Basic Education

2012-11-30

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Reply received: August 2012

QUESTION 1966
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 03/08/2012

(INTERPAL QUESTION PAPER: 21/2012)
Mr S B Farrow @A) to ask the Minister of Basic Education:

Whether any entity reporting to her has budgeted for (a) Financial donations or (b) sponsorships in the (i)2009-14 (ii) 2010-11and (iii) 2011-12 and (iv) 2012-13 financial years; if not, why not; if so, in each case, what amount was (aa)budgeted and (bb) spent?

NW2355E
Response

The Department and Public Entities reporting to the Department did not budget forfinancial donations or sponsorshjps in the financial years in question. The reason for not budgeting for donations or sponsorships isthat the appropriated fundsfor both the Department and its public entities are utilised solely on mandated activities outlined in the strategic plans and funded though the Education vote.

Reply received: November 2012

QUESTION 1941

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 03/08/2012

(INTERNAL QUESTION PAPER: 21/2012)

Mr A P van der Westhuizen (DA) to ask the Minister of Basic Education:

(1) (a) Who were the members of the Departmental Committee(s) responsible for the approval of the learner workbooks and textbooks for public schools and (b) in what capacities did these members serve on these committees;

(2) Whether any members submitted declarations indicating possible conflicts of interest; if not, what is the position in this regard; if so, what are the relevant details ? NW2330E

REPLY:

(1)(a) The members of the Departmental Committees responsible for textbooks comprise curriculum specialists at national, provincial and district levels; experts from Higher Education Institution; officials from the legal section and senior managers in the department (b) most of them serve as screeners of the textbooks; some serve as quality assurers of reports and others form the appeals committee.

(2) No. All persons involved in the screening process signed a declaration indicating that they were not linked in any way to a publisher nor were they authors of materials being screened.

Reply received: December 2012

QUESTION 1921

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 03/08/2012

(INTERNAL QUESTION PAPER: 21/2012)

Mrs A T Lovemore (DA) to ask the Minister of Basic Education:

(1) With reference to the contract awarded to a certain company (name furnished) to procure and distribute textbooks in Limpopo, what are the details of the (a) tender specification and (b) final contract;

(2) whether the awarding of the tender followed the prescribed procurement process; if not, (a) why not and (b) why were the 22 bidders competing for the tender not successful; if so, what are the relevant details;

(3) (a) why were the allegations of tender irregularities that were raised in July 2011 by a certain chief financial officer (name furnished) not investigated, (b) why was the (i) said person removed from his position in the Limpopo Department of Education and (ii) legal opinion (details furnished) on the contract between the Limpopo Department of Education and the said company, (aa) ignored at the time of receipt and (bb) used as the basis to cancel the contract with the said company on 26 April 2012;

(4) what are the details of the (a) amounts paid to the said company by the Limpopo Department of Education, (b) dates of such payment, (c) items against which payment was made and (d) monies paid to her provincial department as a result of the return of 30% of discounts negotiated with publishers of the said company ? NW2310E

(1) With reference to the contract awarded to a certain company (name furnished) to procure and distribute textbooks in Limpopo, what are the details of the (a) tender specification and (b) final contract;

The Limpopo Education Department outsourced the procurement and distribution of textbooks to Edu-solutions in terms of a 3year contract that started with procurement and distribution for the 2011 school year.

The awarding of the tenders by a provincial education department is a provincial competence. The management of tender processes, which is prescribed by National Treasury as well as the approval thereof, is vested in the province.

(b The details of the specifications and final contract should be with Supply Chain Management in the Limpopo Education Department and is not known to me.

The details of the Bid Adjudication Report will be with Supply Chain Management in the Limpopo Education Department..

(3) (a) why were the allegations of tender irregularities that were raised in July 2011 by a certain chief financial officer (name furnished) not investigated, (b) why was the (i) said person removed from his position in the Limpopo Department of Education and (ii) legal opinion (details furnished) on the contract between the Limpopo Department of Education and the said company, (aa) ignored at the time of receipt and (bb) used as the basis to cancel the contract with the said company on 26 April 2012;

3. (a)The allegations of tender irregularities was investigated by National Treasury. Based on their input as well as the legal opinion solicited by my Department, the tender with Pty Trade 73(Pty) Limited t/a EduSolutions was cancelled.

(b)(i) Solly Tshitangano was removed from his post prior to my intervention. I was informed that the Labour Court is deciding on the future of the former CFO and I am not party to those proceedings.

(b)(ii)(aa) The legal opinion was never ignored; the contract with Pty Trade 73(Pty) Limited t/a EduSolutions was cancelled as soon as there was clarity that the Limpopo Department of Education, and not the Department of Basic Education, would procure the LTSM. It must also be noted that the legal opinion did not play a pivotal role in relation to the investigation that was conducted by National Treasury including the verdict of the court case against Pty Trade 73(Pty) Limited t/a EduSolutions.

(b)(ii)(bb) The legal opinion of 17 January 2012 was never commissioned for an opinion regarding the cancellation of the contract Pty Trade 73(Pty) Limited t/a EduSolutions. The opinion was obtained to provide legal clarity to the Director-General with respect to how the National Department could take on the responsibility to procure textbooks as a contingency plan should the Limpopo Department of Education fail to do so. Senior Counsel merely outlined the process that would have to be followed and the reasons for the procurement of the textbooks. It should also be noted that the legal opinion was obtained before the investigation, that National Treasury conducted, was completed.

(4) what are the details of the (a) amounts paid to the said company by the Limpopo Department of Education, (b) dates of such payment, (c) items against which payment was made and (d) monies paid to her provincial department as a result of the return of 30% of discounts negotiated with publishers of the said company ? NW2310E

The breakdown of the payment is as per the attached list (Annexure A). The total procurement made by the company on behalf of the Limpopo Education Department amounted to R404 164 120.14. The discount of 30% on this is R36 674 770.81. This amount was not actually paid over to the Department but was deducted from the procurement costs. This means that the actual amount paid for the procurement made by the company on behalf of the Department was R367 789 349.33, i.e R404 164 120.14 (total procurement costs) less R36 674 770.81 (Department's share of the discount)

Reply received: September 2012

QUESTION 1920

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 03/08/2012

(INTERNAL QUESTION PAPER: 21/2012)

A T Lovemore (DA) to ask the Minister of Basic Education:

(1) With reference to the procurement and delivery of workbooks in readiness for the beginning of the third term in the Eastern Cape, (a) which (i) department had the responsibility of ensuring that the correct orders were placed and delivered and (ii) official had ultimate responsibility for the process of these textbooks and (b) what are the details of the (i) processes and procedures followed, including the details on (aa) tender processes, (bb) service providers appointed and (cc) costs and (ii) errors that have been uncovered thus far with regard to the mismatch between the needs of schools and the workbooks procured and delivered;

(2) Whether any determination has been made with regard to the reasons for these errors ; if not, why not; if so, what are the relevant details;

(3) Whether she intends to investigate the matter; if not, why not; if so, what are the relevant details;

(4) Whether she intends to take disciplinary action against those accountable for these errors; if not, why not; if so, what are the relevant details? NW2309E

REPLY

1 (a) (i) During October 2011, Provincial offices were requested to check, verify and sign off the data to inform printing and delivery of workbooks for 2012 academic year. The ECDOE sent their approved data to the DBE 25^th November 2011, and the printing and delivery of workbooks was made in accordance with the supplied data by the province.

1 (a) (ii) The DBE needs clarity whether the question is related to "textbooks" or "workbooks".

b(i) For 2012 academic year, the Department of Basic Education through the contracted service provider and printed and delivered workbooks directly to all grades R -9 public schools as per requirement of the terms of reference (TOR). To address the issues associated with data reliability, additional workbooks were supplied to district offices to address wrong deliveries and shortages as a result of incorrect data supplied by the province.

Communication was sent to schools together with delivery consignment to inform school principals of the process to be followed in order to report shortages. In addition inter provincial meetings were held with the provincials LTSM officials in preparation of the 2012 workbooks delivery. Districts offices had the responsibility of coordinating and effecting delivery to schools that reported shortages. A circular dated 25^th May 2012 was sent to all Districts to report any unresolved issues related to workbooks. 8 districts from the EC requested additional supply of workbooks. These were delivered to the districts offices for remedial action.

(aa) The tender (DBE 015) was advertised on 2 September 2011, closing date 23

September 2011 awarded on 4th November 2011 following an intensive evaluation process involving internal and external auditors.

(bb) A consortium of Paarl media printers, Lebone Litho grahers and UTI was awarded the contract for 3 years April 2011- March 2014

(cc) The total contract amount for the first year for printing and delivery of 53 million Volume 1 and Volume 2 workbooks to 25,000 schools (twice) was:

Printing and Packaging R446 910 265.00

Delivery R165 131 893.00

Total R612 042 158.00

b(ii) The report is detailed in the table attached:

2. Distribution data provided by all provinces before the learner intake for New Year is known is compared to the learner enrolment after the 10^th day (SNAP 2012):

o There are 2 128 new grades which did not appear in the data provided which appeared in the SNAP 2012. The 2 128new grades amounted to 115 544 learners.

o There were also 2 055 Grades which appeared in the data provided which did not appear

in the SNAP 2012. The 2 055 schools amounted to 56 085 learners.

o Distribution data provided by provinces is also inaccurate in terms of the language of learning and teaching (LOLT). This results in wrong languages being delivered to the schools. In some cases we have found instances of up to 10 different languages for one school in the data. The table below shows the number of languages and the number of schools which have those numbers of languages. For example we have 247 schools which have more than 4 languages. There is a high probability that the language for schools which have more than 3 languages as a LOLT is incorrect. Please seeattached

o As another example of potential incorrect languages we found 644 schools in the data where the LOLT for Grade 1 is different to the LOLT for Grade 2.

o There are also 2 742 schools in the data which have reported languages other than English and Afrikaans for Grades 4 to 12.

o Distribution data is inaccurate in terms of the completeness of schools. We have found instances of schools which appear in the data which do not appear in the SNAP for 2012 and vice versa;

o We found 186 schools in the 2012 SNAP which did not appear in the data provided.

o We also found 202 schools in the data which did not appear in the SNAP 2012.

o Some of visits to the different district office revealed that there are instances where a substantial portion of learners from one school move to another school in the same district, across districts and provinces. These numbers are not factored into the distribution numbers.

o It was reported in a meeting with Port Elizabeth district that schools have chosen to do mathematics in grades 1-3 in English rather than in the home language as per policy.

3. All matters of shortages are investigated and remediated as is evident above.

4. The magnitude of the project must be taken into account. The department is continuously looking at ways of improving the delivery process in collaboration with PEDs. The department will take action against any official that wilfully derails the process.

Reply received: September 2012

QUESTION 1909

DATE OF PUBLICATION OF INTERYAL QUESTION PAPER: 24/08/2812

(INTERNAL OUESTION PAPER: 27/20121

Mrs H Lamoela (DA) to ask the Minister of Basic Education:

Whether her department offers assistance to children with disabilities lo ensure access to education: if not, why not; if so, what are the relevant details VW2298E

REPLY

Yes, the Department of Basic Education does offer assistance to children with disabilities to

access educational opportunities.

104 633 Learners with disabilities are enrolled in 423 special schools where they receive

specialized support to meet their specific educational needs, e.g. individualized curriculum

support, assistive devices, materials in accessible format, therapeutic and psycho-social support.

