Minister of Basic Education:
What amount in orders has been placed, with each travel agency that has been contracted by her office, (a) in the 2011-11 financial year and (b) during the period 1 April 2011 up to the latest specified date for which information is available?
Reply:
The following amounts in orders have been placed with Rennies Travel who was contracted during 2010-11 financial year and Travel with flair that was contracted during 2011 up to date:
(a) R34,374,567.00
(b) R25,647,914.00
QUESTION 3156
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 14/10/2011
(INTERNAL QUESTION PAPER: 31/2011)
Mr W M Madisha (Cope) to ask the Minister of Basic Education:
Whether her department is participating in the Programme for International Student Assessment (PISA) which assesses the performance of 15-year olds internationally in (a) literacy, (b) mathematics and (c) science; if not, why not; if so, what are the relevant details? NW3683E
RESPONSE:
No, my Department does not participate in PISA. We are already participating in two large international studies, the Trends in Mathematics and Science Studies (TIMSS) and the Progress in Reading and Literacy Studies (PIRLS), and one regional (Africa) study, the Southern and East Africa Consortium for Monitoring Educational Quality (SACMEQ). We are aware that there are numerous such international studies but there will always be a limit to the number in which we can participate and benchmark our system at any given period.
QUESTION 3140
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 14/10/2011
(INTERNAL QUESTION PAPER: 31/2011)
Ms N P Gcume (Cope) to ask the Minister of Basic Education:
Whether her department has taken any steps against teachers accused of allegedly impregnating school learners; if not, why not; if so, (a) what steps and (b) what are the further relevant details? NW3665E
REPLY
Sexual abuse and sexual relationships between an educator and a learner are outlawed in the schooling system. Any educator who engages in sexual intercourse with a learner, for whatever reason and under whatever circumstances, commits misconduct as contemplated in section 17 of the Employment of Educators Act, 1998 (Act No. 76 of 1998).
Any educator found guilty of such misconduct is punishable by dismissal, with the South African Council of Educators ensuring that such an educator is struck off the roll. In this regard we encourage reporting of all known cases, in order for necessary steps to be taken.
QUESTION 3139
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 14/10/2011
(INTERNAL QUESTION PAPER: 31/2011)
Ms N P Gcume (Cope) to ask the Minister of Basic Education:
(1) Whether her department has investigated a case of a teacher at Lusiki Mega District in the Eastern Cape who has allegedly impregnated school girls; if not, what is the position in this regard; if so, what are the relevant details;
REPLY
Any educator who engages in sexual intercourse with a learner, for whatever reason and under whatever circumstances, commits misconduct as contemplated in section 17 of the Employment of Educators Act, 1998 (Act No. 76 of 1998). The sanction for such misconduct in terms of section 17 of the Act is immediate dismissal. The presiding officer in such a disciplinary hearing does not have the option to impose any other sanction. I therefore request honourable N.P Gcume to share further details to this case, specifically the name of school and teacher, so that it can be investigated and a factual report given to this house.
(2) whether she has been informed that the teacher has opened a tavern near the school; if not, what is the position in this regard; if so, what are the relevant details;
a. The Minister has not been informed that any teacher has opened a tavern near the school in the said District in Eastern Cape.
(3) whether she will make a statement on the matter? NW3664E
As soon as details are received the Minister will consider making a statement on this.
QUESTION 3137
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 14/10/2011
(INTERNAL QUESTION PAPER: 31/2011)
Mr W M Madisha (Cope) to ask the Minister of Basic Education:
(1) Whether the enrolment of underqualified teachers at tertiary institutions has been implemented in each province in line with the teacher education and development plan (details furnished); if not, why not; if so,
(2) whether teachers who did not qualify for admission to tertiary institutions have been deployed in the administration; if not, why not; if so, what are the relevant details? NW3662E
REPLY:
(1) Reports from the provincial departments of education indicate that practicing teachers who are under qualified are supported by the provincial department to upgrade their current status through the National Professional Diploma in Education (NPDE) at higher education institutions.
These are practicing teachers in the category of REQV 11 and 12.
In terms of the Integrated Strategic Planning Framework for Teacher Education and Development which was launched in April 2011, in future under qualified practising teachers who wish to upgrade will be assisted to complete their Bachelor of Education (B.Ed) degree. The new policy on Minimum Requirements for Teacher Education Qualifications allows for Articulation of Existing Educator qualifications with the new Teacher Qualifications.
(2) Education Labour Relations Council's Resolution 4 of 2001 provided for the permanent appointment of two groups of under-qualified (REQV 11 and 12) educators who before then had been continuously appointed on a temporary basis. These were a) under-
qualified educators appointed on temporary, full-time basis to substantive posts and who on 31 December 2000, had rendered satisfactory service (based on the assessment) for a period of five years and; 2) under-qualified educators, appointed on temporary, full-time basis in substantive posts and who on 31 December 2000 had been in service for at least 10 years with this group qualifying for automatic permanent appointment without assessment of performance. These two groups were later given an opportunity to upgrade their qualification through the NPDE and bursaries provided accordingly.
No provision was made either in Resolution 4 of 2000 or any other subsequent agreement or regulation as to how teachers from these groups who for one reason or another (not accepted tertiary institutions, failure to complete the course etc.) are unable to improve their qualification would be dealt with.
The current position is therefore that they are left to continue teaching in schools until they leave the sector. There is therefore no provision suggesting that these educators should be redeployed.
QUESTION 3136
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 14/10/2011
(INTERNAL QUESTION PAPER: 31/2011)
Mr W M Madisha (Cope) to ask the Minister of Basic Education:
Whether she has been informed of arrangements that do not involve the Independent Development Trust (IDT) that are being used by provinces to implement the school infrastructure programmes; if not, what is the position in this regard; if so, what are the relevant details? NW3661E
Response:
The Minister of Basic Education has not been informed of any arrangements with the Independent Development Trust as she is not involved in any way in the procurement of implementing agents for infrastructure projects in provinces
QUESTION 3056
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 14/10/2011
(INTERNAL QUESTION PAPER: 31/2011)
3056. Mr D J Stubbe (DA) to ask the Minister of Basic Education:
(1) Whether (a) she, (b) the Deputy Minister and (c) any senior officials of her department intend to visit or have visited New Zealand during the 2011 Rugby World Cup Tournament; if so, what is the (i)(aa) name, (bb) rank and (cc) position or designation of each specified person accompanying (aaa) her, (bbb) the Deputy Minister and (ccc) each specified senior official and (ii)(aa) nature and (bb) official reason for the visit;
(2) what (a) total amount will be spent or has been spent on the trip and (b) is the (i) description and (ii) detailed breakdown of the amounts that will be spent or have been spent on (aa) accommodation, (bb) travel and (cc) subsistence costs? NW3578E
REPLY:
(1) Neither the Minister, nor the Deputy Minister, nor any senior officials of my department intend to visit or have visited New Zealand during the 2011 Rugby World Cup Tournament, utilising state funds .
