Questions & Replies: Basic Education
2012-12-31
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Reply received: December 2012
QUESTION 3416
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER 23/11/2012 (INTERNAL QUESTION PAPER: 42/2012)
Mr M S F de Freitas (DA) to ask the Minister of Basic Education:
Whether (a) her department and/or (b) any entity reporting to her sponsored by any (i) event (ii) promotion hosted by The New Age newspaper since its establishment: if so, in each case, (aa) what was the nature of the event or promotion, (bb) on which date was it held. (cc) what amount was paid, (dd) for what purpose, (ee) from which budget were the funds derived, (ff) what were the expected benefits to her department and (gg) what actual benefits were derived from the sponsorship? NW4335E
a) No
b) No
i) N/A
ii) N/A
aa) N/A
bb) N/A
cc) N/A
dd) N/A
ee) N/A
ff) N/A
gg) N/A
Reply received: December 2012
QUESTION 3371
DATE OF PUBLICATlON OF INTERNAL QUESTION PAPER: 23/21/2012(INTERMAL QUESTION PAPER: 42/2012)
Mrs FC Duncan (DA) to ash- the Minister of Basic Education:
1. Whether the Department has submitted their report to the Central Drug Authority For the 2011/12 annual report: if not, why not:
2. What are the reasons for the department's failure to attend meetings of the Central Drug Authority Board during the 2011/12 financial year?
Response:
1. The Department presented its 201112012 annual report on activities on Drag and Substance Use at the Central Drug Authority meeting held on 27 July 2012, in addition: the Department has also provided quarterly reports for the 2011/2012 Programme of Action that reports to the Inter-Ministerial Committee on Combating Alcohol and Drug Use. Both bodies are led by the Department of Social Development.
2. The Department has not failed to attend meetings of the Central Drug Authority (CDA). Table 1 below outlines the meetings called by the Central Drug Authority and attended by the Department of Basic Education during the 2011/2012 financial year. Between April and October 2011, the post of Programme Manager for Drug and Substance Use was vacant In addition to the meetings of the CDA, the Department has attended meetings of the Technical Task Team on Combating: Alcohol and Drug Use led by the Department of Social Development.
Table 1: Meetings of the Central Drug Authority attended by Department of Basic Education In 2011/2012
| Date | Purpose of Meeting |
| 15-17 March 2011 | Biennial Summit on Substance Abuse (attended by 3 representatives of the Department of Basic Education, led by the Deputy Director General) |
| 19 May 2011 | Presentation of 2010/2011 Annual Report |
| 5 & 6 July 2011 | Consultative workshop on Substance Abuse Regulations |
| 8 December 2011 | Review of the National Drug Master Plan |
| 23 March 2012 | Drug Testing |
Reply received: December 2012
QUESTION ON 3348
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER. 23/11/2012 (INTERNAL QUESTION PAPER: 42/2012)
Mrs A T Lovemore (DA) to ask the Minister of Basic Education:
(1) Which (a) programmes and (b) sub-programmes within her department are responsible for managing partnerships with private partners, particularly those involved with the 94 Schools Project;
(2) whether any memoranda of (a) agreement or (b) understanding have been (i) finalised and (ii) signed with regard to this project; if not, why not; if so, what are the relevant details of each such memorandum;
(3)whether her department accepts responsibility for the implementation of the proposed projects; if not, who will accept responsibility; if so, what are the relevant details of each such implementation? NW4246E
PDOU Contribution to PQ
I) The Directorate Partnerships in Education is responsible for managing partnerships with private partners. 'The 94t Schools Project was a once-off special project co-ordinated by the Planning and Delivery Oversight Unit, supported by the Directorate Partnerships in Education and Infrastructure units;
2) Most of the projects were short-term projects which were finished by 18 July 2012 and all discussions relating to the focus and duration of the projects were concluded at local level -with the beneficiary schools and districts;
3) All 94 + projects were good will projects by companies to schools, involving the actual school communities and the donors. All implementation is led by the donors and the Department or Basic Education's role was to facilitate the discussions between the donor and the beneficiary to target the most pressing needs.
Reply received: December 2012
QUESTION 3345
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 23/11/2012 (lNTERNAL QUESTION PAPER: 42/2012)
Mrs A T Lovemore (DA) to ask the Minister of Basic Education:
(1) (a) in what respects did (i) she or (ii) her predecessors invoke the powers of section 3(3) of the National Education Policy Act, Act 27 of 1996, in each case and (b) what (i) are the details of the Government Gazette in which the policy declaration was published and (ii) is the date of effect of such declaration;
(2) what mechanisms are utilised by her and her department to give effect to the requirement outlined in section 8(4) of the specified Act;
(3)what are the details of the reports published in terms of section 8(5) of the Act at the end of the past three financial years;
(4) what are the policy provisions of her department in respect of section 8(6) of the Act when the standards of education (a) provision, (b) delivery and (c) performance in a province (i) do not comply with the Constitution of the Republic of South Africa, 1996, or (ii) are in conflict with the national policy on education, in each case;
(5) whether she has ever required a provincial political head bf education to submit a plan to remedy noncompliance with the requirements of the Act; if not, what is the position in this regard; if so. what are the relevant details? NW4242E
Draft Response
1. Neither my predecessors nor I have ever invoked the provision of section 3(3) of the National Education Policy Act 1996. The reasons are as follows:
2. In order to realize the intention of section 8(4) of the National Education Policy Act, 1996, my department has initiated a grant referred to as ASlDl (Accelerated School infrastructure Delivery Initiative). An initiative that is part of a broader infrastructure programme to achieve an optimum functionality level in targeted schools infrastructure within the 2010-2014 Strategic Plan Period. The purpose of the grant is to eradicate inappropriate schools and ensure the provision of basic level water, sanitation and electricity supply to schools.
Monitoring reports based on analysis of data gathered by means of education management information systems and by other suitable means, in cooperation with provincial departments of education are published regulary. Further the Department has established various interprovincial consultative forums such as:
· HEDCOM Subcommittee on Financial Planning and Budget Processes;
· HEDCOM Subcommittee on Planning, Monitoring and Evaluation;
· HEDCOM Subcommittee on EMIS, etc.
3.The following reports are produced by the Department:
- Education Statistics in South Africa based on the Annual School Survey (EMIS);
- School Realities based on the snap survey (EMIS);
- Macro Indicator Trends in Schooling based on various data sources and
- General Household Survey: focus on schooling based on Statistics South Africa data.
4. No such policy previously existed. in the event of conflict between national policy and the provincial policy, national policy prevails. Chances of such conflict arising is minimal in the sense that national policy is always developed after consultation with MEC's through the Council of Education Ministers.
Reply received: December 2012
QUESTION 3344
DATE OF PUBLICATION OF INTERNAL OUESTION PAPER: 23/11/2012 (INTERNAL QUESTION PAPER: 42/2012)
Mrs AT Lovemore (DA) to ask the Minister of Basic Education:
(1) Whether (a) her department and/or (b) provincial departments maintain a database of sick leave records of educators at public schools; if not, in each case, what is the position in this regard; if so, in each specified province, what (i) is the level of sick leave, expressed as days per year, (ii) are the top five reasons for taking sick leave and (iii) is the average period of sick leave on each occasion;
(2) whether the levels of sick leave are seen as inadequate (a) in any specified province and (b) as a result of any particular condition; if not, in each case, what is the position in this regard; if so, in each case, what (i) arc the relevant details and (ii) measures are being taken to reduce the jaa) extent and (bb') impact of such sick leave? NW4241E
REPLY:
We have sent a request to Provinces lo provide us with the relevant information. Information on absence or leave is routinely collected and captured on the PERSAL system by provinces and will be submitted to parliament as soon as it is made available by all provinces.
Reply received: December 2012
QUESTION 3305
DATE OF PUBLICATION OF INTERNAL, QUESTION PAPER: 23/11/2012 {INTERNAL, QUESTION PAPER: 42/2012}
Mr D A Kganare (Cope) to ask the Minister of Basic Education:
Whether she has noted the World Economic Forum Global Competitiveness Report of the World Economic regard to (a) quality teaching and (b) children's access to primary schools; if so, what is her position in this regard? NW4I92E
Response
(a) Yes, J have taken note of 2012-2013 Global Competitiveness, Report of the World Economic Forum (WEF). Despite a relatively good overall competitiveness ranking (52 out of 144 countries), a few indicators related to government. service delivery, in particular education, put the country in a very low position. Specifically, in terms of the 'quality of' primary education' South Africa is at position 132 out of 144. in terms of the net primary enrolment ratio we are at position 115, and in terms of 'quality of the educational system' we are at position 140,
"
However, it must be noted that with regard to the educational quality indicators, it is important to bear in mind that the WEF does not make use of any standardised testing system in producing its report. Instead, it makes use of an expert opinion approach. In the case of South Africa, sis respondents, all from the business sector are asked to rate the quality of education along a seven-point scale from very good to very poor. One would expect the South African the respondents lo rate the quality of' South Africa's schooling poorly for a number of reasons, One is that in South Africa we have good data on our educational quality relative to other countries. In particular, TIMSS 2003 placed South Africa last, with respect to Grade 8 Mathematics and physical science, amongst the 20 developing countries that participated (the other Africa11 countries participating were Botswana, Egypt: Ghana and Morocco). However, there are: around 150 developing countries in the world, many of which have very poor information on the quality of their educational system education systems. One suspects that experts in these countries would not rate their educational quality too poorly as they simply do not have the required information. In SACMEQ 2007, South Africa came ninth out of I5 countries in Grade 6 mathematics. It is noteworthy that although Lesotho did considerably worse than South Africa in SACMEQ, its WEF ranking in the quality of primary schooling indicator is 120, against 132 for South Africa. This illustrate the problem with subjective data on a matter which is relatively amendable to measurement
further, the World Bank reports now identify 201 countries in the world. Clearly, the 144 in the WEF report only covers three-quarters of this total.
b With regards to the primary enrolment ratio, it is important to note that UNESCO's enrolment ration ( the data for the WEF) are widely regarded as problematic and often amenable to useful international comparisons due to the fact that UNESCO calculate its ration using official enrolment totals and official population totals, in other words information from very different data sources. In many developing countries these are strange discrepancies between the two sets of data. The problem for South Africa is that this discrepancy works in the reversed direction compared to most other developing countries. In South Africa, total population figures for children are simply too high compared to the enrolment totals. In most developing countries, the problem is that enrolment totals are inflated. South Africa's enrolment ratios in the UNESCO reports appear to be relatively poor, but this means nothing and has confused a lot of people.
Enrolment ratio derived from household surveys are a lot more reliable and these indicate that South Africa's enrolment ratios, at least at the primary and secondary levels, are good by international standards. There is an abundance of literature that shows this. The WEF report itself point to the strangeness of the enrolment ratio it uses. According to the report, at the primary level our enrolment ratios is ranked position 115, but at the secondary level it is ranked 53 This raises an obvious question: how can enrolment at the secondary level be relatively good when at tile primary level they a1.e poor, yet tile fanner depends on the letter.
Reply received: November 2012
QUESTION 3293
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 13/11/2012
(INTERNAL QUESTION PAPER: 40/2012)
Mr A M Mpontshane (IFP) to ask the Minister of Basic Education:
(1) What measures does she intend to implement to ensure that (a) strike action by teachers' unions and (b) teacher apathy do not cripple the teaching profession in the next academic year;
(2) whether she intends to declare the teaching profession an essential service; if not, why not; if so, what are the relevant details? NO4067E
REPLY:
(1) What measures does she intend to implement to ensure that (a) strike action by teachers' unions and (b) teacher apathy do not cripple the teaching profession in the next academic year?
In order to ensure that strike action (a) by teachers' unions and (b) teachers apathy do not cripple the teaching profession in the next academic year, the principle of "No Work, No Pay" would be adhered to. There would, however, be an investigation in situations where individual members did not render services outside the strike notice period and or continue to withdraw their labour even after the strike has officially been called off. The normal administrative or disciplinary measures would then apply.
The above-mentioned principle is further supported by Section 64 of the Labour Relations Act, 66 of 1995, which affords the Employer the right to withdraw any remuneration through the principle of ' No Work, No Pay" in instances where the employee decides to withdraw his/her labour.
PSCBC Resolution 1 of 2007 also regulates the application of "No Work, No Pay" within the Public Service.
My Department also has a strike management policy guideline in place to guide provinces on how to manage strikes and to ensure that all managers are informed of what to do in the event of strikes.
(2) Whether she intends to declare the teaching profession an essential service; if not, why not; if so, what are the relevant details?
Currently, the Department is not planning to declare teaching an essential service, however, there are plans in consultation with the DPSA to designate in future only a certain part of the Sector, i.e. the principals. In doing this, we will also comply with the ILO declaration on "Fundamental Principles and Rights at Work". This ILO declaration states that if the collective bargaining system does not produce an acceptable result and strike action is taken, certain limited categories of workers can be excluded from such action to ensure the basic safety of the population and essential functioning of the state.
Under labour law, essential services are those that society cannot do without, even momentarily, because of the potential of losing a limb or life. Those services that are truly essential - such as health, fire and police are expected by law to be available 24 hours of the day, 7 hours of the week and 365 days of the year. Clearly, public schools that operate from Monday to Friday, 200 days a year are not in the same category as hospitals, fire halls and police stations. It is therefore clear that the disruption of schooling due to labour disputes, while inconvenient is not a matter of life and death. Imposing essential service legislation and eliminating teachers' right to strike is a significant step in the wrong direction as it would take away a fundamental right to strike. The right to strike, however, must be balanced with the right to education; something my Department will engage all stakeholders in. Stronger action, even dismissal will be taken against educators who engage in wild cat strikes and cause disruption in schools. It is however important that educators realize their responsibility as "loco parentis" and be trusted to act responsibly when deciding whether to take industrial action.
Reply received: November 2012
QUESTION 3292
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 13/11/2012
(INTERNAL QUESTION PAPER: 40/2012)
Ms N Gina (ANC) to ask the Minister of Basic Education:
Whether her department intends to meet 100% of the targets set with regard to (a) workbooks, (b) textbooks and (c) minimum infrastructure standards by 2014; if not, why not; if so, what are the relevant details? NO4048E
RESPONSE:
(a) Volume 1 workbooks for the first two terms of the 2013 school calendar year have been printed and are being delivered to schools. Delivery will be completed by end of November 2012. The department has obtained feedback on shortages directly from schools on the proof of deliveries and through a call centre. These will be remediated to ensure achievement of the target.
(b) The Department of Basic Education (DBE), through the provincial departments of education, is working towards achieving its target of universal coverage of textbooks by 2014.
The process towards achieving this goal began in 2011 when provinces procured textbooks for grades 1-3 and grade 10 for the implementation of CAPS in 2012. This year provinces procured textbooks for grades 4-6 and grade 11 for the CAPS implementation in 2013. Next year provinces will be procuring textbooks for grades 7-9 and grade 12 for the CAPS implementation in 2014. The DBE is currently monitoring provincial textbook coverage.
c). As per the Action Plan to 2012:Towards the Realisation of Schooling 2025, Indicator no 24 refers to the percentage of schools complying with a very basic level of school infrastructure, with a target of 100% to be attained by 2014. The Department is on course to meet target with regard to the provision of basic services to all schools.
Reply received: November 2012
QUESTION 3291
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 13/11/2012
(INTERNAL QUESTION PAPER: 40/2012)
Mrs H H Malgas (ANC) to ask the Minister of Basic Education:
Whether it is required of all provinces to print question papers for the National Senior Certificate examinations in-house; if not, what are the policy requirements in this regard; if so, when will all provinces be expected to comply? NO4047E
RESPONSE
The current Policy on Conduct, Administration and Management of the NSC examinations, does not prescribe in-house printing. However, it does prescribe the standards relating to the quality of printing. The DBE has nonetheless, encouraged PEDS to establish secure in-house printing facilities. Six of the nine PEDs have in-house printing facilities, except for the Eastern Cape, Free State and Limpopo provinces. Eastern Cape utilizes the services of a private service provider and the DBE is satisfied with the security and quality of the printing. Limpopo utilizes the services of Government Printers and Free State utilizes the services of SITA in the province. All provinces comply with the Norms and Standards for Printing, Packing and Distribution of question papers. Based on the provincial budgets, the move to in-house printing will be introduced over the next few years. The Regulations on the NSC examinations are being amended to include in-house printing facility and this will ensure that all PEDs comply.
Reply received: December 2012
QUESTION 3265
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 16/11/2012
(INTERNAL QUESTION PAPER: 41/2012)
Mrs A Steyn (DA) to ask the Minister of Basic Education:
(1) Whether (a) her department or (b) any entity reporting to her, placed any advertisements in The New Age since the inception of the newspaper up until the most recent date for which information is available; if not, in each case, what is the position in this regard; if so, (i) which entity placed the advertisements, (ii) on what date was each advertisement placed, (iii) what was the nature of each advertisement and (iv) what amount was spent on each advertisement;
(2) whether any of these advertisements were placed through the Government Communication and Information System (GCIS); if not, what is the position in this regard; if so, what are the relevant details of the advertisements placed through the GCIS;
(3) whether an independent analysis was conducted by her department prior to placing advertisements to ascertain whether The New Age is read by the intended target market; if not, why not; if so, (a) who conducted the analysis and (b) what were the main (i) findings and (ii) recommendations of said analysis;
(4) whether any independent studies of said advertisements were conducted to ascertain whether they were effective within the relevant target market; if not, why not; if so, (a) who conducted the analysis and (b) what were the main (i) findings and (ii) recommendations of said analysis?
NW4154E
Reply
(1) Whether (a) her department or (b) any entity reporting to her, placed any advertisements in The New Age since the inception of the newspaper up until the most recent date for which information is available; if not, in each case, what is the position in this regard; if so, (i) which entity placed the advertisements, (ii) on what date was each advertisement placed, (iii) what was the nature of each advertisement and (iv) what amount was spent on each advertisement;
(a) Yes
(b) No
(i) GCIS conducts media buying for the Department of Basic Education
(ii) 22/12/2011, 1/3/2012, 8/3/2012, 11/5/2012, 5/7/2012, 14/9/12
(iii) 22/12/2011 (2013 School Calendar), 1/3/2012/ (School Nutrition Programme), 8/3/2012 (School Fee Exemption), 11/5/2012 (School Calendar 2014), 5/7/2012 (Limpopo Books), 14/9/12 (Annual National Assessments)
(iv) 22/12/2011 (R 76 353. 00) , 1/3/2012 (R 28 637. 00) , 8/3/2012 (R 31 500. 00), 11/5/2012 (R 43 403.00) , 5/7/2012 (R 18 735. 00), 14/9/12 (R 27 205. 00)
(2) whether any of these advertisements were placed through the Government Communication and Information System (GCIS); if not, what is the position in this regard; if so, what are the relevant details of the advertisements placed through the GCIS;
Departmental above-the-line advertising campaigns were placed through the Government Communication and Information System (GCIS), in compliance with the Cabinet Memorandum No. 1 of 2011 which was adopted on 8 June 2011. Departmental placement of recruitment, tender and notice advertising has been placed through third party suppliers. Details relating to advertising placed through GCIS are attached.
(3) whether an independent analysis was conducted by her department prior to placing advertisements to ascertain whether The New Age is read by the intended target market; if not, why not; if so, (a) who conducted the analysis and (b) what were the main (i) findings and (ii) recommendations of said analysis;
(a) GCIS conducts regular media sampling through its provincial offices, and complements this with verification of print orders and audited circulation data where available.
(b) (i) GCIS verified The New Age market entry deliverables as follows:
· 100 - 120 000 published copies per day
· 24-32 pages daily
· Editorial content drawn from all 9 provinces, distributed through 3 print regions
· Electronic editions available through epaper, iPad app, FaceBook, Twitter, and the online edition
(ii) On the basis of the above analysis, The New Age was recommend as a suitable publication for government departments to use in conjunction with other mainstream and community media, particularly in support of provincial and local outreach initiatives.
(4) whether any independent studies of said advertisements were conducted to ascertain whether they were effective within the relevant target market; if not, why not; if so, (a) who conducted the analysis and (b) what were the main (i) findings and (ii) recommendations of said analysis? NW4154E
No independent studies of advertisements are conducted to test the efficacy of advertising messages post campaign, due to the prohibitive cost of establishing an ongoing national research panel, which is sufficiently sensitive to provide feedback by publication. Where appropriate, response mechanisms are included into the copy, and normative measures such as attendance at departmental events, response to advertising messages (visits to website, call centre interactions, vendor and job applications received) is assessed
Reply received: December 2012
QUESTION 3227
DATE OF PUBLICATION OFINTERNAL QUESTION PAPER: 16/11/2012,
(INTERNAL QUESTION PAPER: 43/2012)
Mr M Waters (DA) to ask the Minister of Basic Education:
Whether, with reference to her reply to question 709 on 10 July 2012, her department has had any meetings with the Central Drug Authority board about incorporating substance abuse into the Life Orientation curriculum for grades other than grades 8-12; if not, what is the position in this regard; if so, what are the relevant details? NW4115E
Reply
No. The Department has not engaged with the Central Drug Authority Board about incorporating the topic of 'Substance Abuse" into the Life Orientation curriculum for grades other than grades 8-12,
However, the topic is introduced in the CAPS in the Foundation Phase at a minimal Level by linking it to the topics of "feelings" and "keeping my body safe'. It is gradually scaffolded in Grades 4 and 5 in the Intermediate Phase and culminates into a stand-alone sub-topic in Grade 6 (see below).