110 273 Learners with disabilities are also enrolled in ordinary schools and full-service schools where their needs are met through support from district-support teams, school-based support teams, ongoing training and mentoring of teachers.

Reply received: August 2012

QUESTIOY 1894
DATE OF PIBLICATIQN 01.' INTEHNAI. OUESTIOU PIZPER: 03/08/202

(1PJTERN.U. QUESTlON PAPER: 2112012)
Mrs A T Lovernore (DA) to ask the Minister of Basic Education:

(1) Whether the Ministerial Committee (details famished) investigated procurement Systems in all provinces; if not, (a) why not and (b) which provinces were investigated and (c) what are the relevant details of the (i) findings and (ii) recommendations of the committee;

Answer:

The Ministerial Committee used various methodologies of gathering information on procurement systems in all provinces including provincial representation of LTSM officials in meetings convened by the Ministerial Committee. All provinces wereinvited to these meetings and their inputs were used to inform subsequent recommendations. A significant finding is that the placing of orders with publishers is fragmented, resulting in multiple print-runs for one title as the publishers respond to the fragmented orders being placed with them. This was identified as a significant price pusher in textbook procurement as the department cannot benefit from the economies of scale. Subsequent to this finding, the committee recommended the development of a national catalogue which would be followed by central procurement and price limits.

(2) What is the current status of the development of a centralised procurement process of learning and teaching support material;

Answer:

Central procurement currently happens at provincial level, where orders from schools areplaced with various publishers. In regard to procuring centrally at a national level, the DBBE has already done the initial work where a meeting of a reference group on central procurement was convened to assess and plan a way forward.

(3) With reference to her reported intention in 2011 to appoint a national agency to manage the central procurement process of learning and teaching support materials, what (a) are the details of the said national agency and (b) is the current status of development of the agency?

Answer:

Allprocesses integral to central procurement, including the distribution model and agency, are part of the plans that the department is working on. NW2283E

Reply received: September 2012

QUESTION 1888

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 31/07/2012

INTERNAL QUESTION PAPER:

Mr A van der Westhuizen (DA) to ask the Minister of Basic Education:

(1) Whether Ms Fatima Dada served on any departmental committees dealing with revisions to the curriculum and/or the provision of learning material to schools in the (i) 2007/2008, (ii) 2008/09, (iii) 2009/10, (iv) 2010/11 and (v) 2011/12 financial years; if not, why not; if so:

(a) on which committees did she serve;

(b) what was the purpose of those committees;

(d) what was her remuneration?

REPLY

(a) YES

Ms Fatima Dada served on the following Ministerial Committees during two of the periods listed above, namely: 2009/10 and 2010/11:

(i) Ministerial Task Team for the Review of the Implementation of the National Curriculum Statement during the period 2009/2010;

(ii) Ministerial Committee for the Reduction of Learning Areas in the Intermediate Phase of the General Education and Training Band during the period 2009/2010; and

(iii) As replacement on the Ministerial Project Committee to Oversee the Review of the National Curriculum Statement Grades R-12 during the period 2010/2011; and

(b) Purpose of the committees

Ministerial Task Team for the Review of the Implementation of the National Curriculum Statement:

The identification of the challenges and pressure points that negatively impacted on the quality of teaching in schools and to propose the mechanisms that could address the challenges.

Ministerial Project Committee to Oversee the Review of the National Curriculum Statement Grades R-12:

(i) To manage and oversee the development of the Curriculum and Assessment Policy Statements;

(ii) To recommend writers and critical reader teams for the Curriculum and Assessment Policy Statements;

(iii) To receive and approve final Curriculum and Assessment Policy Statements;

(iv) To liaise with and receive advice from Learning and Teaching Support Materials (LTSM) teams on the presentation (formatting and design) of the Curriculum and Assessment Policy Statements; and

(v) To advise the Minister of Basic Education on any strategic matters to strengthen the implementation.

Ministerial Committee for the Reduction of Learning Areas in the Intermediate Phase of the General Education and Training Band

(i) The reduction of the number of subjects in the Intermediate Phase.

(ii) The revised weighting of School-Based Assessment (SBA) and the end-of-year examinations in the Foundation, Intermediate and Senior Phases;

(iii) The revised seven-point rating scale currently used in Grades 10-12 to be used in the other three school phases; and

(iv) The revised time allocations in the Foundation and Intermediate Phases

(i) Ministerial Task Team for the Review of the Implementation of the National Curriculum Statement: 6 July 2009 to 29 October 2009;

(ii) Ministerial Project Committee to Oversee the Review of the National Curriculum Statement Grades R-12: 3 January 2010 to 23 June 2011. Ms Dada did not serve the whole term of office as she only assumed her appointment on 28 May 2010.

(iii) Ministerial Committee for the Reduction of Learning Areas in the Intermediate Phase of the General Education and Training Band:

3 February 2010 to 6 April 2010.

(d) Remuneration

Members of Ministerial Committees were remunerated in terms of the Public Management Financial Act - Chapter 20, which amounted to R1 666-00 per day.

Reply received: August 2012

QUESTION 1878
DATE OF PUBLICATION OF XNTEKNAL QUESTION PAPER: 0310812012 LINTERNAL OUESTION PAPER: 2112012)

Mr W M Madisha (Cope) to ask the Minister of Basic Education:

Whether, with reference to her sfatement on 2 July 2012 (copy furnished), an administrator h a been appointed to replace a certain person (name furnished); ifnot, what is the position in this regard; if so, what are the relevant details? NW2267E

Response:

I) Yes, Mr MC Matthews, of the Department ofBasic Education, has been appointed as the Administrator (Accounting Officer) in the Limpopo Province.

Reply received: October 2012

QUESTION 1874
DATE OF PUBLICATION INTERNAL QUESTION PAPER: 03/08/2012 INTERNAL QUESTION PAPER: 21/2012)
Mr W M Madisha (Cope) to ask the Minister of Basic Education:

Whether the Learner Teacher Support Material procurement is outsourced in all the provinces; if not, what is the position in this regard; if so, what are the relevant details?
NW2263E

REPLY:

Some provinces handle the Learning and Teaching Support Material procurement process using provincial and district officials. Other provinces outsource this task to an external service provider. The following table shows the position in each province.

Current Position and Relevant Details

Province Name	Current Position
Eastern Cape	Managed by Department of Education for Non-Section 21 school, Section 21 schools receive a budget and place orders themselves
North West	Managed by Department of Education Officials for all the schools
Western Cape	Managed by the Department of Education Officials for all the schools
Free State	Managed by the Department of Education Officials for all the schools
Gauteng	Managed by an agent for Non-Section 21 schools. Section 21 schools receive a budget and place orders themselves
Northern Cape	Managed by Department of Education Officials for all schools
Mpumalanga	Managed by a managing agent for all schools
KwaZulu-Natal	Managed by Department of Education for Non-Section 21 school, Section 21 schools receive a budget and place orders themselves
Limpopo	The Department of Education Officials manage the order of the books for all schools

Reply received: December 2012

QUESTION 1870
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 03/08/2012
(INTERNAL QUESTION PAPER: 21/2012)
Mr M A Nhanha (Cope) to ask the Minister of Basic Education:

(1) Whether she has been informed of the textbooks that were found in the Fort Beaufort district offices; if so, what steps has she taken in this regard;

(2) Whether she has found any similarity wit11 what has happened with textbooks in Limpopo recently; if not, how was this conclusion reached; if so, what are the relevant details?
NW2258E

RESPONSE

(I) No. On investigation the province reported that one of the old buildings in the District Office burnt down. it was a storage facility for the old Cape College of Education that was Previously housed there. The books referred to date hack to almost 15 years of the College. The books are all old and dated and were stock for the College left behind when it was closed down. They were nor textbooks for. learners in schools.

(2) During tile process of delivering textbooks to schools in the Limpopo Province it was reported in the media that textbooks and stationery were being shredded and burnt by a service provider in Seshego in Polokwane district in Limpopo Province. Investigations

showed the following:

A service provider was contracted to the Limpopo Provincial Department of Education to collect disposed books from schools for shredding;

The service provider was provide with a letter from all official from Limpopo Provincial Department of Education informing schools to allow tile service provider to collect and shred books;

The schools had handed over these books without following tile disposal process:

Schools did not keep records of what was disposed off.

It is evident that the incidents are not similar.

Reply received: December 2012

QUESTION 1864
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 03/08/2012 (INTERNAL QUESTION PAPER: 12/2012)
Mr AM Mpontshane (IFP) to ask the Minister of Basic Education:

(1) What (a) is the total cost of the legal fees her department has paid out in defending court cases since 1 January 2010 and (b) was the cost of each case;

SEE ANNEXURE A

(2) (a) Whether her department has defended any of the specified cases successfully; if not, what is the position in this regard if so, (a) how many and (b) what are the further relevant details NW2116E

SEE ANNEXURE B

Reply received: November 2012

QUESTION 1863
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 03/08/2012 (INTERNAL OUESTION PAPER: 21/2012)
Mr A M Mpontshane (IFP) to ask the Minister of Basic Education:

(1) Whether she intends establishing interaction between private and public schools with a view to improving the performance: of non-performing public schools; if not, why not; if so: what are the relevant details;

(2) whether she intends establishing interaction with private schools in respect of (a) teaching methods, (b) working conditions of teachers and (c) resources available to learners to improve educational gods in public schools; if not, why not, in each case; if so, what are the relevant details in each case;

(3) whether she has conducted an investigation into the results and outcomes of public schools in relation to those of private schools; if not, why not; if so, what are the relevant details? NW2115E

REPLIES

(1) Whether she intends establishing interaction between private and public schools with a view to improving the performance of nonperforming public schools; if not, why not: if so, what are the relevant details?

The Department of Basic Education (DBE) and the independent Schools Association of Sow& Africa (TSASA) signed a Memorandum of Agreement, in September 2012, on the provisioning of services for the implementation of the Mathematics and English internship programme. The programme is a training model to supply quality teachers in the scarce subjects, which are Mathematics and English, through a country-wide programme developed by TSASA. The programme, which starts in January 2013, will be funded by the DBE through the Funza Lushaka Bursary Programme. The first cohort will be placed in the independent schools that are members of lSASA in Gauteng and KwaZulu-Natal. It involves school-based training and completion of a UNISA Bachelor of Education (B.Ed) or Post Graduate Certificate Education (PGCE) by trainee teachers. On completion, the student-teachers will be placed in public schools.

(2)whether she intends establishing interaction with private schools in respect of (a) teaching methods, (b) working conditions of teachers and (c) resources available to learners to improve educational goals in public schools; if not. why not, in each case; if so, what are the relevant details in each case?

(a) In respect of teaching methods, the teacher-internship programme developed by lSASA will assist improve the quality of reaching mid leaning in Mathematics and English in the public schools in which the graduates of the programme will ultimately teach. The experience acquired in teacher-Learnerships that resides in TSASA member schools will provide student-teachers with a solid school experience and academic qualification, supported by good mentoring and exposure to effective teaching, which they will ultimately utilize in public schools.

(b) Each independent school, in respect of working conditions of teachers, together with the teachers of such independent school, may determine their own conditions of service freefrom interference from the Minister.

