Questions & Replies: Basic Education

Department's allocation in the 2010 MTEF

7 549 812

Less: Efficiency savings

(48 341)

Less: Commonwealth of Learning transfer to DHET

(2 015)

Preliminary allocation for 2011/12

7 4499 456

Add: Additional allocation

6 368 678

FINAL ALLOCATION IN THE 2011 MTEF

13 868 134

Province

Dates

EC

Sep, Dec. 2011 and January 2012.

FS

June/July 2011 holidays.

GP

October 2011

KZN

September holidays

Mpumalanga

September holidays

Limpopo

July/August/September 2011

N Cape

July 2011

NWest

August/ September 2011

W Cape

October 2011

Key focal area

2004

2005

2006

2007

2008

2009

2010

Master Trainers trained

532

10756

1321

1920

2039

-

749

Educators trained

6832

41933

29607

23636

25469

19306

21099

Peer Education learners reached

10309

59705

10020

24033

47605

20619

61549

Care & Support

SBSTs established

3873

5250

5725

6387

6516

7873

10558

OVCs identified and referred for services

10700

22235

15000

16926

34469

16600

163069

LTSM sets distributed

26693

27103

30731

304393

295103

353000

121327

Monitoring & support visits to schools

1226

1203

1012

5187

3125

3208

5988

Category of operatives trained in 2010

Number trained per category

Monitors

37

Coordinators

185

Supervisors

3 572

Educators

36 070

Assistants for blind educators

121

Total number of Campaign operatives trained

39 985

Category of operative trained in 2010

Duration of contract

Amount of stipend per month/R

Total stipend paid for the 2010/11 classes/R'000

Monitors

12 months

5 100

2 100

Coordinators

12 months

5 100

11 340

Supervisors

7 months

2 400

5 7855

Educators including 121 assistants for blind educators

6 months (blind and deaf are contracted for 8 months

1 300

263 572

Assistants for blind educators

8 months

900

Included in row above

Category to be reached

Target number per category

Learners

648 522

Educators

36 029

Supervisors

3 606

Coordinators

180

Helpers for the blind

119

Monitors

34

Schools with School-based Support Teams

Learning Support Educators appointed

Teachers trained 2001 – 2011

District officials trained

School-Based Support Team members trained

EC

64

36

1005

558

450

FS

1376

127

11100

255

1376

GP

2092

215

750

280

503

KZN

1989

110

1600

620

120

LP

66

249

305

64

249

MP

4240

22

605

4361

8566

NC

412

0

18384

153

478

NW

687

116

3345

377

5211

WC

1095

592

2221

650

1095

TOTALS

8696

1415

iii) The remedial mechanisms that are being applied by the Department are as follows:

In addition to the mechanisms outlined in section a – c above, the Department has introduced a screening, identification and support system which is implemented by teachers and institution-level support teams in selected special and ordinary schools to identify barriers to learning so that appropriate interventions can be made as early as possible. Teacher training has been taking place since 2007 to build capacity of teachers and district staff to support learners through an inclusive approach. Statistics of number of teachers trained are provided in the table above.

In March 2010 the mass screening programme of the Departments of Basic Education and Health was introduced and 45 580 Grade 1 learners in Quintile 1 primary schools within the 18 priority health districts were screened. In October 2010 a second school health week was conducted in 1101 schools. In 2011 the mass screening programme of the DBE in collaboration with the Phelophepa Health Train Initiative, has been continued in KwaZulu-Natal, Northern Cape and Limpopo. The programme is continuing in the other 5 provinces.

Statistics of Mass screening in 2011:

Source: DBE Report of Mass Screening 2011

Capacity building of teachers to differentiate the curriculum to accommodate diverse learning abilities has been a key area of all training on the National Curriculum Statement since 2002. The training of Foundation Phase Teachers in 2011 on the implementation of the Curriculum and Assessment Policy Statements (CAPS) will further strengthen teacher skills in curriculum differentiation and remediation.

QUESTION 1125

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 01/04/2011

(INTERNAL QUESTION PAPER: 10/2011)

1125. Mr D C Smiles (DA) to ask the Minister of Basic Education:

(a) What programmes in the foundation phase, other than the School Nutritional Programme, has been funded by the Education Enrichment Services Unit (i) in the (aa) 2007-08, (bb) 2008-09 and (cc) 2009-10 financial years and (ii) for the 2010-11 financial year and (b) in respect of each specified financial year, what (i) amounts have been funded to each programme and (ii) provisions have been made from the budget allocations for the foundation phase? NW1248E

RESPONSE

The Education Enrichment Services Unit has not funded programmes specifically for the Foundation Phase. All the programmes are designed such that learners across all phases of education benefit. The budget allocations for the existing programmes can be found in the departmental annual reports of the financial years in question.

QUESTION 1124

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 01/04/2011

(INTERNAL QUESTION PAPER: 10/2011)

Mr D C Smiles (DA) to ask the Minister of Basic Education:

(1) How many grade 1 learners (a) enrolled in schools in (i) 2010 and (ii) 2011 and (b) are repeating grade 1 in 2011;

(2) Whether any additional educators have been deployed to accommodate an increase in the number of grade 1 learners for 2011; if not, why not; if so, what are the relevant details;

(3) What are the core minimum resources provided to each grade 1 learner in 2011? NW1247E

Reply

(b) The latest available repeater data are for 2009. These are shown in the Table below by province. The overall number of learners who repeated Grade 1 in 2009 was 100 103.

Table 1: Number and percentage of learners repeating Grade 1 in 2009

Source: 2009 Annual survey for ordinary schools

Question 2: Whether any additional educators have been deployed to accommodate an increase in the number of grade 1 learners for 2011; if not, why not; if so, what are the relevant details;

In terms of the post provisioning regulations, schools receive their post establishment for the following academic year by the end of September of the current year based on the number of learners of the current year.

If there is an expected influx in the intake of a particular school at the beginning of an academic year, the province provides the school with a provisional post/s for the academic year a temporary educator is employed.

The post establishment provides an indication to schools whether they are to gain or lose posts according to the model used to distribute such posts. In cases where schools are to gain posts, such posts are profiled and filled immediately either through a temporary educator or a teacher declared in excess which fits the profile.

Therefore in cases where there is an indication that there will be an increase in enrolment of grade 1 learners in the following academic year and it warrants an additional post, the school will gain such a post and will be filled with a temporary educator until the post is advertised and filled, or with a teacher declared in excess. If the increased intake however is only reflected in the beginning of an academic year and warrants an additional post, a provisional post will be provided for the year and only be filled in a temporary capacity.

All learners in Grades 1-6 in public schools received workbooks for mathematics and languages. Volume 1 was distributed from January 2011 for use in terms 1 and 2. Volume 2 will be distributed before the end of term 2 of school for use in the second half of the year. Provincial Education Departments also provided support from their provincial budgets.

QUESTION 1038

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 25/03/2011

(INTERNAL QUESTION PAPER: 0/2011

Dr W G James (DA) to ask the Minister of Basic Education:

Why will schools in inland provinces start the 2012 academic year earlier than schools in the coastal provinces (details furnished)? NW1156E

RESPONSE

The drafting of the school calendar is guided by the National Policy for Designing School Calendars for Ordinary Schools in South Africa. The policy prescribes that consultations be done before a calendar is published. One of the requests from the public was that for the opening of schools in January provinces should rotate. Since the policy is silent on the rotation of provinces, the Subcommittee acceded to the request, hence the inland provinces start earlier in 2012.