(2) Not applicable
QUESTION 3013
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER:14/10/2011
(INTERNAL QUESTION PAPER: 31/2011)
Mrs A Steyn (DA) to ask the Minister of Basic Education:
(1) Whether (a) her department and (b) any entity reporting to her was approached by a certain political organisation (name furnished) to contribute to its 66th birthday celebrations; if so, in each case, (i) which entities and (ii) what was the (aa) nature and (bb) value of the contribution that was requested;
(2) whether (a) her department and (b) any of the specified entities reporting to her agreed to the request; if not, what is the position in this regard; if so, in each case, (i) who approved the request, (ii) what was the justification for the agreement to the request and (iii) from which budget will the contribution be paid;
(3) whether (a) her department and (b) any of the specified entities reporting to her made financial contributions to the said political organisation without being approached for such financial contributions; if so, in each case, (i) what amount will be contributed, (ii) from which budget, (iii) who made the decision to provide the specified funds to the said political organisation and (iv) how is this (aa) decision and (bb) amount justified;
(4) whether (a) her department and (b) any of the entities reporting to her rely on any (i) statutory and (ii) policy provisions in (aa) agreeing and (bb) making such contribution; if not, in each case, what is the position in this regard; if so, in each case, what are the relevant details? NW3497E
REPLY
1 (a) No
(b) No
(i) N/A
(ii) N/A
(aa) N/A
(bb) N/A
2 (a) No
(b) No
(i) N/A
(iii) N/A
3. (a) No
(b) No
(i) N/A
(ii) N/A
(iii) N/A
(iv) (aa) N/A
(bb) N/A
4 (a) No
(b) No
(i) No
(ii) No
(aa) N/A
(bb) N/A
QUESTION 2963
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 23/09/2011
(INTERNAL QUESTION PAPER: 30/2011)
Ms N P Gume (Cope) to ask the Minister of Basic Education:
(1) Whether her department has had the full co-operation of the Eastern Cape Education Department in its intervention in accordance with section 100 of the Constitution of the Republic of South Africa, 1996. What is the position in this regard; if so,
(2) Whether she will make a statement on the matter ? NW3433E
Reply:
(1) A proper response to this question can only be provided after Cabinet has considered the recommendations of a meeting convened on 13 September 2011 between the President of the Republic of South Africa and the Presidential Task Team, consisting of the five Ministers representing Cabinet, and the five MEC's representing the Eastern Cape Provincial Executive Council. After Cabinet has considered the recommendations, the National Council of Provinces (NCOP) will have to ratify or disapprove the recommendations.
(2) The Presidential Task Team will make a statement after the processes of Cabinet and NCOP stated above, have been undertaken.
QUESTION 2955
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 23/09/2011
(INTERNAL QUESTION PAPER: 30/2011)
Mr W M Madisha (Cope) to ask the Minister of Basic Education:
What amount of the R1,1 billion grant that was received from European Union for primary education (details furnished) was spent on improving (a) education policies, (b) the quality of basic education and (c) educators' salaries? NW3430E
Response:
The amount received to-date from the European Union for primary education amounts to R315.689 million. R83.289 million had been spent by 31 August 2011 and is broken down as follows.
(a) R16.622 million was spent on education policies (CAPS)
(b) R66.667 million was spent on improving the quality of basic education
(c) No funds were spent on educators' salaries.
QUESTION 2897
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 23/09/2011
(INTERNAL QUESTION PAPER: 30/2011)
Dr D T George (DA) to ask the Minister of Basic Education:
(1) Whether her department has placed any (a) companies or (b) persons on the List of Restricted Suppliers, thereby prohibiting the public sector to do business with them; if so, in each case, what is the (i) name of said entity or person, (ii) nature of their business, (iii) reason for restricting this service and (iv) date on which they were restricted;
(2) whether any of the implicated (a) companies or (b) persons have since been removed from the list; if so, in each case, (i) which entity or person, (ii) when and (iii) what is the reason for removing the specified company or person from the list;
(3) whether her department has conducted any business with any of the (a) companies that or (b) person who have been removed from the list; if so, in each case (i) with which companies or persons, (ii) with regard to which services, (iii) for which time period and (iv) why did her department engage the specified company or person despite previous conduct? NW3368E
ANSWER
(1) The Department of Basic Education has not placed any company/ies or person/s on the List of Restricted Suppliers since its establishment on 01 April 2010;
(2) N/A
(3) The Department of Basic Education has not conducted any business with company/ies or person/s who have been removed from the List of Restricted Suppliers since its establishment on 01 April 2010.
QUESTION 2876
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 23/09/2011
(INTERNAL QUESTION PAPER: 30/2011)
Mr I O Davidson (DA) to ask the Minister of Basic Education:
What (a) progress has been made by the Intervention Team in resolving the Eastern Cape crisis, (b) problems, if any, have hampered the work of the intervention team thus far, and (c) steps are being taken to address these problems NW3346E
REPLY:
(a) The Intervention Team was tasked with the responsibility of finalising the diagnostic analysis and the scoping exercise on the areas of the intervention in the Eastern Cape Education Department (ECED) in terms of section 100(1)(b) of the Constitution of the Republic of South Africa, 1996, and then produce, in cooperation with the senior management of that department, a detailed Implementation Plan on the areas of the section 100(1)(b) intervention in the ECED.
It is important to state that the diagnostic analysis and the scoping exercise were initiated by a team of senior managers from the Department of Basic Education led by the Director-General himself. Both the diagnostic analysis and the scoping exercise were cooperatively done with senior managers from the ECED, led by the Superintendent-General of that department.