(c) In respect of resources available to learners to improve educational goals, there is a constant monitoring of independent schools by Provincial Education Departments and Umalusi to ensure that they maintain standards that are nor inferior to those or comparable public schools.

(3) whether she has conducted an investigation into the results and outcomes of public schools in relation to those of private schools; if not, why not; if sol what are the relevant details?

The Department of Basic Education has not conducted a comparative study of the Grade 12 results of the schools that write the examination of the independent Examination Board (IEB) (private schools) with that of the Public schools, simply because such a comparison would be irrelevant. The Independent Examinations Board administers an examination to an estimated 180 schools and 9000 learners that are from a select group of schools that service learners from a privileged background. The public schooling sector on the other hand caters for an estimated 600 000 learners, based in over 6000 centres and these learners are from a diverse background that represents the demographics of the country. Therefore, the outcome of such a comparison would be predictable and 11ot yield any useful lessons. However, the DBE is confident that the standards against which the public schools and private schools are examined at the grade 12 level are comparable: given that the Quality Assurance Council, Umalusi, ensures a comparable standard across these two sectors. However, the I3RE engages with the IEB through the official structures of the Department and this allows for a mutual exchange of ideas and practices.

Reply received: August 2012

QUESTION 1831

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 27/07/2012

(INTERNAL QUESTION PAPER: 19/2012)

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

(1) Whether (a) her department and (b) all entities reporting to her make payment to (i) suppliers and (ii) service providers within the 30 day payment period as specified by the Public Finance Management Act (PFMA), Act 1 of 1999; if not, in each case, (aa) how many service providers are awaiting payment, (bb) what is the monetary value of outstanding payments and (cc) how long is payment overdue;

Response:

(a) For the Department, (i) and (ii) all suppliers and service providers were paid. However, in some cases there were delays in payment of these invoices as a result of various reasons, i.e. queries with the supplier or service provider on the content of the invoice, the date on which the invoice was received, the order not being complete, etc. Although the payments were not made within 30 days from the date of the invoice, no interest was charged for overdue accounts. This is an indication that the supplier or the service provider was comfortable with the process.

(aa) All suppliers and service providers were paid.

(bb) None.

(cc) In cases mentioned in a above, payments were overdue for less than 40 days.

(b) Response	ELRC	SACE	UMALUSI
(i) and (ii)
(aa)	None	None	None
(bb)	Nil	Nil	Nil
(cc)	Not applicable	Not applicable	Not applicable

(2) Whether (a) her department and (b) all entities reporting to her are liable for any interest charged on overdue payments in any of the cases mentioned; if not, what is the position in this regard; if so, in each case, what is the (i) percentage and (ii) monetary value of interest charged;

Response:

Response	Department	ELRC	SACE	UMALUSI
(i)	None	None	None	None
(ii)	N/A	N/A	N/A	N/A

(3) Whether (a) her department and (b) all entities reporting to her have negotiated revised payment schedules with each of the service providers mentioned; if not, why not; if so, in each case, what are the relevant details;

Response:

(a) N/A

(b) N/A to all Public Entities

(4) What are the reasons for (a) her department and (b) all entities reporting to her not making payment within 30 days as specified by the PFMA;

Response:

(a) The reason for delays with regard payment of these invoices was as a result of various reasons, i.e. queries with the supplier or service provider on the content of the invoice, the date on which the invoice was received, the order not being complete.

(b) N/A to all Public Entities (ELRC, SACE and UMALUSI)

(5) Whether (a) her department and (b) all entities reporting to her have implemented any measures to (i) ensure full compliance with the PFMA and (ii) facilitate immediate payment for overdue accounts; if not, why not; if so, in each case, what are the relevant details? NW2223E

Response:

(a) (i) Every month by the 7^ththe Department submits a report to National Treasury on any outstanding payments and the reasons for payments after 30 days.

(ii) To avoid delays in processing invoices, the Director-General reminded Branch Heads that must be approved timeously in order for payments to be made within the prescribed time frame.

All Public Entities (ELRC, SACE and UMALUSI)

(i) Internal control ensures full compliance with the PFMA

(ii) Not applicable

Reply received: August 2012

QUESTION 1824

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 27/07/2012

(INTERNAL QUESTION PAPER: 19/2012)

The Leader of the Opposition (DA) to ask the Minister of Basic Education:

(1) Whether any new schools have been built to replace mud schools since 1 January 2011; if not, why not; if so, how many;

(2) whether the schools are fully furnished with (a) furniture, (b) sanitation facilities, (c) science laboratories and (d) libraries; if not, why not, in each case; aif so, what are the relevant details? NW2216E

RESPONSE:

(1)

Implementation of the following work started during the 2011/12 financial year:

	Inappropriate
Province	2011/2012
Eastern Cape	50
Free State	0
Gauteng	0
Kwa-Zulu Natal	0
Limpopo	0
Mpumalanga	0
North West	0
Northern Cape	0
Western Cape	0
Total	50

(2 ) (a) (b) (c) (d)

All 49 schools will be provided with furniture, sanitation facilities, science laboratories and libraries.

The provisions per school will be in line with the 'Guidelines Relating to Planning for Public School Infrastructure'.

Reply received: September 2012

QUESTION 1813

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 27/07/2012

(INTERNAL QUESTION PAPER: 19/2012)

The Leader of the Opposition (DA) to ask the Minister of Basic Education:

(1) Whether her department has undertaken a campaign to achieve a 30:1 learner-educator ratio in schools; if not, why not; if so, (a) how many schools have achieved this target and (b) how many schools in each province must still achieve this target;

(2) what is the projected time frame for achieving a 30:1 learner-educator ratio in schools? NW2205E

Response:

1(a) and (b)

The Department has, as a strategic objective, to reduce the class size at schools. Funding was secured in 2009 and each Provincial Department of Education would have received their equitable share of this funding. This funding provides support to targeted schools in the form of additional posts. Through the reduction of class size, the learner-educator ratio will decrease.

Table 1 indicates that some provinces have already achieved the 30:1 ratio. Nationally, the country is at 30.4:1 on average. The table shows that some provinces are even better off at a ratio below 30:1.

Table 1: Learner Educator Ratio

Province	L:E
Eastern Cape	29.1:1
Free State	27.1:1
Gauteng	31.4:1
KwaZulu-Natal	31.2:1
Limpopo	30.1:1
Mpumalanga	31.1:1
Northern Cape	31.8:1
North West	30.6:1
Western Cape	30.6:1
South Africa	30.4:1

Source: School Realities 2012"" preliminary report

In 1995, parties to the ELRC signed a collective agreement, ELRC Resolution 4 of 1995 which provided a guideline on learner- educator ratio for ordinary schools as follows:

Ordinary primary schools: 40:1

Ordinary secondary school: 35:1

The implementation of this guideline was subject to annual negotiations between the parties to the ELRC.

Subsequently, in 1998 post provisioning norms (Government Notice 1676 of 1998) were developed, and became fully implemented in 2000. This represented the country's first attempt at applying an equitable policy to the distribution of publicly funded educator posts across public schools and technical colleges. Regulations made in terms of this Act determine that an MEC must create a pool of posts in accordance with funds available for this purpose, after which the relevant head of department must distribute these posts among schools in accordance with the post-provisioning model (PPM). The distribution of posts among schools is based on each school's relative needs in this regard. In order to determine the school's relative need for posts, in relation to that of other schools, the 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, irrespective whether it is primary or secondary.

The current norms overrode the 1995 collective agreement. Furthermore, the post provisioning norms as a policy currently implemented do not specify timeframes to achieve a 30:1 learner-educator ratio. However, as part of my department's commitment to strive towards reducing class size, we have already reached a national average of 30:1. This is reflected in Table 1 in answer No 1 above.

Reply received: September 2012

QUESTION 1747

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 27/07/2012

(INTERNAL QUESTION PAPER: 19/2012)

Mrs A T Lovemore (DA) to ask the Minister of Basic Education:

(1) With reference to her reply to question 75 in the National Council of Provinces on 12 July 2012, why has her department no monitoring and reporting mechanism with regard to textbook delivery and distribution in each province to allow tracking of such delivery prior to the commencement of each school year;

(2) Whether she intends to implement such a mechanism; if not, why not; if so, what are the relevant details? NW2138E

RESPONSE

(1) The Department of Basic Education has already developed and has begun to implement a plan to monitor the procurement of textbooks in provinces for the 2013 academic year.

(2) The plan provides for monitoring of LTSM procurement and support to provinces through:

(a) Regular meetings with officials from provincial education departments,

(b) Visits to provinces by DBE officials, and,

Meetings attended by provincial Chief Financial Officers, representatives from Supply Chain Management, Curriculum and LTSM have already taken place. Provinces have submitted their LTSM procurement plans to the DBE which will enable the DBE to monitor adherence to agreed deadlines.

Reply received: August 2012

QUESTION 1744

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 27/07/2012

(INTERNAL QUESTION PAPER: 19/2012)

Mrs A T Lovemore (DA) to ask the Minister of Basic Education:

(1) How many learners were enrolled in each grade from Grade 1 to Grade 12 in ordinary public schools in each province in the (a) 2011 and (b) 2012 academic years;

(2) how many learners were repeating the grade in (i) 2011 and (ii) are repeating the grade in the 2012 academic years;

(3) what was the failure rate, expressed as a (a) number of learners and (b) percentage of the total number of learners (i) in each province for each grade from Grade 1 to Grade 12 in the (aa) 2010 and (bb) 2011 academic years? NW2135E

Response

(1) See attached Table 1: Number of learners in public ordinary schools, by grade and province, in 2011 and 2012

(2) See attached Table 2: Number of learners repeating a grade, by grade, in 2010 and 2011

(3) See attached Table 3: Repetition rate, by grade, in 2010 and 2011

Note: EMIS collects information only on repeaters per grade, therefore information is provided on grade repetition rate. It is calculated by dividing the number of repeaters in a given grade in current school year by the number of pupils from the same cohort enrolled in the same grade in the previous school year.

Reply received: December 2012

QUESTION 1743

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 27/07/2012

(INTERNAL QUESTION PAPER: 19/2012)

Mrs A T Lovemore (DA) to ask the Minister of Basic Education:

(1) With reference to the implementation of Curriculum and Assessment Policy Statements (CAPS) in Limpopo, what are the details of the catch-up plan developed by her department to remedy the learning needs of learners in Grades R, 1, 2, 3 and 10 who received their textbooks midway through the 2012 academic year;

(2) whether she intends to table monthly reports on the implementation of this plan in the National Assembly; if not, why not; if so, what are the relevant details? NW2134E

Question

Reply

(a) The Limpopo Department of Education submitted to the clerk of the court a progress report on the development of subject guides for teachers and learners as articulated in the document of the Catch-up plan.

(b) The progress to date shows that the subject guides have been developed for the following:

· Mathematics; mathematical Literacy; Physical Sciences; Information Technology; Computer Applications Technology; Engineering and Graphic Design; Mechanical technology; Electrical Technology; Business Studies; Economics; Accounting; History; Tourism; and Life Orientation.

· In addition to the study guides prepared by the province, DBE is developing the Mind the Gap study guide series. In September 2012 the DBE will distribute the Grade 12 Mind the Gap titles in four subjects: Life Sciences, Accounting, Geography and Economics.