QUESTION 1037

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 25/03/2011

(INTERNAL QUESTION PAPER: 0/2011

1037. Mr M Swart (DA) to ask the Minister of Basic Education:

(1) Whether any provinces withheld conditional grants to technical schools in the most recent academic year for which information is available; if so, with regard to each specified province, (a) what total amount has been withheld, (b) which schools have not received these conditional grants and (c) how much money has been withheld from each school;

(2) Whether any steps are being taken to ensure that provinces comply with the requirements of her department to enable the conditional grant funds to be allocated to technical schools; if not, (a) why not and (b) when will such steps be taken; if so, what (i) steps and (ii) are the further relevant details? NW1155E

REPLY

(1) No records exist of Provincial Departments of Education (PDE) that withheld conditional grants to schools. However, the withholding of funds is applied by the transferring department (DBE) to the receiving department (PDE). As a response to the lack of spending by the receiving departments (Provinces) during the year (2010/11), the transferring department (Basic Education) withheld funding to the provinces in accordance with S(16)(1)(c) of the Division of Revenue Act, 2010 as amended.

The action implied that the transferring department will withhold the funds for a period not exceeding 30 days due to expenditure on previous transfers reflecting significant non-spending without a satisfactory explanation.

(a) As at 22 March 2011, withholding of funds by the DBE was effected to the following provinces:

(b) The DBE withholds funds to PDEs and not schools directly. The provincial departments procure goods and services related to the grant outputs on behalf of the schools.

Information on the specific schools, which did not receive the services, is therefore not available.

(c) The allocation of funds to schools is done by the provinces. Information on the specific allocations is not available.

(2) The technical secondary schools conditional grant framework has been revised to assist provinces to efficiently implement the grant. The revisions are intended to enhance the efficiency of the procurement processes at provincial level during the 2011/12 financial period. (b) The Department is also in the process of establishing a technical assistance team that will provide guidance and support to provinces in the implementation of the grant in the next three years.

(a) Not applicable

(b)(i)(ii)) Not applicable

QUESTION 984

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER; 18/03/2011

(INTERNAL QUESTION PAPER: 08/2011)

Adv A de Wet (FF) Plus to ask the Minister of Basic Education:

(1) Whether she intends promulgating the school curriculum and evaluation system by way of regulations as required by the South African Schools Act, Act 84 of 1996; if not, (a) why not and (b) on what legal basis has she decided not to promulgate it; if so, what are the relevant details;

(2) When will her department finalise the ultimate curriculum and (b) what steps will her department be taking in compiling and finalising new textbooks for (i) Grades 1 to 3 and (ii) Grade 10 before June 2011 if the curriculum has not been finalized? NW 1102E

REPLY

(1) Yes, firstly the National Curriculum Statement Grades R – 12 which indicates the minimum outcomes and standards and the national process and procedures for the assessment of learner achievement will be approved as national education policy. This will be done in terms of sections 3(4)(l) of the National Education Policy Act, 1996 (No. 27 of 1996), and 6A of the South African Schools Act, 1996 (Act No. 84 of 1996.

Immediately following this, the outcomes and standards determined in terms of section 6(A) of the South African Schools Act, 1996 will be translated into regulations in terms of section 61 of the said Act.

The current Regulations pertaining to the conduct, administration and management of assessment for the National Senior Certificate, promulgated in Government Gazette No. 31337 of 29 August 2008 which regulate and control the administration, management and conduct of the National Senior Certificate examination, will be amended accordingly.

(2) (a) The Curriculum and Assessment Policy Statements (CAPS) are being edited and will be finalized by middle of April 2011.

(b) The unedited version of final draft CAPS were given to publishers to begin initial development of textbooks for Grades 1-3 and Grade10 which will enable them to meet the submission date for screening in June 2011.

QUESTION NUMBER 910

Mr M S F de Freitas (DA) to ask the Minister of Defence and Military Veterans:

(1) Whether any air defence identification zones have been declared in (a) 2008, (b) 2009 and (c) 2010; if so, (i) what procedures are in place to ensure that such declarations are accurate and (ii) in each case, (aa) what does the declaration entail, (bb) where is it located, (cc) what are the reasons for making the declaration, (dd) what were the cost involved and (ee) what are the further relevant details;

(2) whether any external entities have been consulted in each case; if not, why not; if so, what are the relevant details? NW1026E

REPLY

(1) Yes, the SANDF provides focussed support to the RSA government, within the prescripts of the legal framework outlined by legislation and policy, which contributes to the safe and secure hosting of major events and operations. From 2008, the SANDF, and to a greater extent the SAAF has been involved in various exercises /operations involving the concept of Air Space Security. The main focus from 2008 to 2010 was to ensure airspace security and tactical freedom in preparation for the FIFA Soccer World Cup tournament from April 2010 to July 2010.

To achieve these objectives and facilitate this process, Air Defence Identification Zones (ADIZ) had to be declared.

(a), (b), (c)

The following ADIZ were declared from 2008-2010 for the FIFA FIFA Soccer World Cup tournament:

Exercise Shield 1 Cape Town March 2008

Exercise Shield 2 Bloemfontein July 2008

Exercise Shield3 Gauteng 16 March -19 March 2009

Exercise Shield4 Nelspruit 18 - 22 August 2009

Exercise Shield5 Durban 27 - 31 October 2009

Exercise Shield6 National Exercise 18 - 22 February 2010

Confederations Cup 13 - 28 June 2009

SWC 2010 10 - 11 July 2010

(i) Procedures that were implemented and adopted were as a result of cooperation from all stakeholders and role players. The concept entails the employment of multi-rolled military capabilities integrated with other departments or acting in concert ito national/provincial plans in achievement of multiple objectives, namely:

(aa) In each case the declaration entailed the declaration of a 50 nm ADIZ around the key venues (bb) - soccer stadiums. It included a 5nm no fly zone around each key venue.

(cc) The reasons for making the declaration was in order to be able to screen and identify all aircrew and aircraft transiting the declared airspace. The purpose for the screening and identification was to ensure maximum control over and knowledge of aircraft inside this ADIZ, thereby ensuring tactical freedom to the security forces.

(dd) There were no costs involved in terms of governmental services.

(ee) During the course of these exercises and/or actual Soccer World Cup matches, any aircraft observed flying without a flight plan or deviating from the filed flight plan, or negotiated route, may be subjected to interception as per ICAO publication and may be subject to prosecution.

(2) To ensure that such ADIZ declarations are accurate and legally mandated, integrated strategic planning takes place at national level and all airspace requirements and restrictions are implemented in consultations with major stakeholders such as Minister of Transport, CAA, ATNS and CAMU, SAPS other military role players and external entities.

To date, the SANDF remains committed and is continually involved in operations to supply air space security. This instruction is currently being carried out in terms of Cabinet Memorandum 18 of 2009 dated 16 October 2009, where the SANDF was instructed to prepare to employ forces in the land, air and maritime domains to effect national border control. This instruction was issued in congruence with the responsibility of the SANDF to protect the sovereignty and territorial integrity of the RSA, its national interests and its people in accordance with the Constitution and the principles of International Law regulating the use of force.

QUESTION 809

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 11/03/2011

(INTERNAL QUESTION PAPER: 06/2011)

Dr H C van Schalkwyk (DA) to ask the Minister of Basic Education:

Whether (a) her department or (b) any of its affiliated entities have purchased any tickets for the ICC Cricket World Cup 2011; if not, why not; if so, (i) what process has been followed to purchase these tickets, (ii) how many tickets have been purchased, (iii) for which matches, (iv) what has been the total cost of these tickets, (v) what are the reasons for purchasing these tickets, (vi) to whom will each of these tickets be allocated and (vii) on what was the decision for the allocation of these tickets based? NW880E

REPLY:

The Department of Basic Education has not purchased any tickets for the ICC Cricket World Cup 2011.

QUESTION 797

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 11/03/2011

(INTERNAL QUESTION PAPER: 06/2011)

Dr W G James (DA) to ask the Minister of Basic Education:

How many educators who teach (a) physics, (b) chemistry, (c) mathematics and (d) geography have an accredited qualification in each specified field? NW868E

RESPONSE

The information requested is not routinely captured in the payroll system PERSAL or any

information system.