The Intervention Team, consisting of senior managers from the National Treasury and the Departments of Basic Education and Public Service and Administration, and led by the National Intervention Coordinator, have completed the diagnostic analysis and the scoping exercise, and have drafted a detailed Implementation Plan, and submitted it to the Minister of Basic Education for consideration.
(b) It is for the first time in the history of the Department of Basic Education that an intervention in terms of section 100(1)(b) of the Constitution has ever been implemented in any provincial education department. There was no legal framework on which to anchor the intervention in the Eastern Cape Education Department.
After having resolved this matter through a detailed Memorandum of Understanding (MoU), challenges began to emerge when statutory delegations were assigned to both the National Intervention Coordinator and the incumbent Superintendent-General of the ECED. There were challenges that arose from misinterpretations of the section 100(1)(b) of the Constitution, especially where the authority on the areas of the intervention vested.
(c) To mitigate, these challenges, the President of the Republic, established a Presidential Task Team, consisting of five Ministers representing Cabinet, and five MECs representing the Eastern Cape Provincial Executive Committee. The main task of this Task Team was to advise on whether the Turnaround Strategy that was approved by the Eastern Cape Provincial Executive Council was incorporated into the Implementation Framework of the section 100(1)(b) intervention in the ECED, and suggest a way forward. This the Task Team has done, and a report presented to the President of the Republic. The recommendations will be further escalated to Cabinet, and a detailed report will be tabled at the NCOP – the oversight custodians of interventions in terms of section 100(1)(b) of the Constitution.
QUESTION 2785
DATE OF PUBLICATION OF INTERNAL QUESTIONS PAPER: 16/09/2011
(INTERNAL QUESTION PAPER: 29/2011)
Mr W M Madisha (Cope) to ask the Minister of Basic Education:
Whether, with reference to her speech on her Budget Vote in 2011, her department has released the Annual National Assessments report on 29 April 2011; if not, why not; if so, what are the relevant details? NW3248E
Response:
Yes. The Annual National Assessments results were released officially by the Minister of Basic Education on 28 June 2011. The collection and capturing of the data from the 18 811 schools, and 5 841 562 learners was a major exercise that took longer than planned. There is a need to align the systems and processes for data collection across all schools, districts and the nine provincial offices and the Department of Basic Education is in the process of reviewing these systems in preparation for the next series of Annual National Assessment.
QUESTION 2764
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER:
(INTERNAL QUESTION PAPER: 29/2011)
Mr J J Mc Gluwa (ID) to ask the Minister of Basic Education:
(1) (a) What is the status of the assessments of the 27 000 schools referred to in the President's State of the Nation Address in 2010 and (b)(i) which schools have been assessed and (ii) what are the outcomes of these assessments;
(2) whether there are any action plans in place to deal with underperforming schools; if not, why not; if so, what are the relevant details? NW3226E
Response:
1 (a) Assessment was conducted in 18 000 schools in February 2011. (b) (i) Schools with grades 1-6 had all their learners assessed. (ii) Firstly, the outcomes show that learner performance in our schools is still low and not where we want it to be. Secondly, an important outcome is that the assessment has helped the Department identify specific areas of performance that require focused interventions.
(2) Yes. The Department is putting together a comprehensive intervention plan to assist underperforming schools in preparation for beginning the 2012 school year in the areas of a) providing teachers with appropriate competencies for teaching literacy and numeracy more effectively, b) empowering principals to focus on increasing the effectiveness of teaching and learning as a key priority in their management activities, c) providing the schools with appropriate teaching and learning support materials, particularly in the critical areas of reading and numeracy.
QUESTION 2607
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 09/09/2011
(INTERNAL QUESTION PAPER: 28/2011)
Mr D C SmiIes (DA) to ask the Minister of Basic Education:
(1) To what extent has she implemented section 100 of the Constitution of the Republic of South Africa, 1996, in the Eastern Cape Education Department; (b) what (i) specified successes has she achieved, and (ii) are the reasons in each case; (c) what obstacles have been experienced; and (d) what timeframes have been put in place for returning the specified powers back to the Eastern Cape Education Department;
(2) whether her department has provided the Eastern Cape Education Department with a management plan as part of the intervention process, if not, why not; if so,
(3) whether the plan includes any competence and compliance orders, if not, why not; if so what are the (a) relevant details of the competence and compliance orders; and (b) further relevant details of the plan;
(4) whether her department has held any consultations with the Eastern Cape Education Department on the management plan; if not, why not; if so, what are the relevant details?
REPLY:
(1) (a) The intervention in the Eastern Cape Education Department (ECED) in terms of section 100(1)(b) of the Constitution of the Republic of South Africa, 1996, is being implemented in full. The National Government and the Eastern Cape Provincial Government have consulted each other and agreed on a Memorandum of Understanding (MoU) setting out the areas, the scope, the duration and the extent necessary of the section 100(1)(b) intervention in the ECED. The seven areas identified of the section 100(1)(b) intervention in the ECED include, but are not limited to the following –
· the personnel and provisioning budget, especially on the post provisioning norms and compensation of educators, arising from the continuous failure of the ECED over a number of years to effectively comply with policies as well as norms and standards related to educator post provisioning. This failure has placed an enormous strain on the overall budget for education in the Eastern Cape, which has probably also impacted on the province's overall budget and spending trends;
· the procurement and distribution of textbooks and stationery to schools, especially non-section 21 schools in the ECED;
· the effective management and provisioning of a subsidised scholar transport programme across the province to reduce hardship for learners and absenteeism from school;
· the effective management and implementation of the National School Nutrition Programme (NSNP) in order to comply with the national policies regarding school feeding schemes and the right of children to basic nutrition in terms of section 28(1)(c) of the Constitution;
· the school infrastructure development programme to address the failure to eradicate the high number of mud and unsafe school structures, and the consequent return of funding earmarked for school infrastructure to the National Treasury;
· the systems and operations relating to planning and accountability, budgeting and financial management, supply chain management and human resource capacity to ensure effectiveness and sustainability; and
· other auxiliary services necessary for the provisioning and delivery of quality education.