(c) I as part of the effort to restore relationships with stakeholders and instill stability and focus on teaching and learning, I convened meetings with principals to share information. The following issues were highlighted:

· The rationale behind Section 100(b)

· The financial situation of the province and the Limpopo Department of Education

· Procurement and delivery of textbooks for 2012

· The plans for 2013 academic year

· The transfer payments for Norms and standards for operational costs for schools

· Curriculum Coverage, Accountability and Time on Task

· Preparations for the Annual Assessment (ANA) and national Senior Certificate.

(d) The meetings with principals span from the 25 July 2012; 1, 3, 14-16 August 2012 Principals and official alike were unanimous in expressing their appreciation for the meeting as I afforded them the opportunity to gain valuable information and to communicate their concerns. Participants regarded the meetings as long overdue.

(e) In particular the participants requested support from DBE to ensure basic functionality in schools in Limpopo and for Grade 12 learners in Mathematics and Science by providing them with:

· Scientific Calculators and

· Curriculum Enrichment Programmes such as spring vacation schools.

(f) The DBE constituted a Limpopo catch-up task team comprised of DBE officials, the unions, provincial representatives, NGOs and corporate.

(g) A circular was sent to schools by the Limpopo Provincial Department of Education

informing them about the face to face teaching programme that will take place from 1-5 October 2012 for Grade 10 learners. In addition, the circular informed schools about the times for the Radio Broadcast for Grade 10 and other key aspects relating to the Catch-Up programme.

(h) The DBE in consultation with the task team has prepared the Ten Point catch-up plan for Provincial Enrichment in Limpopo to provide additional support and monitoring to Limpopo Department of Education's catch-up plan.

(i) The Ten Point catch-up plan covers inter alia:

· Community radio broadcasts (MTN and Mindset Network radio broadcasts);

· Television viewing centers for Grades 10 and Grade 12 using DVD content supplied by learning Channel

· Examination newspaper supplements for Grades 10 and 12 supplied to each learner by AVUSA;

· Spring vacation camps prepared and delivered by PENREACH; and

· Maths and Science tuition as prepared and delivered by Winning Team.

(j) The DBE remains committed to fulfilling its monitoring and support function by ensuring:

· Teacher Development support programmes continue to ensure the optimal use of the WORKBOOKS (Grades 1-9) and the Maths and Physical Science textbooks (Grades 10-12) that are already in place;

· Grade 12 Vacation Enrichment classes;

· Learner Support will be preceded by assessment as a diagnostic exercise to inform specific interventions to improve learning outcomes and learner performance.

· Monitoring of basic functionality of schools by DBE senior managers and the implementation of required instruments including the curriculum coverage tool.

Question

(2) Whether she intends to table monthly reports on the implementation of this plan in the National Assembly; if not, why not; if so, what are the relevant details? NW2134E

Reply

(a) There has been no agreement/commitment to provide reports on monthly basis, since it will be not feasible to do so. DBE could provide information on developments whenever the need arises.

Reply received: December 2012

QUESTION 1737
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 27/07/2012 (INTERNAL QUESTION PAPER: 20/2012)
Mr L Ramatlakane (Cope) to ask the Minister of Basic Education: (Interdepartmental transfer on 3 August 20121)

Whether the Limpopo textbook procurement tender was advertised; if not, why not; if so, what are the relevant details? NW2125E

RESPONSE:
After having considered the urgency of the 2013 textbook procurement and delivery processes, and the fact that National Treasury could only commit funds for the 201 3 textbook procurement and delivery processes on 29 August 2012, the Accounting Officer of the Limpopo Department of Education invoked the relevant sections of the PFMA, and the Preferential Procurement Policy and requested the relevant Treasury to approve a deviation from normal tender processes. All textbooks publishers operating in South Africa were invited to briefing sessions at which further reduction of textbook prices as published in the National Catalogues were negotiated with the publishers. This is same process that was followed h r the 2012 textbook procurement and delivery processes.

It must be emphasised that the National Catalogues, which in their compilation, involve rigorous procurement processes, publish eight textbook titles per subject. These titles are ranked according to prices. What is more important to note is the fact that the quality of the content for all eight titles has been quality assured by a team of experts and has been found to he similar between the eight titles per subject. Therefore, in terms of the quality of the content, a choice of the eighth ranked textbook, would have made no difference to that of a textbook ranked as first.

The publishers, whose prices were the most reduced and had indicated the capacity to deliver the ordered consignment of textbooks at a set timeframes, were formally notified as is a norm in all procurement processes. Of importance to note, is the fact that all textbooks that were procured for Limpopo schools, were selected from the National Catalogues, which as explained above, are products of rigorous procurement processes. In Limpopo, a deviation from the normal procurement processes was approved by the relevant Treasury, making the 2013 textbook procurement and delivery processes beyond reproach.

Reply received: September 2012

QUESTION 1736

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 27/07/2012

(INTERNAL QUESTION PAPER: 19/2012)

Mr L Ramatlakane (Cope) to ask the Minister of Basic Education:

Whether a certain company (Edu Solutions) has been contracted by her department to (a) procure and (b) deliver textbooks to all the provinces; if not, what is the position in this regard; if so, what are the relevant details? NW2124E

RESPONSE

The DBE has no contract with any service provider to (a) procure and (b) deliver textbooks to schools. This is a responsibility of the provincial education departments.

Reply received: September 2012

QUESTION 1731
DATE OF PUBLICATION OF lNTERNAL QUESTlON P.4RER: 27/07/2012
(INTERNAL QUESTION PAPER: 19120121)
Mr A M Mpontshane (IFP) to ask the Minister of Basic Education:

(I) Whether she has met with textbook publishers to reduce the cost of textbooks and (b) fast track the producaon of textbooks; if not, why not, in each case; if so, what are the relevant details in each case;

(2) Whether her department has s t r d n e d its administrative functions to ensure that textbook service providers and distributors are paid on time; if not, why not; if so, what are the relevant details? NWZ114E

REPLY

(1) No, the Minister has not met with textbook publishers. However, the Department of Basic Education has a compulsory briefing meeting with publishers to discuss the Terms of Reference (TORS) for the submission of textbook.: to be evaluated for inclusion in the National Catalogue of Textbooks. The TORS include the submission of ceiling prices of textbooks according to five price bands. The price bands indicate prices according to specified quantities (el: 1-10 000) to benefit economies of scale. Once the catalogue is released provinces may then negotiate for lower than the ceiling prices with publishers prior to the procurement of textbooks. (b) The production of textbooks is done according to the orders that publishers receive from provinces. The department is monitoring ordering processes to ensure that orders are placed early to ensure that ail textbooks are delivered to schools on time. Provinces were requested to place their orders at the same time as this will fast track the printing of textbooks by publishers.

(2) Procurement of textbooks and the payment thereof is a provincial competence.

Reply received: September 2012

QUESTION 1730
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 27/07/2012
INTERNALQUESTION PAPER: 20/2012)
Mr A M Mpontshane (IFP) to ask the Minister of Basic Education:

(I) With reference to the Limpopo Department of Basic Education textbook issue, why (a) have textbooks remained in warehouses and (b) were the textbooks not distributed to schools within the first three weeks of the school year,

a) Textbooks for CAPS (Grades 1-3 and 10) as well as top ups for Grade 11 and 12 have all been distributed to schools. There are no textbooks in any of the central and district warehouses that been have been procured for this purpose. There are only small quantities of surplus books in the central warehouse which are being provided to schools that report any minor shortages. All books which wereordered and delivered by publishers have been distributed to schools.

b) Textbooks for Limpopo were distributed in June 2012because the Limpopo Education Department had no money from 2011/12 financial year and money became only available in 2012/13financial year which should have been used to purchase books for 2013school calendar year.

(2) Whether she intends instituting disciplinary steps against those responsible for the non-distribution of textbooks to schools in Limpopo; if not, why not; if so, what steps;

a) Investigations are being conducted by the various task teams appointed for this purpose. The department will await the outcome of the process and will take the necessary disciplinary action if deemed necessary.

(3) Whether she has any plans in place to ensure that learners who have been without textbooks for six mouths will be able to catch up on the backlogs in learning as a result of the non-distribution of textbooks; if not, why not; if so,; what plans? NW2113E

a) The catch-up programme had been developed, submitted and filed with the court and it is being implemented.

Reply received: September 2012

QUESTION 1729

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 27/07/2012

(INTERNAL QUESTION PAPER: 20/2012)

Mr A M Mpontshane (IFP) to ask the Minister of Basic Education:

(1) Whether her department has any measures in place to ensure that all textbooks are delivered to all schools before the start of the January 2013 school term; if not, why not; if so, what are the relevant details;

Reply:

The procurement and delivery of textbooks is a provincial responsibility. However the Department of Basic Education (DBE) monitors the textbook procurement process in all provinces each year.

(2) Whether the timeframe for the release of the National Catalogue of Textbooks has been revised; if not, why not; if so, what are the relevant details? NW2112E

Reply:

The development of the National Catalogue of Textbooks was firstly implemented in 2011 to enable provinces to procure for grades 1-3 and 10 that would be implementing CAPS in 2012. Following on this, in 2012, was the development of the grades 4-6 and 11 in preparation for 2013 academic year when these grades will be implementing CAPS. The DBE improved the timeframes for this catalogue, ensuring that it was made available to provinces before the end of June 2012. The Grade 11 and Grades 4-6 Catalogues were thus released on 13 and 25 June 2012 respectively. As a result of this early release, procurement processes in provinces are at an advanced stage.

Reply received: July 2012

QUESTION 1718

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 22/06/2012

(INTERNAL QUESTION PAPER: 19/2012)

Mr W M Madisha (Cope) to ask the Minister of Basic Education:

What steps has she taken to deal with substance abuse in schools? NW2098E

RESPONSE

The following policies have been passed with respect to drug and substance use:

· Regulations for Safety Measures at Public Schools - These regulations declare that all public schools are drug free zones. No person may possess illegal drugs on public school premises, or enter the premises while under the influence of an illegal drug or alcohol. The regulations also make provision for the searching of school premises, or persons present on the premises, by a police officer, principal or delegate, if there is reasonable suspicion for possession of substances (DOE, 2001). · Policy Framework for the Management of Drug Abuse by Learners in Schools and in Public Further Education and Training Institutions - This policy intends to support learners who abuse substances, as well as staff and learners who are affected by substance abuse, and contribute to the effective prevention, management and treatment of drug use. It states that all South African schools should become tobacco, alcohol and drug-free zones. It also states that random drug testing is prohibited, and that drug testing should only be used where there is reasonable suspicion that a child is using drugs. It makes provision for preventive education via the Life Orientation curriculum (DOE, 2002). · National Guidelines for the Management and Prevention of Drug Use and Abuse in all Public Schools and Further Education and Training Institutions - These guidelines provide a framework for how to operationalize the policy framework mentioned above. It provides direction as to the systems that should be put in place to address substance abuse in the schooling system. These include, amongst others, developing a policy with regard to the management of substance abuse by learners for each school, establishing Learner Support Teams (LST), creating links with community resources, and implementing procedures for incident management (DOE, n.d.). The guidelines further recognise the inclusion of drug education in the Learning Area of Life Orientation which is currently implemented in schools. A healthy, drug-free life is further encouraged through leaner's participation in sport and cultural activities. · Devices to be Used for Drug Testing and the Procedure to be Followed (2008) - This gazette lists the drug testing devices which can be used when testing learners for substances. It also outlines the procedures to be followed when testing learners for drugs. It must be noted that the guidelines specify that learners may only be searched after fair and reasonable suspicion of substance use has been established; drug testing should only be conducted by a staff member of the same gender as the learner; the results of testing should be kept confidential; and learners should be referred to the appropriate resources for counselling or treatment if found to test positive for substance use (DOE, 2008).