The information available is based on a survey conducted by the Department in 2008 focussing on secondary schools. The purpose of the survey was to establish the need for mathematics and science educators in order to inform planning for the supply especially to inform initiatives such as the Funza Lushaka bursary scheme. The survey showed the following:

(a) Physics and (b) Chemistry are 17176 (subjects are combined under physical science) and those teaching (c) Mathematics are 20975.

(d) Statistics for educators qualified in Geography is not currently captured on the payroll system PERSAL.

The Department of Basic Education in collaboration with DPSA is currently in the process of obtaining profiles of teachers through a skills audit. Once this information is received and captured in a database, we will have a better sense of skills our teachers have.

It is expected that this database will be made available to the department by the end of April 2011.

QUESTION 757

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 11/03/2011

(INTERNAL QUESTION PAPER: 06/2011)

Adv A de W Alberts (FF Plus) to ask the Minister of Basic Education:†

Whether her department made any further adjustments to the marks in the matric results after Umalusi's standardisation process was finalised; if not, what process is followed after Umalusi's process has been finalised; if so, regarding (a) annual adjustments and (b) the final matric examination results of 2010, (i) in which subjects were the marks adjusted, (ii) what were the reasons for adjusting the marks of each specified subject, (iii) what formula was applied in making the adjustments and (iv) what (aa) is the nature and (bb) are the percentage points of the adjustment in each specified subject? NW775E

RESPONSE:

The adjustment of marks, which is based on sound educational principles, is the sole mandate of the independent Quality Assurance Council, Umalusi. Umalusi, uses an esteemed panel of educational and statistical experts, who analyse the examination results in each subject and then decide on whether the marks in the subject should be adjusted downwards, upwards or not adjusted. That decision is officially communicated to the Department of Basic Education, and the adjustment is applied to each subject, programmatically, and then verified by Umalusi. After the adjustment is applied to the examination mark, the examination mark is added to the school based assessment (SBA) mark. The SBA mark is first statistically moderated by Umalusi, to ensure that it is within a range of the adjusted examination mark. This ensures that the SBA marks are not inflated or too low. The examination mark is combined with the SBA marks in the ratio of 75:25. To the final mark is added the language compensation, which is 5% of the mark attained by the candidate for all non-language subjects, for candidates whose mother tongue is not English or Afrikaans. The 5% compensates learners for the disadvantage suffered by these candidates being instructed in a language that is not their mother tongue.

With regard to (a); (b)(i), (ii), (iii), (iv); (aa) (bb), relating to the details of the adjustment process, this information must be obtained from Umalusi, the body responsible for this process. UMALUSI made a public announcement on 23 February 2011.

QUESTION 754

Mr P J Groenewald (FF Plus) to ask the Minister of Defence and Military Veterans

(1) How many (a) members of the SA National Defence Force (SANDF) were killed during peace-keeping operations (i) in (aa) 2005, (bb) 2006, (cc) 2007, (dd) 2008, (ee) 2009 and (ff) 2010 and (ii) during the period 1 January 2011 up to the latest specified date for which information is available and (b) of these deaths in each specified period were caused by (i) foreign or (ii) friendly forces;

(2) (a) how many members of the SANDF were killed (i) in (aa) 2005, (bb) 2006, (cc) 2007, (dd) 2008, (ee) 2009 and (ff) 2010 and (ii) during the period 1 January 2011 up to the latest specified date for which information is available, in South Africa during (aa) training and (bb) exercises and (b) what was the reason for each specified death;

(3) whether a board of enquiry was instituted into each specified death during such training and exercises; if not, why not; if so, what were the findings, in each case;

(4) whether she will make a statement on the matter?

NW769E

REPLY:

(1) (a)(i)(aa)(bb)(cc)(dd)(ee)(ff)(ii)

(b) (i)(ii)

(2) (a)(i)(aa)(bb)(cc)(dd)(ee)(ff)(ii)(aa)(bb)

(b)

ARMY

1

(BOI convened)

Member run over in unit lines

In process

2011

ARMY

1

(BOI convened)

Parachute accident

In process

TOTAL NUMBER OF MEMBERS KILLED: 21

NUMBER OF MEMBERS KILLED DURING TRAINING: 7

NUMBER OF MEMBERS KILLED DURING EXERCISES: 14

(3) Yes, the findings are provided in a Reply to part 2 of this question

(4) Not at this stage

QUESTION 720

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER; 04/03/2011

(INTERNAL QUESTION PAPER: 04/2011)

Mr JJ McGluwa (ID) to ask the Minister of Basic Education:

(1) Whether all publishers have been issued with the final draft of the Curriculum and Assessment Policy Statements (CAPS) that is required by the publishers for developing textbooks; if not, why not; if so,

(2) whether the deadline of 1 June 2011 will be met; if not, why not; if so; what are the relevant dtails;

(3) when will a final decision be made with regard to African Language subjects? NW 785E

REPLY

(1) Yes, all publishers have been provided with CAPS for developing textbooks.

(2) There has not been any indication that the deadline of 1 June 2011 for development of textbooks cannot be met.

(3) All African Languages in the Foundation and Further Education and Training Phases have been versioned in terms of the two generic language documents at Home and First Additional Language levels. The versioning of the Intermediate and Senior Phases will take place from 14 – 18 March 2011. These two phases will only be implemented in schools in 2013.

QUESTION 718

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 04/03/2011

(INTERNAL QUESTION PAPER: 04/2011)

Mrs C Dudley (ACDP) to ask the Minister of Basic Education:

Whether a specific budget has been agreed to for the funding that is being made available through Primary Education Sector Policy Support Programme (PrimEDSPSP); if not, why not; if so, (a) how will this budget benefit early childhood development (ECD) specifically and (b) how can this budget be assessed by communities and ECD providers? NW783E

REPLY

No, there is no specific budget for the three focus areas within the Primary Education Sector Policy Support Programme (PrimED SPSP). The funding allocation to the value of €122.68 million, over three years is provided as budget support which allows the Department of Basic Education, in cooperation with the Department of Higher Education and Training, full discretion in the allocation and utilisation of the funding.

QUESTION 714

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER; 04/03/2011

(INTERNAL QUESTION PAPER: 04/2011)

Dr C P Mulder (FF Plus) to ask the Minister of Basic Education:†

(1) Whether, with reference to her reply to question 2602 on 12 October, the report has been finalised; if not, (a) why not and (b) when will it be completed; if so, what were the findings;

(2) Whether she will publish the findings; if so, when? NW767E

Answer:

(1) Yes, the report has been finalized.

(2) The findings were shared at the Language Colloquium held on 8 November 2010. The report has also been published on the DBE website at www.education.gov.za under researchers, research reports. It is titled: The status of the Language of Learning and Teaching (LOLT) in South African Public Schools.

QUESTION 673

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER; 04/04/2011

(INTERNAL QUESTION PAPER: 04/2011)

Dr W G James (DA) to ask the Minister of Basic Education:

What amount of money has each teachers' union in each province received (a) through teacher subscriptions (salary deductions) and (b) from the Education Labour Relations Council (ELRC) in the (i) 2005, (ii) 2006, (iii) 2007, (iv) 2008, (v) 2009 and (vii) 2010 academic years? NW720E

REPLY:

(a) Each union receive membership subscription on a monthly basis. These subscriptions are deducted via Persal. In responding to the question asked, Persal was requested to download the information. The information is demonstrated in Table 1 attached, for the academic years 2005, 2006, 2007, 2008, 2009 and 2010.

(b) No amount of money was paid to teacher unions by the ELRC in the 2005, 2006, 2007, 2008, 2009 and 2010 academic years.

QUESTION 667

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER; 04/03/2011

(INTERNAL QUESTION PAPER: 04/2011)

Mr MH Steele (DA) to ask the Minister of Basic Education:

(1) How many submissions in response to call for public comment on the latest version of the Curriculum and Assessment Policy Statements has her department received;

(2) whether she will furnish MR MH Steele with a summary of the contents of these submissions; if not, why not; if so, when;

(3) whether these submissions will be presented to the appropriate portfolio committee for consideration; if not, why not; if so, (a) how and (b) when will these be done? NW 713E

REPLY

(1) A total of 1844 submissions on the National Curriculum and Assessment Policy Statements were received.