(b)(i) The implementation of section 100(1)(b) intervention in the Eastern Cape Education Department (ECED) yielded several successes in many areas of the core business as well as supporting functions of that department. These specific areas of services not include, but are not limited to the following –
· first and foremost, it is important to note that it is the first time in the history of the Department of Basic Education that an intervention in terms of section 100(1)(b) of the Constitution has ever been implemented in a provincial education department. The main obstacle arose from the absence of a legal framework on which to anchor the intervention in the Eastern Cape Education Department. After wide consultations with the Chief State Advisor, the Legal Services in the Presidency, the National Treasury, the Departments of Basic Education, Justice and Constitutional Development, Public Service and Administrations as well as the Office of the Premier in the Province of the Eastern Cape an MoU was drafted. As stated above, in the main the MoU identified the areas, the scope, the duration and the extent necessary of the section 100(1)(b) intervention in the ECED. The MoU was signed by the Minister of Basic Education as mandated by Cabinet and the MEC for Education in the Eastern Cape, who was mandated through a Premier's Minute.
· secondly and after signing the MoU, the intervention was delineated into two phases, with the first phase focusing on bringing some stability and confidence back into the system in the ECED. The second phase was to deal with the deep-rooted causes of the challenges faced by the ECED. In the short-term, the following was done –
o the National School Nutrition Programme (NSNP) was reintroduced and was decentralised to the schools, consequent to a decision of the Eastern Cape Executive Council. This was done without a plan, resulting in accruals dating back five years not being paid. The reintroduction of the NSNP has resulted in at least deserving being fed regularly;
o the learner transport programme was reintroduced, particularly for learners from the farm and rural areas. The programme has been moved to the Eastern Cape Department of Transport for implementation, with the ECED responsible for monitoring and the determination of routes;
o over 4 000 temporary teachers have been re-employed, though this was done through a High Court order;
o by the end of July 2011, both section 21 and non-section 21 schools had received stationery and textbooks. Workbooks from the Department of Basic education (DBE) had been delivered to schools long before the delivery of stationery and textbooks;
o the DBE, through its Accelerated School Infrastructure Development Initiative (ASIDI), has begun the process of dealing with mud, unsafe and inappropriate school structures. During the 2011/12 financial year, fifty (50) schools will be delivered in the Eastern Cape;
o the DBE had also initiated and successfully implemented the 2011 Grade 12 learner support programme, together with the senior managers from the ECED. This support programme will continue to run until Grade 12 learners finish with their examinations; as well as
o senior officials from the Department of Basic Education and ECED held successful engagement sessions with the chairpersons of School Governing Bodies and principals of all schools to discuss the results of the 2011 Annual National Assessments (ANA), and the 2010 Senior Certificate Examinations. The outcome of these discussions was focused strategies to improve learner performance in all the grades; and
· thirdly, the Intervention Team, consisting of senior officials from the Department of Basic Education, the National Treasury, and the Department for Public Service and Administration, and led by the National Intervention Coordinator, finalised the diagnostic analysis and scoping exercise initiated by the team of senior officials led by the Director-General. This work was done in cooperation with senior officials from the Eastern Cape Education Department. The Intervention Team has also submitted the draft detailed Implementation Plan to the Minister of Basic Education for consideration. The Implementation Plan provides a detailed implementation blueprint for the areas, the scope and the extent necessary of the section 100(1)(b) intervention in the Eastern Cape Education Department.
(b)(ii) The dedication of the senior officials from the Eastern Cape Education Department, to find solutions to the problems dogging that department, contributed to the successful implementation of the aforementioned tasks. The Intervention Team could not have succeeded in implementing the aforementioned tasks without the guidance and support of the Minister and Deputy Minister as well as the Director-General of Basic Education. The honest involvement and participation of District Managers, school principals and chairpersons of school governing bodies in the school improvement programmes were second to none. Finally, the oversight role played by the Ministers of Basic Education, Finance as well as Public Service and Administration and direct roles played by the designated senior officials from these departments, added immeasurable value towards the implementation of the aforementioned tasks.
(c) The refusal by the Superintendent-General of the ECED to accept the administrative delegations designated to him by the Minister of Basic Education resulted in a plethora of administrative and management problems surfacing. The misinterpretation of the section 100(1)(b) intervention in the ECED, and what appeared to be denial on the existence of the section 100(1)(b) intervention by the executive authority in the Eastern Cape, and the failure by the executive authority to implement decisions taken at meetings, did not help the situation at all. The role played by the Chairperson of the Eastern Cape Education Portfolio Committee in particular, did not ease the tensions already at breaking point. The relentless alleged abuse of power, intimidation and harassment meted against senior managers and staff of the ECED by the Superintendent-General of that department, added to the litany of obstacles.
(d) Article 9 of the MoU provides that the duration of the intervention in the ECED in terms of section 100(1)(b) of the Constitution, will be three (3) years. It is important to note that the three-year period anticipated for the roll-out of the section 100(1)(b) intervention in the ECED was included in the Notice tabled to the NCOP within the fourteen (14) days stipulated in section 100(2)(a) of the Constitution. In terms of section 100(2)(b) of the Constitution, the intervention must end if NCOP disapproves it within 180 days after the intervention had begun. Finally, and in terms of section 100(2)(c) of the Constitution, the NCOP is obliged to regularly review the intervention, and make any appropriate recommendations to the National Executive, which may include a recommendation to terminate the intervention.
2. The Implementation Framework for the section 100(1)(b) intervention in the Eastern Cape Education Department, was attached to the MoU signed by the Minister of Basic Education and MEC for Education in the Eastern Cape. Article 6.4 of the MoU provides for the development of Operational Plans on the areas, the scope and extent necessary of the intervention, within two months of the date of signature of the MoU. The same Article determines that the Minister of Basic Education will approve the Operational Plans after consultation with the MEC for Education in the Eastern Cape. It has been indicated in (1)(b)(i) above that the draft detailed Action Plan / Operational Plans has been submitted to the Minister of Basic Education for consideration.
3. The Action Plan is very comprehensive and contains detailed project / operational plans for affected line functions, the macro plan, and the Learner Attainment Improvement Strategy Operational Dashboard.
(a) Each project, covers the following details –
· the name of the project with the project team and background information and terms of reference;
· specific activities to be carried out;
· problems/Challenges to be addressed;
· solutions to the problems/challenges;
· responsible persons;
· timeframes within which problems are to be addressed;
· progress made in dealing with problems; and
· financial resources required to address problems.