In addition, the Department of Basic Education currently implements a prevention of drug and substance use and abuse programme. The programme is integrated into the school curriculum via the Life Orientation learning area. This is supported by co-curricular activities implemented through Peer Education programmes.

Furthermore, the South African Police Service and the Department of Basic Education have signed a memorandum of understanding aimed at linking schools to police stations. Currently, 10350 schools nationwide are linked to police stations. The aim is to ensure safer school environments free from violence and other challenges related to crime.

The Department is in the process of finalizing a National Strategy for the Prevention and Management of Substance Abuse amongst Learners in Schools. The Strategy adopts a public health approach and involves interventions to creating an enabling environment for policy implementation, prevention interventions, early detection and treatment, care and support. The thrust of interventions by the Department are on the prevention of alcohol and drug use. However, partnerships are set up with other government departments and non-governmental organizations to facilitate access to treatment, care and support where required.

Reply received: July 2012

QUESTION 1700

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 22/06/2012

(INTERNAL QUESTION PAPER: 19/2012)

Mrs A T Lovemore (DA) to ask the Minister of Basic Education:

(1) How many people are employed by the Department of Education of (a) Limpopo and (b) Eastern Cape (i) in total and (ii) at (aa) provincial level, (bb) district or circuit level and (cc) school level;

(2) what percentage of the operational budget of the Department of Education of (a) Limpopo and (b) Eastern Capehas been allocated for compensation of employees in the 2012-13 financial year? NW2053E

RESPONSE

1 Information was obtained from the Limpopo Department of Education only.

Information from the Eastern Cape Education Department has not been furnished to date.

a i) Total number of Employees in Limpopo Department of Education is 63 707

a ii) Total number at Provincial level is 699

bb) i Total number at District level is 2 842

bb) ii Total number at Circuit level is 1 882

cc) Total Number at school level is 58 284

2. The percentage of the budget allocated to compensation of employees (CoE) as the percentage of the PED's total budget in the 2012/13 financial year is as follows:

Province	Total Budget	Compensation of Employees budget	% of CoE to total budget
	R'000	R'000	%
(a) Limpopo	22 126 035	18 409 066	83.2%

(b) Eastern Cape	26 287 986	21 337 246	81.2%

Reply received: September 2012

QUESTION 1679
DATE OF PUBLICATION OF INTERNAL OUESTION PAPER: 22/06/2012 [INTERNAL OUESTION PAPER: 1912012)
Mrs A T Lovemore (DA) to ask the Minister of Basic Education:

(1) Whether all provinces have been provided with funding to cover the cost of textbooks for the 2013-14 financial year; if not, (a) what is the position in this regard and (b) which provinces do not have funding; if so, (i) what is the cost of textbooks in respect of each province and (ii) what are the further relevant details;

(2) what steps does she intend taking to avert a shortage of textbooks in provinces with insufficient funding to cover the cost of these books? NW2020E

Answer

1 (a) and (b) Yes, The table below indicates the budget allocation for the Learner Teacher Support? Material that includes textbooks and stationery for the Provincial Education Departments. The Eastern Cape budget includes only the non- section 21 schools. The section21 school's budgets are included in the transfer payments to schools as these schools procure books. The budget for Free State. KwaZulu-Natal and North West for Special schools is also included in the transfer payments to schools.

In the case of Limpopo, the Department has met with National Treasury and treasury has made the funds available via the Limpopo provincial Treasury for the procurement of textbooks for that province for 2013. The Department has initiated the process to procure and ensure the delivery of textbooks before the end of 2012, in preparation for the beginning of the 2013 school year.

	Public Ordinary Schools		Public Special Schools			ECD		TOTAL
PROVINCES	2012/13	2013/14	2012/13		2013/14	2012/13	2013/14	2012/13	2013/14
Eastern Cape Free State Gauteng KwaZulu-Natal Limpopo Mpumalanga Northern Cape North West Western Cape	R'000 79 088 135 886 447 171 603 793 249 005 382 283 56 509 349 421 298 977	R'000 85 382 102 594 421 779 731 788 262 877 407 872 57 210 384 130 314 089	R'000 5 272 - 4 515 - - 5 829 16 - 3 990		R'000 5 535 - 4 562 - - 6 205 17 - 3 830	R'000 1 560 - 711 513 44 242 33 485 19 821 60 3 317 11 282	R'000 1 638 - 71 168 61 528 35 158 23 793 63 3 483 9 416	R'000 85 920 135 886 1 163 199 648 035 282 490 407 933 56 585 552 738 314 249	R'000 92 555 102 594 497 509 793 316 298 035 437 870 57 290 387 613 327 335
	2 602 133	2 767 721	19 622	20 149		825 280	206 247	6 441 152	10 280 171

Source: PEDs
BUDGET
STATEMENT

Note
all provinces receive funding for LTSM for 2012/13 and 2013/14 for Programme2
FS, KZN, LP and NW have no allocation for LTSM in 2012/13 and 2013/14 for Programme 4 as it part of the transfer payment budget.

2 The Department of Basic Education (DBE), in its efforts to avert the shortage of textbooks in schools, has taken the following steps:

The National Catalogue which the DBE develops is aimed at maximising the benefits of economies of scale as it provides five (5) different price bands for textbooks. When provinces consolidate their orders centrally, they stand a chance to get textbooks at the lowest possible price. Moreover, the Catalogue Lists books from cheapest to most expensive, encouraging schools to buy the cheapest book as all books on the catalogue are of the same quality and thereby making a saving.

The DBE is auditing shortages of textbooks for Grade 12 learners in underperforming schools and will supply those schools with textbooks.

To save costs for schools, especially in cases where there is insufficient funding, the DBE has supplied Grade 10 learners with Siyavula Maths and Science books.

The DBE also supplies workbooks to schools in the following areas:

a) Languages for learners in Grades 1-6;

b) Life skills for Learners in Grades 1-3; and

c) Mathematics for learners in Grades 1-9.

Reply received: July 2012

QUESTION 1675

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 22/06/2012

(INTERNAL QUESTION PAPER: 19/2012)

Mrs AT Lovemore (DA) to ask the Minister of Basic Education:

(1) What are the details with regard to the (a) citation and (b) description of cause of action for all civil cases that have been lodged during the period 1 January 2009 up to the latest specified date for which information is available in which (i) the Minister and/or (ii) her director-general has been cited as respondent;

SEE ANNEXURE A

(2) (a) which of the specified matters were (i) settled (aa) in and (bb) out of court, (ii) opposed by (aa) the Minister and/or (bb) her department and (iii) handed down (aa) in favour and (bb) against (aaa) the Minister and/or (bbb) the department and (b) what amount in legal cost was incurred by the (i) Ministry and (ii) department in each case? NW2016E

SEE ANNEXURE A

Reply received: July 2012

QUESTION 1642

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 15/06/2012

(INTERNAL QUESTION PAPER: 18/2012)

Mrs A T Lovemore (DA) to ask the Minister of Basic Education:

(1) What are the statistics for each province of teacher (a) attrition and (b) recruitment (i) in the (aa) 2008-09, (bb) 2009-10, (cc) 2010-11 and (dd) 2011-12 financial years and (ii) since 1 April 2012;

(2) whether her department has compiled statistics, for each province, reflecting the reasons for teachers leaving the school system; if not, why not; if so, what are the relevant details;

(3) whether her department has compiled long-term projections for each province of the (a) demand for (b) supply of such teachers in each (i) grade and (ii) subject; if not, why not, in each case; if so, what are the relevant details of these projections for each province in each grade and subject in each case;

(4) whether her department has any definite plans to (a) attract and (b) retain teachers to ensure that the supply of teachers ultimately meet the demand; if not, why not; if so, what are the relevant details? NW1971E

REPLY:

(1) (a) (i) (aa), (bb), (cc) and (dd)

Attrition rate 2008 - 2012

Province	2008/09	2009/10	2010/11	2011/12
EASTERN CAPE	3.3%	3.5%	3.2%	2.8%
FREE STATE	4.4%	4.1%	4.2%	5.1%
GAUTENG	5.3%	4.0%	4.2%	3.1%
KWAZULU NATAL	3.5%	3.5%	3.2%	2.9%
LIMPOPO	2.0%	2.4%	2.0%	1.9%
MPUMALANGA	3.7%	3.4%	2.8%	7.2%
NORTH WEST	2.2%	1.9%	2.7%	7.9%
NORTHERN CAPE	4.4%	5.6%	3.6%	0.9%
WESTERN CAPE	4.8%	4.1%	3.0%	1.9%
Grand Total	3.6%	3.4%	3.2%	3.2%

Source: PERSAL and EMIS

(ii) Information since April 2012 is currently not available.

b) (i) (aa), (bb), (cc) and (dd)

Unlike in the case of attrition, wherein detailed trends per province are monitored, the Department monitors recruitment in the form of appointments at aggregated level. The table below indicates the appointments by nature of appointment from 2008/09 to 2010/11. The data for 2011/12 is currently incomplete as is the information since April 2012. In terms of the comparison of the attrition and the appointment levels, it is clear that less than half of the posts vacated within the year are filled permanently. The rest of the remaining vacancies are filled on a temporary basis.

Nature of appointment	2008/09	2009/10	2010/11	2011/12	Since April 2012
CS teacher -permanent	6053	4728	4858	Currently Unavailable	Currently Unavailable
Part-time teacher	330	367	594
Sub-total	6383	5095	5452
CS teacher temporary	34738	40652	45201
Total	41121	45747	50653

The Provincial Education Departments (PEDs) do not routinely collect information on the reasons why teachers leave the system. PERSAL provides for capturing of the reasons for resignation. This information is not an accurate reflection of the reasons as not all educators submit reasons for resignation as it is not a formal requirement.

3) a)No b)No (i) No (ii) No

Currently, the Department is developing systems that will assist with the long-term planning for the demand, supply and utilization of educators. This includes ensuring that accurate and specific information is routinely collected on teachers according to grade and subject.

4) a) The Department, currently, implements the Funza Lushaka Bursary Scheme aimed at attracting young individuals into the teaching profession. The bursary scheme focuses on increasing the supply of teachers in scarce subjects.

b) In 2008, the Department introduced policy on teacher incentives aimed at attracting and retaining the educators in the system. It focuses on rural/remote areas and scarce subjects. It allows PEDs, based on the nationally determined broad criteria, to develop their own criteria according to the assessment of their own needs.