In the Senior Phase Foundational knowledge on "Substance Abuse" is consolidated during the first and second term. in the third term "Substance Abuse " is dealt with in detail taking into account type/forms, symptoms; personal factors, protective factors and prevention measures. Teachers are expected to complete the topic in four hours,
Hence, the topic of "Substance Abuse" is dealt with in tile CAPS as follows:
1. FOUNDATION PHASE
It is not dealt with explicitly. However, it can be integrated in Grade 3 under the topic of:
Feelings
Keeping my body safe
- How to say no to any form or abuse
2. INTERMEDIATE PHASE
Substance abuse is dealt with as a stand-alone topic in Grade 5. However, it can be incorporated and integrated across the phase as follows:
Grade 4
Development of the self (Term 1 & 2)
- Respect for own and other's bodies: privacy, bodily integrity and not subjecting one's body to substance abuse
- Bullying: how to protect self from acts of bullying
Grade 5
Development of the self (Term 1)
- Relationships with peers, older people and strangers -safe and unsafe relationships
Social Responsibility (Term 2)
- Dealing with violent situations at home, school and community
- Responding effectively to violent situations
- Ways to avoid and protect oneself from violent situations and where to find help
Health and environmental responsibility (Term 3)
- Harmful household products and medication
- Substance abuse
- Types of drugs used: legal and illegal drugs including tobacco, alcohol and over the counter medication
- Negative impact of substances on health: effects of drugs on body and mind
Grade 6
Development of the self
- Peer pressure: appropriate responses to peer pressure in different situations
- Bullying: reasons for bullying
3. SENIOR PHASE
Substance abuse is dealt with as a stand-alone topic in Grade 7 in Environmental responsibility can be integrated as follows:
Grade 7
Development of the self (Term 1)
- How peer pressure may influence an individual: use of substance, crime. unhealthy sexual behaviour bullying and rebellious behaviour
Constitutional rights and responsibilities and Health, social (Term 2)
- Dealing with abuse in different contexts
Environmental responsibility (Term 3)
- Substance abuse
- Symptoms of substance abuse
- Personal factors that contribute to substance abuse: intrapersonal and interpersonal
- Protective factors that reduce the likelihood of substance abuse
- Prevention measure: early detection
Reply received: December 2012
QUESTION 3221
DATE OF PUBLIC PARTICIPATION OF INTERNAL QUESTION PAPER: 16/11/2012 (INTERNAL QUESTION PAPER: 41/2012)
Mrs AT Lovemore (DA) to ask the Minister of Basic Education:
(1) Which measures and processes have (a) she, (b) her department and (c) the SA Council of Educators put in place to ensure (i) that (aa) sexual assault and (bb) harassment of learners by educators are reported, (ii)(aa) prompt and (bb) thorough investigation into complaints of sexual abuse and (iii) that educators found guilty of sexual assault (aa) face criminal charges and (bb) are never permitted to teach again;
REPLY
(I) (a) The Employment of Educators Act and SACE Act are the promulgated legislation that gives the Minister the power to ensure that alleged breaches of professional ethics of educators are dealt with in accordance with the determined procedures in each of these Acts. An educator is employed in terms of the Employment of Educators Act and his or her terms of employment arc regulated in the said Act. Chapter 5 of the Act outlines certain conduct, including sexual assault to learners that may be viewed as serious misconduct. The Employer may therefore charge an employee in the event that he/she contravened the provisions of the Act.
(b) 'The Labour Relations Managers in the Provincial Education Departments are responsible for ensuring that educators comply with the provisions of the Act and in cases where sexual assault and harassment of learners are alleged, they ensure that investigations are conducted, disciplinary hearings are scheduled and that the law takes its course where necessary.
(c) An educator's professional and ethical conduct is also regulated in terms of the SACE Code of Professional Ethics. Should an educator breach the Code, he or she may, where necessary, be charged by SACE and dismissed and de-registered from the profession.
(i) (aa) & (bb) On ensuring that sexual assault and harassment of learners by educators are reported, SACE is conducting workshops on discipline in the workplace for principals and educators. Radio interviews and debates are also conduced to give members of the society or listeners the opportunity to interact with SACE on matters relating to the conduct of educators.
(ii) (aa) & (bb) Since the responsibility of dealing with the conduct of educators lies with SACE, it is also their responsibility to ensure that all complaints brought to their attention are promptly and thoroughly investigated and perpetrators are dealt with accordingly. Every complaint that the Council receives is investigated either telephonically, by written correspondence or by conducting a physical investigation at a school.
(iii) (aa) & (bb) it should be noted that in terms of the Employment of Educators Act, SACE Act, Children's Act and the Criminal Procedure Act, sexual assault is viewed as a serious crime. Therefore, educators found guilty of such misconduct by the Department and/or SACE will face criminal charges as well as disciplinary procedures. Any educator who is found guilty will be dismissed and never be permitted to teach again. An educator may also be Found guilty during a disciplinary hearing, even when a court may not have found the individual guilty. In such a case the procedures of the Employment of Educators' Act hold and the educator will be dismissed from teaching.
Furthermore, the names of those educators are registered in SACE register for educators who were found guilty of sexual misconduct and the child Protection and Sexual Offences Register which is managed by the Department of Justice and Constitutional De.ve1opment.
(2) Whether she has found that the specified (a) measures and (b) professes are being followed; if not, how was this conclusion reached; if so, what are the relevant details;
REPLY:
The specified measures and processes are adequate and are being followed. This is indicated by the response the Provincial Education Departments receive from SACE when screening possible candidates for employment on educator posts.
(3) Under which circumstances is an educator suspended from duty for a certain period rather than precluded from teaching again?
REPLY:
An educator is suspended from duty for a certain period rather than precluded from teaching again when he or she has been found guilty of committing a serious offence other than the misconducts described in Section 17 of the Employment of Educators Act. An example, in this case, would be an educator who is found guilty of' being under the influence of a stupefying substance such as dagga and refuses to attend rehabilitation programme could be suspended from work for a period not exceeding thee months instead of being dismissed.
(4) whether the SA Council for Educators maintains a database of sexual offenders; if not, (a) where is the data lagged and (b) to whom is it available; if so, to whom is it available;
REPLY:
Yes, there is a database for all educators who have committed sexual misconducts This is generally used by Provincial Education Department to screen potential educators who are to be employed
(5) What sanctions have been put in place with regard to responsible persons at schools who do not investigate whether the educators they seek to employ arc. listed in the database? NW4109E
REPLY:
Responsible persons at schools who do not investigate whether the educators they seek to employ are listed in the database make themselves guilty in terms of Section 18 of the Employment of Educators Act, and as such, disciplinary actions are taken against them that may result in sanctions, depending on the severity of the misconduct, ranging from written warning to dismissal.
Reply received: December 2012
QUESTION 3215
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 16/11/2012 (INTERNAL QUESTION PAPER: 41/2012)
Mrs A T Lovemore (DA) to ask the Minister of Basic Education:
With reference to her reply to question 1941 on 5 November 2012; (a) which departmental committee(s) are responsible for. the approval of learner (i) workbooks and (ii) textbooks for public schools, (h) what are the names of each of the members of the committee(s) and (c) in what capacity did each such member serve in each committee? NW4103E
REPLY
(a) The committees responsible for approval of learner (i) workbooks and (ii) textbooks are convened for each subject according to the CAPS for that particular grade. The members of the committees comprise officials from the DBE, provinces and HEIs. They form screening panels a13d the appeals committee which is appointed by tile Director- General.
(b) Due to the confidential nature of tile entire process, the names of the screeners are not divulged so as to protect the integrity of the process and the individuals involved.
(c) Members serve as screeners that evaluate the books and write. reports. The Appeals Committee assesses the merits of title appeals and responds to publishers on their queries.
Reply received: December 2012
QUESTION 3201
FOR WRITTEN REPLY
DATE OF PUBLICATION' OF INTERNAL QUESTION PAPER: 16/11/2012 (INTERNAL QUESTION PAPER: 4/12012)
Ms R Gina (ANC) to ask the Minister of Basic Education:
(1) How does her department monitor that learners are provided will1 nutritious food through the National School Nutrition Programme (SSNP);
Response:
The Department has a key responsibility to monitor the programme at national provincial and district level based on compliance with key requirements as per NSNP Conditional Grant Framework (2012113). These include among others, menus that comply with recommended food specifications, fresh fruit1vegetahles to be served daily with variation between green and yellow/red on a weekly basis, a variety of protein food served per week in line with approved menu options, The meal must provide 25-3096 of a learner's daily nutritional needs. Menus for each province are available at www.education.gov.za A. toll free number is also provided (0800 20 29 33) for the public to report on the programme.
The primary aim of monitoring is to respond in time and to take appropriate action when necessary where there is non-compliance.
At the national level, a11 annual target was set at 150 schools which is split into monthly and quarterly Targets using the current capacity of sixteen (16) officials at the Department of Basic Education (DBE). A monthly schedule is determined to ensure that all provinces are covered. A monitoring instrument is utilised to collect data on key requirements stated above and reports are then generated on a quarterly basis.
At a provincial and district level, the provincial education departments determine their own targets based on the number of schools per district, geographic spread and available human resource to monitor. Upon using a monitoring instruments ,both the district and province report on their findings oil a quarterly basis. The general guide is that quarterly visits to NSNP schools must be done with more emphasis on schools that have challenges in implementing the
(2) whether she has any plans of extending the specified programme over (a) weekends and also (b) school holidays, as some learners rely on these meds for their survival; if not what is the position in this regard; if so, what are {he relevant details? N'W4056E
Response:
There are no current plans to extend the National School Nutrition Programme over (a) weekends and (b) school holidays. The NSNP is funded through the Conditional Grant with an allocated budget from National 'Treasury to provide meals only on school days.
Reply received: December 2012
QUESTION 3184
DATE OF PUBLICATION OF INTERNAL QUESTlON PAPER: 09/11/2012 (QUESTlON PAPER: 09/2012)
Mr E H Eloff (DA) to ask the Minister of Basic Education:
(1) Whether her department is currently subscribed to The New Age (TNA) newspaper: if so, (a) how many subscriptions does her department have, (b) when was each subscription initiated, (c) what has been the annual subscription fee for each specified subscription since it was initiated and (d) what 1s the exact purpose of each subscription:
(2) whether a discount was negotiated for any of the specified subscriptions; if so, (a) for which specified subscriptions and (b) what discount in each case;
(3) whether her department has mass-purchased the TNA on an ad hoc basis since the inception of the newspaper; if so, (a) on what dates, (b) how many copies in each case and (c) why were the papers purchased in each case;
(4) whether (a) the publishers of the TNA and (b) any other entity donated copies of the paper to (i) her department and (ii) any entity reporting to her; if so, in each case, (aa) which entity donated the papers. (bb) to which entity were they donated and (cc) how many copies were donated?
NW4024E
RESPONSE
(1) No
(a) Not applicable
(b) Not applicable
(c) Not applicable
(2) No
(a) N/A
(b) N/A
(3) The Department currently has a twelve month contract with a supplier who provides daily and weekly newspapers to certain officials .and offices according to the line function
(a) N/A
(b) N/A
(4) No, The New Age has not donated any copies to the Department Basic Education or any other entity reporting to me, that is, ELRC, Umalusi and SAGE.
Reply received: December 2012
QUESTION 3073
DATE OF PUBLICATION OF INTERNAL OUESTION PAPER: 02/11/2012 {INTERNLA QUESTION PAPER: 3812012)
Mr M Swart (DA) to ask the Minister of Basic Education:
What amount is spent annually on salaries, benefits and other specified costs with regard to the appointment of implementing agents to control the building of schools in terms of the Accelerated Schools Infrastructure Delivery Initiative (ASIDI) and is the breakdown with regard to each implementing agent employed? NW3897E
RESPONSE:
The Department of Basic Education (DBE) provides resources to support the ASIDI programme; these resources are either directly appointed by DBE on a contractual or permanent basis for the programme period. DBE has currently appointed consultants which will be progressively replaced with the department's own resources as far as practicable. The same team provides the similar services on the Education Infrastructure Grant monitoring.
Reply received: December 2012
QUESTION 3062
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 02/11/2012
(INTERNLA QUESTION PAPER: 38/2012)
Mrs A T Lovemore (DA) to ask the Minister of Basic Education:
(1) What are the (a) full details of conditions attached to the granting of Funza Lushaka bursaries to be complied with by (i) the bursar, (ii) her department or (iii) a provincial department of education and (b) consequences of non-compliance by either (i) the bursar, (ii) her department or (iii) a provincial department of education with any of the specified conditions;
(2) (a) how many instances of noncompliance have occurred per academic year since the inception of the programme and (b) what has been the consequence of the noncompliance in each instance? NW3885E
Response (1):
(1) What are the (a) full details of conditions attached to the granting of Funza Lushaka bursaries to be complied with by
(i) the bursar,
On qualifying, bursars will be required:
· to take up a provincial teaching position;
· not to defer the placement contractual obligation to continue with full-time studies e.g. B.Ed (Hons);
· not to take a "gap year";
· to accept the fact that provincial education departments will place graduate bursars in teaching posts in schools in which they are needed;
· to neither choose the school in which they would like to teach, nor apply directly to a school; and
· to know that it is also possible that bursars can be offered a placement in another province if there is no suitable position in the province of choice. To meet contractual obligations, bursars will have to accept the offer.
(ii) her department or
(iii) a provincial department of education
· Reserve/avail teaching posts for the qualifying bursars; and
· Place qualified bursars into teaching posts within 60 days of qualifying.
(b) consequences of non-compliance by either
(i) the bursar
The bursary must be repaid if the recipient:
· fails to qualify;
· fails to apply for a teaching post with a provincial education department
for placement at a public school;
· fails to take up a teaching post with a provincial education department at a
public school; and
· leaves a teaching post with a provincial education department before the
end of the contracted service period or, otherwise, fails to meet a
requirement of the bursary agreement. In all of the cases described above,
the bursary converts to an interest-bearing loan.
The Bursary will convert to a Loan if in the opinion of NSFAS the Student:
· Registers for a Course of Study which is not in a designated priority area;
· Does not complete the Course of Study successfully;
· Does not apply to a provincial education department for a suitable position
as a teacher in a public school;
· Does not take up a suitable position in a public school on being offered
appointment by a provincial education department within Sixty (60) days;
· Resigns from, is dismissed by or otherwise leaves the service of a
provincial education department by whom the Student is employed before
completing the Student's service obligation in terms of this Agreement;
and
· Otherwise defaults from an obligation incurred in terms of this
Agreement.
(ii) her department or
(iii) a provincial department of education with any of the specified conditions;
· If it is proved that the Provincial Department of Education has failed to
place the bursar within the stipulated 60 days the bursar is then absolved of
the bursary obligations.
Response (2):
(2) (a) how many instances of non-compliance have occurred per academic year since the inception of the programme and (b) what has been the consequence of the non-compliance in each instance?
My Department is aware of the challenge of tracking non-compliance of the bursars and it is working on a mechanism to track students from their registration, throughout their years of study for progress, deviation from priority areas, failing a year or course and changing area of specialization, and after graduation to see if they are appointed or not, have served the full contractual years and/or have declined a provincial teaching post.
This will enable my Department to deal effectively with defaulter
Reply received: December 2012
QUESTION 3226
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 16/11/2012
(INTERNAL QUESTION PAPER: 41/2012)
Mrs A T Lovemore (DA) to ask the Minister of Basic Education:
(1) With reference to Inclusive and Special Needs Education, (a) what sources of information does her department utilise to determine the number of children in each category of disability in each province and (b) what are the numbers of children (i) of school-going age and (ii) in pre-school (aa) in each category of disability and (bb) in each province (aaa) in the (aaaa) 2009, (bbbb) 2010 and (cccc) 2011 calendar year and (bbb) since 1 January 2012;
(2) whether data on children with disabilities is logged at the time that the disability is diagnosed; if not, (a) why not and (b) when is it logged and (c) how does her department plan for future inclusive and special needs education resources without having access to this information; if so, what are the relevant details;
(3) (a) for each specified category of disability, (i) what type of school is needed to provide adequate education in each province, (ii) how many of these specified schools for each category of disability (aa) are required by law to exist in each province and (bb) currently exist in each province and (b) for each province (i) how many special schools operate as resource centres as envisaged by Education White Paper 6, (ii) how many special schools are required to operate as resource centres and (iii) what are the details of the steps that are being taken to achieve the desired number;
(4) (a) how many of each category of health professional in each province are (i) employed and (ii) required in (aa) inclusive and (bb) special needs education and (b) when is it envisaged that occupation-specific dispensations will be in place for health professionals employed in the education sector? NW4114E
RESPONSE:
(1) (a) The Department uses different sources of data but mainly the EMIS data on different categories of disabilities.
(b) (i) The number of children of school-going age per category of disability per province in special schools: See attached Data as at 22 November 2012.
(ii) The number of pre-school children data is not available at the DBE as this age-range is a
responsibility of Social Development.
(2) Not all the time.
(a) In most cases disability diagnosis takes place outside the DBE and the data is not readily available to the DBE. Disabilities are usually diagnosed at birth but this is the kind of data that is kept by the Department of Health.
(b) The data gets logged into the system upon receipt of reports form health professionals.
(c) The plan going forward is to strengthen the cooperation between Health and the DBE so that DBE will have access to screening data of children at birth and can plan advance.
(3) (a) For each specified category of disability:
(i) Each special school is expected to specialize when it comes to disability, which means it should not admit more than two types of disabilities.
(ii) (aa) There are no norms that prescribe the number of schools per category of disability that can be used to determine how many are required, it has so far been determined on the need through feasibility studies
(bb) see attached table
(b) (i) Special Schools as Resource Centres
| Province | Number of Resource Centres |
| EC | 3 |
| FS | 3 |
| GP | 15 |
| KZN | 14 |
| LP | 6 |
| MP | 21 |
| NC | 4 |
| NW | 8 |
| WC | 24 |
| Grand Total | 98 |
(ii) All special schools should ultimately operate as resource centres.
(iii) Special schools are progressively resourced and capacitated to operate as resource centres.
(4) (a)(i) Health professionals employed:
| Province | Psychologists | Therapists | Social Workers | Professional Nurses | Other |
| EC | 12 | 34 | 0 | 4 | 10 |
| FS | 7 | 49 | 18 | 12 | 1 |
| GP | 0 | 512 | 0 | 0 | 0 |
| KZN | 16 | 86 | 11 | 26 | 52 |
| LP | 0 | 1 | 0 | 5 | 1 |
| MP | 5 | 5 | 7 | 4 | 15 |
| NC | 0 | 2 | 1 | 0 | 0 |
| NW | 1 | 13 | 0 | 7 | 31 |
| WC | 49 | 24 | 49 | 45 | 49 |
| Grand Total | 90 | 726 | 86 | 103 | 159 |
(ii) DBE is currently developing norms for human resource provisioning for an inclusive system so the required numbers may not yet be determined.
Response
(4) How many of each category of health professional in each province are (i) employed and (ii) required in (aa) inclusive and (bb) special needs education and (b) when is it envisaged that occupation-specific dispensations will be in place for health professionals employed in the education sector?
(a) (i) Table 1 below provides the number of Therapists employed per province
Table 1
| Province | Heads |
| EC | 36 |
| FS | 59 |
| GP | 313 |
| KZN | 153 |
| MP | 12 |
| NW | 17 |
| NC | 1 |
| WC | 178 |
| Total | 769 |
(ii) What is required is determined through the current post provisioning norms (PPN). The model is based on the principle that available posts are distributed among schools, proportionally to their number of weighted learners. The concept of "weighted learner", instead of actual learner, is used to enable schools to compete on an equal footing for posts. As some learners and some learning areas require more favorable post allocations than others, each learner is given a certain weighting that reflects its relative need in respect of post provisioning. Then a weighted learner enrollment for each school is determined, which, in relation to the total learner enrollment of the province, reflects its relative claim to the total pool of available posts in the province.
(aa) Inclusive education needs are determined through the current post provisioning norms (PPN). Learners who are mildly to moderately learning disabled are weighted in terms of the curriculum they follow and not in terms of their disability. They are counted as 2.5 weighted learners each.
(bb) Special needs are determined through the current post provisioning norms (PPN). These learners require additional support from various categories of personnel. The weightings that apply to learners for purposes of allocating educator posts in terms of the Post Distribution Model are as follows:
| Category | Weighting |
| Specifically Learning Disabled | 3.0 |
| Severely Mentally Handicapped | 3.0 |
| Epileptic | 3.0 |
| Cerebral Palsied | 4.0 |
| Physically Disabled | 4.0 |
| Severe Behaviour Problems | 5.0 |
| Hard of Hearing | 5.0 |
| Partially sighted | 5.0 |
| Blind | 5.0 |
| Deaf | 5.0 |
| Autistic | 6.0 |
(b) The collective agreement on Occupation Specific Dispensation (OSD) for Education Therapists, Counselors and Psychologists employed in public education was signed on 29 August 2012.
Reply received: December 2012
QUESTION 3173
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 09/11/2012
(QUESTION PAPER: 3912012)
Mrs A T Lovemore (DA) to ask the Minister of Basic Education:
(1) What are the details of the implications of the withdrawal of R7, 2 billion from the Schools Infrastructure Backlog Grant, as announced in the Medium Term Budget Policy Statement on 25 October 2012, with regard to (a) the construction of schools to replace mud schools in the Eastern Cape and (b) the court order requiring the replacement of mud schools;
RESPONSE:
The Department of Basic Education has not received the final allocation over the MTEF. Once the Department receives the final allocation letter from National Treasury, the details will be provided.