(2) The Department of Basic Education and the Ministerial Project Committee have summarised the comments which are electronically available. The various writing teams evaluated the comments received and accommodated them in the finalization of the CAPS where applicable.

(3) The Department is available to present the report on comments should it be required.

QUESTION 596

Adv L H Max (DA) to ask the Minister of Basic Education

1) (a) Which travel agencies or travel service providers does her department use currently and (b) (i) how and (ii) when were they appointed in each case;

2) What was the budgeted amount and (b) actual amount paid to eac specified service provider for departmental travel expenditure in the (i) 2007-08, (ii) 2008-09 and (iii) 2009-10 financial years ? NW639E

REPLY:

1) (a) The Department of Basic Education is currently using Travel with Flair travel agency;

(b) (i) Travel with Flair was appointed through a tender process.

(ii) It was appointed on 01 February 2011.

2) (a) to (b) (i) – (iii)

The Department of Basic Education (DBE) came into operation on 1 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 the light of this, the above question does not apply to the period since the establishment of the Department of Basic education, which is for the 2010/11 financial year.

QUESTION 564

Mr L J Tolo (Cope) to ask the Minister of Defence and Military Veterans:

Whether her department has successfully conducted the envisaged 21 interdepartmental and

multinational military force preparation exercises within the constraints of the budget and according to plan; if not, why not; if so, what are the relevant details? NW622E

REPLY:

According to the Department of Defence Strategic Business Plan for the Medium Term Expenditure Framework (MTEF) financial year 2010/11 to financial 2012/2013 the South African National Defence Force (SANDF) has planned to conduct 21 Joint Interdepartmental and Multinational Military Force Preparation Exercises over the period 1 April 2010 to 31 March 2013. The eight exercises that were planned for the period 2010/11 were conducted within the financial constraints of the Department of Defence budget. A further exercise, Ex SHARED ACCORD, has been included in the Multinational Military Force Exercise programme for 2011/12 and will be conducted within the allocated budget. The inclusion of Ex SHARED ACCORD is a result of a consultation that took place between the SANDF and the specific partner premised on an existing Defence Committee Agreement. The scheduled exercises for the financial year 2012/13 can be cancelled or rescheduled depending on any given situation. This may necessitate an inclusion of a new exercise.

The following exercises were cancelled due to budgetary constraints by the foreign participants:

(a) Exercise OXIDE for the financial year 2010/11

(b) Exercise TRANSOCEANIC for the financial year 2010/11

QUESTION 562

562. Mr L J Tolo (Cope) to ask the Minister of Defence and Military Veterans:

Whether the practice of hiring consultants and contractors [See budget Vote 21, Expenditure Trends, Table 21.6, Item Contractors, p425, 2010 Est. of Nat. Exp.] will be done away with in order to build institutional capacity; if not, why not; if so, what is her intention in this regard over the Medium-Term Expenditure Framework period? NW620E

REPLY

The practice of hiring consultants and contractors will be retained, as a means of augmenting the current institutional capacity, especially in the specialised skills where it is not feasible financially to build such capacity since the functions /services performed by consultants and contractors are on an ad-hoc basis. The intention, in this regard, over the medium-term expenditure framework period is to retain the services of consultants and contractors as a strategy to augment the institutional capacity.

QUESTION 532

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER; 25/02/2011

(INTERNAL QUESTION PAPER: 04/2011)

Mr N Singh (IFP) to ask the Minister of Basic Education:

Whether she intends to revise the draft bill of the national curriculum and assessment policy to include certain Eastern Languages such as Tamil, Hindi, Gujarati, Telegu, Urdu and Arabic; if not, why not; if so, what are the relevant details? NW578E

REPLY

NO.

It is not necessary because the listed six Eastern Languages together with eight other non-official languages, namely French, German, Hebrew, Italian, Latin, Modern Greek, Portuguese and Spanish are still listed in national education policy, but must still be versioned in terms of a generic document used for the 11 official languages.

The Department of Basic Education has developed a generic National Curriculum and Assessment Policy Statement for languages which went for public comment and which is currently used as a base document to version the other 10 official languages.

The generic document will also be used for the non-official languages, once the versioning process of the official languages has been completed.

During the 2002-2005 curriculum development process, Embassies and organisations responded positively to a call from the then Department of Education for assistance with the versioning process and nominated language experts to assist with the versioning of the subject statements of the various non-official languages as well as the final editing of all the relevant documents.

The same procedure will be followed with the versioning of all 14 non-official languages. The already developed generic National Curriculum and Assessment Policy Statement for Official Languages will be forwarded to the nominated foreign language experts to be used by them as a template for the versioning/translation of all 14 non-official languages.

The Independent Examinations Board (IEB), which is responsible for the conduct, administration and management of the School-Based Assessment and final National Senior Certificate examination of the non-official languages, will also be requested to assist the Department of Basic Education with the versioning of the 14 non-official languages.

In the interim, all 14 non-official languages listed in national education policy will continue to be offered and a transitional arrangement in the draft policy document, National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R – 12, will safeguard the future listing of the non-official languages.

QUESTION 524

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 25/02/2011

(INTERNAL QUESTION PAPER: 04/2011)

Mr D C Smiles (DA) to ask the Minister of Basic Education:

(1) Whether any specific interventions are in place to secure an adequate supply of competent teacher recruits for 2011 and beyond; if not, why not; if so, what are the relevant details;

(2) (a) what plans are in place for 2011 to ensure effective in-service teacher training and development in the foundation phase and (b) what is being done to improve the Integrated Quality Management System (IQMS) with reference to teachers in all public schools? NW570E

(1)

The Department has a multi-faceted approach to secure an adequate supply of competent teachers. Conditions of service for teachers have been improved to ensure that teaching is competitive as a career choice. The Department has embarked on active recruitment and advocacy activities to ensure that those who aspire to become teachers are informed about where to study and options for specialisation available. In addition, funding for initial teacher education through the Funza Lushaka bursary programme has been increased to ensure that more high quality teachers enter the system.

(2)a

DBE has taken responsibility to prepare 280 subject advisors in the Foundation Phase to assist provincial departments to prepare teachers in the Phase for the introduction of the Curriculum and Policy Statements (CAPS) in 2012 . Each province has also submitted plans for the ongoing and in-depth subject –specific teacher development ( Literacy, Numeracy, English 1^st Additional Language) that will occur during 2011.

(2) b

The Teacher Development Summit held in 2009 took a decision that Teacher appraisal for performance should be delinked from appraisal for development. It resolved also that IQMS be simplified, streamlined and rebranded.

Subsequently, the DBE has developed a draft Teacher Performance Appraisal (TPA) instrument for the evaluation of educators. The purpose of the TPA, amongst others, is:

· to measure the performance of teachers in line with their respective roles and responsibilities;

· to provide a basis for payments of incentives and rewards, and

· to provide a basis for decisions on mechanisms to deal with under-performance.

The implementation of the new TPA system will be driven by the principal and School Management Team (SMT), unlike in the current IQMS where implementation is driven by a democratically elected Staff Development Team (SDT).

The TPA system is currently being discussed with unions at the Education Labour Relations Council (ELRC). Once discussions have been concluded, the system will be tested in schools before full training takes place. The implementation of the new system is expected to commence in 2012.

QUESTION 523

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 25/02/2011

(INTERNAL QUESTION PAPER: 04/2011)

Mr D C Smiles (DA) to ask the Minister of Basic Education:

(1) With regard to the current national average learner to educator ratio (LER) of 29,6:1 in state schools, (a) what is the optimal LER and (b) in line with her department's Action Plan for 2014, what is the affordable LER;

(2) whether, in the case of the foundation phase, a more favourable LER than the national average LER of 29,6:1 will be considered for 2012; if not, what is the position in this regard; if so, what are the relevant details; whether the current national average of 29,6:1 will be applied to normalise the LER in (a) high and (b) primary schools in all provinces; if not, why not; if so, what are the relevant details? NW569E

Response

Question 1

(a) The Department of Basic Education is currently engaging provinces to address the question of the reduction of class size in schools which ultimately address the question of LER. The optimal LER is 30:1

(b) In line with the Department's Action Plan to 2014, the optimal LER of 30:1 is deemed affordable and it is therefore being funded.