Reply received: September 2012

QUESTION 1641

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 15/06/2012

(INTERNAL QUESTION PAPER: 18/2012)

Mrs AT Lovemore (DA) to ask the Minister of Basic Education:

(1) Whether her department maintains a database reflecting the number of children with special needs and individual needs (a) in inclusive or other ordinary schools, (b) in special schools and (c) who are unable to access education facilities; if not, why not; if so, (i) who maintains the database, (ii) how regularly is the database updated, (iii) what figures are currently reflected in the database and (iv) what are the further relevant details;

(2) Whether, with regard to Education White Paper 6, her department makes any interventions in provinces in respect of the shortfall of educators trained in screening, identification, assessment and support of learners with special needs;

(3) (a) How many inclusive schools are currently in operation in each province, (b) how many are required in each province and (c) what are the details of her department's plan to deal with the shortfall in each province;

(4) (a) How many special schools are currently in operation in each province, (b) how many are required in each province and (c) what are the details of her department's plan to deal with the shortfall in each province;? NW1970E

RESPONSE:

(1) Yes, the Department of Basic Education does maintain a database of children with special needs

(a) In inclusive or other ordinary schools

(b) In special schools

(i) The Education Management Information System (EMIS), both at provincial and national level, maintains the database of the education department. The database excludes children with special needs who are on waiting lists.

(ii) The database is updated annually.

(iii) In 2009, there were 111 619 special needs learners in special schools and 124 535 in ordinary schools.

(iv) The DBE is implementing the Learner Unit Record Information and Tracking System (LURTIS), which will also be modified in line with the revised Screening, Identification, Assessment and Support (SIAS) also to track learners with special needs, as the system is being implemented.

(2) The DBE trained a national training team on the current screening, identification, assessment and support system and continues to monitor and support progressive capacity building of teachers by Provincial Departments of Education.

(3) (a) The accompanying table provides a breakdown of existing full service schools per province:

PROVINCE

FULL-SERVICE SCHOOLS

EASTERN CAPE

FREE STATE

GAUTENG

KWAZULU-NATAL

LIMPOPO

MPUMALANGA

138

NORTHERN CAPE

NORTH WEST

WESTERN CAPE

108

TOTAL

(4) (a) The accompanying table provides a breakdown of existing special schools per province:

PROVINCE	SPECIAL SCHOOLS
EASTERN CAPE	41
FREE STATE	20
GAUTENG	95
KWAZULU- NATAL	72
LIMPOPO	28
MPUMALANGA	18
NORTHERN CAPE	10
NORTH WEST	38
WESTERN CAPE	90
TOTAL	412

(b) Provincial Departments carry out situational analyses (feasibility studies) to establish needs at local levels and to build special schools where the need exists.

(c) The strengthening of the SIAS strategy will be followed by its rollout. In its initial stages, it will target admissions in all special schools, in order to identify those learners who have been incorrectly admitted. This will create learning spaces for those children on waiting lists and outside the education system.

Reply received: September 2012

QUESTION 1640

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 15/06/2012

(INTERNAL QUESTION PAPER: 18/2012)

Mrs A T Lovemore (DA) to ask the Minister of Basic Education:

(1) Whether, with reference to table 21 (details furnished) in the Report on the 2009/10 Annual Surveys for Ordinary Schools, any education officials are tasked with ensuring that the double orphans identified in each province are appropriately supported; if not, why not; if so, what are the relevant details;

(2) whether, with reference to table 22 (details furnished) in the report, any education officials have been trained to identify learners at risk of suicidal behaviour; if not, why not; if so, what are the relevant details;

(3) whether, with reference to table 23 (details furnished) in the report, any measures have been implemented to deal with the problem of learner pregnancy; if not, why not; if so, what are the relevant details? NW1969E

Response

(1) Yes. The Department of Basic Education currently implements the Care and Support for Teaching and Learning (CSTL) Programme in selected schools in all provinces, with the view to implement incrementally the programme in all schools. The goal of the CSTL Programme is to realise the educational rights of all children including the most vulnerable, through transforming all schools into inclusive centres of learning, care and support. At school level, the School-based Support Team is tasked with the early identification of vulnerable learners, including orphans, and facilitating their access to the range of support services that they may require. The District-based Support Team and the Provincial Task Team provide support and guidance at district and provincial levels respectively. Relevant government departments such as the Departments of Health, Social Development and Home Affairs, as well as non-governmental organizations, are included on the respective structures.

In addition, as part of the care and support component of the HIV and AIDS Life Skills Education Programme, integrated service delivery days are held during which orphans and vulnerable children are identified and provided with relevant services such as access to birth certificates and identity documents, social grants, social welfare services and health screening.

(2) Yes. Mental health issues including suicidal behaviour are dealt with through the Life Orientation curriculum. Learners are assisted to develop key life skills including decision-making and coping with stressful situations. As per (1) above, the School- based Support Team is tasked with the early identification of vulnerable learners and facilitating their access to support services. In some instances, Life Orientation educators are trained in counseling, enabling them to better identify suicidal behaviour and in referring learners appropriately.

(3) As the Department of Basic Education, we are equally concerned about learners who are pregnant. As pregnancy is an issue that emanates from homes and communities, parents and communities must take primary responsibility in addressing this issue. However, as the school is confronted with a number of pregnant learners, a range of interventions are currently implemented. Sexuality education is provided through the HIV and AIDS Life Skills Education Programme, primarily through the Life Orientation subject and integrated into subjects. The programme has been implemented in schools since 2000, through both curricular and co-curricular activities and is implemented in all grades, with age- and culturally-appropriate content.

Furthermore, the Department is also addressing some of the structural drivers of teenage pregnancy, in particular keeping girls in school by mitigating the gendered impact of poverty. The Department has also progressively increased the number of no fee paying schools thus significantly lowering the barriers to access and retention in school.

The Department implements gender empowerment programmes and targets girls in disadvantaged areas through public-private partnerships. The Department also conducts campaigns to educate learners about responsible behaviour, sexual abuse and the prevention of teenage pregnancy through the mediated distribution of the "Speak Out against Abuse" Booklet, the Bill of Responsibilities and the Values in Actiontraining manual. Over and above national programmes, provinces also have targeted interventions in areas with a high prevalence of learner pregnancies.

Reply received: July 2012

QUESTION 1627

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 15/06/2012

(INTERNAL QUESTION PAPER: 18/2012)

Mrs J D Kilian (Cope) to ask the Minister of Basic Education:

(1) How many employees in her department in the post level of deputy director to director-general who have been appointed on a (a) permanent and (b) contract basis (i) have been suspended on full salary pending investigations or disciplinary action for periods exceeding three months, (ii) have resigned before the relevant investigations or disciplinary actions were concluded and (iii)(aa) have been found guilty of gross financial misconduct or negligence and dismissed and (bb) were dismissed following due process and disciplinary hearings in the (aaa) 2009-10 and (bbb) 2010-11 financial years;

(2) what total amount was paid in salaries and benefits to the employees while they were suspended;

(3) whether her department has laid criminal charges against any persons following investigations or disciplinary hearings where fraud or corruption was found to have taken place; if not, why not; if so,

(4) whether, subsequent to the specified findings of fraud and corruption, any amounts have been recovered in terms of the relevant provisions of the Public Finance Management Act, Act 1 of 1999; if so, what amounts; if not,

(5) how does she intend to comply with national legislation which was promulgated to prevent corrupt practices and compel authorities to report corrupt practices to law enforcement agencies? NW1951E

REPLY

(1) (a) and (b) (i) No employees in the Department of Basic Education appointed on permanent and contract basis have been suspended on full salary pending investigations or disciplinary action for periods exceeding three months. However, when the former Department of Education was split into the Departments of Basic Education and Higher Education and Training, one official, who was appointed on a permanent basis as Chief Director, was on precautionary suspension, with full pay. The official's suspension was carried over to the DBE from April 2010 to 30 November 2010 when he was reinstated.

(a) and (b)(ii) No employees in the Department have resigned before the relevant investigations or disciplinary actions were concluded

(a) and (b)(iii) (aa) and (bb)

No employees of the Department have been found guilty of gross financial misconduct or negligence and dismissed following due process and disciplinary hearings in the periods April 2010 and 2010-11 financial years. With regard to the unidentified

official's case, the former DoE had no substantive evidence to charge the official with the alleged

misconduct.

(2) The DBE paid a total amount of R536 635.36 in salaries and benefits from the period 1 April 2010 to 30 November 2010.

(3) Not Applicable. Refer to question one (1) above

(4) Not Applicable. Refer to question one (1) above

(5) Not Applicable. Refer to question one (1) above

Reply received: August 2012

QUESTION 1620
Submission Date: 24 07 12012
Ms H Larnoela (DA) to ask the Minister of Basic Education:

(1) Whether assistance is offered to children with disabilities to access educational opportunities; if not, why not; if so, what are the relevant details?

RESPONSE:

(1) Yes, the Department of Basic Education does offer assistance to children with disabilities to access educational opportunities.

104 633 Learners with disabilities are enrolled in 423 special schools where they receive specialized support to meet their specific educational needs, e.g. individualised curriculum support, assistive devices, materials in accessible format, therapeutic and psycho-social support.

110 273 Learners with disabilities are also enrolled in ordinary schools and full-service schools where their needs are met through support from district-support teams, school-based support teams, ongoing training and mentoring of teachers.

Reply received: July 2012

QUESTION 1590

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 08/06/2012

(INTERNAL QUESTION PAPER: 1712012)

To: Mr TC Lee (DA) asked the Minister of Basic Education:

Whether any traffic fines were incurred with regard to any of her official vehicles in the (a) 2009110, (b)201012 1 and (c) 201 1112 financial years; if so what (i) amount in fines was incurred in respect of each specified vehicle in each specified financial year and (ii) are there further relevant details in each case?

ANSWER

The Minister of Basic Education did not incur any traffic violations with either of her official vehicles during any of the financial years in question.

Reply received: July 2012

QUESTION 1527

DATE OF PUB1 ICATION OF INTERNAL QUESTION PAPER: 08/06/2012

(INTERNAL QUESTION PAPER: 17/2012)

Mr AM Mpontshane (IFP) to ask the Minister of Basic Education:

Whether she intends investigating reports (details furnished) that (a) certain school principals in KwaZulu-Natal steal food provided by the National School Nutrition Programme (NSNP), (b) departmental officials and teaching staff are doubling as suppliers, (c) supply-chain management rules are being flouted and (d) the NSNP iscorrupt: if not, why not, in each case; if so, what are the relevant details in each case? NW1845E

Response

All mattes raised in the question are being investigated by the province. The Minister will share the outcomes once available,

Reply received: July 2012

QUESTION 1492

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 01/06/2012

(INTERNAL QUESTION PAPER: 15/2012)

Mr M G P Lekota (Cope) to ask the Minister of Basic Education:

Whether an audit has been done since 1 January 2012 of schools that are operating without (a) built infrastructure consistent with any predetermined and approved standards, (b) the requisite distribution of text books that had been agreed to and (c) the full complement of appropriately qualified educators holding full-time posts; if not, why not; if so, (i) what did the audit reveal in each case and (ii) what measures has she put in place to remedy the problems against a given time line? NW1771E

REPLY:

(a) No audit of infrastructure has been done since January 2012. The Department is utilizing the National Education Infrastructure Management System to determine backlogs as determined in the Guidelines Relating to Planning for Public School Infrastructure. Provinces are, however, continuously updating the data on completed projects and the department will also be undertaking an audit to update the database during the current financial year.

(b) A survey was conducted with the 15 underperforming districts that showed a decline in the performance of Grade 12 learners. To date only 6 districts responded and indicated that there are shortages in most of the projects. In each case shortages were above 10 textbooks per subject. Provinces have been informed they should purchase textbooks for each learner, for each subject from the National Catalogue. In addition the Department is monitoring curriculum coverage and has prioritised the matter during discussions with provincial and district officials.