(b) The Action Plan also contains the macro-plan which, inter alia, addresses the capacity needed to deal with problems. The Learner Attainment Improvement Strategy Operational Dashboard pulls together all the essential components that support teaching and learning in great detail.
(4) The Department of Basic Education has had a host of consultation meetings with the Eastern Cape Education Department, including meetings at which the draft Action Plan was developed. These consultation meetings were held on 10 and 24 March 2011, 17 June 2011, and 12 August 2011. In the case of the consultation meetings held on 10 and 24 March 2011, teams of senior officials from both the Department of Basic Education and the Eastern Cape Education Department, were led by the Director-General of Basic Education and the Superintendent-General of the Eastern Cape Education Department. In certain other instances, both the Minister of Basic Education and the MEC for Education in the Eastern Cape attended.
QUESTION 2585
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 08/09/2011
(INTERNAL QUESTION PAPER: 28/2011)
Dr W G James (DA) to ask the Minister of Basic Education:
Whether she will release the budget documents that were submitted to the National Treasury in 2010 to obtain approval for the R750 million 2011 Workbook project; if not, why not; if so, what are the relevant details ? NW3000E
Reply:
The request for the R 750 million was submitted to National Treasury by the former Department of Education and the allocation was made in the 2009/10 for the MTEF. This means that the original allocation was made to the Department of Education and transferred to the Department of Basic Education when the department split. For the 2010/11 financial year the Department of Basic Education did not request the allocation of the R750 million. The amount was already allocated over the MTEF.
QUESTION 2584
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 09/09/2011
(INTERNAL QUESTION PAPER: 28/2011)
Ms M R Shinn (DA) to ask the Minister of Basic Education:
(1) Whether the Dinaledi schools have been connected to a broadband network since her reply to question 548 on 13 March 2010; if not, why not; if so, (a) who is the service provider, (b) when were the specified schools connected, (c) what is the cost of the (i) installation and (ii) support of the specified network, (d) who is responsible for support to the network and (e) what technology is being used to operate the network;
(2) Whether her department has issued a tender for the provision, installation and implementation of the network; if not, why not; if so, (a) how many companies submitted tenders in this regard, (b) when was the tender awarded, (c) what is the value of the tender, (d) from which budget was the tender amount paid, (e) how many schools have been connected, (f) in which provinces are the schools situated, (g) when did the installation commence, (h) what is the expected completion date of the tender and (i) what penalties are applicable to the service provider if the network installation is not completed by the due date? NW2998E
REPLY
(1) As indicated in the reply on question 548 of 13 March 2010 the DBE collated information from a survey conducted by the department to determine the level of connectivity required by Dinaledi schools and also to determine how many schools are connected. The survey indicated that 375 Dinaledi schools are connected and only 125 Dinaledi schools do not have connectivity. The information gathered from the survey is currently used to develop a User Requirement Specification documents for connectivity to schools and to inform a roll out plan for connectivity to all Dinaledi schools. In addition to connecting the Dinaledi schools the DBE (with provinces) also identified schools in selected districts in the 9 provinces for the implementation of ICTs. Collectively 1650 schools will be provided with connectivity before the end of this financial year.
(a) Telkom is the service provider.
(b) The schools are not connected.
(c) The cost has not been finalized for installation and therefore the support of the network and the technology of the envisaged broadband network has not been defined.
(2) No, a tender was not be published for the connectivity to Dinaledi schools. However, the Dinaledi schools will be connected by Telkom as part of a 2010 World Cup Legacy projects. This project is a collaboration between the DBE and DOC and will also serve as phase one of the implementation of the Connectivity Plan for schools.
QUESTION 2559
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 09/09/2011
(INTERNAL QUESTION PAPER: 28/2011)
Mr A M Figlan (DA) to ask the Minister of Basic Education:
Whether (a) her department or (b) entities reporting to it have (i) awarded any tenders and (ii) concluded any (aa) contracts and (bb) financial transactions with certain companies (names and details furnished) in each specified financial year since 2005-06; if so, (aaa) which company or entity, (bbb) what are the relevant details, (ccc) what was the value of each (aaaa) tender, (bbbb) contract or (cccc) financial transaction and (ddd) what was the name of the companies who failed for each tender, contract or financial transaction that was awarded? NW2805E
Reply:
See attached
QUESTION 2492
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 02/09/2011
(INTERNAL QUESTION PAPER: 27/2011)
2492. Mr A P van der Westhuizen (DA) to ask the Minister of Basic Education:
(1) (a) What is her department's policy on an acceptable time period between the last assessment dates of the national examination for which her department is responsible and the dates on which diplomas must be issued to successful learners;
(2) whether her department has complied with this standard (a) in the (i) 2008-09, (ii) 2009-10 and (iii) 2010-11 financial years and (b) during the period 1 April 2011 up to the latest specified date for which information is available; if not, (i) what were the causes for the delays, (ii) how many learners have been affected and (iii) by how many days were the issuing of the certificates delayed? NW2906E
Response
(1) (a) The Department of Basic Education (DBE) targets the end of May, in the year following the examination, as the date by which all candidates should receive their certificates. This implies that the examination data must be submitted to Umalusi, the certifying body, by the end of April after all re-marks and other queries have been resolved, so as to ensure that certificates can be distributed to schools by end May.
(2) (a) The Department has complied with this standard for the 2010 candidates but not with the candidates that wrote the examination in 2008 and 2009.
(b) The issuing of certificates is not linked to financial years but to examination periods.
(i) For the 2008 examination, there was a need to change the format of the certificate so that the National Coat of Arms is included. This delay was further compounded by the development of a new examination computer system and therefore the candidates received their certificates in September 2009. The Department communicated this delay to the Higher Education Institutions so as to ensure that learners were not disadvantaged.
For the 2009 candidates, there was the need to enhance the examination computer system to accommodate the repeater candidates and therefore the certificates were released to candidates in July 2009
For the 2010 candidates, the certificates were released to candidates by the end of May 2011.
(ii) Of the estimated 1,8 million candidates that wrote the National Senior Certificate examination over the last three years, there are 2 278 candidates that have not received their certificates due to outstanding assessment requirements. The DBE and the PEDs are in process of making contact with these candidates so as to resolve these queries.
(iii) In 2008, the certificates were delayed by 4 months, in 2009 they were delayed by 2 months and in 2010 there has been no delay.