Question2

(a) The Department of Basic Education has developed new Post Provisioning Norms to be implemented as from 2012. The new norms seek to ensure that each class has an acceptable number of learners. This applies to all phases including the foundation phase.

(b) Yes. The same LER of 30:1 is applicable to both high schools and primary schools in all provinces. The New Post Provisioning Norms were developed as a strategy to reduce large class sizes to acceptable levels according to curriculum needs, thus taking into consideration the optimal LER of 30:1 in all phases. It therefore means that posts will be allocated to schools favourably at the LER of 30:1 and as a result normalise the LER in all phases.

QUESTION 490

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 25/02/2011

(INTERNAL QUESTION PAPER: 04/2011)

Dr H C van Schalkwyk (DA) to ask the Minister of Basic Education:

Whether (a) her department or (b) any (i) agency or (ii) institution which receives transfers from her departmental budget employs staff to perform the duties set out in the Minimum Information and Security Standards (Miss) that were adopted by Cabinet on 4 December 1996 or any subsequent version of the Miss; if not, why not, in each case; if so, in each case, (aa) how many and (bb) what (aaa) is the job title, (bbb) is the employment level, (ccc) are the academic qualifications, (ddd) is the salary and (eee) are the other benefits of each specified staff member? NW533E

REPLY

(a) Yes, the DBE employs staff to perform the duties set out in the Minimum Information and Security Standards

(aa) One official

(aaa) Deputy Director: Security and Asset Management

(bbb) Post level 12

(ccc) MBA

(ddd) R495 000 per annum

(eee) The official does not have additional benefits. She receives the normal benefits of employees working in the public service

(b) (i) Not Applicable. The Department of Basic Education does not have agencies to which transfers are made.

(aa) to (eee): Not applicable

(ii) UMALUSI is the only public entity that receives transfers from the Department. UMALUSI has not employed staff to especially perform the duties set out in the Minimum Information and Security Standards (MISS).

In terms of the requirements of the Minimum Information and Security Standards (MISS) it is not required to appoint such personnel to Umalusi.

QUESTION 373

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 18/02/2011

(INTERNAL QUESTION PAPER: 02/2011)

Adv A de W Alberts (FF plus) to ask the Minister of Basic Education:†

(1) Whether any retired teachers have been employed by her department since March 2010, when the Government placed advertisements in the national media requesting retired teachers to rejoin the teaching profession; if not, (a) why not and (b) what steps her department is going to take in order to remove restrictions to the reappointment of these retired teachers; if so,

(2) how many teachers have been appointed (a) in total and (b) in each province on a (i) temporary or (b) permanent basis and (c) in the fields of (i) mathematics, (ii) science, (iii) literacy and (iv) technology? NW404E

RESPONSE FROM THE DEPARTMENT OF BASIC EDUCATION

(1) (a) Yes, a number of 72 retired teachers have been appointed since March 2010.

(b) Not applicable

(c) Not applicable

(2) (a) 72 retired teachers have been appointed since March 2010 across the nine Provincial Departments of Education.

(b) Per province

(i) Per province the number of retired teachers appointed in a temporary capacity

(b) None have been employed in a permanent capacity.

(c)Information regarding subject specialisation i) mathematics, (ii) science, (iii) literacy and (iv) technology of teachers is not readily available and will be requested from the nine Provincial Departments of Education.

QUESTION 367

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 18/02/2011

(INTERNAL QUESTION PAPER: 02/2011)

367. Mr P F Smith (IFP) to ask the Minister of Basic Education:

(1) Whether her department has fully updated statistics 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 she intend to ascertain 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) level of support do these schools receive from the State;

(2) whether there have been any indications that the dysfunctionality of the public education system drives the growth of the private sector, particularly at the lower end of the fee spectrum; if not, what is the position in this regard; if so, what are the relevant details;

(3) whether she intends 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? NW398E

Response

(1) Yes, the Department does have updated statistics on the size of the private education sector.

i. In 2009, there were 1 207 ordinary independent schools in South Africa as compared to 24 699 ordinary public schools. The ordinary independent schools comprise 4.7% of the total number of ordinary schools in the country.

ii. Since 2006, there has been an increase in the number of ordinary independent schools registered with provincial education departments. Table 1 below shows the growth trends in this sector over the 2006-2009 period.

Table 1:Learners, educators and schools in ordinary independent schools: 2006 -2009

iii. A study undertaken on behalf of the Department in 2009^[1] found that, on average, independent schools performed better than public schools in the national senior certificate examinations. However, the study also found that once the socio-economic status (SES) of learners and the level of funding per learner were accounted for, "the independent school advantage was no longer unambiguous". The study did find though that independent schools do have an advantage over public schools in the historically black part of the system even after accounting for SES and per capita expenditure.

The study concludes that more rigorous analysis is necessary to ascertain whether the apparent advantage of independent schools within the historically black part of the system is attributable to differences amongst students and their backgrounds rather than superior educational processes.

iv. Provincial education departments spent R627,817 million on subsidising independent schools in 2009/10.

(2) The Department has not undertaken its own research on the reasons for the growth in the independent school sector, but a study by the Centre for Development Enterprises (CDE) on this phenomenon^[2]concluded that parents chose independent schools because: "they achieve better results; use English as the medium of instruction; and paying school fees made these private schools more accountable to parents".

(3) The Minister welcomes any initiative that is in the best interest of the child as articulated in section 28(2) of the Bill of Rights in the South African Constitution.

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 275

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 18/02/2011

(INTERNAL QUESTION PAPER: 02/2011)

Dr H C van Schalkwyk (DA) to ask the Minister of Basic Education:

(1) How many documents have (a) her (i) ministry and (ii) department and (b) any (i) institution or (ii) agency which receives transfers from her departmental budget classified as (aa) top secret, (bb) secret, (cc) confidential and (dd) restricted under the provisions of the Minimum Information Security Standards that were adopted by the Cabinet on 4 December 1996 in the (aaa) 2005-06, (bbb) 2006-07, (ccc) 2007-08, (ddd) 2008-09 and (eee) 2009-10 financial years;

(2) what is the (a) name and (b)(i) rank or (ii) employment level of the official who decided on the classification at each specified public body? NW296E

REPLY

1. The Department of Basic Education (DBE) came into operation on 01 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 above question does not apply to the period under DBE management. The establishment of the Department of Basic Education applies to the 2010/11 financial year.

(2) a and b (i) and (ii) – Not applicable.

The Department's public entities have their own regulatory Framework regarding this matter. They do not require the Minister's permission to classify documents

QUESTION 244

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 18/02/2011

(INTERNAL QUESTION PAPER: 02/2011)

Dr W G James (DA) to ask the Minister of Basic Education:

(1) (a) What measures have been put in place to ensure that the process regarding the workbook tender that was granted to certain printing companies (names furnished), who made a joint bid of R300 million, was lawful and transparent and (b) who had the final say in awarding the contract to the consortium;

(2) whether a certain company (name furnished) has done any work for her department previously; if so, what are the relevant details of the work;

(3) whether they delivered according to their mandate; if not, why not? NW263E

REPLY

(1) (a) All procurement procedures as prescribed by the National Treasury have been followed. An independent audit firm was appointed to monitor the process. The Department's Internal Audit component also oversaw the process.

(b) The Departmental Bid Adjudication Committee (BAC) recommended the appointment of the joined venture after the evaluation process was completed. This recommendation was assessed by the external auditor before it was submitted to the Accounting Officer (DG) for consideration. The Director-General of the DBE accepted the recommendation of the BAC in accordance with relevant delegations.