(2) whether she intends to carry out any investigations to determine responsibility for the failure to spend the allocated funding; if not, what is the position in this
RESPONSE:
Refer to response in (1)
(3) what action does she intend taking once responsibility for the failures involved bas been ascertained;
RESPONSE:
Refer to response in (1)
(4) whether she intends to develop a communication plan that her department will implement to inform learners who attend mud schools, their parents and their educators her department's inability to fulfill the commitment to replace the mud schools by the end of 2014; if not, why not; if so, what are the relevant details? NW4013E
RESPONSE:
Refer to response in (1)
Reply received: December 2012
QUESTION 3166
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 09/11/2012 (QUESTION PAPER: 39/2012)
Mrs A T Lovemore (DA) to ask the Minister of Basic Education:
1. (a) Who has been responsible for setting competency tests for exam markers in 2012, (b) what aspects have the tests been designed to measure?
RESPONSE
(i) The competency test for markers has been set and moderated by the chief examiner and internal moderators from the NSC national examining panel and the papers were approved by external reviewers used by Umalusi as external moderators. In 2012 the competency test will be administered as a pilot in seven subjects, namely, Accounting, Mathematics, Physical Sciences, Life Sciences, History, Geography and English First Languages. After the pilot, the writing of the competency test will be phased in incrementally over the next three years as follows:
(ii) 2012: 7 subjects (Pilot)
(iii) 2013: 7 subjects
(iv) 2014 : 20 subjects
(v) 2015: 28 subjects
(b) The competency test will be based on the Grade 12 content and will measure the knowledge and skills of markers that are essential for markers to make judgment on the evidence presented in the script. The test also embodies a question that evaluates the markers' skill in the marking of a learner's response to a question.
and (C) who will be responsible for marking such tests in 2012;
RESPONSE
The test will be marked by chief markers and senior markers in 2013 and beyond. These senior officials will write a similar competency test prior to being appointed as chief markers and senior markers. The chief markers and senior markers must obtain a mark between 80% and 100%. However, in 2012 given that it is a pilot exercise marking will be done at the marking centre and a peer marking approach will be adopted.
2. Whether all markers will be compelled to write such competency tests; if not, why not; if so, what action will be taken should a marker or group of markers refuse to write such tests.
RESPONSE
In 2012 the competency test will be used as a pilot for the placement of markers in terms of the specific questions that will be marked by the marker. The writing of the test is compulsory for all markers, but markers will not be excluded from the marking process based on their performance in the competency test. Markers in 2012 have already been selected based on the current approved criteria. The competency test in 2013 will be administered in March 2013 and will be used for the selection of markers for the marking of the 2013 NSC examination. Ail markers will be compelled to write the competency test before they are officially appointed. Educators that refuse to write the competency test in 2013 will not be appointed as markers.
3. (a) when will such tests be administered in each province,
RESPONSE
The competency test will be piloted on 30 November 2012
(b) by when will the tests be marked in each province,
RESPONSE
The test in 2012 will be administered as part of the training programme for markers on the day preceding the actual marking. In 2012, given that the tests are being piloted they will be marked by the markers. Scripts will be swapped for marking and then scored. However, in 2013, tests will be conducted earlier in the year and will be marked by a select group of chief markers and senior markers. They will be allowed adequate time to complete the marking.
(c) how will the results be communicated to each marker?"
RESPONSE
In 2012, the markers will be informed of the results of the competency test immediately after the marking is completed at the marking centre. However, in 2013 given that the competency test will be conducted earlier in the year, markers will be informed through a letter about the result of the competency test and this will also be a confirmation of their appointment or non appointment as markers.
(d) how will the placement process be carried out once the results of the tests are known?
RESPONSE
The result will be shared with the senior markers whose responsibility is to supervise markers in the marking of certain specific questions. If there is an indication that a marker is deficient in a particular domain of knowledge, the marker will be deployed to mark an alternate question that he or she is proficient in.
Reply received: December 2012
QUESTION 3164
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 09/11/2012 (QUESTION PAPER: 39/2012)
Mrs A T Lovemore (DA) to ask the Minister of Basic Education:
(1) What (a) learner-educator ratios does her department seek to achieve in (i) primary and (ii) secondary schools and (b) is the ratio for each province, calculated in terms of posts funded by each provincial department of education;
(2) whether the specified ratios are based on (a) research findings and/or (b) experience; if not, what is the position in each case; if so, what are the details in each case;
(3) whether she has been informed of reported pressure on all schools in Gauteng to increase class sizes lo a 40:l learner-educator ratio at ordinary primary schools and 35:l at ordinary secondary schools; if so,
(4) whether she intends to apply similar pressure nationally; if not, what is the position in this regard; if so, what are the relevant details? NW4002E
Responses:
1 . What (a) learner-educator ratios does her department seek to achieve in (i) primary and (ii) secondary schools and (b) is the ratio for each province, calculated in terms of posts funded by each provincial department of education?
(a) The distribution of posts among schools is based on each school's relative needs. In order to determine what a school's relative need for posts is, in relation to that of other schools, the Post Provisioning Model (PPM) attaches weightings to all learners based on their relative needs for teachers and, in doing so, determines a weighted learner enrolment for each school. Overall L:E ratios have drastically reduced in PEDs over the years ranging from 30-34: 1 averaging 33: 1.
However, there are still schools with actual class sizes of more than 40 learners per class in South Africa. So the rationale behind reducing learner educator ratio is to achieve a class size of less than 40 learners per class whether (i) primary or (ii) secondary.
(b) Yes. Post provisioning in education is regulated in terns of the Employment of Educators Act, 76 of 1998. Regulations made in terms of thus Act determine that the MEC must create a pool of posts in accordance with funds available for this purpose after which the relevant Head of Department must distribute these posts among schools in accordance with the post-provisioning model (PPM).
2. Whether the specified ratios are based on (a) research findings and/or (b) experience; if not, what is the position in each case; if so, what are the details in each case?
The specified ratios are based on both (a) research and (b) experience based on the following factors:
i. The assumed period load of teachers that apply in the particular case;
ii. Whether more than one language medium of instruction is being used;
iii. The possibility of promoting a certain Learning Area by providing smaller classes;
iv. The size of the school;
v. The number of grades in the school;
vi. Disabilities that learners might have;
vii. The need to promote the access of learners in certain schools to particular Subjects and the need to limit such access to learners in certain other schools;
viii. Poverty of the community; and
ix. The assumed ideal maximum class size in respect of the particular grade and, in respect of the FET Phase, the Subject that is being taught.
3. Whether she has been informed of reported pressure on all schools in Gauteng to increase class sizes to a 40:l learner-educator ratio at ordinary primary schools and 35:l at
ordinary secondary schools
No
4. Whether she intends to apply similar pressure nationally; if not, what is the position in this regard; if so, what are the relevant details?
No. The Employment of Educators Act stipulates that post provisioning is the competency of the MEC based on the availability of h d s for this purpose.
Reply received: December 2012
QUESTION 3071
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 02/11/2012 {INTERNLA QUESTION PAPER: 38/2012)
Mr M Swart (DA) to ask the Minister of Basic Education:
(1) Whether; in terms of the Accelerated Schools Infrastructure Delivery Initiative (ASIDI), the relevant builders were penalised for the late delivery of schools currently being erected in the Eastern Cape; if not, why not; if so, (a) which companies have to pay penalties and (b) what are the further relevant details;
RESPONSE:
(1) There are currently 14 contractors on the ASlDI programme involved with construction of 49 schools. All the contractors were awarded extension of time due to various factors including inclement weather (as per JBCC contract provisions).
a) All contractors with exception lshvuyo Constructioil (building Dakhile SPS) and Inyaineko Decksteel JV (building Thabatha SPS) are being beyond the extended time, in line with the JBCC contract signed between employer and contractors.
b) Each contractor is penalised R0.0375 cents per Rl00 of the contract sum
(2) Whether there were any additional related costs with regard to the cancellation of the contracts of nonperforming contractors; if not, what is the position in this regard; if so, (a) what were the costs and (b) how were these costs broken down?
NW3894E
RESPONSE:
There were two contractors terminated from the ASIDI programme and the following is the position:
a) Contract RFP 3 11201 1 B - Original contract amount was R15. 3 million and the replacement contractor costs were R14. 0 million (saving of R1.3 mil). And Contract RFP 291201 1 - F: Original contract amount is R88.5 million and the costs for replacement contractors is R1OO.O million bringing the contract over with R11.5 million which will be recovered from construction guarantee amounting to R8.85million and retention of approximately R2.3 million.
b) The costs are broken down in terms of Bill of Quantities for the remaining works on the construction site.
Reply received: December 2012
QUESTION 3064
DATE OF PUBLICATION OF INTERNAL OUESTION PAPER: 02/11/2012 [INTERNLA QUESTION PAPER: 3812012)
Mrs A T Lovernore (DA) to ask the Minister of Basic Education:
(1) What are the details of the process she (a) is undertaking or (b) intends to undertake to ensure that her department's programme performance indicator related to the provision of textbooks under strategic objective 4.2.4 (details furnished) is achieved, given that she has no direct control over the budgets of provincial departments of education;
(2) What (a) monitoring does she intend to exercise over the textbook procurement process of provincial departments of education to ensure compliance with the indicator and (b) action does she intend to take when it becomes clear that a specified province will not achieve the desired performance? NW3887E
REPLY:
(1) (a) (b) The Department of Basic Education works closely with provinces to ensure that all goals relating to quality education are achieved. The provision of quality learning and teaching support materials is one of key indicators and to achieve this goal the Department of Basic Education embarked on the following strategic interventions:
(i) The development of the National Catalogue of Textbooks which ensures that the maximum of the top eight titles per subject that meet the criteria for quality get onto the catalogue; and price bands to benefit from economies of scale. All provinces are mandated to order textbooks from the catalogue.
(ii) A Basic Education Sector Plan for the procurement and delivery of LTSM which ensures that all provinces adhere to the time frames for all processes leading to learners obtaining their learning materials.
(2) (a) Monitoring is done by:
(i) Undertaking site visits to warehouses and schools in all provinces to track consolidation of orders and delivery of LTSM to warehouses and schools.
(ii)Receipt of provincial reports (weekly) on delivery of LTSM procurement and delivery from provinces and publishers.
(iii) Quarterly meetings with provincial LTSM managers, CFOs, SCM and Curriculum officials.
(iv) Reporting by provinces and DBE to HEDCOM and CEM.
(b) The Minister will discuss the matter with the relevant MEC and also as part of her work she reports to the President so this could be discussed with the President.
Reply received: December 2012
QUESTION 3063
DATE OF PUBLICATION OF INTERNATIONAL QUESTION PAPER: 02/11/2012
(INTERNAL QUESTION PAPER: 38/2012)
Mrs .A T Lovemore (DA) to ask the Minister of Basic Education:
With reference to her department's advertisements placed in the media on 6 October 2012. defending its position regarding the (a) delivery of textbooks in Limpopo and (b) Grade 10 catch-up plan in that province, ( i ) in which newspapers were these advertisements placed, (ii) at what cost per publication, (iii) what was the rationale underpinning the placing of these advertisements. (iv) from which budge: was the funding for these advertisements sourced and (v) who (aa) authored and (bb) authorised the placing of these advertisements? NW3886E
RESPONSE
(i) The advertisement were place in all the major newspapers
(ii) The Department is wailing for an invoice from the GCIS and as soon as the invoices are paid. the Department will send the Honourable Member the figures
(iii: The Department participated in countless radio and television interviews over a long period. including interviews for print. In all these attempts the media simply refused to report facts impartially. which the Department believed is the cornerstone of journalism in this country. While the Department tried to communicate the facts about the delivery of textbooks, the Department needed to Inform learners, teachers and parents of plans the Department has in place to help the learners catch up on lost time of learning.
Even here. the media simply refused to repot impartially. This in our view robbed the nation of a chance to know the truth about this situation. in the end the Department realized that it could no longer count on the media to communicate the facts about what remains one of the most difficult tasks in a unique situation. The Department was faced with one last option, an option that would assist the Department to put the facts on the table and communicate with the Department Stakeholders who are the learners, their parents, teachers, and the rest of the nation. The Department exercised its prerogative to communicate the facts and its massage in the major in the major national newspapers.
(iv) Communication budget
(v) (aa) Senior management wrote the contents of the advert.
(v) (bb) Senior Management authorized the budget
Reply received: December 2012
QUESTION 3062
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 02/11/2012 (INTERNLA QUESTION PAPER: 38/20121
Mrs A T Lovemore (DA) to ask the Minister of Basic Education:
(1) What are the (a) full details of conditions attached to the granting of Funza Lushaka bursaries to be complied with by (i) the bursar, (ii) her department or (iii) a provincial department of education and (b) consequences of non-compliance by either (i) the bursar, (ii) her department or (iii) a provincial department of education wit11 any of the specified conditions;
(2) (a) how many instances of noncompliance have occurred per academic year since the inception of the programme and (b) what has been the consequence of the noncompliance in each instance? NW3885E
Response (1):
(1) What are the (a) full details of conditions attached to the granting of Funza Lushaka bursaries to be complied with by
(i) the bursar,
On qualifying, bursars will be required:
(ii) her department or
(iii)a provincial department of education
- Reserve/avail teaching posts for the qualifying bursars; and
- Place qualified bursars into teaching posts within 60 days of qualifying.
(b) consequences of non-compliance by either
(i) the bursar
The bursary must be repaid if the recipient:
- fails to qualify;
- fails to apply for a teaching post with a provincial education department for placement at a public school;
- fails to take up a teaching post with a provincial education department at a public school; and
- leaves a teaching post with a provincial education department before the end of the contracted service period or, otherwise, fails to meet requirement of the bursary agreement. In all of the cases described above, the bursary converts to an interest-bearing loan.
The Bursary will convert to a Loan if in the opinion of NSFAS the Student:
- Registers for a Course of Study which is not in a designated priority area;
- Does not complete the Course of Study successfully;
- Does not apply to a provincial education department for a suitable position as a teacher in a public school;
- Does not take up a suitable position in a public school on being offered appointment by a provincial education department within Sixty (60) days; Resigns from, is dismissed by or otherwise leaves the service of a provincial education department by whom the Student is employed before completing the Student's service obligation in terms of this Agreement; and
- Otherwise defaults from an obligation incurred in terms of this Agreement.
(ii) her department or
(iii)a provincial department of education with any of the specified conditions;
- If it is proved that the Provincial Department of Education has failed to place the bursar within the stipulated 60 days h e bursar is then absolved of the bursary obligations.
Response (2):
(2) (a) how many instances of non-compliance have occurred per academic year since the inception of the programme and (b) what has been the consequence of the non-compliance in each instance?
My Department is aware of the challenge of tracking non-compliance of the bursars and it is working on a mechanism to track students from their registration, throughout their years of study for progress, deviation from priority areas, failing a year or course and changing area of specialization, and after graduation to see if they are appointed or not, have served the full contractual years and/or have declined a provincial teaching post.
This will enable my Department to deal effectively with defaulters at any level and to hand them to NSFAS for repayment of the bursary.
Reply received: November 2012
QUESTION 3012
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 25/10/2012
(INTERNAL QUESTION PAPER: 36/2012)
Ms E More (DA) to ask the Minister of Basic Education:
Whether the accounting officer submitted the annual financial statements for the financial year ending 31 March 2012 to him by 31 August 2012; if not, (a) why not and (b) on what date (i) were the statements submitted to her and (ii) did she submit the annual report and financial statements to Parliament? NW3779E
Response
Yes, the audited financial statements were submitted to me on 31 August 2012 and the Annual Report with the audited Financial Statements were tabled in Parliament on Thursday, 27 September 2012.
Reply received: December 2012
Question 2991
Date of publication of internal question paper: 26/10/2012
(Internal question paper: 36/2012)
Mrs A T Lovemore (DA) to ask the Minister of Basic Education:
(1) Whether, with reference to the progress report to the then Minister of Education dated October 2007, of the Ministerial Committee on Learner Retention inthe South African Schooling System, she or her predecessor, has since commissioned any similar or further research to recommend steps lo increase learner retention; if not, why not, whatare the relevant details;
(1) The Ministry of Basic Education has taken seriously the recommendations of the Ministerial Committee on Learner Retention in the South African Schooling system. To this end, the Department is currently finalising a report on "Measuring @ends in school system efficiency: Enrolment, repetition and attainment". This report analyses the most recent household and school-based survey data dealing with educational outcomes. Some of the datasets that are analysed include the National Income Dynamics Study (NIDS), the General Household Surveys from 2002 until 2011, the survey of Grade 6 mathematics and reading achievement conducted by the Southern and East African Consortium for Monitoring Educational Quality (SACMEQ) as well as DBE administrative data.
Some of the preliminary findings include the following:
Figure 1 and 2 below show the dropout rates and percentage of repeaters by grade in the schooling system.
SEE ATTACHMENT: Figure 1 and 2
(2) Whether she, or her predecessor, has implemented any of the key recommendations contained in the report; if not, why not, in each case; if so, what are the relevant details? NW3757E
Response:
The Department has implemented key recommendations of the learner retention report, that is:
a) improving data collection and reporting system
- The data collection system through EMIS has improved. High proportions of schools are providing accurate and reliable data.
Table 1: Calculation of return rates of ordinary public and independent ,schools, as submitted, by provinces and sector, in 2012
| Province | % Return rate |
| Eastern Cape | 99.1 |
| Free State | 100.0 |
| Gauteng | 100.0 |
| KwaZulu-Natal | 99.6 |
| Limpopo | 100.0 |
| Mpumalanga | 100.0 |
| Northern Cape | 100.0 |
| North West | 100.0 |
| Western Cape | 100.0 |
| South Africa | 99.7 |
Source: SNAP Survey (conducted on the 10th school day).
- The Department is producing regular monitoring reports based on the EMIS database and other external data such as NIDS 2008 & 2010, Census 2011 and GHS 2002 to 2011.
b) Policy interventions to improve learner retention in the schooling system.
- The Department has developed and gazetted a Policy on Learner Attendance in 2010.
- The curriculum has been reviewed to include subjects such as Life Orientation that assists in guiding learners
- The Department has concluded NEDLAC Accord on Basic Education in 2011 in mobilising and guiding the participation of stakeholders towards improvement of quality of learning and teaching in the sector.
- Currently, number of children attending Grade R in ordinary schools has increased excluding children in standalone ECD sites and special schools.
Figure 3: Number of learners in ordinary schools, by province, school sector, gender and grade, 2012
SEE ATTACHMENT: Figure 3 and 4
Reply received: December 2012
QUESTION 2977
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 25/10/2012
(INTERNAL QUESTION PAPER: 36/2012)
Mr M H Hoosen (ID) to ask the Minister of Basic Education:
Whether any (a) progress and (b) benefits have been achieved since the signing of the Accord on Basic Education on 13 July 2011; if not, why not, in each case; if so, what (i) progress, (ii) achievements, (iii) total number of schools benefited from the accord and (iv) are the further relevant details? NW3742E
Response
(a) (i) Considerable progress has been made. The Basic Education Accord focused on enabling the parties to adopt historically disadvantaged schools and to supporting other programmes geared at systemic improvements.
(ii) The signing of the Accord marked the beginning of a structured partnership between Government, corporates, trade unions, local government, NGOs and Trusts.
(b) (i) 76 schools in the Eastern Cape, Limpopo, Gauteng, the Northern Cape and KwaZulu-Natal have been adopted by corporates, unions, municipalities, NGOs and Trusts.
The work that is being done with schools that have been adopted includes the following:
· general repair work in schools, e.g. broken windows and doors;
· capacitating teachers through workshops and in some instances in intensive programmes on subjects such as Mathematics, English, Physical Science, Life Sciences, etc; and
· giving needy learners blankets, food parcels and school uniforms.
(ii) The Minister of Basic Education has also initiated a project known as 94+ Projects for Madiba towards the celebration of former President Mandela's 94th birthday. There were 93 schools that were adopted across all 9 provinces by businesses, government departments, state-owned enterprises and other institutions. The work done in terms of this project includes:
· supply of school furniture, fitted container kitchens and interactive learning equipment;
· minor and major renovations including to classrooms and offices;
· building of new facilities including sports facilities and rain water systems; and
· Planting of trees and vegetable gardens.
(iii) In total, including those schools adopted by Department of Basic Education officials at national and provincial level and by individuals, 485 schools have been adopted.
(iv) Business has run a 'CSI in public schools' survey which focused on small, medium and large business as well as foundations and trusts. The research themes included the levels of financial support for education and the types of schools and processes being supported. Some of the findings were:
· 48% of large companies that initially committed to partnering with the Minister in this endeavour spent 75% to 100% of funding for education on schools mainly towards improving education outcomes and addressing poverty, and addressing business imperatives (skills development etc)
· Large companies support mainly learner support programmes, teacher professional development, provision of equipment, development/provision of learning and reading materials, and infrastructure, while small and medium business support mainly provision of equipment, professional support for school processes i.e. governance, management, finance and administration of schools, infrastructure and learner support programmes
· Many companies appear to be adopting longer term strategies and in many cases, this results in 'adopt-a-school' programmes, especially in the case of large companies. The average period is 3-5 years of support, and in at least a third of the large companies surveyed more than 5 years. This is well aligned to the commitments in the Accord.
· Organised business undertook a survey into how its members support education. It found that many companies already adopt a longer term approach, building a three to five year relationship with a school. That suggests that there is space to expand the school adoption programme. To facilitate adoption of schools, government distributed a list of more than 850 underperforming schools to social partners in May 2012.