QUESTION 2452
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 02/09/2011
(INTERNAL QUESTION PAPER: 27/2011)
Dr W G James (DA) to ask the Minister of Basic Education:
Whether she will release the results of the rapid survey of 1 000 schools conducted during 1 January and 28 February 2011 to enquire about the (a) scale and (b) nature of the workbook distribution problem; if not, why not; if so, when? NW2860E
REPLY
a) The Branch is not aware of such a survey. Delivery of workbooks was still taking place during this period.
b) The Department of Basic Education provided learner workbooks for grades 1-6 to all public primary schools for the 2011 academic year. Each subject workbook is developed, printed and delivered to each school in 2 volumes, Volume 1 for January to June and Volume 2 for July to December. Volume 1 was delivered from 15 January to 28 February 2011.
This was the first time that the sector had engaged in a project of this magnitude. There were various challenges experienced in the delivery of Volume 1 nationally, inclusive of the "1000" schools, as follows:
· The DBE in its development process of the workbooks saw it necessary to increase the number of activities in specific workbooks which resulted in additional pages for print. Although this was a deviation from the original tender specifications, the educational value- add was necessary. The change necessitated additional print time and a revised delivery deadline.
· The reliability of data provided by provinces presented challenges for print quantification, and distribution in respect of wrong addresses and learner numbers per grade, per school.
· Return of wrong languages delivered, according to the data, necessitated additional deliveries with corrected language.
· Delivery progress was further delayed by schools not being open as scheduled and flood damage to roads.
· Early closure of schools due to sporting events.
Multiple deliveries were made to complete deliveries to schools. Shortages were reported by schools after the completion of the deliveries for workbook 1. Shortages were delivered to district offices of provincial education departments for distribution to schools that reported shortages.
QUESTION 2439
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 02/09/2011
(INTERNAL QUESTION PAPER: 27/2011)
Dr W G James (DA) to ask the Minister of Basic Education:
Whether each learner who should have received a second-batch workbook on the first day of the third term received (a) it on the specified day and (b) a copy in the correct language; if not, why not; if so, what are the relevant details? NW2837E
REPLY:
(a) As at 24 June 2011, 90% of schools received the required workbooks as per data signed off by Provincial Departments of Education (PDE). The remaining 10% was delivered by 29 July 2011. In view of the dynamic nature of learner data, 0,015% of the total 12, 25 million workbook, 2 deliveries were reported as shortages. The low shortages are evidence of the level to which the risks for workbook 2 were minimised. The shortages were delivered to district offices of PDE for distribution to schools that reported shortages.
(b) Books were delivered in accordance with the language provided on the data set signed off by Provincial Departments of Education (PDE). In cases of incorrect language, the delivery was returned and a second delivery with the correct language set was provided.
QUESTION 2427
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 02/09/2011
(INTERNAL QUESTION PAPER: 27/2011)
Mr G G Boinamo (DA) to ask the Minister of Basic Education:
What amount was (a) claimed by and (b) paid to (i) her and (ii) her deputy minister for subsistence and travel in each month in the 2010-11 financial year?NW2822E
RESPONSE:
| a) Claim | (b)(i) Paid to Minister |
| 5 June 2010 – 15 June 2010: Official travelling and Tollgates | R1 707.54 |
| 28 August – 31 August 2010: Official travelling and Tollgates | R 862.73 |
| 26 September 2010 – 1 October 2010: Trip to Belgium to attend official signing of the European Funded Primary Sector Policy Support Programme | R 634.69 |
| 2 November 2010 – 7 November 2010: Trip to France to attend organisation for Economic Co-operation and Development Education Policy Committee Meeting in Paris | R1 544.37 |
| 1 December 2010 – 4 December 2010: Trip to Rwanda for the British Council Forum on the Role of the English Language in Education | R 214.27 |
| a) Claim | (b)(ii) Paid to Deputy Minister |
| 17 March 2010 – 19 March 2010: Attend the meeting for SADC Ministers responsible for Education Training DRC | R3 349.90 |
| 25 September 2010 – 1 October 2010: Trip to Russia to attend the Unesco World Conference on Early Childhood Care Education | R 251.14 |
| 21 March 2011 – 24 March 2011: Trip to Thailand to attend the 10th Meeting of Unesco High Level Group on Education for All | R3 006.62 |
QUESTION 2420
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 02/09/2011
(INTERNAL QUESTION PAPER: 27/2011)
Dr W G James (DA) to ask the Minister of Basic Education:
(1) (a) What were the most important findings of the recent Annual National Assessment (ANA) on (i) numeracy and (ii) literacy skills and (b) how can these skills be improved in each case;
(2) whether, with reference to the impact that teachers have on these results, it will be required of teachers to take supplementary (a) maths training and (b) literacy teaching skills to ensure better results; if not, why not; if so, what is the position in this regard;
(3) whether (a) teachers and (b) principals will be held accountable if their students fail to master literacy and numeracy; if not, why not; if so, how? NW2815E
Response:
1 (a) (i) (ii)
Most Important Findings of the Recent Annual National Assessment (ANA)
OVERALL LEARNER PERFORMANCE
Overall, learner performance in the schools as reflected in the ANA 2011 tests was low with average scores in most grades and subjects around 30% and 20%.
TRENDS IN PERFORMANCE
Grade 1 and 2 learners performed reasonably well, with average performance higher than 50% in many instances. However, from Grade 3 going higher to Grade 6 performance dips noticeably and drops alarmingly from Grade 4.
QUALITY OF LEARNER PERFORMANCE
Detailed analysis of samples of responses that learners provided in the tests show the following:-
Competency in literacy/language basic skills
i) 'Difficult-to-read' hand writing of children, even beyond the Foundation Phase.
ii) General lack in basic literacy skills including basic grammar, correct spelling of frequently used words, proper use of language forms (e.g. correct use of prepositions, plural forms, tense, words that mean opposites of given words, etc.). This could also be a manifestation of serious lack of vocabulary apparently arising out of inadequate or infrequent practice in the important skill of "reading".
iii) Low or poor comprehension skills, invariably leading to children attempting only simple questions that require them to extract information directly from given text or give short one-word answers but are not able to respond to questions that demand complex skills of inferential analytic reading.
iv) Inability to (creatively) write own text from given prompts (e.g. given a picture and asked to write what one thinks about what one sees in the picture) or transform a given text into another form that requires basic comprehension.