(2) No. The company whose name was furnished has not done any work for the DBE previously.

(3) Yes, they delivered according to their mandate. However, challenges were experienced with the delivery of the workbooks to schools which was caused by flooding; and in some instances, data supplied by the provincial departments of education on languages used in schools were not accurate.

QUESTION 225

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 18/02/2011

(INTERNAL QUESTION PAPER: 02/2011)

Mrs M N Matladi (UCDP) to ask the Minister of Basic Education:

(1) Whether there are any plans in place aimed at educating learners in their mother tongue to enable them to learn faster and master new skills; if not, why not; if so, what plans;

(2) Whether there are any impediments in this regard; if so, what are these impediments? NW230E

REPLY

(1) Since the release of the Language in Education Policy (1997) which "encourages learners to learn in their mother tongue as far as it is practicable" the Department of Basic Education has been promoting mother tongue teaching and learning among learners especially in the early grades.

The Systemic Evaluation of 2006 has provided evidence that language is a key predictor of learner performance and that learners who are educated in their mother tongue have a 49% chance of performing better than those who are not educated in their mother tongue. In this regard, the Department has developed workbooks for Literacy and Numeracy in Grades 1-6. These workbooks have been developed in all the eleven official languages at schools. They are intended to support mother tongue development.

In addition, the Curriculum and Assessment Policy Statements that have been developed and will be implemented in the Foundation Phase from 2012 to specificity in terms of Home Language teaching in schools. This will further assist teachers to support the teaching of language in schools.

In addition, with the development of a national catalogue of textbooks and relevant LTSM the Department of Basic Education will provide teachers with guidance on the selection and use of relevant resources, in the mother tongue that will strengthen the implementation of additive bi/ multilingualism

(2) The biggest impediment is the hegemony of English in that parents prefer their children to attend schools where English is the language of learning and teaching.

NATIONAL COUNCIL OF PROVINCES

FOR WRITTEN

QUESTION 180

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 14/04/2011

(INTERNAL QUESTION PAPER: 12/2011)

Mr S H Plaatje (COPE-NW) to ask the Minister of Basic Education:{62}

Whether any measures are in place to ensure reliability and validity of the envisaged standardised annual national assessments; if not, what interventions are available for farm school learners such as in Zoetmelksvallei and others who cannot read or write; if so, what are the relevant details? CW247E

REPLY:

The purpose of Annual National Assessments (ANA) is to provide a credible systemic measure of the quality of teaching and learning that takes place in Grades one to six and Grade nine. For 2010/11, the ANA in Grade nine was piloted in a sample of schools in order to determine the baseline.

The reliability and validity of these assessments is enhanced through the standardised design and administration measures. Each test is constructed by national subject experts in the required grade and is independently moderated by expert subject reviewers. A pre-testing process was conducted using two parallel forms of the test and the items which were found to be statistically most acceptable were finally included in the test. To strengthen test reliability, each school was issued with a manual on the standardised administration of ANA. Learners write tests under controlled conditions and are supervised by school educators and management teams. A standardised time table is followed nationally.

The standardised design and administration measures of ANA cater for learners from all contexts including farm schools such as those in Zoetmelksvallei and others. As part of the quality assurance process, tests are checked for potential biases towards learners' culture, gender, religion, socio-economic status and location. The tests are translated into eleven home languages at the foundation phase, and in grades one and two, educators are expected to read aloud each question before learners attempt a response. Therefore, we are confident that all learners would have had an equal opportunity to respond appropriately to the test.

NATIONAL COUNCIL OF PROVINCES

FOR ORAL REPLY

QUESTION 176

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 14/04/2011

(INTERNAL QUESTION PAPER: 12/2011)

ê58. Mr M J R de Villiers (DA-WC) to ask the Minister of Basic Education:

(1) With regard to her department's visit to schools in the country to monitor the implementation of the integrated quality management system in the 2008-09, 2009-10 and 2010-11 financial years, (a) what were the findings in schools which successfully implemented the integrated quality management system, (b) how did it improve the performance of learners and (c) what were the reasons for schools which did not implement the system properly;

(2) whether any support systems were available in cases where schools needed assistance with problems of understanding and implementing the system; if not, why not; if so, what are the relevant details? CO243E

RESPONSE

1) (a) The findings in schools that implemented the IQMS successfully were as follows:

· Teachers in those schools have been properly trained on how to implement the system;

· Structures for implementing IQMS are in place, functional and effective;

· Through these effective structures, teachers have been exposed to on-going training and development;

· The Principal and School Management Team in those schools is effectively involved in structures that manage the process;

· Implementation of the IQMS is integrated into the overall school management plan, and is informing management decisions and curriculum development that teachers are exposed to;

· Schools are using the audio-visual material supplied by the department to inform their assessment practices on IQMS;

· There is proper record keeping of documents as well as other relevant evidence, and

· There is effective internal moderation by the principal.

(b) How did this improve the performance of learners?

In terms of the information that is collected by the moderators, evidence shows that in general, schools that implement the IQMS effectively also perform better in terms of learner achievement. A number of factors may be attributed to this, e.g.

· Such schools are generally well organized

· Management is strong

· Levels of accountability amongst teachers and SMT are high

(c) Reasons for schools that did not implement the system properly

For schools that did not implement the system properly, the following reasons were cited, amongst others:

· The quality of training that the teachers received was poor, resulting in poor understanding amongst teachers of what the system requires;

· District offices have not been able to provide the necessary support;

· IQMS structures are dysfunctional;

· The principal and SMT are not involved in the processes, and have delegated such responsibilities to a teacher who has no authority to drive the process;

· Records are not kept, and

· Levels of accountability are generally low.

2) The Department of Basic Education has introduced several measures to provide support to all schools in implementing the IQMS. These are the following:

a) Appointment of external IQMS moderators: Since August 2008, external IQMS moderators have been appointed to visit schools to monitor and support schools in implementing IQMS. These officials visit schools on a daily basis to provide support. A report is left at the school with recommendations on what improvements are needed. Such reports are also sent to district offices for their intervention. Follow up visits are conducted after approximately two to three months, on a sample basis, to establish if recommendations are being implemented. Reports are sent to the national office, which briefs HEDCOM and CEM on progress made. As at the end of February 2011, 17382 schools had been visited, constituting 70% of the schools in the country.

b) Provision of audio-visual training materials on IQMS:

In 2009, the department of basic education distributed audio visual training materials to all schools to support them on IQMS implementation. Schools that are using the materials have given positive feedback on how they have benefitted from the materials. Such schools are no longer only relying on the districts or the moderators for assistance.

c) Appointment of personnel at district level:

Provincial Education Departments have also appointed personnel at provincial and district level to provide support to schools. These district officials visit schools, scrutinize the reports left by external moderators and provide support and development.

NATIONAL COUNCIL OF PROVINCES

FOR WRITTEN REPLY

QUESTION 153

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 01/04/2011

(INTERNAL QUESTION PAPER: 10/2011)

153. Mr O de Beer (COPE – WC) to ask the Minister of Basic Education

1) Whether any disciplinary steps will be taken against officials of the Eastern Cape Education Department who are found to be responsible for the state of affairs in that department; if not, why not; if so, (a) what measures and (b) what are the further relevant details;

2) Whether she will make a statement on the matter ? CW190E

REPLY:

1) At this stage it is not clear if any disciplinary actions against officials in the Eastern Cape Education Department will be taken as investigations against these officials are not finalized. But if during our work we find that there is evidence of wrong doing, we will act.

2) If need be, but there is no need to do so at this stage.

NATIONAL COUNCIL OF PROVINCES

FOR WRITTEN REPLY

QUESTION 131

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 18/03/2011

(INTERNAL QUESTION PAPER: 08/2011)

Mr M W Makhubela (COPE-Limpopo) to ask the Minister of Basic Education:

Whether, as a result of the Government's shifting of allocations in the Estimates of National Expenditure 2011 from departments to functions, the National Treasury has allocated any additional funding to her department for sports, recreation, health and welfare to enable her department to incorporate some aspects of the said functions from those departments responsible for these line functions; if not, why not; if so, what are the relevant details? CW158E

REPLY

No, National Treasury did not allocate additional funds to the Department of Basic Education for the activities mentioned above in the Estimates of National Expenditure 2011.