· The Department of Basic Education is developing a protocol to facilitate this process. At the DBE-convened workshop of 25 November 2011, signatories to the Accord developed and agreed a protocol on the adoption of schools. The Protocol on the Adoption of Schools has been approved by the Minister of Basic Education. The protocol sets the guidelines for engaging procedurally.
Reply received: December 2012
QUESTION 2955
DATE OF PUBLICATION OF WTERNAL QUESTION PAPER: 25/10/2012
(INTERVAL QUESTION PAPER: 36/2012)
Mrs AT Lovemore (DA) to ask the Minister of Basic Education:
Whether, with reference to the repot to the then Minister of Education, dated 13 October 2007, entitled Schools That Work, she, or her predecessor has implemented any of the recommendations contained in the said report; if not, why not; if so, what are the relevant details? NW3715E
Response:
Recommendation 1:
Support, reward and stabilise schools that perform well to assist their sustainability, and incrementally increase their number in a renewed drive for school quality.
'The DHE has developed targeted interventions based on evidence indicating the best options for improvements in the system. Much work has been completed to establish accurate diagnostic of the education system, particularly regarding quality of education and learner performance. It would be impossible to identify schools that are performing exceptionally and those that require further support without developing a universal benchmark, the DBE subsequently developed and introduced the Annual National Assessment (ANA).The improvement of he quality and levels of educational outcomes in the schooling system is a top priority of both Government and the Department of Basic Education (DBE) and the extent to which these outcomes are achieved will be monitored through the administration of the Annual National Assessment (ANA). This important intervention forms one of the key strategies that the Department has put into place to annually measure progress on learner achievement towards the 2014 target of 60% achievement rate articulated in the Action Plan to 2014: Toward the Realisation of Schooling 2025.
ANA is expected to have four key effects on schools: to expose teachers to better assessment practices, make it easier for districts to identify schools in most need of assistance, encourage schools to celebrate outstanding performance and empower parents with important information about their children's performance.
The ANA 2011 Report provides the first national baseline to benchmark annual targets and achievement towards realising the desired 60% threshold of learners mastering the minimum and Numeracy competencies by the end of Grade 3,6 and 9 respectively.
Language and school resource restrictions
The issue of language of learning and teaching (LOLT) has developed so that learners take their mother tongue as their first language, with a first additional language (FAL) which is mostly English up lo Grade 4. The underlying principle of the Language in Education Policy (LiEP) is to maintain the use of home language as the LOLT (especially in the early years of learning), while providing access to an additional language(s). Learners who are taught in their mother tongue perform better than those learners for whom the LOLT is a second or foreign language. At the same time learners learn English as a subject to develop basic language competence in English and so increase it's utility as a LOLT later on (from Grade 4). Learners whose Home Language is an African Language or Afrikaans are required to change to English as a LOLT in the Intermediate Phase, by which time the learner's competence in English would have been strengthened by doing English as a First Additional Language from Grade 2 . First Additional Language (FAL) has been introduced at schools as well as LOLT.
Strengthening of key performance areas
The improvement ofenrolment and performance in Mathematics and Science forms part of the DBE's strategic goals, and the Dinaledi programme has been developed to support schools and learners in this area. in 2001 the Department of Education established the Dinaledi School Project to increase the number of matriculants with university-entrance mathematics and science passes. The strategy involves selecting certain secondary schools for Dinaledi status that have demonstrated their potential for increasing learner participation and performance in mathematics and science, and providing them with the resources and support lo improve the teaching and learning of these subjects.
The strategy on Mathematics, Science and Technology (MST) is currently under discussion in response to the Human Resource requirements in the labour market, a round -table discussion will he held early in 2013 to develop practical interventions designed to improve MST achievements in schools.
Recommendation 2:
Building the capacity of teachers, both through pre-service preparation and in service development, should be recognised as essential for quality schooling. National and provincial departments, together with Higher Education Institutions, should commit themselves to taking active steps to ensure the provision of high quality pre- and in-service teacher education. All measures possible should be taken to enhance the status of the profession and attract good new entrants.
Teacher training and support
During 2011/12 landmark agreements with teacher unions were made in respect of teacher development and training. Training in the implementation of the Curriculum and Assessment Policy Statements (CAPS) for grade I to 10 was completed withthese partners using nationally standardised training materials i n provinces across the country. Following the successful preparation of teachers of Grades 1-3 and 10 for the CAPS implementation at the start of the 201 2 school year, CAPS will be implemented in Grades 4-6 and 11 at the star1 of the school year in 2013, and the orientation of subject advisors for the second phase of implementation has already started. Training on the Curriculum and Assessment Policy Statement (CAPS) of Curriculum Advisors responsible for the Foundation Phase were conducted in all nine provinces in anticipation of CAPS implementation in the Foundation Phase in 2012.
The Integrated Strategic Planning Framework for Teacher Education and Development was launched by the Ministers of Basic and Higher Education and Training. The Framework will guide teacher education and support in the system. The Strategic Planning Framework for Teacher Education and Development will help to address many of the challenges and quality issues plaguing the education system. Targets for teacher development include: consistently attracting increased number of young qualified teachers, filling vacant posts and achieving the appropriate number of teaching spent in professional development activities; reducing teacher absenteeism and ensuring full coverage of the curriculum.
The annual process of identification and celebration of excellence in teaching continues to be conducted with great success, culminating in the National Teaching Awards as discussed in response to recommendation 1.
The Funza Lushaka Bursary Scheme, a joint initiative with the Department of Higher Education and Training (DHET) is yielding results and just over 1,800 new graduates were appointed into vacant posts in schools in the academic year and of these, 82% were aged 30 years and younger. In addition to measures introduced to reduce attrition of qualified teachers, we continue to work to boost the supply of new teachers especially in African Languages in the Foundation Phase, as well as in Mathematics, Science and Technology. Enrolments grew by almost 50%, from just over 7 000 in 2008 to almost 11 000 in 2011.
Recommendation 3:
Urgent attention needs to be given by all Departments to the functioning of primary schools. The teaching of Reading, Writing and Numeracy should he seen as the essential task of primary schooling. Achieving competence in these areas should be included as part: of the Learning Outcomes and Assessment Criteria of all other subjects. The importance of Language of Learning and Teaching needs to be given serious consideration in all matters of curriculum and assessment.
Early Childhood Development (ECD)
Early childhood development has proven to be a positive educational intervention affording Learners the opportunity to begin basic primary schooling at higher school readiness levels. South Africa is fast approaching universal access to Grade R across the country, increasing enrolment from 200 000-700 000 learners over the past ten years. Increased enrolment has been particularly high in economically poorer provinces but the quality and consistency of Grade R and ultimately its ability to foster effective learning remains a challenge.
Government spending on pre-primary education has increased more than spending on any other area of education. By 2011, spending on ECD was four times what it was in 2006 in real terms. The increase in overall spending has exceeded the increase in enrolments, implying that spending per learner has improved.
In terms of attendance of education institutions among 5 year olds, a 23% improvement has been noted, from 39.3% in 2002 to 63.2% in 2008. Statistics South Africa has indicated that the figures have further increased by 31% from 63.2 in 2008 % to 84.8 in 2011. Overall figures indicate doubling from 2003 to 201 1 from around 300 000 to 734 65 according to the latest DBE data and Household survey data released by Statistics South Africa. Our national target of 810 000 by 2014. is on the way to being achieved. According to Statistics South Africa Pre-grade R participation has doubled from 16.7% of 0 to 4 year olds attending education institutions in 2008, to 34.6% in 2011.
Learning and Teaching Support Material (LTSM)
Reading interventions are urgently required to overcome Literacy challenges, in addition the Southern and East Africa Consortium for Monitoring Educational Quality (SACMEQ) 2007 indicated that South African learners performed disappointingly poor considering spending on LTSMs in South Africa. In 2011 the DRE began developing workbooks in order to improve access to LTSMs, in addition a National Catalogue of textbooks was developed and continues to be expanded to include more titles in more subjects, This process includes a rigorous screening process to ensure that the best quality materials are acquired a1 a fair and reasonable price in sufficient quantity. Procurement and delivery of LTSMs are currently under Provincial management.
A total of 23 million Grades R to 6 (Volume 1 and 2) Language and Mathematics workbooks were printed and delivered to 18 854 public primary schools in all nine provinces in 2011, and workbook coverage will increase to include Grades 7 to 9 in 2012. In order to support teaching and learning in newly established Grade R classes, appropriately developed resource packs for Grade R were provided in all official languages. According to an independent sample survey carried out in the last quarter of the 2011 school year, the school monitoring survey, 8 in 10 Grade 6 learners indicated dial for the whole school year, they had access to workbooks and textbooks in schools across the country.
National Integrated Literacy and Numeracy Strategy
- The National Integrated Literacy and Numeracy Strategy includes improving teacher content and conceptual knowledge, strengthening teaching methodology; strengthening implementation of the curriculum with increased accountability, access to quality Learner Teacher Support Material including access to reading materials and numeracy resources, improving the quality and access to Grade R, evidence- based planning and monitoring as well as reliable and regulated reporting processes. Provincial targets will show how performance in Literacy and Numeracy will be managed in sustainable and systemic ways across all districts and schools.
Recommendation 4:
The Department should engage with District officials and with Schools that Work to establish how practices for meeting reporting and external accountability requirements can be made more effective.
School and District Planning, Management and Monitoring Tools for Term 1 to 4 were developed in accordance with school and district reporting requirements subsequent to discussion and agreement at CEM under the leadership of the Minister of Basic Education. These will form the basis for quarterly reporting and monitoring for school arid district. The content, structure and frequency of the tools was developed in consultation with the relevant DBE units (all branches provided input including curriculum, teacher development, district management, and the PDOU, which is in charge of the resolution of local level delivery and implementation challenges amongst others).
In addition to the nationalisation of school and district tools information, utility ,curriculum management and oversight for school and district administration and management systems have been the subject of an investigation to improve utility. The school EMIS system is currently being upgraded to the SA-SAMS system to ensure further main-streaming of school and district reporting to develop and maintain an integrated education information system for management of education. The integrated information system will be accomplished through acquisition, processing, dissemination and reporting of quality education data.
Furthermore quarterly district director meetings with the Minister of Basic Education were initiated in 2011, the focus of these meetings is planning, accountability, support, and improving classroom activity to improve learner performance amongst other themes.
Reconmendation5:
Resources for schools should be addressed as a matter of priority, and Provincial Departments should spend more of their allocated funding on improving the infrastructure schools.
The existing pro-poor funding and resourcing formula assists in improving attainment especially at poorer schools. An improvement in school level material retrieval and asset management provides opportunities for savings which may be redirected by the SGB to other areas in support of quality education in schools.
With respect to planning, management and implementation of infrastructure projects, extensive work was done to leverage on the substantial growth in infrastructure investment in the schooling sector. The Department finalised guidelines for planning for school infrastructure and for boarding facilities, including standardised designs and cost models to assist in resource management and allocation, and a guideline on school infrastructure maintenance was also developed. Short-term technical assistance support was appointed to assess infrastructure plans in order to assist provinces with long-term infrastructure planning.
In 2011/12, fifty five schools were provided with water. a hundred and fifteen schools were provided with sanitation and forty eight schools were provided with electrification, Despite all the inroads and successes we have made, we acknowledge the serious challenges and backlogs regarding the delivery of proper and safe infrastructure in some of our schools. We are encouraged that the Presidential Infrastructure Co-ordinating Committee. announced by the President of the Republic in his 2012 State of the Nation Address provides a mechanism to improve delivery and provision in this area of under-provision in different sectors nationally including the schooling sector.
Recommendation 6:
The districts provision of additional psychological and social welfare support should be a high priority for schools in difficult circumstances - most notably, township schools. Provinces should increase specialist support services, and ensure that they are available in all districts.
The Department has continued to strengthen its pro-poor programmes and by October 2011, move than 255 000 learners had undergone School Wealth Screening to address health-related barriers to learning. Learning and Teaching Support Material (LTSM) on sexual and reproductive healthy programmes for learners were delivered to schools, forming part of the strengthening of the Department's campaign to promote healthy lifestyles. The expansion of theNational School Nutrition Programme O\ISNP) to incorporate Quintile 3 secondary schools in April 2011, contributed to 8 850 208 learners benefiting from the programme, exceeding the target by 217 113. Furthermore schools were encouraged to register in school sport leagues programmes.
Recommendation 7:
Schools should be encouraged to build their own networks of support, as part of their capacity to address the problems they face. Alongside this, further links between the Departments of Education, Social Welfare, Health and SAPS should be developed to extend support to schools. "Full service schools" could he a positive part of community development.
School Security
With regard to positive discipline and classroom management; the Department contracted the Centre for Justice and Crime Prevention (CJCP) to develop a training manual. The manual was wed for pilot training in selected schools in the Western Cape and it will be rolled out to other provinces. The Hlayiseka Early Warning System: Be Aware - Take &re, is under review to include content on bullying in schools (inclusive of cyber bullying) and xenophobia The review process will also address blockages in terms of School Management -- a prominent focus on the different levels within the education system - namely principals, SMTs, teachers, learners and parents
In 2011 9 000 schools across the country have been linked to police stations to bolster cooperation with the SAPS in order to improve safety in schools. The implementation of Phases 1 and 2 of the Partnership Protocol between the Department and SAPS linked 1 025 schools to local police stations in seven provinces with the exception of the Free Stale and KwaZulu-Natal. These two provinces are still in the process of verifying and monitoring school-based information.
Social Equip
The Girls Education Movement and the Boys Education Movement (GEMIBEM) form part of the Department's effort to promote gender equity awareness and practices among young people of both sexes. This programme is run in partnership with IIWICEF which utilises GEM/BEM clubs as a vehicle for the promotion of gender equity through four key programmes namely Debates on social issues; Eco-Schooling and Environmental Awareness; Sport and Career Guidance. Achievements during the period under review include the development of a functional data base of all registered GEMBEM clubs; mining of educators in provinces to support GEM/BEM clubs; establishment of a gender equity space on the Thutong Portal, which provides an interactive web page hosting all the GEM/BEM documents for public consumption; and the successful publication of a quarterly newsletter that captures the activities of GEM/BEM clubs. During the period under review 1 000 schools were targeted for the distribution of materials and information regarding managing and prevention of sexual violence. It can now be reported for the period under review that the number of public ordinary schools that have access to materials and information regarding the managing and prevention of sexual violence stand at 2 928.
HIV/AIDS
Achievements in addressing the HIV/AIDS challenge in school included a total of 291 582 learners and educators and 462 108 parents and other key stakeholders reached in terms of awareness campaigns. A total of 13 210 learners reached, via the establishment of functional peer education programmes, 10 250 learners through curriculum-base learner pregnancy and learner retention programmes. A further 74317 learners through training on the prevention of drug and substance use and 9 777primary and secondary school educators were trained to facilitate and mentor the implementation of peer education programmes amongst others.
Recommendation 8:
Schools need to be supported as nodes of care for orphans and vulnerable children. Fuller consideration needs to be given to the care and support of these children, as well as all children in poverty. School feeding should be extended to cover secondary schools as well, and provide should be made for feeding when schools are not in session.
The Education White Paper 6 on Inclusive Education (2001) was implemented and describes the intention of the Department of Basic Education to implement inclusive education at all levels in the system by 2020. Such an inclusive system will facilitate the inclusion of vulnerable learners and reduce the barriers to learning, through targeted support structures and mechanisms that will improve the participation and retention levels of learners in the education system, particularly learners who are prone to dropping out
Detail on school feeding is provided in previous discussion to recommendation 6. Feeding during school holidays has yet to be addressed.
Recommendation 9:
Schools need assistance in dealing with discipline, and disciplinary procedures within Departments need to be handled with greater speed and efficacy.
As stated in response to Recommendation
School Security
With regard to positive discipline and classroom management, the Department contracted the Centre for Justice and Crime Prevention (CJCP) to develop a training manual. The manual was used Cur pilot training in selected schools in the Western Cape and it will be rolled out to other provinces. The Hlayiseka Early Warning System. Be Aware - Take Care, is under review to include content on bullying in schools (inclusive of cyber bullying) and xenophobia The review process will also address blockages in terms of School Management - a prominent focus on the different Levels within the education system - namely principals, SMTs, teachers, learners and parents.
Recommendation 11:
Departments should give attention to ways of developing pathways for learners who pass the Senior Certificate inschools in poor communities, including rural and remote communities, so that talent is not lost to the system because of inadequate networks of communication.
At district level a management and advocacy system has been established to nourish talent in schools and assist learners in admission and funding for schooling through bursaries. Career choices and guidance form an important part of Life Orientation, taught at schools with emphasis on the importance of post-school opportunities.
Private providers across all sectors were provisionally accredited and monitored through the submission of annual self-evaluation reports for independent schools, private FET colleges, and private AET providers. To date, Umalusi has provisionally accredited I 300 private institutions across the three sectors. In excess of 700 sites of private FET colleges were referred to the Department of Higher Education and Training for registration purposes. 'This increase means an increase in FET options and therefore opportunities for learners.
Reply received: November 2012
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.
Reply received: December 2012
QUESTION 2937
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 26/10/2012
(INTERNAL QUESTION PAPER: 36/2012)
Mr A M Mpontshane(IFP) to ask the Minister of Basic Education:
What steps are being taken to ensure that (a) more Grade 12 learners are better equipped to cope with the study demands of higher education, (b) parents are more involved in their children's education and (c) the structure of the curriculum given to students is restructured to fulfill the needs of those students who whish to study further at tertiary level? NW3694E
Reply
(a) The Department of Basic Education has ensured that Grade 12 learners are equipped and supported to cope with the study of higher education by doing several things:
· Learners were from Grade 9 exposed to various careers by teachers in the choice of subjects for Grades 10 to 12. The DBE provided all schools with a handbook titled "Into Higher Education" which was jointly developed by Higher Education with the DBE. The handbook is used by Life Orientation teachers in this regard.
· The DBE developed a brochure showing the various subjects and fields with associated careers. The brochure was distributed to schools.
· The DBE distributed Circular S6 of 2011 on subject choices to all schools i.e. only Mathematics and Physical Science to be offered by learners in Dinaledi schools. In addition learners offering Physical Science should offer Mathematics.
· The subject Life Orientation has a component that deals with careers and personal development. Learners are exposed to various careers and various programmes offered in higher education.
· The DBE collaborates with the Department of Higher Education and SAQA in the KHETHA programme where issues related to careers and higher education are discussed. Pamphlets with information and community radio shows broadcast discuss and inform learners, communities and parents on how to cope with higher education.
(b) The DBE holds frequent meetings with the School Governing Body Associations. The purposes of the meetings are to share all education matters and issues with SGBs. The issues of curriculum and requirements for university requirements are among others presented at these meetings.
The DBE has established the Quality Learning and Teaching Campaign with the sole mandate to mobilize communities and parents to support learners.
(c) The department offers 29 subjects which cater for the needs of all learners. The department benchmarked the subjects against other international countries and assessment bodies which included the Scottish, Cambridge and Kenyan examination systems. The curriculum could be divided into various streams namely:
· Commercial stream-Accounting, Business Studies, Economics
· Mathematics, Science and Technology stream-Mathematics, Physical Science, Life Sciences, Agriculture Science, Technology subjects, Information Technology, Computer Application and Technology
· Social Sciences stream-Geography, History, Languages, Mathematical Literacy
· Art stream-Dance, Design, Dramatic Arts, Visual Arts, Music
· Services-Consumer Studies, Hospitality, Tourism
Higher Education recognizes 18 of the above subjects as designated subjects. The Department is engaging with Higher Education to recognize all subjects as designated to enable more learners opportunities to access higher education.
Reply received: November 2012
QUESTION 2926
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 19/10/2012
(INTERNAL QUESTION PAPER: 34/2012 )
QUESTION:
Mr P D Mbhele (Cope) to ask the Minister of Basic Education:
Whether her Department is working in partnership with the Department of Health to implement the Negotiated Service Delivery Agreement; if not, what is the position in this regard; if so, what are the relevant details? NW3608E
REPLY BY MINISTER OF BASIC EDUCATION:
Yes, the Departments of Basic Education and Health are jontly implementing the Integrated School Health Programme (ISHP) that aims to strengthen school health services through offering a comprehensive and integrated package of health services to learners in primary and secondary schools. Services are being made available incrementally to learners over the next five years beginning with learners in Grades 1,4,8 and 10 (once per educational phase) as well as learners repeating grades in our most disadvantaged schools (Quintiles 1 and 2).
The Health Services Package for the ISHP includes a large component of health education, health screening (such as screening for vision, hearing, oral health and tuberculosis) and a limited package of onsite services (such as deworming, immunization and treatment of minor illnesses) for each of the four schoolphases.
An environmental assessment will also be conducted to check if the school has facilities such as a first aid kit, sick bay, cooking facilities, adequate water and sanitation and ventilation that are enabling of health and educational outcomes.
Services will be provided by a school health team consisting of a professional nurse, an enrolled nurse or nursing assistant and an oral hygienist. Health education will be provided by health promoters from the primary health care team. Service provision will be undertaken with minimum disruption to teaching and learning time.
A mixed model of service delivery will be used to offer services to learners who are referred for further assessment and treatment. This includes referral to health facilities that are in close proximity of the school, mobile health services and specialized school health mobiles that have been procured by the National Department of Health.
Reply received: November 2012
QUESTION 2925
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 19/10/2012
(INTERNAL QUESTION PAPER: 34/2012 )
QUESTION:
Mr P D Mbhele (Cope) to ask the Minister of Basic Education:
What is her Department's policy on the distribution of condoms in schools ?