Competency in numeracy/mathematics basic skills
i) Inability to handle basic numeracy operations, particularly operations of subtraction, multiplication and division that involve whole numbers.
ii) Seriously limited or distorted conceptions of fractions, e.g. comparing fractions according to size and arranging them from the smallest to the biggest or vice versa. The misconceptions become more pronounced when learners have to operate mixed numbers, i.e. where there are whole numbers and fractions in the same operation, such as in subtracting "three-and-one-quarter" from "five-and-one-eighth".
iii) Inability to translate problems that are given in words and write them in ways that enable them to solve the problem using mathematical techniques. For example, inability to calculate the amount of change a shopper receives from a specified amount tendered after paying for a number of items whose individual prices are given.
1 (b)
Following the release of the Annual National Assessments (ANA) results in June 2011, the Department of Basic Education (DBE) was instructed to develop a National Integrated Strategy to improve literacy and numeracy achievement in schools. While the strategy is for deployment across the board, our primary interest is the poor performing schools that form part of our single High Risk High Priority Selection according to the National Integrated Strategy:
(i) Learners who will be in grades 3, 6 and 9 in 2013
(ii) Poorest performing schools, in
(iii) Quintiles 1, 2 and 3, in the
(iv) Poorest performing districts, that may also contain
(v) Multigrade schools.
(2) The Department of Basic Education in collaboration with all stakeholders has developed a comprehensive teacher development plan which prioritises literacy and maths development programmes for teachers with an emphasis on underperforming schools. This involves dedicated provincial planning, budgeting and delivery of programmes and interventions in these areas, Higher Education Institutions and NGO involvement as well provision of literacy and numeracy workbooks for each learner and teacher manuals to support teachers in the use of the workbooks.
(3)
a) Yes. All teachers are accountable to the principal for the performance of their learners in the various subjects, including literacy and numeracy.
The Integrated Quality Management System (IQMS) is currently used to evaluate the performance of educators. The IQMS was agreed to in the Education Labour Relations Council (ELRC) as Collective Agreement No. 8 of 2003. The performance standards, amongst others, on which educators are evaluated, are as follows:
i) Knowledge of curriculum and learning programmes;
ii) Lesson planning, preparation and presentation, and
iii) Learner assessment
Provincial Education Departments (PEDs) provide the necessary support and development of teachers as identified in their evaluation outcomes. PEDs are also authorised to invoke disciplinary measures against teachers who are consistently underperforming in terms of the IQMS, subject to compliance with the process as contained in Section 2 (Schedule 1) of the Employment of Educators Act, 76 of 1998.
There is a process that is currently underway to simplify and streamline the IQMS. The proposed instrument on the Teacher Performance Appraisal (TPA) will replace the existing IQMS. The TPA, once agreed to in the ELRC, will, amongst others, strengthen the accountability levels of teachers.
b) Principals are currently accountable to their immediate supervisor (i.e. Circuit Manager) for the performance of the learners in all subjects in their schools.
The Circuit Manager is responsible for the evaluation of the principal in terms of the IQMS, and provides support and development as necessary. PEDs are authorised to invoke disciplinary measures against principals who are consistently underperforming in terms of the IQMS, subject to compliance with the process as contained in Section 2 (Schedule 1) of the Employment of Educators Act, 76 of 1998.
There is a process currently underway to finalise a Performance Management and Development System (PMDS) for principals and deputy principals. The PMDS once agreed to, in the ELRC, will ensure that the principal will be required to sign a performance agreement with clear deliverables and targets to be achieved by the school. This will include targets for learner achievement in literacy and numeracy. They will also be directly accountable for the appraisal of teachers in the school.
QUESTION 2419
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 02/09/2011
(INTERNAL QUESTION PAPER: 27/2011)
Dr PJ Rabie (DA) to aske the Minister of Basic Education:
Whether any of her senior staff members in her Ministry form part of any decision making within her department while holding directorships of companies in the private sector ? NW2814E
Reply:
Yes.
(a) Ms TC Nkotoe
· Director of KAT Global Investment General: No remuneration
· Director of Kusile Service Project: No remuneration
QUESTION 2385
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 02/09/2011
(INTERNAL QUESTION PAPER: 27/2011)
Mrs C Dudley (ACDP) to ask the Minister of Basic Education:
(1) Whether her department intends increasing access to education through a national matric examination that can be written by any private candidate; if not, why not; if so, what are the relevant details;
(2) Whether the department has been informed of the benefits of such an examination being written in one or more years depending on the students' capabilities and needs; if not, why not; if so, what are the relevant details? NW2774E
Response
(1) The National Senior Certificate examination ("current matric") allows for private candidates to register for the examination. However, these candidates must satisfy the requirements of internal school based assessment and must satisfy the requirements of Grades 10, 11 and 12. This therefore makes it difficult for private candidates to comply. Therefore, the Senior Certificate examination ("old matric") has been offered for such candidates since it does not require the candidate to satisfy the internal school based assessment requirement or the requirements of Grade 10 and 11. The Minister of Basic Education has further decided on 12 June 2011 to extend the Senior Certificate examination to May/June 2014 after considering the fact that there was no alternative qualification to accommodate adult candidates that were unsuccessful in the Senior Certificate.
The Minister's decision to extend the Senior Certificate examination until 2014 was published in Government Gazette, No. 34401 of 28 June 2011. The decision makes provision for the following candidates to register for the Senior Certificate examination:
(i) Unsuccessful candidates in the Senior Certificate examination of 2007;
(ii) Part-time candidates who had already enrolled for the Senior Certificate prior to 2008;
(iii) Candidates who have passed Grade 11 in previous years, provided they are 21 years and older; and
(iv) Other special cases where the Heads of Provincial and Independent Assessment Bodies may use their discretionary powers to allow such a candidate admission to the May/June examination.
(3) The Department of Basic Education is fully aware of the benefits of such an examination, hence the provision as articulated in (1) above.