(c) Yes, an audit has been done since 1 January 2012 of schools that are operating without their full complement of appropriately qualified educators holding full time posts.

(i) The finding was that the teachers who are not qualified as teachers have been placed in full-time posts in a temporary capacity due to the fact that they are in some cases not able to attract a qualified teacher for the phase or subject required by the school. In other cases, provinces are still in the process of redeploying teachers additional to their staff establishment.

(ii) The measures put in place to remedy the problems include the identification of such vacant posts that require teachers with scarce skills (such as Maths and Science) and then to place graduates of the Funza Lushaka bursaries into the posts by the end of March 2012. Action plans are in place in provinces to ensure that the redeployment process is managed according to certain timeframes. The timeframes vary in each province due to their individual challenges. This is monitored and reported on at the end of each school term.

Reply received: July 2012

QUESTION 1485

DATE OF PUBLICATION OF INTERNAL OUESTION PAPER: 01/06/2012

{INTERNAL OUESTION PAPER: 15/20121

Mrs A T Lovemore (DA) to ask the Minister of Basic Education:

(1) How are developmental needs of individual teachers assessed;

(2) whether teachers are compelled to undergo training in areas identified for improvement; if not, why not; if so, who is responsible for enforcing the training of these identified teachers:

(3)what are the details of the (a) professional development courses and (b) development other than training courses that is offered in each of the provinces;

(4) whether a database of the identified development needs of individual teachers is maintained; if not, why not; if so, who is responsible (a) for maintaining the database and (b) to ensure that the identified needs are met?NW1763E

REPLIES:

(1)

The developmental needs of teachers are identified through IQMS processes as outlined in Collective Agreement 812003. These needs are captured on the Personal Growth Plans (PGPs) of teachers.

(2)

There is a collective bargaining agreement, which regulates the participation of teachers in teacher development activities i.e. each teacher is expected to participate in 80 hours of professional development every year. Provincial Education Departments are responsible for ensuring that teachers participate in professional development.

(3) (a)

Currently, CAPS implementation, analysis of Annual National Assessment and NSC results, workbook implementation and training priorities identified in the Integrated Strategic Planning Framework for Teacher Education and Development (ISPFTED), which was developed through a multi-stakeholder process, are the main training priorities. CAPS implementation started in 2011 for Foundation Phase and Grade 10 and will continue in 2012 with Intermediate Phase and Grade 11 and ongoing support for the Foundation Phase and Grade 10 teachers. The ISPFTEI) sets out targeted priorities for teacher development i.e. 5 categories of personnel, Subject Advisors, school leaders and HODS, practicing and lead teachers, multi-grade and inclusive education and special needs. The priority subject areas are literacy and numeracy, English First Additional Language, Maths and Science and critical subjects at FET level. Schools that have been performing below 60% are to be prioritized.

(b)

The DBE is responsible for the training support of subject advisors in CAPS, use of ANA and Grade 12 results and workbooks and has completed workshops for over 300 Foundation Phase and 2000 Grade 10 subject advisors in 201 1 and over 900 Intermediate Phase and 3000 Grade 11 advisors in 2012.

(4) (a) and (b)

Provincial Education Departments are responsible for maintaining databases of identified teacher needs and to ensure that identified needs are met.

No database is maintained at national level, but provinces are required to report quarterly on progress regarding support and development provided to teachers on their identified needs. Information on support rendered to teachers during 201 1112 is reflected below:

Province	No. of school-based educators in provinces	No. of PL 1 educators who participated	No. of PL 2 - 4 educators who participated	Total no. of educators who participated
Western Cape	31870	10485	1825	12310
Northern Cape	8617	2255	172	2427
Eastern Cape	66626	2301	1530	3831
KwaZulu Natal	87466	5633	1773	7406
Mpumalanga	33245	4023	1242	5265
Limpopo	55992	0	342	342
North West	25074	3810	61	3871
Free State	23016	4975	0	4975
Gauteng	57463	816	159	975
Total	389969	34298	7104	41402

Reply received: July 2012

DATE OF PUBLICATION FOR INTERNAL OUESTION PAPER: 02/06/2012

INTERNAL QUESTION PAPER 1512012)

Miss AT Lovemore (DA) to ask the Minister of Basic Education:

(1) (a) Why have Grade R teachers not been incorporated in the staff establishment of provincial departments of education

The Education White Paper 5 on Early Childhood Development (2001) proposed a transition of providing grade R in the system through grants inaid by provincial departments of education to School Governing Bodies. This makes ECD teachers the employees of the governing bodies.

(b) Why have Grade R teachers not been recognised as teachers by the SA Council for Educators ISACE) and

The minimum qualification required for reaching in a grade R class is an ECD level 4 on the National Qualification Framework. The department has reached an agreement with the SA Council for Educators to allow for the conditional

(c) When is it anticipated that Grade R teachers will he incorporated in the provincial departments of education and recognised by SAGE

The minimum qualification for employment as an educator in the system is a grade 12 plus 4 years degree. The National Norms and Standards for Grade R Funding of 2008 (section 182 (a) allows provinces to establish posts to support the funding of grade R inpublic schools. Section 182jb) allows provinces to convert a portion of a schools total allocation to grade R to a positions taking into account the total cost of the post to the state. Provinces are aware of this policy position.

(2) Whether standardised training is available for aspirant Grade R teachers; if not, why not; if so, what are the relevant details?

There are public and private FET colleges accredited to offer the ECD level 4 and 5 qualifications. Higher Education Institutions also offer the ECD level 5 towards a Bachelor of Education in foundation Phase. There is a new grade R certificate that has been introduced .as a bridge to allow ECDpractitioners access to a degree for employment purposes with effect from 2013.

(3) What institutions offer training to Grade R teacher in each of the provinces

(See Annexure A for details per province)

(4)Whether all public schools offerenrolment in Grade R

a) No. There are 22,782 public schools offering grade R.

b) Why not

Grade R learners are also enrolled at community ECD centres. This is catered for in the provisioning model in the ECD White Paper (SOT6 public and 20% community)

(b) What is the extent of Grade R coverage for schools in eachof the provinces? NW1762E

Grade R coverage as at end of 2011 is as follows:

1. Eastern Cape - 157 184

2. Free State - 28 627

3. Gauteng - 86 240

4. KwaZulu-Natal - 181 585

5. Limpopo - 117 279

6. Mpumalanga - 56 726

7. Northern Cape - 13 153

8. North West - 42 937

9. Western Cape - 50923

Total - 734 654

(Taken from the School Realities 2012)

Here is Annexure A: www.pmg.org.za/files/questions/RNW1484-120704.pdf

Reply received: July 2012

QUESTION 1483

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 01/06/2012

[INTERNAL QUESTION PAPER: 15/2012)

Mrs AT Lovemore (DA) to ask the Minister of Basic Education:

(1) Whether a database reflecting the training of Grade R, 1. 2, 3 and 10 teachers in the Curriculum and Assessment Policy Statements (CAPS) is maintained, if not, why not; if so, who is responsible for maintaining the database;

(2) whether every teacher who is required to implement CAPS in 2012 has been trained; if not, why not; if so, (a) how many teachers have not been trained in each (i) grade and (ii) province and (iii) what measures are in place to ensure appropriate teaching by untrained teachers; and

(3)whether training in CAPS for teachers of Grades 4 to 9 and 11 has commenced; if not (a) why not and (b) when will the training commence in each case; if so, what are the relevant details in each case? NW1761E

REPLIES

(1)

Provincial Education Departments maintain databases of the teachers who underwent the first phase of the C.WS implementation programme in 2012. PEDs also maintain databases for the ongoing support progress of teachers to implement CAPS.

Here are the tables: www.pmg.org.za/files/questions/RNW1483-120710.pdf

(b)

Provinces have presented mop-up plans to ensure that all teacher who did not participate in 2011 should be given opportunities to participate.

(3) (a) and (b)

The DBE conducted orientation workshops for 968 IP and 3035 FET phase subject advisors during February-April. Each province is expected to commence withorientation programmes for Grades 4, 5, 6, and Grade 11 in July and complete the programme by the end of 2012.

Reply received: July 2012

QUESTION 1455

DATE OF PUBLICATlON OF INTERNAL QUESTION PAPER: 01/06/2012

[INTERNAL QUESTION PAPER: 15/2012)

Mr EH Eloff (DA) to ask the Minister of Basic Education:

(1) When was the current Director-General of her department appointed;

(2) whether the Director-General was appointed in a permanent capacity; if not, what is the position in this regard; if so, what are the relevant details? NW1732E

Response:

(1) The current Director-General, MrPB Soobrayan, was appointed on 22April 2010.

(2)The Director-General was appointed in a permanent capacity for a term of five years.

Reply received: June 2012

QUESTION 1381

DATE OF PUBLICATlON OF INTERNAL QUESTION PAPER:

25/05/2012

[INTERNAL QUESTION PAPER: 14-2012

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

(1) (a) HOW many schools currently participate in international exchange programmes, (b) what is the nature of these exchange programmes and (c) how are participants selected;

(2) Whether her Department has established (a) policies and (b) processes for the approval of any particular exchange programme; if not, why not; if so, what are the relevant details;

(3) Whether she has found that the relevant process is followed in the selection of participants in exchange programmes; if not, why not; if so, what are the relevant details. NW1630E

Reply:

The management of schools is a provincial competency

The National Department of Basic Education will have to obtain the information from the Provincial Departments.

Letters to this effect have been drafted to the Superintendent-Generals of the Provincial Education Departments.

Reply received: July 2012

QUESTION 1367

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 25/05/2012

INTERNAL QUESTION PAPER: 14/20121

Mrs A T Lovemore (DA) to ask the Minister of Basic Education:

(1) What are the relevant details of how an area of jurisdiction of a district office is decided upon;

(2) what (a) does the generic organogram for a district office comprise and (b) are the (i) qualifications and (ii) job description for each post;

(3) whether district officials are trained to (a) identify educator and school development needs and (b) carry out educator and school development functions; if not, (i) why not and (ii) who performs these functions; if so, what are the details of the (aa) training provided and (bb)(aaa) development interventions and (bbb) their impact in each case?NW1615E

Responses:

(1)

An education district is the geographic area within a province which has been demarcated and named and its staff complements are established by the MEC for Education using powers granted in terms of the Public Service Act, 1994.

Education districts are of varying shapes and sizes across provinces in the absence of uniformity across the system, the DBE developed the guideline document on the Organisation, Roles and Responsibilities of Education Districts to ensure a common approach to the demarcation, organisation, delegation of authority and resourcing of education districts across all Provincial Education Departments and to align their functional boundaries to municipal boundaries as determined by the Municipal Demarcation Board.

The Guideline proposes the establishment of district norms to ensure an appropriate span of control and effective service delivery.

An education district office will therefore be responsible for no more than 10 education circuits with no more than 300 schools. This norm should guide all provincial departments in the process of restructuring and re-organizing their organograms.

The Guideline document also indicates that any alignment to either metropolitan or district municipalities must make educational sense. That is, education district boundaries must meet the test of efficient education service delivery. In particular, education districts must not exceed the maximum permitted size of an education district, expressed in terms of the number of schools within the district. The appropriate alignment with municipal boundaries in each province will also depend significantly on local conditions such as settlement patterns, social history (including the impact of apartheid Group Areas legislation), terrain, distances, rurality and road links.