REPLY BY MINISTER OF BASIC EDUCATION:
The National Policy on HIV/AIDS for Learners and Educators in Public Schools, and Students and Educators in Further Education and Training Institutions (1999) (Section 12, 12.4) states that the decision as to whether condoms will be made available to learners at a particular school rests with the School Governing Body of that school. The School Governing Body must take into account the needs and values of the specific school and the specific community it serves in making the decision as to whether condoms should be made accessible within a school as a preventative measure, and if so under what circumstances.
This policy also applies to condom distribution as part of the sexual and reproductive health package, implemented through the Integrated School Health Programme. Before services are provided, School Governing Bodies must engage parents at the school, to solicit their advice and approval. Services will be accompanied by health education, information and counseling.
Reply received: December 2012
QUESTION 2919
DATE OF PUBLICATION OF INTERNAL QUESTSON PAPER: 19/10/2012
(INTERNAL QUESTION PAPER: 34/2012)
Mr P D Mbhete (Cope) to ask the Minister of Basic Education:
What (a) are the names of the international specialists tasked with assessing the quality of literacy and numeracy rests and (h) are their countries of origin? NW3599E
REPLY:
(a) The names of the internationally recognised specialists that evaluated the quality of the 2011 literacy and Numeracy tests and (b) the country of origin are as follows:
| NAME | INSTITUTION | SUBJECT | COUNTRY |
| Roelien Herholdt | Joint Education Trust (RSA) | Language | RSA |
| Dr Surette Staden | University of Pretoria (RSA) | Language | RSA |
| Mr Mathews | Human Science Council (RSA) | language | RSA |
| Dr Eunice Greer | US Department of Education Institute of Education Sciences (USA) | Language | USA |
| Dr Emmanuel | Howard University of Education (USA) | Mathematics | USA |
| Dr V. Govender | University of Fort Hare | Mathematics | RSA |
| Dr William Lorie | Metrica Research Associates (USA) | Mathematics | USA |
| Professor Anil | Tshwane University of Technology (RSA) | Mathematics | RSA |
It needs to be noted that the Specialists from the Republic of South Africa enjoy international recognition based on their contribution to tile assessment discourse, globally.
Reply received: November 2012
QUESTION 2870
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 19/10/2012
(INTERNAL QUESTION PAPER: 34/2012)
Mrs A T Lovemore (DA) to ask the Minister of Basic Education:
Mrs A T Lovemore (DA) to ask the Minister of Basic Education:
(1) Whether subject advisors are required to undergo testing (a) before appointment and (b) during their tenure, to assess the adequacy of their subject knowledge and their ability to advise on the relevant subject(s); if not, why not; if so, what are the relevant details;
(2) whether the implementation of such testing is being considered; if not, what is the position in this regard; if so, what are the relevant details of (a) such testing and (b) consequences of failure of any test administered? NW3544E
REPLIES:
(1)
(a) No. Subject advisors are NOT required to undergo testing before appointment.
(b) No. Subject Advisors are not required to undergo testing during their tenure.
(2)
(a) Yes. Such testing is being considered. Discussions have been held at the meeting of Heads of Education Departments (HEDCOM). It also emerged during such discussions that there are provinces that are already piloting such tests, with the intention of implementing them. Research is being considered to establish the amount of work that has been done in such provinces, and to explore the possibility of extending the work to all the provinces. Such a move will require an agreement to be entered into with teacher unions.
(b) No. Consequences of failure of any such tests has not been considered.
Reply received: December 2012
QUESTION 2852
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 19/10/2012 (INTERNAL QUESTION PAPER: 34/2012)
Ms A Lovernore (DA) to ask the Minister of Basic Education:
( 1) Whether the estimated enrolment of 630 990 for the 2012-13 financial year has been achieved for the Kha RI Gude mass literacy project; if not. why not; if so, what are the relevant details of numbers of students at each specified centre.
(2) Whether the campaign has reached its intended target of 4,7 million adults since inception; if not; why not; if so, what are the relevant details;
(3) Whether she has spent the total budgeted amount of R6 billion; if not, why not; if so, what are the relevant details? NW3525E
REPLY:
(1) Yes, during the 2012-13 financial year the Kha Ri Gude Mass Literacy Campaign has reached a total of 665 135 enrolments. The following provides detailed numbers of learners for each province for the Campaign
| Province/Type | Registration Totals |
| 1-Eastern Cape | 158 888 |
| 1-Eastern Cape EPWP | 433 |
| 2-Free State | 52 294 |
| 2-Free State EPWP | 728 |
| 3-Gauteng | 87 768 |
| 3-Gauteng EPWP | 145 |
| 4-KwaZulu Natal | 145 366 |
| 4-KwaZulu Natal EPWP | 290 |
| 5-Mpumalanga | 55 066 |
| 5-Mpumalanga EPWP | 127 |
| 6-Northern Cape | 7 281 |
| 7-Limpopo | 107 103 |
| 7-Limpopo EPWP | 285 |
| 8-North West | 34 840 |
| 8-North West EPWP | 209 |
| 9-Western Cape | 14 186 |
| 9-Western Cape EPWP | 122 |
| Total | 665 134 |
(2) Yes, tile Kha Ri Gude ,Mass Literacy Campaign will reach its intended target of 4.7 million adults. A total of 2 908 895 learners has been reached during the course of 2008-9 to 2012-13 period. The Campaign has registered 665 134 learners for the 2012-13 financial year and is targeting another 2 026 632 learners during the course of the 2013-14 to 2015-16 MTEF period as indicated below:
| Year | Actual/Target |
| 2008-09 - Actual | 359 995 |
| 2009-10 - Actual | 613 643 |
| 2010-11 - Actual | 609 199 |
| 2011-12-Actual | 660 924 |
| 2012- 13 - Registered | 665 134 |
| Sub- total | 2 908 895 |
| 2013-14 -Target | 683 514 |
| 2014-15 - Target | 681 732 |
| 2015-16 -Target | 661 386 |
| Grand Total | 4 935 527 |
(3) The Kha Ri Gude Mass Literacy Campaign has received and spent a total budget of R1.9 billion for the period 2008109 to 201 1/12. An amount R1.8 million has been allocated over the MTEF period for the Campaign which bring the total budget to R3.7 billion as indicated below:
| Kha Ri Gude Mass Literacy Campaign | |||||||
| Actual Expenditure | MTEF | ||||||
| 2008/9 | 2009/10 | 2010/11 | 2011/12 | 2012/13 | 2013/14 | 2014/15 | |
| Stipends | R'000 | R'000 | R'000 | R'000 | R'000 | R'000 | R'000 |
| Stationary | 85 757 | 40 262 | 22 831 | 4 199 | 30 644 | 43 775 | 48 046 |
| Printing | 48 475 | 37 188 | 21 651 | 43 225 | 31 117 | 37 091 | 39 605 |
| Distribution | 17 579 | 34 159 | 35 527 | 43 353 | 51 930 | 37 670 | 38 447 |
| Training | 7 629 | 3 504 | 4 425 | 5 144 | 6 997 | 9 093 | 9 940 |
| Material development and personal related cost | 2 938 | 54 | 120 | 20 | 23 | 43 | 64 |
| Advocacy and Advertisements | 1 506 | 38 | 42 | 1 757 | 2 019 | 3 821 | 5 604 |
| Bank Charges | 533 | 786 | 973 | 925 | 1 063 | 2 011 | 2 950 |
| Monitoring, Evaluation, Quality Control and Research | 97 | 105 | 2 418 | 2 354 | 2 706 | 5 119 | 7 508 |
| Administration Fee | 28 266 | 28 338 | 31 673 | 32 013 | 39 000 | 41 408 | 44 088 |
| Total Literacy Campaign Budget | 451 403 | 436 714 | 460 438 | 490 224 | 562 207 | 598 023 | 633 348 |
| Kha Ri Gude Unit-DBE | 5 583 | 6 465 | 6 323 | 7 115 | 10 190 | 10 750 | 11 395 |
| Grant Total | 456 986 | 443 179 | 466 761 | 497 339 | - | - | - |
| Total Budget Allocation | 457 000 | 443 194 | 468 302 | 541 373 | 572 397 | 608 773 | 644 743 |
| Fund Rolled-over | - | - | 1 530 | 44 009 | - | ||
| Unspent Balance | 14 | 15 | 11 | 25 | - | - | - |
| Total Allocation for the Campaign | 3 735 782 | ||||||
Reply received: December 2012
QUESTION 2839
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 19/10/2012
(INTERNAL QUESTION PAPER: 34/2012)
Mr M Waters (DA) to ask the Minister of Basic Education:
(1) Whether her department takes the number of school governing body (SGB) posts into account when determining the learner-teacher ratio at any school; if not, why not; if so, why;
(2) whether her department will pay the salaries of the SGB teachers; if not, why not; if so, what are the relevant details? NW3444E
REPLIES
(1) Whether her department takes the number of school governing body (SGB) posts into account when determining the learner-teacher ratio at any school; if not, why not; if so, why?
No. Post provisioning in Education is regulated in terms of the Employment of Educators Act, 76 of 1998 (EEA). Norms are based on a number of posts per school, on the basis of weighted learners. Hence the level of the calculation is the school thus accounting for the learner-teacher ratio at any school. The teacher referred to here is the state paid teacher. Such posts have been decided on by the SGB where they agree to employ additional teachers and remunerate them from school funds. The effect of the SGB decisions lower the learner: teacher ratio further than what was determined by the MEC when he/she creates a pool of posts based on the regulations in the EEA.
(2) whether her department will pay the salaries of the SGB teachers; if not, why
not; if so, what are the relevant details?
The State will not pay the salaries of SGB teachers, because according to South African School Act (SASA), it is the responsibility of the State to ensure that public schools are funded from public revenue on an equitable basis. Furthermore, SGB posts are not regulated in terms of EEA. Hence, when the MEC creates a pool of posts based on regulations made in terms of EEA, SGB posts are not counted.
Reply received: December 2012
QUESTION 2798
DATE OF PUBLICATlON OF INTERNAL QUESTION PAPER: 12/10/2012 (INTERNAL QUESTION PAPER: 32/2012
Mrs A T Lovemore (DA) to ask the Minister of Basic Education:
(I) With reference to the alternative schooling arrangements made for the protest-affected Grade 12 learners in the Northern Cape, (a) what are the details of the various learning environment and (b) centre accommodation arrangements made, including the number of learners allocated to each centre:
(2) What (a) arrangements have been made to ensure that the centres have been fully equipped with (i) ail furniture and equipment required, such as desks, chairs, boards, etc, as well a.( ii) a comprehensive supply of learner and teacher support material and (b) challenges have been encountered in this regard;
(3) Whether any contracts have been awarded to any company or companies to provide any or all of the centres; if nor; what is the position in this regard; if so, (a) for what service(s), (b) to what company or companies and (c) what has been the value and duration of each contract?
NW34SlE.
REPLY:
(1) (a) The Grade 12 Recovery plan in the Northern Cape used the following venues:
The School could not accommodate the learners any further as they had to prepare for their own cohort of learners. On 8 October 2012, learners once more had to be moved to two cultural resorts in Warrenton, eighty kilometers outside of Kimberley, where they will remain until 27 November 2012 when the examination ends.
(a) At the Warrenton there are two sites. The Transka Cultural resort is accommodating 127 boys and The Warrenton Cultural Resort accommodates 240 girls. These learners accommodated daily, with tutors appointed ro conduct a full day tuition and support programme. Another 18 learners were added to this camp after one more school in the Vaalhart's district was disrupted last week. The camp site has a dedicated site manager, who is a provincial official and full-time security.
The Keimoes camp has 28 learners, full-time tutors, and site managers.
(2) (a) (i) All centres were relatively well equipped with all the necessary furniture already. No new furniture was procured. Tables and chairs from the Northern Cape Department of Education's hall was used to supplement, furniture at the Deo Gloria camp and later at the Warrenton Cultural Resort. The Northern Cape Department of Education however erected dry-walls to demarcate the area into classrooms and fixed blackboards in all the classrooms at the Deo Gloria Camp.
(ii) The Department of Basic Education supplied a Study Guide, called ".Mind the Gap" for Accounting, Economics, Life Sciences and Geography. In addition, the Northern Cape Department of Education procured revision material "The Answer Series" for all other subjects. The Answer Series provided for a common resource used during tuition; as learners came from various schools across the John Taolo Gaetsewe District.
(b) No challenges w7ere encountered
(3) (a) Learners received a balanced meal three times a day. The menu was finalised after consultation with a dietician, as well as the supervisors who accompanied the learners. The supervisors are volunteers from the various villages and are familiar with the cultural preferences of the learners. This arrangement was part of the contract with the resorts.
(b) Tile resorts have contracts with the NCED for accommodation and meals.
(c) The contracts and contract values are as follows:
- The Deo Gloria camp outside of Barkley is a Christian Non Profitable Organization, which caters for yearly religious conferences, gatherings and retreats. The value of the contract was R3 million which included accommodation and meals for 378 learners and 14 supervisors as well as 22 tutors. At the Deo Gloria learner camp, there was a contract signed with a security firm ro provide full-time security worth R 38 000.
- The Tiger Kloof Missionary School was able to offer accommodation during the holidays as their own learners returned home. There was no security necessary a i this camp. The contract paid was R830 000.
- The Warrenton Cultural Resort is a Department of Sports Arts and Cultural entity and was able to offer accommodation for the girl learners from 8 October to 27 November 2012. 'The contract isworth R3,1 million. Currently the only security in place at the two centres is that put in place as part of the Examination process.
- The Transka Cultural resort for the boy learners has a contract worth RROO 000 with the NCED
(d) The Northern Cape Department of Education has funded the camps at a cost of R165.00 per learner, per day
Reply received: October 2012
QUESTION 2794
DATE OF OUBLICATION OF INTERNAL QUESTION PAPER: 12/10/2012
(INTERNAL QUESTION PAPER: 32/2012
Mr M Waters (DA) to ask the Minister of Basic Education:
Whether the (a) size of the smallest classroom, (b) number of (i) urinals and (ii) toilets and (c) seating area in the school hall, (d) library facilities and (e) any other criteria must be taken into account when determining the capacity of any school; if not, (aa) why not and (bb) what specified criteria are used; if so, what are the specified criteria for both primary and high schools? NW3443E
RESPONSE
Learner enrolment is the criterion that is used to determine the capacity of a school and not the spaces and facilities listed in a, b, c, d, and e above. In terms of the GUIDELINES RELATING TO PLANNING FOR PUBLIC SCHOOL INFRASTRUCTURE, available on the DBE website, www.education.gov.za, primary and secondary schools are classified as small, medium and large schools. This classification is then used to determine the number of facilities and spaces to be provided in a school.
Reply received: November 2012
QUESTION 2793
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 12 October 2012
(INTERNAL QUESTION PAPER: 32/2012 )
QUESTION:
Mr M Waters (DA) to ask the Minister of Basic Education:
Whether the definition of a school's capacity has been developed; if not, (a) why not, (b) when will it be developed and (c) how does her department determine the capacity of each school; if so, (i) what is the definition and (ii) when was it gazetted ? NW3442E
REPLY BY MINISTER OF BASIC EDUCATION:
Capacity of the school is defined in terms of learner enrolment and the classification of a school. According to the Guidelines Relating to Planning for Public School Infrastructure, schools are classified as Primary, Secondary and Further, classified according to size and capacity, as follows:
1. Primary Schools
a. Small Primary with minimum capacity of 135 learners;
b. Medium Primary with minimum capacity of 311 learners;
c. Large Primary with minimum capacity of 621 learners;
d. Mega Primary with minimum capacity of 931 learners.
2. Secondary Schools
a. Small Secondary with minimum capacity of 200 learners;
b. Medium Secondary with minimum capacity of 401 Learners;
c. Large Secondary with minimum capacity of 601 learners;
d. Mega Secondary with minimum capacity of 1001 learners.
The guidelines were published on 12 March 2012 and can be accessed on the DBE website, www.education.gov.za .
Reply received: December 2012
QUESTION 2755
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 12/10/2012 (INTERNAL QUESTION PAPER: 32/2012)
Mr P D Mbhele (Cope) to ask the Minister of Basic Education:
(a) How many international specialists have been appointed by her department to check the quality of (I) literacy and (2) numeracy and (3) what amount has been budgeted for this task? NW3401E
REPLY:
(a) (I)an d (2) The number of international specialists engaged in the review and quality assurance of the 2012 Annual National Assessment (ANA) were as follows:
(3) An amount of R500 000 was budgeted for international engagement on ANA tests.
Reply received: October 2012
QUESTION 2701
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 21/09/2012
(INTERNAL QUESTION PAPER: 29/2012)
Mr D C Ross (DA) to ask the Minister of Basic Education
Whether her Department has awarded any contracts to a certain company (name furnished) since its establishment in 1996; if so, in each case, (a) when was the contract awarded and (b) what was the (i) nature of the contract and (ii) total accumulative value of the tender ? NW3319E
REPLY:
No. The Department of Basic Education has never awarded contracts to Kopano Ke Matla Investment Company (PTY) Ltd since its establishment.
Reply received: October 2012
QUESTION 2662
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 21/09/2012
(INTERNAL QUESTION PAPER 31/2012)
Mrs A T Lovemore (DA) to ask the Minister of Basic Education:
What are the details of the steps she (a) has taken and (b) intends taking to ensure that the learners affected by protests in the Northern Cape have their constitutional right to a basic education protected?
Reply:
(a) The Minister has taken the following steps:
(i) She has been in constant interaction with the MEC and Acting Premier to get regular updates and discussed solutions to the situation;
(ii) She has sent three teams of DBE officials at different times to engage with community leaders and departmental officials in order to provide support and solutions to the current situation;
(iii) The Minister visited Northern Cape Province and received encouraging reports from the Acting Premier as well as from religious leaders.
(iv) She has met with School Principals and School Governing Bodies as well as representatives of community structures;
(v) She visited the Grade 12 Catch-Up camps and provided study guides to all learners;
(vi) She involved the Minister of Police to address issues of law as well as community safety.
The following resolutions were reached:
(i) The Grade 12 Catch-Up camp will continue to provide support to learners until they finish writing the end of year examinations.
(ii) All attempts will be made for learners to return to school as soon as possible. Learners in the Kuruman area have since returned to school.
(iii) There will be no "Pass One Pass All".
(b) Refer to (a) above.
Reply received: October 2012
QUESTION 2660
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 21/09/2012
(INTERNAL QUESTION PAPER: 31/2012)
Mrs A T Lovemore (DA) to ask the Minister of Basic Education
Whether, when candidates are considered for appointment to promotion posts and thus employment by a provincial education department, experience gained during their possible previous employment as educators by school governing bodies is considered as relevant experience; if not, why not; if so, what is the position in this regard.
REPLY:
Yes. There are three types of experiences that are recognized when an educator is appointed from outside public education. These are actual experience, appropriate experience and other experience. Actual teaching experience outside public education includes, inter alia, experience gained in an independent school, as a SGB or college council employee, ABET educator or teaching experience abroad. Appropriate experience refers to working experience, which in the opinion of the Employer, developed the person directly or appropriately in all respects regarding knowledge, skills and attitude, for holding an educator post. Other experience refers to experience other than actual experience as an educator or appropriate experience recognized by the Employer. The first two types of experience gain full recognition while for the last type only one year is recognized for every two years experience.
Reply received: October 2012
QUESTION 2658
DATE OF PUBLICATION OF INTERNAL OBESTION PAPER: 21/09/2012 (INTERYAL QUESTION PAPER: 28/2012)
Mrs H Lamoela (DA) to ask the Minister of Basic Education:
(1) What is the (a) name of each school referred to in her reply lo question 2131 on 11 September 2012 and (b) current capacity of each specified school:
Response:
The table below provides the names of the schools referred to in question 2131 and the current capacity of' each school. It should be noted that Greenstone lies in the middle of two Districts, Ekurhuleni North and Johannesburg East.
The capacity of each school is based on the national educator - learner norm of 1:40 for primary schools and 1:35 for secondary schools. The educator-learner norms for special schools are dependent on the disability of the learners at the school.
| District | EMIS No | Institution name | Capacity of each school |
| Ekurhuleni North | 160358 | Duvengan Primary School | 1120 |
| Ekurhuleni North | 160382 | Eastleigh Primary School | 1200 |
| Ekurhuleni North | 160390 | Edenglen High School | 1715 |
| Ekurhuleni North | 160408 | Edenglen Primary School | 1640 |
| Ekurhuleni North | 160416 | Edncale High School | 1680 |
| Ekurhuleni North | 260091 | Edleen Primary School | 1320 |
| Ekurhuleni North | 160572 | Hoerskool Edenvale | 600 |
| Ekurhuleni North | 160655 | Hurlyvale Primary School | 1200 |
| Ekurhuleni North | 1609978 | Laerskool M W De Wet Primary School | 640 |
| Ekurhuleni North | 260422 | Laerskool Nobel | 1080 |
| Ekurhuleni North | 161075 | Normanhuisskool | N/A |
| Johannesburg East | 152041 | Bovet Primary School | 1160 |
| Johannesburg East | 152140 | Ikage Primary School | 1120 |
| Johannesburg East | 152165 | Iphuthen Primary School | 1200 |
| Johannesburg East | 152207 | Kwabhekilanga Secondary School | 1330 |
| Johannesburg East | 151340 | Rembrand Park Primary School | 1200 |
| Johannesburg East | 131441 | Sandringham High School | 1155 |
| Johannesburg East | 261156 | Sizwe Hospital | N/A |
| Johannesburg East | 152355 | Skeen Primary School | 1240 |
| Johannesburg East | 152421 | Zenzeleni Primary School | 960 |
Reply received: October 2012
QUESTION 2553
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 14/09/2012
(INTERNAL QUESTION PAPER: 30/2012)
Mr D C Smiles (DA) to ask the Minister of Basic Education
With reference to the Accelerated School Infrastructure Delivery Initiative in the Eastern Cape, (a) why were the 12 schools scheduled for handover by the end of August not handed over by the developers and (b) when is such handover of these schools now anticipated ? NW3160E
REPLY:
(a)(b)
Various on-site conditions have been cited as the cause for delays in handover of the 12 schools and they include:
· Poor accessibility of site due to lack of proper roads
· Difficult terrain
· Physical features
· Inclement weather
· Difficulty in obtaining material supply
· Re-routing of the ESKOM power line.