QUESTION 2364
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 02/09/2011
(INTERNAL QUESTION PAPER: 27/2011)
Mrs G M Borman (ANC) to ask the Minister of Basic Education:
Whether (a) her department and (b) the entities reporting to her have implemented any energy-saving (i) practices or (ii) devices for buildings, offices and boardrooms in the 2010-11 financial year; if not, why not, in each case; if so, what are the relevant details in each case? NW2740E
Reply:
a. In the Public Private Partnership agreement the Private Party is responsible for all energy saving practices in the department.
i. The windows are kept closed at all times. This ensures that the temperature inside the building is kept within the band prescribed by the agreement.
Where possible in the building, existing lights are being replaced by either LED's or energy saving bulbs.
The air-conditioning system is only in operation from 06:30 in the morning until 19:00 at night when it is switched off.
ii. Lighting control devices has been introduced in the building which ensures that the lights go off if it does not pick up any movement.
Exterior lights have been placed on timers which cause lights to go off at night.
b. The entities reporting to the Minister include SACE, Umalusi and ELRC. Currently we do not have information on their energy saving practices but will obtain the information and submit it to you as soon as possible.
QUESTION 2322
DATE OF PUBICATION OFINTERNAL QUESTION PAPER; 26/08/2011
(INTERNAL QUESTION PAPER: 26/2011)
Mr A M Figlan (DA) to ask the Minister of Basic Education:
(1) Whether (a) her department and (b) any entity reporting to her was approached by a certain political organisation (name furnished) to contribute to its centenary celebrations; if so, in each case, (i) which entities and (ii) what was the (aa) nature and (bb) value of the contribution that was requested;
(2) whether (a) her department and (b) any entity reporting to her has a policy that provide for such funding; if so,
(3) whether (a) her department and (b) any specified entity reporting to her has (i) agreed to the request or (ii) made financial contributions to the said political organisation in the absence of such an approach for funding; if not, why not, in each case; if so, in each case, (aa) who approved the request, (bb) on what grounds was the decision made, (cc) from which budget was it (aaa) agreed to pay the contribution or (bbb) paid, (dd) what amount was paid, (ee) who made the decision to provide the specified funds to the said political organisation and (ff) how is this (aaa) decision and (bbb) amount justified?
NW2698E
eply:
1(a) No
(b) No
(i) N/A
(ii) (aa) N/A
(bb) N/A
2. (a) No
(b) No
3. (a) N/A
(b) N/A
(i) N/A
(ii) (aa) N/A
(bb) N/A
(cc) (aaa) N/A
(bbb) N/A
(dd) N/A
(ee) N/A
(ff) (aaa) N/A
(bbb) N/A
QUESTION 2293
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 26/08/2011
(INTERNAL QUESTION PAPER: 26/2011)
Mr M Swart (DA) to ask the Minister of Basic Education:
(1) (a) What (i) is the name of the consultancy company that was originally requested to provide a quote for the design, printing and delivery of workbooks to her department and (ii) are the names of the directors of the specified company and (b) on what amount did her department base its budget for these workbooks in the 2010-11 financial year;
(2) What was the amount (a) that was quoted by the specified company for the (i) design, (ii) printing and (iii) delivery of these workbooks and (b) that was saved by her department by performing the design of these workbooks in-house in the 2010-11 financial year? NW2668E
REPLY
(1) (a) (i) and (ii) The design and development of the workbooks followed an internal process from inception. The contracted expert subject specialists and graphic designers were involved in the development process.
(b) The budget was based on prevalent shelf costs of workbooks in the market for the 2010 – 2011 financial years.
(2) (a) (i) No quote was requested for the design as this followed an internal process.
(ii) and (iii) The appointment of a service provider/s for printing and/or delivery followed an open tender process.
(b) The unit cost for both printing and delivery averaged at R12, with a total cost of around R300 million and an effective saving of R224 million.
QUESTION 2217
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 19/08/2011
(INTERNAL QUESTION PAPER: 25/2011)
Mr T D Lee (DA) to ask the Minister of Basic Education:
(1) Whether (a) she, (b) her deputy minister, (c) any specified officials and (d) any other persons have been issued with a government or official credit card during the period 1 April 2010 up to the latest specified date for which information is available; if so, what are the relevant details for her, her deputy minister and each holder of a credit card in respect of the (i) name, (ii) job title, (iii) credit limit, (iv) outstanding amount as at the latest specified date for which information is available, (v) monthly expenses incurred for each month since receiving the credit card, (vi) reason for such persons being issued with a credit card and (vii) uses that such a credit card is intended for;
(2) whether any such credit cards are over their credit limit; if so, (a) whose credit cards are over the limit and (b) what is the reason for the credit cards exceeding the limit;
(3) whether any action has been taken against such persons for exceeding their credit card limits; if not, why not; if so, what are the relevant details? NW2592E
Response:
The Department have not issued any credit cards to either the Minister or Deputy Minister.
QUESTION 2082
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 11/08/2011
(INTERNAL QUESTION PAPER: 23/2011)
Dr W G James (DA) to ask the Minister of Basic Education:
Whether she intends to extend the Western Cape Education Department's project of testing proposed examiners for their academic competence to mark National Senior Certificate (NSC) scripts to the other provinces; if not, why not; if so, what are the relevant details? NW2355E
Response
The Department of Basic Education initiated discussions relating to the administration of a competency test for markers in February 2011 and this proposal was approved by the Council of Education Ministers in March 2011. However, prior to implementation of such a test, current policy relating to the appointment of markers has to be amended and hence the matter is currently with the Education Labour Relations Council (ELRC). The Competency test that is to be implemented by the Department of Basic Education across all Provincial Education Departments, in 2012, will assess the subject knowledge, assessment skills and the language proficiency of the prospective markers. This will enhance the quality and standard of marking across all PEDS.
QUESTION 2007
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 05/08/2011
(INTERNAL QUESTION PAPER: 19/2011)
Mr T D Lee (DA) to ask the Minister of Basic Education:
(a) At how many (i) international and (ii) domestic hotels/guest houses were (aa) she and (bb) her Deputy Minister accommodated during the period 1 April 2009 up to the latest specified date for which information is available and (b) what (i) was the (aa) name, (bb) star rating and (cc) city location of each specified establishment, (ii) was the (aa) duration and (bb) purpose of the stay in each case and (iii) (aa) was the total cost of the accommodation and (bb) is the breakdown of the accommodation cost in each case ?
Reply:
NOTE: the answer will only contain information from 01 April 2010, because that was the date when the Department of Basic Education was established: see attached.