QUESTION 116

Mr S C Motau (DA) to ask the Minister of Basic Education

1) Whether she intends to re-enter South Africa into the Trends in International Mathematics and Science Study; if not, why not; if so, when;

2) Why was South Africa withdrawn from this study? NW128E

REPLY:

1) Yes. South Africa will be participating in the TIMSS study in August 2011;

2) South Africa was never withdrawn from this study. All that South Africa said was that time is needed after the results of every study to interact with the findings and implement the recommendations before we participate in the next study. Participation in these studies is only a means of informing us on our strengths and areas for development. The real end is to ensure that every South African child receives basic education of high quality.

QUESTION 114

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 10/02/2011

(INTERNAL QUESTION PAPER: 01/2011)

Dr W G James (DA) to ask the Minister of Basic Education:

How many learners in government schools passed their end-of-the-year examinations for grades (a) 8, (b) 9, (c) 10, (d) 11 and (e) 12 in 2010 ? NW 126E

RESPONSE:

(a) – (d) The Department of Basic Education does not have the information available. A request will be made to the Provincial Departments of Education to make the information available.

(e) Number of candidates passing Grade 12 in government schools in 2010:

334 225.

(Excludes passes in independent schools which amounted to 30 288 candidates

in 2010)

QUESTION 112

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 10/02/2011

(INTERNAL QUESTION PAPER: 01/2011)

Mr D C Smiles (DA) to ask the Minister of Basic Education:

(1) With reference to the moderation of examination results for each matriculation subject, what amount was either (a) added to or (b) deducted from the final matriculation results;

(2) For each such subject, how many additional students passed the subject as a result of the amendment of marks? NW124E

RESPONSE:

Standardisation of examination results is the responsibility of the independent Quality Assurance Council, Umalusi. Umalusi has confirmed that they will make public the standardisation decisions on 23 February 2011. Post this announcement, the Department of Basic Education will make this information available to the National Assembly.

QUESTION 123

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 10/02/2011

(INTERNAL QUESSTION PAPER: 01/2011)

Dr H C van Schalkwyk (DA) to ask the Minister of Basic Education:

What (a) statutory provisions, (b) regulations, (c) policy instruments and (d) practices govern the (i) classification, (ii) protection against the release or access, (iii) protection for other purposes such as preservation and (iv) release upon request for access of (aa) documented information and (bb) undocumented information held by (aaa) her department or (bbb) any other entities who receive budgetary transfers from her department? NW135E

REPLY:

(a) The Promotion of Access to Information Act (PAIA) 2 of 2000

(b) None

(c) Policy on Document Security for the Department of Basic Education, 2010

(d) Practices are stipulated in PAIA, 2000

(i) Stipulated in PAIA

(ii) Stipulated in PAIA

(iii) Governed by the National Archives of South Africa Act 43 of 1996

(iv) (aa) Stipulated in PAIA

(bb) Stipulated in PAIA

(aaa) Stipulated in PAIA

(bbb) Stipulated in PAIA

QUESTION 117

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 10/02/2011

(INTERNAL QUESSTION PAPER: 01/2011)

Mr S C Motau (DA) to ask the Minister of Basic Education:

How many learners nationally who registered for mathematics in grade 11 in 2009 subsequently registered for mathematics literacy for matric in 2010? NW129E

RESPONSE:

The DBE only has grade 12 data on the national examination computer system. The Grade 11 subject data is managed by provincial education departments. Therefore, at this stage no comparison between Grade 11 and Grade 12 subject registrations can be made.

QUESTION 111

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 10/02/2011

(INTERNAL QUESTION PAPER: 01/2011)

Mr D C Smiles (DA) to ask the Minister of Basic Education:

What was the pass rate for the 2010 matric class prior to the moderation of examination results? NW123E

RESPONSE

It needs to be noted that pass rates are only calculated after the final results in the subject are computed. Standardisation is done per subject by the Quality Assurance Council, and the standardisation decision is then captured on the computer system. The system then generates a final result, which incorporates the standardisation decision. Therefore, there is no functionality that is currently available on the system to determine pass rates prior to their moderation/standardisation by Umalusi. It is also considered irrelevant by the DBE to establish the pass rates prior to the standardisation process, given the rationale for the standardisation process which ensures that the final results are fair and credible.

QUESTION 110

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 10/02/2011

(INTERNAL QUESTION PAPER: 01/2011)

Mr D C Smiles (DA) to ask the Minister of Basic Education:

(1) With regard to each of the past ten years, (a) how many part-time learners registered for matriculation examinations and (b) what criteria have been used to categorise someone as a part-time learner;

(2) Whether the criteria have been altered at any time; if not, what accounts for the significant change in the number of registered part-time learners; if so, (a) why was it altered and (b) how? NW122E

RESPONSE:

(1) (a)

Candidates registered as Part Time Candidates – Senior Certificate / National Senior Certificate

(2) 2002 – 2010

(3)

(b) From 2001 to 2007, all candidates offered the Senior Certificate. In terms of the Senior Certificate, a part-time candidate is defined as a learner who does not receive full-time tuition and may offer one, two or more subjects. These candidates were not required to comply with the school based assessment requirements. They were finally resulted based on the external examination marks.

In 2008, the National Senior Certificate was introduced and it replaces the Senior Certificate. The part time candidate in the National Senior Certificate is defined as a candidate that offers one, two or more subjects and does not receive full time tuition. These candidates are required to comply with all the assessment requirements of the National Senior Certificate and this includes school based assessment. These candidates, in the main, have sat for the NSC examination in previous years and are therefore repeat candidates.

(2)(a)(b)The criteria have changed since 2008, with the introduction of the National Senior Certificate. The change in the criteria has made the requirements for part time candidates more stringent, in that previously they did not have to satisfy the school based assessment (SBA) requirements. It also needs to be noted that the part-time enrollments has been high in previous years (2006 – 212 120; 2007 – 281 530). However, in 2008, the number dropped significantly (decreased to 1 116) due to the inclusion of the SBA requirement as a pre-requisite. The sudden increase in 2009 and 2010 is due to the registration of the failures of previous years. Candidates that failed in previous years can register for the NSC examination and their SBA marks of the previous year could be utilised. The increase in 2010 is not an anomaly since candidates that failed in 2008 and 2009 would have registered and this number will continue to increase in future years.

QUESTION 109

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 10/02/2011

(INTERNAL QUESTION PAPER: 01/2011)

109. Ms L D Mazibuko (DA) to ask the Minister of Basic Education:

What (a) number of part-time matriculant learners (i) wrote each subject in their final examinations and (ii)(aa) passed and (bb) failed the final matriculation examinations in (aaa) 2006, (bbb) 2007, (ccc) 2008, (ddd) 2009 and (eee) 2010 and (b) is the breakdown by age of all part-time learners who sat for the final matriculation examinations in 2010? NW121E

RESPONSE:

109 (a) (i) Attached file – aaa, bbb, ccc, ddd, eee

109 (a) (ii) (aa) Attached file – aaa, bbb, ccc, ddd, eee

109 (a) (ii) (bb) It needs to be noted that part time candidates offer one, two, or more subjects and not usually the seven subjects required to obtain a full qualification. Therefore, at the end of the year the part-time candidate is provided with a statement of the subjects he/she has passed and these credits will be accumulated over a few years to obtain a qualification. However, only part time candidates that offered the full package in that year and satisfied the certificate requirements, that would be regarded as passed.

109 (b) Currently, there is no age indicator on the system. The date of birth is not fully captured in all cases and therefore this data will not be reliable. The DBE is enhancing the computer system, and an accurate report on age breakdown will be available by July 2011 for the 2011 candidates.