Claims from Contractors for extension of time have been granted by 20 days from the Contractual Completion date following the Joint Building Construction Committee (JBCC) prescripts.
Handover of schools are anticipated at various stages commencing from 21 September 2012.
Reply received: October 2012
QUESTION 2552
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 14/09/2012
(INTERNAL QUESTION PAPER: 30/2012)
Mrs A T Lovemore (DA) to ask the Minister of Basic Education:
(1) What was the percentage of each provincial education department budget allocated for compensation of employees for the (a) 2010-11, (b) 2011-12 and (c) 2012-13 financial years;
(2) what guidelines have been provided to provincial education departments with regard to managing allocations for compensation of employees, including the maximum allowable percentage of the budget for such allocations;
(3) whether a task team to investigate provincial over-expenditure on the compensation of employees has been established; if not, why not; if so, (a) when, (b) who does the task team comprise and (c) what are the (i) terms of reference and (ii) time lines for the task team;
(4) what action does she intend taking based on the findings of the task team? NW3159E
RESPONSE
(1) (a) (b) (c)
| Personnel v/s non Personnel | |||
| Provinces | 2010/11 | 2011/12 | 2012/13 |
| Ratio/Percentage | Ratio/Percentage | Ratio/Percentage | |
| Eastern Cape | 84:16 | 89:11 | 90:10 |
| Free State | 85:15 | 86:14 | 89:11 |
| Gauteng | 79:21 | 80:20 | 81:9 |
| KwaZulu-Natal | 89:11 | 83:17 | 84:16 |
| Limpopo | 86:14 | 91:9 | 93:7 |
| Mpumalanga | 85:15 | 87:13 | 87:13 |
| Northern Cape | 82:18 | 83:17 | 87:13 |
| North West | 84:16 | 86:14 | 86:14 |
| Western Cape | 83:17 | 83:17 | 83:17 |
| Total | 83:17 | 85:15 | 86:14 |
| Ratio refers Personnel v/s non personnel of employees (Conditional grants are excluded from calculations). | |||
(2)
In terms of the Constitution of South Africa and the Government's budgeting procedure, the Ministry of Basic Education does not decide on the amounts to be allocated annually for the Provincial Education Departments. This is the responsibility of the provincial government and legislatures. Thus each province determines its own level of spending on education, in relation to its overall assessment of needs and resources. However, the Minister has determined that the personnel : non personnel spending in ordinary schools should be of the order of 80:20.
(3) (a) (b) (4)
No, there is no task team established to specifically investigate the provincial over-expenditure on the compensation of employees.However, the Directorate Provincial Budget Monitoring and Support monitor and analyze monthly spending performance of the Provincial Education Departments (PEDs) that includes compensation of employee expenditure and advise accordingly. The Department of Basic Education team led by the Directorate Provincial Budget Monitoring and Support also conducts budget monitoring exercise to PEDs on quarterly basis. The team includes officials from the Directorate: Human Resource Planning, Provisioning and Monitoring and Directorate: Human Resource Support to Provinces. The focus of the meeting is on spending performance that includes compensation of employees. The following aspects relating to compensation of employees are discussed: human resource internal controls that includes, leave management, payroll management and human resource delegations, issues related to post provisioning norms.
Reply received: December 2012
QUESTION 2544
DATE OF PUBLICATION OF INTERVAL QUESTION PAPER: 14/09/2012
(INTERNAL QUESTION PAPER:30/2012)
Mrs A T Lovemore (DA) to ask the Minister of Basic Education:
(1) With reference, to the intervention in the Eastern Cape Department of Education in terms of section 100(1)(b) Constitution of the Republic of South Africa, 1996, why an application has not been made to the provincial treasury to appoint the intervention administrator as the accounting officer of the provincial department of education:
(2) whether this omission has directly resulted in (a) delays or (b) obstacles in achieving the desired results of the intervention; if not, what is the position in this regard; if so, what are the relevant details;
(3) whether she intends to make an application lo appoint the intervention administrator as the accounting officer of the provincial Department of Education; if not, why not: if so, (a) when and (b) what are the further relevant details?
NW3150E
RESPONSE
1. Section 100 (1) (b) is not prescriptive in terms of the appointment of an Accounting Officer, In the Eastern Cape it has been agreed that the Acting Superintendent-General would also fulfill the responsibilities of the Accounting Officer.
2. (a); (b) There is no evidence to suggest that the Eastern Cape arrangement has impacted negatively on the Section 100 (1) (b) intervention.
3. (a)(b) No
Reply received: October 2012
QUESTION 2551
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 14/09/2012
(INTERNAL QUESTION PAPER: 30/2012)
Mrs A T Lovemore (DA) to ask the Minister of Basic Education:
(1) (a) How is the practical component of Grade 12 technical subjects taught and (b) how will this practical component be assessed as part of the National Senior Certificate examinations in schools that do not have functional workshops for those subjects;
(2) What are the details of the (a) schools and (b) subjects at each school in each province where practical components of technical subjects cannot be adequately (i) taught or (ii) assessed;
(3) What are the details of the (a)(i) schools and (ii) subjects in each province for which workshops are to be presented as part of the Technical Schools Recapitalisation Programme and (b) dates by which each workshop is scheduled to be recapitalised? NW3158E
REPLY:
(1) (a) The National Curriculum Statement for Grades R-12 indicates that the teaching of technology (technical) subjects is allocated 4 hours per week, which constitute at least 63% for the theory component and 38% for the practical work and completion of Practical Assessment Tasks (PAT), which are in the form of artifacts.
(b) The Practical Assessment Task (PAT) mark is a compulsory component of the final promotion mark for all candidates registered for subjects with a practical component. The Practical Assessment Tasks mark must count 25% of the end-of-year examination mark.
The National Assessment Protocol requires the Practical Assessment Tasks (PAT) in Grade 12 to be moderated by experts in each subject and quality assured by Umalusi.
In order for a school to offer a subject with a practical component, an approval has to be sought from the provincial department of education. The department must satisfy itself that all the necessary facilities, equipment, tools and teachers are available to ensure that the practical component of the subject is effectively taught and assessed.
In cases where the required workshops are not available at each school, collaborations amongst schools and technical centres play an important role. Learners may attend practical lessons at a nearby school or technical centre, which is well resourced in a particular subject.
(2) (a) There are currently 960 secondary schools offering at least one technology subject (engineering and graphics design: EGD included).
(b) The following number of schools offer each subject as follows: Civil technology (453 schools), Electrical technology (288 schools), Mechanical technology (254 schools), and Engineering and Graphic design (EGD) (712 schools).
(i)(ii) Based on the Department's analysis of the previous years' results of the Grade 12 examinations and concerns raised by technical school principals, the Department noted a general shortage of workshops and resources across provinces. It is in this context that the recapitalisation process was introduced.
The outcome of the audit of 200 schools, which form part of the recapitalisation process, indicates the following number of schools per province requiring new facilities, resources and teacher training:
| Province | Number of new workshops required per Province | Number of Workshop Refurbishment required per Province | Number of Workshops to receive Equipment, Tools and Machinery | Number of teachers identified for Training |
| Eastern Cape | 40 | 41 | 93 | 302 |
| Free State | 3 | 23 | 70 | 358 |
| Gauteng | 7 | 44 | 137 | 642 |
| KwaZulu- Natal | 25 | 50 | 112 | 461 |
| Limpopo | 27 | 22 | 72 | 247 |
| Mpumalanga | 11 | 32 | 41 | 144 |
| Northern Cape | 3 | 12 | 70 | 132 |
| North West | 1 | 19 | 37 | 335 |
| Western Cape | 1 | 23 | 31 | 128 |
| TOTALS | 118 | 266 | 663 | 2,749 |
The proposal to re-introduce technical subject specialisation also forms part of solutions to eliminate the challenges of inadequate facilities and resources.
(3) (a)(i)(ii)(b) The attached table indicates the schedules of new and refurbished workshops in accordance with the recapitalisation process:
The attached table indicates the significant contribution that is being made by the recapitalisation process.
The following milestones have been achieved so far:
· 46 of 118 required new workshops have been completed;
· 396 workshops have been refurbished. This is more than the baseline requirement of 266;
· 348 of 663 workshops have received equipment, machinery and tools; and
· The grant is expected to complete a total of 632 outputs excluding the number of teachers to be trained.
Reply received: October 2012
QUESTION 2533
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 14/09/2012
(INTERNAL QUESTION PAPER: 30/2012)
Mr L Ramatlakane (Cope) to ask the Minister of Basic Education
(1) Whether she has been informed that the delivery of textbooks to schools for disabled learners in Limpopo takes 18 months; if not, why not; if so,
(2) Whether this situation reflects the delays nationally in this regard; if not, what is the position in this regard; if so, what are the relevant details;
(3) Whether she intends taking any steps in this regard; if not, why not; if so, what are the relevant details ? NW3137E
REPLY:
(1) The Minister is very aware that, given the capacity constraints in the country to produce Brailled material and the specialized skills required, the process takes longer than 18 months.
(2) This position is prevalent nationally as there are only two institutions that print in Braille – Pioneer Printers and Braille South Africa.
(3) The Department is vigorously pursuing avenues to increase the present capacity and to engage with international partners who have the necessary capacity to expedite the process.
Reply received: October 2012
QUESTION 2521
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 06/09/2012
INTERNAL QUESTION PAPER:
Ms Cherylynn Dudley (ACDP) to ask the Minister of Basic Education:
(1) With reference to a response by the Department of Basic Education in a Portfolio Committee meeting on Basic Education on 7 August 2012 stating that "the Department is currently developing policy in respect of home schooling",
(a) When will the draft policy be available for public comment; and
(b) What are the relevant details? NW3122E
REPLY
(1) (a) In view of an extensive consultation process preceding the public comment process, the draft document will not be available for public comment before the end of the latter part of 2013.
(b) The Discussion Document on Home Schooling developed by the Department of Basic Education deals with matters such as the character of Home Education, the current South African Home Education Law and Policy and a review of this law and policy with the view of providing for Home Education as part of the formal schooling system.
The Draft Discussion Document must still be tabled at all the Department of Basic Education's internal committees such as Senior Management and the Minister's Management Meeting (MMM) before it can be submitted to the Heads of Education Committee (HEDCOM) and the Committee of Education Ministers (CEM) for a recommendation and the granting of approval respectively that written submissions from stakeholder bodies and the public may be called for.
Once recommended by HEDCOM and approved by CEM, the Minister of Basic Education will sign the Government Notice for the calling of public comments to be published by means of a Government Gazette.
Taking into account the number of committees involved, the earliest date for the calling of public comments on the Draft Policy will be April/May 2013.
Reply received: October 2012
QUESTION 2518
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 14/09/2012
(INTERNAL QUESTION PAPER: 30/2012)
Mr A M Mpontshane (IFP) to ask the Minister of Basic Education:
Whether the proposed change in admission policy to do away with feeder zones, especially in KwaZulu-Natal, is in line with the South African Schools Act, Act 84 of 1996; if not, what is the position in this regard; if so, what is her department's view on feeder-schemes practices? NW3023E
Answer:
KwaZulu-Natal Circular No 58 of 2012 on Admission of Learners in Public Schools in KZN for 2013 does not propose a change in admission policy to do away with feeder zones. The Provincial Education Department has never created feeder zones. The Circular is meant to remind schools of the very fact that the Head of Department has not declared feeder zones in KwaZulu-Natal. This is in terms of Section 33 of the National Admission Policy for ordinary Public schools. In the absence of feeder zones, Section 34 of the same policy document does not apply to public schools in KwaZulu-Natal. This means that principals of public schools in KwaZulu-Natal must ensure that admission policies of public schools do not determine an order of preference for learner admission based on feeder zones.
The decision of the the Head of Department in KwaZulu-Natal is in line with Section 3 of the South African Schools Act, 84 of 1996, as amended, which places the responsibility on the Head of Department to ensure that all learners of compulsory school going age are enrolled at and attend school. The province has put systems in place in terms of the Circular to ensure that learners are not discriminated against by schools during the admission period.
The position of the Minister is in accordance with Section 33 and 34 of the National Admission Policy for Ordinary Public Schools, which leaves the creation of feeder zones to the discretion the Provincial Heads of Department.
Reply received: October 2012
QUESTION 2516
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 14/09/2012
(INTERNAL QUESTION PAPER: 30/2012)
Mr A M Mpontshane (IFP) to ask the Minister of Basic Education:
(1) By what date does she anticipate the National Economic Development and Labour Council (Nedlac) to conclude teacher performance agreements, especially for principals and deputy principals;
(2) what are the points of disagreement;
(3) whether her department intends to finalise the teacher performance agreement process if the Nedlac process is not concluded by a specified date; if not, why not; if so, what are the relevant details? NW3021E
(1) By what date does she anticipate the National Economic Development and Labour Council (Nedlac) to conclude teacher performance agreements, especially for principals and deputy principals?
Reply:
Teacher Performance agreements are not negotiated at Nedlac, but at the Education Labour Relations Council (ELRC). Agreement on Performance Agreements for principals and deputy principals is expected to be concluded by the end of this year.
(2) What are the points of disagreement?
Reply:
Points of disagreements include the following:
· Administration of two different systems for teachers (Teacher Performance Appraisal) and principals and deputy principals (Education Management Services). These have subsequently been merged into the Quality Management System (QMS) for school based educators;
· Moderation processes; and
· Dispute Resolution mechanisms.
(3) Whether her department intends to finalise the teacher performance agreement process if the Nedlac process is not concluded by a specified date; if not, why not; if so, what are the relevant details?
Reply:
The Minister of Basic Education has the prerogative to declare policy on performance agreements, in terms of the National Education Policy Act, should an agreement not be reached at the ELRC. This option will be exercised as a last resort, after all avenues to reach an agreement shall have been exhausted.
QUESTION 2839
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 19/10/2012 (INTERNAL QUESTION PAPER: 34/2012)
Mr M Waters (DA) to ask the Minister of Basic Education:
(1) Whether her department takes the number of school governing body (SGB) posts into account when determining the learner-teacher ratio at any school; if not, why not; if so, why;
(2) whether her department will pay the salaries of the SGB teachers; if not, why not; if so, what are the relevant details? NW3444E
REPLIES
(1) Whether her department takes the number of school governing body (SGB) posts into account when determining the learner-teacher ratio at any school; if not, why not; if so, why?
No. Post provisioning in Education is regulated in terms of the Employment of Educators Act, 76 of 1998 (EEA). Norms are based on a number of posts per school, on the basis of weighted learners. Hence the level of the calculation is the school thus accounting for the learner-teacher ratio at any school. The teacher referred to here is the state paid teacher. Such posts have been decided on by the SGB where they agree to employ additional teachers and remunerate them from school funds. The effect of the SGB decisions lower the learner: teacher ratio further than what was determined by the MEC when he/she creates a pool of posts based on the regulations in the EEA.
(2) whether her department will pay the salaries of the SGB teachers; if not, why not; if so, what are the relevant details?
The State will not pay the salaries of SGB teachers, because according to South African School Act (SASA), it is the responsibility of the State to ensure that public schools are funded from public revenue on an equitable basis. Furthermore, SGB posts are not regulated in terms of EEA. Hence, when the MEC creates a pool of posts based on regulations made in terms of EEA, SGB posts are not counted.
Reply received: December 2012
QUESTION 2483
DATE OF PUBLICATION OF INTERNAL OUESTIONPAPER: 07/09/2012 (INTERNAL QUESTION PAPER: 29/2012)
Dr D T George (DA) to ask the Minister of Basic Education:
(1) Whether (a) her Ministry, (b) her department and (c) any entity reporting to her plan to host end-of-year parties; if not, in each case, what is the position in this regard; if so, in each case, (i) for how many persons and (ii) at what cost;
(2) whether the cost of the specified end-of-year parties has been budgeted for in the current financial year; if not, from where will the funding be sourced; if so, (a) what amount has been budgeted and (b) from which part of the budget will it he incurred? NW3089E
Reply
(a) Ministry
No, the Department host one function for the entire staff including Ministry.
(i) N/A
(ii)N/A
(b) Department of Basic Education
Yes
(i) 682
(ii) R50 000
©Public Entities
| Entity | ELRC | UMALUSI | SACE* |
| Yes | Yes | No | |
| (i) | 75 | 114 | N/A |
| (ii) | R38 040.00 | R45 000.00 | N/A |
"The South African Council for Educators did not make a budgetp1, provision for end of the year party, because of limited financial resources in delivering its Mandatory, functions.
(2) whether the cost of the specified end-of-year parties has been budgeted for in the current financial year; if not, from where will the funding be sourced; if so, (a) what amount has been budgeted and (b) from which part of the budget will it be incurred? NW3089E
Reply
Minister
(a) N/A
(b)N/A
Department of Basic Education
Yes
(i) R50 000
(ii) Media Liaison and National and Provincial Communication
Public Entities
| Entity | ELRC | UMALUSI | SACE* |
| Yes | Yes | No | |
| (i) | R50 000.00 | R45 000.00 | N/A |
| (ii) | Human Resource Budget | Financial and Supply Chain Budget | N/A |
Reply received: December 2012
QUESTION 2454
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 07/09/2012
(INTERNAL QUESTION PAPER. 29/2012)
Mrs A T Lovemore @A) to ask the Minister of Basic Education:
(1) Whether a certain person (name furnished) is employed by her or her department; if so, (a) in what post, (b)(i) when and (ii) in what capacity was he appointed and (c) with what responsibilities was he entrusted;
(2) Whether the job with which he is entrusted coincides with the post description; if not, why not; if so, what are the relevant details;
(3) What tangible or measurable outputs are attributable to the said person's employment;
(4) Whether the said person was or is involved in her department's intervention in Limpopo in terms of section 101(1) (b) of the Constitution of the Republic of South Africa; 1996; if so, what are the relevant details of the said person's role in this regard? NW3054E
REPLY
(1) Yes. Mr Garry Rosenberg is contracted to the department on a consultancy basis. (a) He is a consultant attached to the LTSM directorate at chief director level (b)(i) The consultancy contract is for one year, from November 201 1 to the end of October 2012.(ii) He is employed at the level of Chief Director. (c)) He is responsible for a set of deliverables, which include assisting with the National Catalogue process, developing a LTSM policy, developing a central procurement method and ad hoe support on LTSM related issues.
(2) He is held against a vacant post but is not in a substantive post as he is only on contract for a year and has key deliverables within the LTSM directorate.
(3) The outputs thus far include the development of instruments for the evaluation of textbooks for inclusion in the National Catalogue, producing a draft LTSM policy and a central procurement method which is due for internal deliberations prior to wider consultation, guidelines for a minimum school-bag in addition to a variety of smaller ad hoc outputs and contributing to internal processes.
(4) Mi- Rosenberg was not involved in the department's intervention in Limpopo, as this falls outside of his set of deliverables.
Reply received: September 2012
QUESTION 2455
DATE OF PUBLICATION OF INTERNAL OUESTION PAPER: 07/09/2012
(INTERNAL OUESTLON PAPER: 29120121)
Mrs A T Lovemore @A) to ask the Minister of Basic Education:
(i) (a) When (i) was she first informed that protesters in the Northern Cape preclude learners from attending school and (ii) did she take the first steps to intervene and (h) why did she delay taking steps;
(2) What are the details of her department's (a) assessment of the situation with regard to impact on learning and (b) intervention to (i) minimise continued disruption of learning and (ii) ameliorate the impacts of lost learning time;
(3) What (a) plans has she put in place for the year-end assessment and (b) are the reasons for her decision with regard to assessment;
(4) Whether the learners who are being affected will be required to write examinations at the end
of this academic year; if not, why not; if so;
(5) Whether she intends to approve promotions for the affected learners; if not, what is the
position in this regard; if so, what are the relevant details?
REPLY:
(1) (a) (i) The MEC has kept the Minister informed on the issues since the problem was reported. In addition the province has provided updates on the issues. The Minister has further requested the Department of Basic Education to monitor the situation.
(ii) A mediator was appointed together with religious groups lo attend to the problem. The Minister further appointed a Ministerial Task Team to monitor the situation and provide detailed reports.
(b) Neither the Ministry nor the Department of Basic Education has delayed taking steps in this regard.
(2) (a) A task team, with representatives from the Branches dealing with Curriculum Implementation and Monitoring, Infrastructure, Quality Learning and Teaching Committees and Social Cohesion, has visited the province to assess current interventions put in place by the Northern Cape Education Department (NCED). The aim of the visit was to evaluate what planning was put in place to assist the affected district and to discuss the strategic direction to be taken to assist the district to recover lost teaching and learning time, especially for Grade 12. A significant amount of teaching and learning time has been lost, even for those schools that have returned to some state of daily functioning.
(b) (i) A learning Camp has been set up at the Deo Gloria resort in Barkley West for the 324 Grade 12 learners from six schools most affected by the disruption in the district. They have been removed from the affected area, have been housed under secure conditions, and arc being tutored for 8 hours per day with a compulsory study session from 7 to 9 o'clock every evening.
(ii) They are tutored daily, assisted with their studying programme, and supported through a scheduled learning programme for seven days a week. Learners will stay in the camp until they have written the final examination in November. 'They are currently writing their September preliminary examinations. They have been supplied with learning and teaching materials to assist with self-directed learning and catch up on content.
(3) (a) The requirements for promotion for Grade R to 12 is clearly spelt out in The National Programme Pertaining to Promotion Requirements (as published in government notices 722 and 723 gazetted on the 12 September 2012). The policy provides the process to be followed when any learner is to be promoted or retained. All learners will meet the requirements for being promoted to the next grade. The provincial Head of Department makes the final decision to retain a learner based on recommendations made on how learners have performed throughout the year. Grade 12 learners are being taught and assessed to ensure curriculum coverage in all subjects. School-based assessment for all learners will meet the requirements for Grade 12, and used for promotion purposes.
The school-based requirements for the number of formally recorded tasksfor Grades Ito 9, asspelt out in the Assessment Protocol (government notices as above), will pertain to learners in affected schools.
(b) The decision is to maintain learning and assessment standards as spelt out in the National Curriculum Statement, and in theCurriculum and Assessment Policy Statement (CAPS), but to focus a clearly defined strategy for support to teachers and learners in the time that they are at school. The orientation of teachers for implementation of the CAPS provides clear guidelines to teachers on how to manage teaching, learning and assessment in all grades and ail subjects. Teachers in the Foundation Phase and Grade 10 were orientated in 2011
(4) Grade 12 learners will write all their subjects at the end of the year, as per the national timetable. Learners in Grade I to 6 and 9 in those schools that have gone back to schooling will write the Annual National Assessment (ANA). ANA is not used for promotion purposes.
(5) School-based assessment (SBA) will be used for all schools to show learner performance in a grade for all subjects and for promoti011 purposes. Districts moderate SBA for all schools during the terms as well as moderate, on a sample basis, the final learner performance at the end of the year. Promotions will be done against moderated assessment profiles for learners. Schools are being supported to complete their SBA programmes for the past three terms. The provincial and district officials are monitoring implementation of the curriculum as well as assessment. The Northern Cape provincial subject advisors have arranged for cluster moderations in the affected districts for all subjects, for now in those twenty five (25) schools that have returned to normality. A plan for this moderation has been included in tile Recovery
Programme.
For Grades 1 to 6 and 9, the Annual National Assessments will he written by learners in schools that have gone back to normality. Grade 12 teachers are being supported at the learner camp to complete the SBA for those learners in all subjects. Teachers ate interviewed every week oil their progress and SBA catch up. The moderation will be conducted on SBA for all 360 learners
An analysis of the moderation and catch up will be used to make recommendations for the
promotion of learners.
Reply received: September 2012
QUESTION 2453
DATE OF PUBLICATION OF INTERNAL QUESTIONPAPER. 07/09/2012 (INTERNAL OUESTION PAPER: 2912012)
Mrs AT Lovemore (DA) to ask the Minister of Basic Education:
(1)What number of Funza Lushaka bursaries were allocated for (a)(i) each phase for aspirant primary school teachers, (ii) each phase and/or field of study for aspirant high school teachers and (iii) study towards teaching in a special school in the (aa) 2010, (bb) 201 1 and (cc) 2012 academic years;
(2) how many Funza bursary recipients (a) graduated, (b) were placed within the first three months of the following academic year and (c) were placed in schools in rural areas, in the (i) 2009, (ii) 2010 and (cc) 201 1 academic years?
NW3053E
Responses:
(a) (i)
The training of teachers is phase specific rather than divided into primary school and high school. Table 1 gives a detailed breakdown of the phase specialization of the bursars for 2010,2011 and 2012.
Table 1 Profile of 2010 bursary recipients by phase specialisation
| Phase specialisation | 2010 | 2011 | 2012 |
| Foundation Phase (Grade R-3) | 15.2% | 17.0% | 18.6% |
| Foundation/Intermediate (Grade R-6) | 2.4% | 1.8% | 2.3% |
| Intermediate (Grade 4-6) | 6.2% | 6.9% | 6.5% |
| Intermediate/Senior (Grade 4-9) | 12.4% | 13.4% | 14.8% |
| Senior (Grade 7-9) | 4.6% | 3.7% | 3.8% |
| Senior/FET (Grade 7 -12) | 22.6% | 19.8% | 18.0% |
| FET (Grade 10-12) | 36.5% | 37.2% | 36.0% |
| N= | 10073 | 8716 | 11455 |
See attachment: Table 2 Bursars expected to qualify ate the end 2012
Reply received: October 2012
QUESTION 2423
DATE OF PUBLICATION OF INTERNAL QUESTIONPAPER: 07/09/2012
(INTERNAL QUESTION PAPER: 29/2012)
Mr A M Mpontshane (IFP) to ask the Minister of Basic Education:
Whether she has found that the shortage of water in Umkhanyakude district has affected (a) school attendance in some schools and (b) provision of food in some schools; if not, what is the position in each case; if so, what measures have been put in place to alleviate the impact of the water shortage on the schools? NW3020E
RESPONSE
(a) (b)
The shortage of water is a problem in all rural areas in the Kwazulu Natal Province and other rural provinces. Umkhanyakude district is also affected. The response from the province is that this has not affected school attendance and food provision in schools in the district mentioned as the KwaZulu Natal Department of Education installed water tanks in all schools in Umkhanyakude district. The schools in the district orders water from the municipality which is then delivered to schools in water tankers.
Reply received: September 2012
QUESTION 2422
DATE OF PUBLICATION OF INTERNAL OUESTION PAPER: 07/09/2012
(INTERNAL OUESTlON PAPER: 2912012)
Mr A M Mpontshane @FP) to ask the Minister of Basic Education:
(1) whether any board member and/or the spokesperson of a certain company (name furnished) have served in any capacity in (a) her department or (b) the provincial department of education; if not, what is the position in this regard; if so, in each specified case, (i) in what capacity, (ii) why did the person leave the department and (iii) what are the further relevant details;
(2) whether she has found that each specified official had observed the mandatory waiting period before entering into business with government departments; if not, which specified officials have not observed the mandatory waiting period; if so, what are the relevant details in each case?
Response:
(I) My Department was established in May 2009 and no member of the company, Edu Solutions served in my Department.
(2) Not applicable
Reply received: September 2012
QUESTION 2421
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 0710912012
(INTERNAL OUESTION PAPER: 29120121)
Mr A M Mpontshane (IFP) to ask the Minister of Basic Education:
Whether she requested assistance from the SA Police Service in an attempt to stabilise the on-going schooling crisis in the Johan Taolo Gaetsewe District Municipality in Kuruman; if not, why not; if so, what are the relevant details?
RESPONSE
Yes, I called the Minister of Police Service and requested his intervention which he agreed to. The Minister of Police subsequently visited the area. The Department of Basic Education is awaiting the report from the Minister of Police.
Reply received: November 2012
QUESTION 2396
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 07/09/2012
(INTERNAL QUESTION PAPER: 29/2012 )
QUESTION:
Rev K R J Meshoe (ACDP) to ask the Minister of Basic Education:
Whether her Department has a campaign similar to the programme known as the "Always Keeping Girls at School" (AKGIS) in respect of keeping boys in school; if not, why not; if so, (a) when was the campaign launched, (b) what does the campaign involve and (c) what are the further elevant details ? NW2987E
REPLY BY MINISTER OF BASIC EDUCATION:
No, the Department does not have a campaign similar to the programme known as "Always Keeping Girls in School" (AKGIS) in respect of keeping boys at school. The AKGIS campaign was initiated by Proctor and Gamble in response to challenges faced by girls in rural areas during their menstrual periods. It is reported that girls in rural areas miss school on the days of menstruation because they cannot afford sanitary towels. The programme therefore aims at assisting in that regard.
I�Sp@Ӂ�+�12.
Reply received: September 2012
QUESTION 2389
DATE OF PUBLICATION OF INTERNAL OUESTION PAPER: 31/08/2012
(INTERNAL OUESTION PAPER: 28120121)
Mr B M Bhanga (Cope) to ask the Minister of Basic Education:
What (a) is the number of learners who were enrolled in mathematical Literacy in (i) 2007, (ii)
2008, (iii) 2009, (iv) 2010, (v) 201 1 and (vi) 2012 and (b) was the pass rate in each specified
year?
RESPONSE
(a) (i) No learners. Mathematical Literacy was offered for the first time in 2008 with the introduction of the new curriculum i.e. the National Senior Certificate (NSC). The old curriculum did not include a subject like Mathematical Literacy.
(ii) 283 706
(iii) 284 174
(iv) 288 370
(v) 281 613
(vi) 297 074
(b) (i) No pass rate. Mathematical Literacy was offered for the first me in 2008 with the introduction of the new curriculum National Senior Certificate (NSC).
(ii) 78.6%
(iii) 74.7%
(iv) 86.0%
(v) 85.9%
(vi) The examination will only be written in November 2012
Reply received: September 2012
QUESTION 2358
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 32/58/2012
(INTERNAL QUESTION PAPER: 28120121)
Mr D C Smiles (DA) to ask theMinister of Basic Education:
(1) Whether her department entered into any contracts with a certain company (name furnished) since 27 April 1994; if not, how was this conclusion reached; if so, for each contract entered into, what (a) is the description of the services contracted, (b) is the length of the contract, (c) are the (i) full details of unsuccessful competing bidders and (ii) the bidding price, (d) is the full description of remuneration provided per line item and (e) is the total value of the contract;
(2) whether the company delivered on the terms of the contract; if not, why not, in each case; ifso, what are the relevant details, in each case?
Response:
1. The Department of Education (DOE) and the Department of Basic Education (DBE) has never entered into a contract with PTYTRADE 73 (Pty) Ltd trading as Edu solutions.
2. Not Applicable
Reply received: September 2012
QUESTION 2339
DATE OF PUBLICATION OF INTERNAL OUESTION PAPER: 31/08/2012
(INTERNAL OUESTION PAPER: 28/2012)
Mrs A T Lovemore (DA) to ask the Minister of Basic Education:
(a) Who has been commissioned to undertake the study on teacher demand and supply,
(b) when did the study commence, (c) when is it scheduled to be completed and (d) what
are the terms of reference for the study?
REPLY:
(a) Itis important to note the teacher demand and supply study that is being undertaken is not a full scale study on teacher demand and supply in the same mould as the one conducted by the Education Labour Relations Council (ELRC) through the HSRC in 2005. It is mainly a desktop study with a specific aim to inform the development of a framework for educator demand, supply and utilization which will include a model for determining supply and demand and a computer application. There should therefore not be an expectation that the results of the study will be published for consumption of the wider public.
The work isbeing done internally with the support of the University of Stellenbosch
(b) The work commenced in May 2012.
(c) March 2013
(d) Extract detailed below
Project 1
The output will be a framework that will enable the department to manage the demand, supply and utilisation of educators. This will include identification of key factors that impact on the demand, supply and utilisation of educators in the context of the South African education and in particular public education and; the development of tools or a model to project educator demand and supply and to identify and advise on key factors that require monitoring.
Conduct a brief desktop study or literature review of the status of teacher demand, supply and utilisation research in South Africa. The literature review output must include:
* Identified critical factors that impact on teacher demand, supply and utilisation in South African education system and in particular in the public education system.
* Previous modelling of demand and supply of educators in the South African education System
Develop a "model" or system for projecting demand and supply and shortage/surplus which will support both short-term and long-term work force planning process. This system must include:
* A demand and supply "model" that will include the following sub-models: Learner projection model; teacher supply model (within and without the education system) and teacher demand (replacement, growth and policy or school system induced)
*The model must enable planning for or projection of educator needs in terms of the following perimeters: phase, subject/ learning area and geographical area.
* Identify all data/information requirements in terms of nature or data types and sources;
* Identify and explain all assumptions that will he used in the modeling to project future trends and;
*A user specification document that will enable the development of a software application at a later stage must be provided in addition to the model.
*Determine how the mode1 developed could be linked to the post provisioning norms (PPN) and model used for staff provisioning in education.
*Should we have gaps in the data, how best can we achieve the results within certain percentage of acceptance;
Once this is concluded Project 11will commence.
Project 11
The design and implement a research instrument (tool) to review progress with the implementation of post provisioning norms and to assess the impact on teacher provisioning, planning, utilisation and deployment in response to Action Plan to 2014: Towards the realisation of Schooling 2025 on a provincial level including the 81 Education Districts.
The following are some of the expected outcomes of the project to design and implement a research instrument (tool) to review progress with the implementation of post provisioning norms and to assess the impact on teacher provisioning, planning, utilisation and deployment in response to Action Plan to 2014: Towards the realisation of Schooling 2025 on a provincial level including the 81 Education Districts.
a) Areport on a review of provincial education department activities in relation to teacher post provisioning. The review will necessarily reflect on dimensions of post provisioning related to curriculum, utilisation, deployment, and management as captured in, critical strategic documents including current Annual Performance and Strategic plans, reports and focus group interviews. The review will necessarily be conducted within the project;
b) Recommendations on enhanced synergy between the Action Plan and provincial plans and activities especially in relation to the management, development, deployment and utilisation of teachers - within the context of the national mandate articulated in NEPA in relation to these issues using teacher provisioning (and the implementation of post provisioning) as the main focus of investigation; and
c) Recommendations on interventions to increase alignment between national and provincial priorities, planning and budget allocations in respect of the quality of teaching and teacher provisioning.
Reply received: September 2012
QUESTION 2338
DATE OF PUBLICATION OF INTERNAL OUESTION PAPER. 31/08/2012
(INTERNAL OUESTION PAPER: 28120121)
Mrs AT Lovemore (DA) to ask the Minister of Basic Education:
(1) whether her department has developed a hostel policy; if not, why not; if so, (a) when was it finalised, (b) what are the details of the (i) title, (ii) publication and (iii) availability of the policy document and (c) to which specified provinces does the policy apply;
(2)whether such a policy is currently being developed, if not, why not; if so; when will the policy be finalised;
(3) whether any budgetary allocations will be required by provinces in terms of the policy to allow no-fee schools with hostels to be compensated for the operating costs of hostels so that learners are not required to pay to reside at such hostels; if not, (a) why not and (b) how will indigent learners and schools be expected to cover the costs of hostel residence; if so, what are the relevant details?
Answer
(1) (a)(b) (i) (ii) (iii)
The Department of Basic Education has developed guidelines for boarding facilities whichwere approved on 05 December 201 1 and published on the website on 23 July 2012.
The guidelines amongst others cover the following areas;
a. The establishment of a boarding facility;
b. Admission criteria for boarders;
c. Boarding subsidy;
d. Management of boarding facilities; and
e. Infrastructure for boarding facilities.
Reply received: November 2012
QUESTION 2337
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 31/08/2012
(INTERNAL QUESTION PAPER: 28/2012)
Mrs A T Lovemore (DA) to ask the Minister of Basic Education:
(1) How many complaints of (a) sexual abuse and (b) impregnation of learners by teachers have been received by (i) her department and (ii) the SA Council for Educators (SACE) in the (aa) 2010, (bb) 2011 and (cc) 2012 academic years;
(2) how many complaints of bribery of learners and/or their families by teachers have been received by (i) her department and (ii) the SACE in the (aa) 2010, (bb) 2011 and (cc) 2012 academic years;
(3) what action has been taken by (a) her department and (b) the SACE with regard to each complaint of (i) sexual abuse, (ii) impregnation and (iii) related bribery;
(4) whether any teachers who are currently teaching in schools have ever been found guilty of sexual assault or rape; if so, (a) what are the relevant details in each case and (b) why is the teacher allowed to interact with learners in each case?
NW2917E
REPLIES
(1) How many complaints of (a) sexual abuse and (b) impregnation of learners by teachers have been received by (i) her department and (ii) the SA Council for Educators (SACE) in the (aa) 2010, (bb) 2011 and (cc) 2012 academic years?
In the 2010 (aa) academic year 96 complaints related to sexual abuse were received and 33 teachers struck-off the roll as a result of the investigations on the complaints. In the same year two (02) complaints on impregnation of learners were received. There are four (04) cases that are pending in this period.
RESPONSE TO NATIONAL ASSEMBLY QUESTION 2337
In 2011 (bb) 111 complaints related to sexual abuse were received and 15 complaints received on impregnation of learners. Sixty (60) investigations were held and twenty nine (29) DC hearings held with 5 teachers getting struck-off the roll. There are thirty seven (37) cases that are still to be finalised.
The 2012 academic year (cc) saw the South African Council of Educators (SACE) receiving 36 complaints related to sexual abuse and 6 on impregnation of learners. Six (06) investigations were conducted and one (01) hearing was conducted.
(2) how many complaints of bribery of learners and/or their families by teachers have been received by (i) her department and (ii) the SACE in the (aa) 2010, (bb) 2011 and (cc) 2012 academic years?
In 2010 (aa) no complaints related to the bribery of learners and/or their families were received by SACE.
In the 2011 (bb) academic year no complaints related to bribery of learners and/or their families were received by SACE.
Inthe 2012 (cc) academic year SACE received one (01) complaint of bribery of learners and/or their families.
(3) what action has been taken by (a) her department and (b) the SACE with regard to each complaint of (i) sexual abuse, (ii) impregnation and (iii) related bribery;
(a) The Department of Basic Education (DBE) has effected dismissals for teachers who were found to have violated the law after SACE had conducted investigations and teacher/s involved found guilty.
(b )(i)(ii) and (iii) Action taken by SACE is as follows:
· For the period covering 2010 to 2012 a total of 38 teachers were struck-off indefinitely from the teaching profession while 5 teachers received suspensions.
RESPONSE TO NATIONAL ASSEMBLY QUESTION 2337
(4) whether any teachers who are currently teaching in schools have ever been found guilty of sexual assault or rape; if so, (a) what are the relevant details in each case and (b) why is the teacher allowed to interact with learners in each case?
Available records from the DBE and SACE shows that 38 teachers who have been found guilty for sexual assault or rape after going through the formal hearings were struck-off from the teaching profession indefinitely (see Response Number 3 above). These records show that there are no teachers who have engaged in these activities who were allowed to interact with learners.
Reply received: September 2012
QUESTION 2327
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 31/08/2012
(INTERNAL QUESTION PAPER: 28/2012)
Mrs C Dudley (ACDP) to ask the Minister of Basic Education:
(1) Whether, with reference to her reply to question 2385 on 22 September 2011, she has been informed that the conditions exclude many candidates who need to complete their national Senior Certificate examination (details furnished); if not, why not; if so, what are the relevant details;
(2) whether she has been informed that no provision has been made to supply would-be candidates with syllabi and textbooks, consequently excluding the large majority of would-be candidates; if not, what is the position in this regard; if so, what steps she intends taking;
(3) whether her department intends introducing a national Matric of one year's duration that will permit private candidates, who live in rural areas or work during the day, to do it over a period longer than one year; if not, why not; if so, what are the relevant details? NW2905E
RESPONSE
(1) The Minister's decision to extend the Senior Certificate examination until 2014 as published in Government Gazette, No. 34401 of 28 June 2011, does not exclude candidates that need to complete the Senior Certificate (old matric), but in fact accommodates these learners. Candidates still have two more years i.e. 2013 and 2014 to complete their outstanding requirements for the Senior Certificate examination. It also needs to be noted that the Department of Basic Education continues to offer the National Senior Certificate (NSC) based on the new curriculum for learners that are at school and the NSC also accommodates learners who may have not completed their full requirements on a full-time basis. The NSC makes provision for part-time candidates that take one or more subjects to complete the NSC. This implies that candidates that may have failed can now register as part-time (repeat) candidates.
(2) Candidates registering to write the Senior Certificate (old matric) can make contact with schools in their neighbourhood to obtain textbooks based on the old syllabus. The DBE has also published on its website the syllabi for the old matric together with the examination guidelines. These documents are also available from the provincial and district offices. In certain provinces tuition is provided for these candidates at the adult learning centres.
(3) The Department of Higher Education is in the process of finalizing the National Senior Certificate for Adults (NASCA), which is a qualification designed specifically for adults. This qualification will allow for alternative methods of teaching and learning that is supportive of adults.
Reply received: September 2012
QUESTION 2294
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 24/08/2012
(INTERNAL QUESTION PAPER: 27/2012)
Mr T W Coetzee (DA) to ask the Minister of Basic Education:
(a) What steps has she taken to give effect to the performance agreement that she signed with the President in 2010, (b) what outcomes have been measured and (c) what follow-up steps has she taken with regard to each specified outcome? NW2877E
Draft response:
(a) The performance agreement that I signed with the President of the Republic in 2010 has not been made public. However, I am a signatory to and as Minister of Basic Education the custodian of the Delivery Agreement for Basic Education, which was signed by key government stakeholders including Teacher Unions and the nine provincial MECs for education, in 2010.
(b) The Delivery Agreement prioritises four over-arching 'outputs'. The four outputs are as follow:
· Output 1: Improve the quality of teaching and learning.
· Output 2: Undertake regular assessments to track progress.
· Output 3: Improve early childhood development.
· Output 4: Ensure a credible outcomes-focussed planning and accountability system.