QUESTION 108

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 10/02/2011

(INTERNAL QUESTION PAPER: 01/2011)

Ms L D Mazibuko (DA) to ask the Minister of Basic Education:

How many part-time learners wrote the matriculation examination for (a) the first time, (b) the second time, (c) the third time, (d) the fourth time, (e) the fifth time and (f) more than five times in each of the past five calendar years? NW120E

REPLY:

Data for repeater candidates is only available for 2008 to 2010 (new curriculum), however a programme change by the service provider is necessary to extract this data from the system. This data will only be available by end of March 2011.

QUESTION 02

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 10/02/2011

(INTERNAL QUESTION PAPER: 01/2011)

Mrs C Dudley (ACDP) to ask the Minister of Basic Education:

Whether she envisaged the delays resulting in millions of school learners not receiving basic literacy and numeracy workbooks for the 2011 school year; if not, why not; if so, (a) what are the reasons for the delays, (b) what corrective measures has she implemented in this regard and (c) what steps has she taken to ensure that books will be delivered to schools before the start of the school year in future?

NW2E

Introduction

The Department had not anticipated delays at the start of the project. However, with the progress of the final printing and distribution of workbooks, it was noted that delays could occur. This was due to quality assurance processes of workbooks that had to be implemented.

(a) Reasons for the Delays

Printing timelines were determined by the sign off of each completed workbook. Due to the magnitude and intricacy of bringing the development process for each book to its final design layout and sign off, there were unforeseen delays which necessitated a revised print schedule.

The print schedule had to be revised as a result of the delay in the development process of workbooks. Printing was therefore done on an incremental basis as quality assurance processes for each of literacy and numeracy workbooks were finalised,

Delivery progress was also hampered by schools not being open as scheduled, flood damage to roads and schools, and changing of schools data which only stabilizes after the 10th school day.

(b) Corrective measures implemented

Delivery of workbooks to schools was done on an incremental basis based on the completion of workbooks

(c) Steps taken to ensure that books will be delivered to schools before the start of the school year in future?

Lessons learnt from the distribution of workbook 1 will be applied to future deliveries to ensure timeous delivery of workbooks to schools.

QUESTION 107

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 10/02/2011

(INTERNAL QUESTION PAPER: 01/2011)

Ms L D Mazibuko (DA) to ask the Minister of Basic Education:

How many learners were enrolled at all government schools nationally in grades (a) 8, (b) 9, (c) 10, (d) 11 and (e) 12 at the beginning of the (i) 2008, (ii) 2009, (iii) 2010 and (iv) 2011 school years? NW119E

QUESTION 245

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 18/02/2011

(INTERNAL QUESTION PAPER: 02/2011)

Dr W G James (DA) to ask the Minister of Basic Education:

(1) (a) When did a certain person (name furnished) leave her department, (b) what was her position before she left the department and (c) what are the stated reasons why the said person left the department;

(2) whether the person was subjected to a disciplinary hearing for tender fraud before leaving the department; if not, what is the position in this regard; if so, what are the relevant details? NW265E

REPLY

(1) (a) The person whose name was furnished has never been in the employment of the Department of Basic Education since its establishment through Presidential Proclamation in May 2009.

(b) Not Applicable

(c) Not Applicable

(2) Not Applicable

NATIONAL COUNCIL OF PROVINCES

FOR WRITTEN REPLY

QUESTION 110

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 11/03/2011

(INTERNAL QUESTION PAPER: 07/2011)

Mr R A Lees (DA-KZN) to ask the Minister of Basic Education:

(1) What is the number of educators who are employed at schools in KwaZulu-Natal as at 28 February 2011 with (a) less than a Grade 12 qualification, (b) a Grade 12 qualification with no further education, (c) a Grade 12 qualification with further education that is not appropriate for learners of the grades they are teaching;

(2) how many persons are employed on a (a) permanent and/or (b) temporary/casual basis as educators for Grades (i) 1 to 6 and (ii) 7 to 12 in each of the abovementioned categories in each (aa) district and (bb) school in KwaZulu-Natal? CW145E

Response

Question 1

a) There are no educators employed in the Kwa Zulu Natal Province with a qualification below Grade 12.

b) There are 4303 educators in the Kwa Zulu Natal Province with a Grade 12 qualification with no further education

c) There are no educators in the Kwa Zulu Natal Province with a Grade 12 qualification with further education that is not appropriate for learners of the grades they are teaching.

Question2

Information on the payroll PERSAL does not accommodate the specific grades teachers teach at this point in time.

(a) There are 1575 educators in the Kwa Zulu Natal Province employed on a permanent basis in District Offices.

There are 73883 educators in the Kwa Zulu Natal Province employed on a permanent basis in schools.

(b) There are no educators employed on temporary basis in District Offices

There are 7592 educators employed on a temporary basis in schools

NATIONAL COULCIL OF PROVINCES

WRITTEN REPLY

QUESTION 56

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 18/02/2011

(INTERNAL QUESTION PAPER: 02/2011)

Mr S H Plaatjie (COPE-NW) to ask the Minister of Basic Education:

(1) Whether her department has noted any decrease in the number of learners who wrote (a) accountancy, (b) science and (c) mathematics in 2010; if so, (i) in which provinces and (ii) at what rate;

(2) What steps her department has taken to increase the number of learners in (a) accountancy, (b) science and (c) mathematics in 2011? CW65E

Response

1. The Department has noted the decrease in the number of learners who wrote (a) Accountancy, (b) Physical Science and (c) Mathematics in 2010. However, it is also important to report that the number of learners who wrote in 2010 has decreased from 552 073 (2009) to 537 543 (a decrease of 14 530). This therefore implies that the drop in the subjects mentioned, does not necessarily indicate that candidates are migrating to other subjects, but is reflective of the overall decrease in the candidature.

In Accounting, most of the decreases were observed in Kwa Zulu Natal; Gauteng; Eastern Cape Limpopo and Mpumalanga respectively. The remaining PEDs had a decrease of below 1000, with Northern Cape having the least number of decreases of less than 100 learners. The rate of decrease was as follows; Gauteng (12.0%), Kwa Zulu Natal (11.5%) and Eastern Cape (10.35). The remaining provinces had a rate of less than 10% with Northern Cape having the least rate of 3.4 % as indicated in the table below:

Accounting

In Physical Science the highest decrease was in Gauteng; Kwa Zulu Natal; Eastern Cape and Free State respectively. The remaining PEDs had a decrease of less than 1000 learners, with Northern Cape and Limpopo having the least number of decreases respectively. In terms of the rate of decrease: Gauteng (14.9%), Free State (11.8%), Eastern Cape (9.8%), Kwa Zulu Natal (6.2%) and North West (6.2%). The remaining provinces had a rate of decrease of 5% and below with Limpopo having the least rate of 0.4 % as indicated in the table below:

Physical Science

In Mathematics the highest decrease was in Kwa Zulu Natal; Gauteng; Eastern Cape ; Free State, Western Cape and Limpopo respectively. The remaining PEDs had a decrease of less than 1000 learners, with Northern Cape having the least number of decreases. In terms of the rate of decrease: Free State (17.0%); Gauteng (15.9%), Kwa Zulu Natal (11.1%) and Eastern Cape (10.38%). The remaining provinces had a rate of decrease of less than 10% and with Limpopo (2.5%) and Mpumalanga (2.8%).

Mathematics

2. The DBE has embarked on promoting Mathematics and Physical Science through the Dinaledi Schools Project, which targets specific schools in each province. The DBE has also embarked on advocacy campaigns through road shows, visits by subject advisory services to schools to encourage learners to offer these key subjects. This focus is also promoted through the teacher training institutions where bursaries are offered to teachers in these high demand subjects. However, any significant change will be observed over a long term since, candidates register for the subject packages in Grade 10. The DBE will continue to monitor these trends and will continue to vigorously promote these subjects and create the conditions for these subjects to be offered.