(c) The four outputs are reflected in almost all of the 27 goals of the Action Plan to 2014: Towards the Realisation of Schooling 2025 and as such the focus of all our work in the basic education sector. The Department provides the President and Cabinet with quarterly progress reports on the implementation of the Delivery Agreement, including the four outputs mentioned above.
Reply received: September 2012
QUESTION 2277
DATE OF PUBLICATION OF INTERNAL OUESTION PAPER: 24/08/2012
(INTERNAL OUESTION PAPER: 27/20121)
Mrs A T Lovemore (DA) to ask the Minister of Basic Education:
(I) For which grades have mathematics and science supplementary textbooks been developed in partnership with the Shuttleworth Foundation;
(2) Whether full quality assurance and assessment of compliance with the Curriculum and Assessment Policy Standard have been carried out with regard to the specified books; if not, why not; if so: what (a)(i) is the name, (ii) are the qualifications and (iii) are the credentials of each specified assessor and @) were the findings of the assessment;
(3) Whether she intends to replace all other mathematics and science textbooks that are currently in use with the textbooks that have been developed in partnership with the Shuttleworth Foundation; if not, what is the position in this regard; if so, what are the relevant details?
REPLY
(I) The DBE developed Grade 10 Mathematics and Physical Sciences Supplementary textbooks with the Shuttleworth Foundation for the 2012 academic year and distributed them to a11 public Senior Secondary Schools taking Mathematics and Physical Sciences together with Grades 11-12 Mathematics and Physical Sciences that have not yet been aligned with CAPS.
(2) Subject specialists appointed as Chief Education Specialists for Mathematics and Physical Sciences (Physics and Chemistry) From Department of Basic Education (DBE), Subject Advisors in Provincial Education Departments (PEDs), and Lecturers from Higher Education institutions (HEls) have been identified to quality assure the Shuttleworth supplementary textbooks and align them with CAPS, a process done with the Shuttleworth Foundation Development team.
(3) The Department is not intending to replace all other mathematics and science textbooks that are currently in use with the textbooks that have been developed in partnership with the Shuttleworth Foundation, but to ensure that every child in each school has a textbook. Provinces and schools have a right to their choice of textbooks and should they choose to replace other textbooks with the Shuttleworth that is also acceptable to the Department.
Reply received: September 2012
QUESTION 2276
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 24/08/2012
(INTERNAL QUESTION PAPER: 27/2012)
Mrs A T Lovemore (DA) to ask the Minister of Basic Education:
Whether any minimum requirements and standards have been developed with regard to the National School Nutrition Programme; if not, why not; if so, what are the (a) relevant details of the (i) minimum standards for serving, (ii) nutritional intake for each child for each day, (iii) number of meals for each child for each day and (iv) times of feeding and (b) further relevant details? NW2856E
Reply:
Yes, the National School Nutrition Programme (NSNP) has minimum requirements and standards which are gazetted annually as per the National School Nutrition Programme Conditional Grant Framework in the Division of Revenue Act. Provincial departments are required to develop annual business plans with a budget allocation stipulated at 95.5% for feeding; 4% for administration, monitoring and support; 0.5% for activities that promote nutrition education and food production initiatives including school gardens.
(a) (i) The minimum standards for serving are:
· to provide a nutritious meal to all learners in quintile 1 to 3 primary and secondary schools;
· feeding on all school days;
· fresh fruit or vegetables served daily;
· a variety of protein food should be served per week in line with approved menu options. Soya should not be served more than twice a week;
· pilchards should be served at least once a week. High quality protein products can replace pilchards in areas where it is not socially acceptable;
· meals comply with recommended food specifications and approved menus.
(ii) The meal must provide 25-30% of a learner's daily nutritional needs.
(iii) The NSNP provides one meal per child on each school day.
Meals should be served by 10:00. Feeding time beyond 10:00 is only under special provincial circumstances such as where a school breakfast is provided.
Reply received: September 2012
QUESTION 2275
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 24/08/2012
(INTERNAL QUESTION PAPER: 27/2012)
Mrs A T Lovemore (DA) to ask the Minister of Basic Education:
Whether previous experience of educators is considered by school governing bodies for promotion in public schools; if not, why not; if so, what are the relevant details? NW2855E
REPLY:
Yes, School Governing Bodies do consider previous experience. Chapter 2 of the Personnel Administrative Measures (PAM) section 2.2, paragraph (b) (ii) determines minimum requirements in respect of experience for appointment to promotional posts. School Governing Bodies consider previous experience during the short listing of candidates.
The requirements are as follows:
| Post level | Years experience |
| 2 | 3 |
| 3 | 5 |
| 4 | 7 |
| 5 | 8 |
| 6 | 9 |
Reply received: September 2012
QUESTION 2241
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 24/08/2012
{INTERNAL OUESTION PAPER:24/08/2012
Mr A Walters (DA) to ask the Minister of Basic Education:
(a) Whether Afrikaans Primary Schools have become dual medium schools? NW2679E
RESPONSE
Not all Afrikaans Primary Schools have become dual or parallel medium schools. The table below reflects the Afrikaans primary schools that changed to parallel or dual medium from
The table below reflects the Afrikaans primary school that changed to parallel or dual medium from 2006 to 2011.
| Province | Single medium Primary Schools 2006 | Single medium school 2011 | Not schools that changed toparallel or dual medium schools since from 2006 to 2011 |
| EC | 177 | 164 | 19 |
| FS | 71 | 59 | 22 |
| GT | 177 | 151 | 63 |
| KZ | 23 | 10 | 12 |
| LP | 26 | 21 | 8 |
| MP | 49 | 39 | 22 |
| NC | 217 | 209 | 19 |
| NW | 88 | 47 | 29 |
| WE | 681 | 586 | 16 |
| South Africa | 1 509 | 1 286 | 210 |
Source: Annual school survey 2006 and 2011
Note 1: Combined schools that offers all or a selection of grades from Grade R to Grade 7 are included.
Note 2: 13 schools since from 2006 are either merged closed
Note3: Dual medium. the use of two media of instruction by a teacher in a lesson
Nate4: Parallel medium school -school that practices parallel medium of instruction in all grades
Note 5: single medium school - School that use one medium of instruction for all learners in all grades.
Note6: Figures were established through language of learning and teaching (LOLT) analysis
Reply received: September 2012
QUESTION 2240
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 24/08/2012
(INTERNAL QUESTION PAPER: 27/2012)
Mr P D Mbhele (Cope) to ask the Minister of Basic Education:
Whether her department has made payments to (a) registered and (b) unregistered charities in the (i) 2009-10, (ii) 2010-11 and (iii) 2011-12 financial years; if not, what is the position in this regard; if so, (aa) what sums and (bb) over what period in each case? NW2816E
Response
The Department did not make any payments to charities in the financial years referred to. The
Department's position is that, the appropriated funds are utilised for activities outlined in the
strategic plan.
Reply received: November 2012
QUESTION 2237
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 24/08/2012
(INTERNAL QUESTION PAPER: 27/2012)
Mr P D Mbhele (Cope) to ask the Minister of Basic Education:
Whether she had cancelled any official engagements to attend to the Limpopo textbook saga; if not, what is the position in this regard; if so, what are the relevant details? NW2812E
Reply:
Yes.
The Minister of Basic Education was scheduled to undertake an official visit to China from the 11th to 17th August 2012 . The purpose of the visit was to further promote the exchanges and co-operation between China and South Africa in the field of Basic Education.
The Minister cancelled this official trip to China in order to attend to the pressing educational challenges facing the Limpopo Department of Education.
Reply received: September 2012
QUESTION 2214
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 24/08/2012
(INTERNAL QUESTION PAPER: 28/2012)
Mr M Waters (DA) to ask the Minister of Basic Education:
(a) Whether Afrikaans Primary Schools have become dual medium schools? NW2679E
RESPONSE
Not all Afrikaans Primary Schools have become dual or parallel medium schools.
The table attached reflects the Afrikaans primary schools that changed to parallel or dual medium from 2006 to 2011.
Reply received: September 2012
QUESTION 2206
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 17/08/2012
(INTERNAL QUESTION PAPER: 24/2012)
Mr D A Kganare (Cope) to ask the Minister of Basic Education:
(a) How many schools in each province have been (i) rebuilt and (ii) completed since 1 April 2009 and (b) how much was (i) allocated to each province for the building of infrastructure and (ii) spent by each province on the said infrastructure? NW2732E
RESPONSE
(a) (i) (ii)
| Province | New Schools | Total Classrooms completed |
| Eastern Cape | 34 | 143 |
| Free State | 34 | 179 |
| Gauteng | 62 | 455 |
| KwaZulu-Natal | 27 | 405 |
| Limpopo | 16 | 826 |
| Mpumalanga | 33 | 872 |
| Northern Cape | 6 | 38 |
| North West | 15 | 59 |
| Western Cape | 9 | 445 |
| Total | 236 | 3422 |
The list above refers to new schools or existing schools provided with new buildings. The classrooms completed refer to additional classrooms to existing schools.
1(b) (i); (ii)
| Province | 2009/10 Financial Year | ||||
| Allocated Budget | Adjustment | Total Adjusted budget | Total Spending | % spent | |
| Eastern Cape | 834 216 | 4 700 | 838 916 | 836 422 | 100% |
| Free State | 329 690 | 114 887 | 444 577 | 433378 | 97% |
| Gauteng | 712 851 | 90 160 | 803 011 | 705 537 | 88% |
| KwaZulu Natal | 1 303 527 | -194 505 | 1 109 022 | 1 178 678 | 106% |
| Limpopo | 852 873 | 10 177 | 863 050 | 914 839 | 106% |
| Mpumalanga | 378 105 | -43 080 | 335 025 | 307 329 | 92% |
| Northern Cape | 54 459 | 40 591 | 95 050 | 95 050 | 100% |
| North West | 250 609 | -26 080 | 224 529 | 227 912 | 102% |
| Western Cape | 243 813 | -1 211 | 242 602 | 213 290 | 88% |
| Total | 4 960 143 | -R 4 361 | 4 955 782 | 4 912 435 | 99% |
| Province | 2010/11 Financial Year | ||||
| Allocated Budget | Adjustment | Total Adjusted budget | Total Spending | % spent | |
| Eastern Cape | 1 148 173 | -344 211 | 803 962 | 360 432 | 45% |
| Free State | 295 673 | -52 620 | 243 053 | 145347 | 60% |
| Gauteng | 1 056 532 | -532 246 | 524 286 | 625 888 | 119% |
| KwaZulu Natal | 1 930 515 | -88 026 | 1 842 489 | 1 836 333 | 100% |
| Limpopo | 1 022 718 | 9 879 | 1 032 597 | 1 054 559 | 102% |
| Mpumalanga | 434 995 | 201 097 | 636 092 | 413 938 | 65% |
| Northern Cape | 66 470 | 33 132 | 99 602 | 99 602 | 100% |
| North West | 275 856 | 4 577 | 280 433 | 228 015 | 81% |
| Western Cape | 298 192 | 144 970 | 443 162 | 431 275 | 97% |
| Total | 6 529 124 | -623 448 | 5 905 676 | 5 195 389 | 88% |
| Province | 2011/12 Financial Year (Preliminary Figures) | ||||
| Allocated Budget | Adjustment | Total Adjusted budget | Total Spending | % spent | |
| Eastern Cape | 1 303 256 | 149 825 | 1 453 081 | 958 553 | 66% |
| Free State | 418 776 | 82 729 | 501 505 | 500 770 | 100% |
| Gauteng | 1 427 315 | 12 382 | 1 439 697 | 1 467 289 | 102% |
| KwaZulu Natal | 2 197 741 | 18 356 | 2 216 097 | 2 210 730 | 100% |
| Limpopo | 1 230 799 | 23 600 | 1 254 399 | 1 222 106 | 97% |
| Mpumalanga | 620 959 | 69 839 | 690 798 | 698 895 | 101% |
| Northern Cape | 301 620 | 0 | 301 620 | 295 699 | 98% |
| North West | 576 068 | 55 945 | 632 013 | 609 370 | 96% |
| Western Cape | 688 399 | 31 887 | 720 286 | 734 194 | 102% |
| Total | 8 764 933 | 444 563 | 9 209 496 | 8 697 606 | 94% |
Reply received: September 2012
QUESTION 2173
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 17/08/2012
(INTERNAL QUESTION PAPER: 24/2012)
Mr S B Farrow (DA) to ask the Minister of Basic Education:
Whether (a) her department or (b) any entity reporting to her makes use of private security firms; if so, in each case, (i) which firms and (ii) what is the (aa) purpose, (bb) value and (cc) duration of each specified contract? NW2696E
Reply:
(a) Department of Basic Education
(i) Fidelity as subcontracted by Sethekgo
(aa) To provide perimeter security and access control to the head office accommodation of the DBE
(bb) The security services form part of the sub-contractors as per a Public Private Partnership agreement with the Private Party consortium, Sethekgo. The Department only pays a single unitary fee to the Private Party for fully serviced accommodation, which include security.
(cc) The duration of the contract between Sethekgo and Fidelity is for 3 years, and will expire end of March 2013
(b) Public Entities
ELRC
(i) ADT Kusela Security
(ii) (aa) To protect the Council owned premises
(bb) R29 885.10 per month
(cc) Renewable on a monthly basis
UMALUSI
(i) Brinant Security Services (Pty) LTD
(ii) (aa) To safeguard the assets of Umalusi against illegal intrusion
(bb) R144 000 per annum
(cc) Services are rendered on a month to month basis
SACE
(i) Maraba Security Services
(ii) (aa) Securing the Council's building at Visagie street
(bb) R 37 394.18 per month
(cc) Adhoc until the building is sold.
Reply received: September 2012
QUESTION 2131
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 17/08/2012
(INTERNAL QUESTION PAPER: 23/2012)
Mr M Waters (DA) to ask the Minister of Basic Education:
(1) Whether any research has been conducted into the number of school-going children residing in the Greenstone area in Gauteng; if not, (a) why not and (b) where are the children who live in the area supposed to attend school; if so, what were the findings of the research;
(2) whether any government schools are to be built in the Greenstone area to accommodate the children living in the area; if not, (a) why not and (b) how is her department going to accommodate all the children living in the area; if so, (i) when will the specified schools be built, (ii) how many (aa) primary and (bb) secondary schools will be built, (iii) when will each school be opened, (iv) what is the projected cost of each school and (v) how many pupils will each school accommodate? NW2651E
Reply:
(1) (b)
Yes, the Gauteng Department of Education has undertaken a study of learners attending various schools in and around Edenvale/Greenstone area. There are twelve (12) primary schools within a 5km radius of Greenstone, of these four (4) have reached or exceeded their capacity. Three (3) schools have an occupancy rate of above 90% whilst five (5) schools have an occupancy rate of less than 90%. There are five (5) secondary schools within a 5km radius of Greenstone, of these, two (2) have exceeded their capacity. One (1) has an occupancy rate of above 90% whilst 2 schools have an occupancy rate below 90%. From the above it is clear that learners residing in Greenstone can be accommodated in these schools where there is space available.
(2) (b)(i)(ii)(aa)(bb)(vi)(v)
Severe admission pressures in the greater Edenvale area are experienced in Chloorkop/Phomolong and the Birch Acres/Esselen Park areas. Therefore the Gauteng Department of Education has recently constructed a new primary and secondary school in this area. Furthermore, 3 new primary schools are being planned for the Birch Acres/Esselen Park area. The current average cost of a primary school is R45millions and a secondary school R50millions. A primary school is built for 930 learners and a secondary school for 1000 learners.
Reply received: September 2012
QUESTION 2060
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 10/08/2012
INTERNAL QUESTION PAPER: 23/2012
Mr S B Farrow (DA) to ask the Minister of Basic Education:
(1) Whether (a) she, (b) her Deputy Minister and (c) any official from an entity reporting to her will be attending or attended, the 2012 Olympic Games; if so, what is the (i)(aa) name, (bb) rank and (cc) position/designation of each specified person accompanying (aaa) her, (bbb) her Deputy Minister and (ccc) each specified person 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, (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 and (c) from which budget will these funds be incurred in each case? NW2540E
REPLY
Neither the Minister nor the Deputy Minister or any other officials of my Department (DBE) attended the 2012 Olympic Games.
Reply received: September 2012
QUESTION 2047
DATE OF PUBLICATION OF QUESTION PAPER: 10/08/2012
Mrs A T Lovemore (DA) to ask the Minister of Basic Education:
Whether, with reference to the Quality Learning and Teaching Campaign (QLTC), her department is ensuring that all specified stakeholders who have been identified in the Code for Quality Education make the required commitments; if not, why not; if so, what are the relevant details? NW2527E
Reply:
The Minister of Basic Education has established an all inclusive National QLTC Steering Committee. The QLTC Steering Committee meets at least once a quarter.
All stakeholders have committed themselves to the QLTC pledges they signed during the national launch of the QLTC and they have been reporting periodically on their roles and responsibilities towards adhering to the non-negotiables and TTTs (Teachers, Text and Time on Task) as articulated by President JG Zuma.
All provinces have established QLTC structures to varying degrees of effectiveness. These range from provincial, district and school-level structures.
To further enhance the operationalisation of the QLTC, the Department of Basic Education has established a QLTC office at national level headed by a Project Manager who is supported by five seconded Teacher Unions officials, i.e. 2 from SADTU, 1 from NAPTOSA, I from PEU & 1 from NATU. This team has worked tirelessly to ensure that the QLTC principles and programmes take route across the system.
Reply received: September 2012
QUESTION 2046
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 10/08/2012
(INTERNAL QUESTION PAPER: 23/2012)
Mrs A T Lovemore (DA) to ask the Minister of Basic Education:
Whether markers of the National Senior Certificate examination papers will be required to pass competency tests before being appointed to mark; if not, why not; if so, what are the relevant details? NW2526E
Reply:
Competency Tests will be written by markers in selected subjects, before their appointments are finalized for the marking of the 2012 National Senior Certificate examination. The competency test for markers were set and reviewed by the Department of Basic Education, which implies that all provinces will administer a common test, except in the case of the Western Cape that has already administered the competency tests. Given that this is the first year of implementation, these tests will be piloted in seven subjects, namely, Accounting, Mathematics, Physical Sciences, Life Sciences, History, Geography and English First Languages. The writing of the competency test will be phased in over the next three years as follows:
(a) 2012: 7 subjects
(b) 2013: 20 subjects
(c) 2014: 28 subjects
The competency test will be administered to markers that have been selected based on criteria that are articulated in current policy. The markers will be required to write at the district office under the supervision of the district officials. The test will be administered using a common timetable and all selected markers across provinces will be required to write.
Reply received: September 2012
QUESTION 2042
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 10/08//2012
(INTERNAL QUESTION PAPER: 23/2012)
Mrs A T Lovemore (DA) to ask the Minister of Basic Education:
With reference to the 2012 mid-year assessments of learners, what are the details of the (a) average results and (b) pass-rates in Grade (i) 10, (ii) 11 and (iii) 12 (aa) for each subject and (bb) in each province? NW2521E
RESPONSE:
In the case of data relating to Grade 10 , Grade 11, and mid-year Grade 12 assessments of learners, the assessment and examinations are internally based and are administered by the school and managed by Provincial Education Department. The internally based assessment is not consolidated at a national level at this stage. The DBE is in the process of establishing systems that will allow for PEDs to collect Grade 10 and Grade 11 assessment data from each of the schools and for them to be aggregated at provincial level, which can then be consolidated at a national level.
Therefore, at this stage the Department of Basic Education is unable to provide learner performance data for Grade 10 and Grade 11, aggregated at a national level
Reply received: September 2012
Question 2012
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER; 10/08/2012 (INTERNAL WESTION PAPER: 23/2012
Mr M G P Lekota (Cope) to ask the Minister of Basic Education
What are the reasons for the contradictions in the depositions made by her department to the High Court on 6iune 2012 in relation to the one made to the labour court on June 2022? NW2488E
RESPONSE
The cases you make reference to are;
(a). PTYTRADE 73 (PN) LTD t/a Edusolutions VS The Administrator, Limpopo Provincial Education Department, MEC for Education, Limpopo Province AND the Minister of Education. This was a high court matter heard ON 12June 2012 in the North Gauteng High Court under case number 30309/2012 A.
Mr. M Matthews as the Administrator was authorized to depose to the affidavit on behalf of ail the respondents. This is evident in paragraph 1.3 of the interim opposing affidavit. The content of the affidavit is based on senior counsels' expert opinion on the legality of the tender agreement. I had been advised accordingly as to the Legal findings of possible illegalities and noncompliance with the PFMA. In addition National Treasury was, and still is conducting an investigation of the Limpopo Department of Education. Gobodo Forensics was appointed to assist to investigate inter alia, the procurement of learner teacher support material and preliminary findings were made which supported suspicions of wrongdoing and this has been referred to the South African Police Services. Therefore my Department was involved in the process of drafting the affidavit for this matter. This is my position on the issue and there are no contradictions.
(b). The labour court matter you are referring to is Mmbulahiseni S Tsitangano Vs the Department of Education Limpopo Provincial Government and the Administrator Limpopo Department of Education case number JS935/12.
Neither I, in my capacity as Minister nor the National Department of Basic Education was cited as a party thereto, therefore I was not required to depose or delegate such authority to another official to depose to any statement of claim or affidavit or oppose the matter on my behalf. The content you refer to is a contradiction of that noted in the Edusoiutions matter but not a contradiction of my position on this issue. The position of the Administrator, the MEC and i on this issue is as set out in the affidavit in the Edusolutions matter supported by National Treasury and the preliminary findings of Gobodo Forensics.
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