The organogram for the District Office is based on the norms and standards developed by the DPSA, which informs how many posts can be created.

Presently, the key functions of education districts vary from province to province, depending on the function delegated by the province, and on how these functions are distributed among different units or sections within a district office. However, all provinces provide the following basket of services:

Curriculum Management & Delivery,

Institutional Management Governance and Support, and

Corporate Management.

The DBE in collaboration with DPSA are in a process of developing a generic organogram that will ensure consistency with regard to the functional configuration/grouping.

(b) (i)

The Personnel Administrative Measures (PAM) indicates that the minimum requirements for appointment as an educator, a person must have at least a recognised three year qualification (REQV 13) which must include appropriate training in education (PAM - Chapter 6, paragraph 2).

Furthermore, the table below indicates how to qualify for a promotional post:

(b) (ii)

Chapter 4 of the PAM describes the duties and responsibilities of educators in management positions including office based educators. Management in education should be able to draw on the professional competencies of educators. The job descriptions vary, but the core responsibilities include, but are not limited to the following:

Leadership;

Communication:

Financial planning and management;

Strategic planning and transformation;

Policy formulation and interpretation;

Curriculum delivery; and

Staff Development

(3)(a)

Yes.

(b)

Yes

(ii)

The provincial Departments of Education are mandated to implement the functions through the education districts.

(aa)

District officials received training in the following areas:

CAPS Orientation;

ACE: Multi-Grade Teaching and Learner Support;

ACE: School Leadership and Management;

ACE with specialisation in any of the following subjects:

Physical Science, Mathematics, English, Life Orientation, Technology, Career Guidance, and

National Professional Diploma in Education (NPDE).

(bb) (aaa)

Conduct analysis of learner performance to provide detailed information on strengths and weaknesses of the education system;

Use of ANA and NSC results to ensure that targeted interventions are in place and implemented in underperforming schools in pursuit of Action Plan to 2014 goals;

Literacy and Numeracy Strategy (On the basis of this strategy districts have to develop focused interventions to promote reading, writing and counting in the country);

Maths, Science and Technology Strategy (Districts have to support schools and improve learner performance in these subjects);

Curriculum Assessment Policy Statement (CAPS) orientation (District officials were brought on board in the CAPS orientation process and will continue to be involved in the coming cycle of training);

Integrated ECD and multi-grade interventions (District officials have to promote and support the implementation of White Paper 5 as well as ensuring that multi-grade classrooms are adequately supported), and

Annual National Assessment (District officials are charged with the responsibility of ensuring that ANA tests are coordinated successfully in each school within each district).

The Department has commissioned a study (The School Monitoring Survey) to track indicators of performance and thus assist the Department in measuring the impact of interventions.

Reply received: July 2012

QUESTION 1366

DATE OF PUBLICATION OF INTERNAL OUESTION PAPER: 25/05/2012

INTERNAL QUESTION PAPER: 14/20121

Mrs A T Lovemore (DA) to ask the Minister of Basic Education:

(1) When will the draft National Scholar Transport Policy of February 2009 be (a) finalised and (b) gazetted;

(2) whether her department maintains a record of learners (a) requiring and (h) supplied with transport in each province; if so what are the relevant figures for each province; if not,

(3)whether her department intends to compile such a record; if not, why not; if so, what are the relevant details for each province? NW1614E

Response

(1) The Draft National Scholar Transport Policy has been reviewed and is being discussed within different structures in the Department of Transport. The policy will be gazetted once the process is completed and approval is granted.

(2) (3) Yes the department maintains a record of learners provided with transport which is based on information received from provinces. Currently 321 212 learners, as indicated per province in the table below, benefit from the service.

PROVINCES	EC	GP	FS	KZN	LP	MP	NC	NW	WC	TOTAL
NO OF LEARNERS TRANSPORTED 2012/13	54406	51716	6000	15600	32395	65559	22258	21446	51832	321212

Reply received: June 2012

QUESTION 1298

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER:

18/05/2012

(INTERNAL QUESTION PAPER: 13/2012)

Mrs A T Lovemore (DA) to ask the Minister of Basic Education:

(1) Whether the tender in respect of (RFP/SAFB/2011?073) was awarded; if not, why not; if so, what are the relevant details;

Reply:

The Department is in the process of commissioning an evaluation of workbooks and textbooks (RFP/SAFB/2011/073). This evaluation study is being undertaken with support from the United Nations Children's Fund (UNICEF).

(2) Whether her Department intends to undertake an independent formative evaluation of current (a) textbooks and (b) workbooks; if not, why not; if so, what are the relevant details ? NW1508E

Reply:

Yes, the evaluation of textbooks and workbooks is being undertaken in the 2012/13 financial year.

A sample survey for this evaluation will focus mainly on access and utilization of textbooks and workbooks by learners and teachers.

Reply received: July 2012

QUESTION 1297

DATE OF PUBLICATION OF INTERNAL QUESTlON PAPER: 18/05/2012

(INTERNAL QUESTION PAPER: 13/2012)

Mrs AT Lovemore (DA) to ask the Minister of Basic Education:

(I) With reference to a statement by Umalusi on 24 April 2012 at the joint meeting of the Portfolio Committees on Basic Education and Higher Education and Training that the underlying philosophy of the nationally set curriculum (NSC) had been designed to ensure that most people achieve the minimum requirements for a pass, why has it been selected as the underlying philosophy rather than the achievement of every learner passing Grade 12 of the identified critical outcomes of the NSC (details furnished);

(2) whether the stated underlying philosophy is undergoing review in light of the publicised poor performance in respect of literacy, numeracy, maths and science and problem-solving in Grade 12 examinations and the number of learners who have passed Grade 12 but are not able to access career opportunities or utiilse entrepreneurial skills; if not, why not; if so, what are the relevant details? NW1507E

REPLY

(1) The statement by Umalusi, namely that "the underlying philosophy of the National Curriculum Statement Grades R-12 has been designed to ensure that most learners achieve the minimum requirements for a pass, is in line with the spirit and contents of the National Curriculum Statement and the broad goals of the National Senior Certificate (NSC).

The underlying philosophy of the National Curriculum Statement is as

follows:

equip learners with at least the minimum knowledge, skills and values that will enable meaningful participation in society;

provide a reliable and credible basis for selection and entry to Higher Education; and

provide employers with a realistic profile of a learner's knowledge and competences.

The National Curriculum Statement in its design does seek to address the needs of all learners and the goals of any curriculum must be attainable by all learners. No curriculum can be designed with an anticipation of failure. However, there is a distinction between the intended curriculum, the actual teaching and learning and the assessment thereof. The curriculum determines what must be achieved based on the minimum requirements. Teaching and learning refers to how the curriculum is mediated. The assessment evaluates whether the learners comply with the curriculum requirements.

The objective of the teacher in the classroom is to ensure that all learners in his or her class demonstrate the learning outcomes and assessment standards, at the level of the minimum requirements set in the National Curriculum Statement Grades R-12. However the examinations and assessment determine whether the learner meets the minimum requirements for a pass. There IS no compromise in the standard of the NCS, if the intention of the NCS is to ensure that all learners pass. The public examination system is the final determinant of whether learners meet the minimum requirements. Public examinations in South Africa are reputed to be extremely rigorous and the standard of assessment of the South African examinations is comparable to the best systems in the world. Therefore there is no hidden philosophy imperative that is driving the system towards lowering of standards.

(2) NO

The underlying philosophy will not be reviewed because I am confident that the Curriculum Statement is constructed on the appropriate foundation, which is relevant and pertinent to the South African context.

However, there could be a review of the design features of the curriculum, such as content specifications and related aspects, during its implementation cycle. The development of the Curriculum and Assessment Policy Statement (CAPS) is an example of this kind of review. Curriculum development is not a static process and therefore the National Curriculum Statement Grades R-12 will be monitored and evaluated and revised, if the need arises.

To address the poor performance in respect of literacy and numeracy, the Department of Basic Education embarked on a process of Annual National Assessment in Grades 1-6 and 9. The results of this assessment strategy are analysed and problem areas identified. Teachers are then informed and assisted regarding areas that need special attention in their teaching strategy.

A further attempt to improve learning and teaching in Literacy and Numeracy, the Department of Basic Education developed Literacy and Numeracy Workbooks and printed 54 million copies to be distributed to all learners in Grades 1-6.

Reply received: July 2012

QUESTION 1296

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 18/05/2012

(INTERNAL QUESTION PAPER: 13/2012)

Mrs A T Lovemore (DA) to ask the Minister of Basic Education:

(1) What are the details of the (a) teacher development programmes to which a certain official referred on 24 April 2012 (name and details furnished), and (b)(i) support materials, guides and media, (ii) strategies, (iii) resource materials and (iv) internet support;

(2) whether attendance of these programmes are compulsory for educators in the targeted schools; if not, why not; if so, what are the relevant details;

(3) (a) what content has been developed for workshops focusing on content gaps, (b) by whom was it developed, (c) how were content gaps identified and (d) where were the specified workshops presented;

(4) what Dinaledi interventions for Maths and Science have been developed, (b) by whom were they developed, (c)(i) how and (ii) by whom are schools requiring such interventions identified and (d) where was each specified intervention made? NW1506E

REPLIES:

(1) (a)

Each province has developed a detailed strategy of improving learner attainment. These include teacher support programmes for Grade 12 for all 8000 secondary schools and 20 000 primary schools. There is a specialized focus on the 2500 secondary schools that performed below 60% and 8000 surrounding feeder primary schools to these secondary schools. The DBE and PED's have also planned for teacher support on CAPS implementation for 190 000 Intermediate Phase teachers and 60 000 Grade 11 teachers and for ongoing support for the 110 000 Foundation Phase teachers and 70 000 teachers in Grade 10.

(b)(i)

Qualitative reports on what learners were able or not able to do in the 2011 NSC exams and ANA tests have been developed with provincial officials and mediated to Subject Advisors. Each province has developed a detailed learner attainment strategy outlining workshops and materials to be used in the workshops and teacher support programmes. For ANA, three sets of test exemplars and corresponding memoranda illustrating the scope, depth and assessment techniques used in the ANA Diagnostic, and ANA 2012 guidelines which outline the knowledge, skills and content that will be covered in the tests. 2012 tests have also been developed and mediated.

(ii)

The strategy is to cover all schools and teachers, but focus more attention on schools that performed below 60% in the NSC exams and their surrounding primary schools. Focus will also be put on the identified areas of low performance in critical and scarce skills subjects such as English First Additional Language, Literacy and Numeracy, Maths and Science, Accounting, Geography, Technology and Business Studies.

(iii)

The DBE has provided resource materials in the form of diagnostic reports and exemplars based on the NSC exams and Annual National Assessments. Each province has developed additional material based on contextual conditions in the provinces. 4 provinces have an extensive range of programmes and materials provided through their Provincial Teacher Development Institutes i.e. Mathew Goniwe Institute in Gauteng, Ikhwezi In-Service Centre in KZN, Maths, Science and Technology Education Centre in Limpopo, and Cape teaching and learning Institute in Western Cape.

(iv)

The diagnostic reports, exemplars, CAPS material and additional materials are loaded on the website. Each province also has a package of material on their websites and processes are underway to increase the availability of focused, qualitative and relevant materials.

(2)

Attendance by teachers is compulsory for these programmes.

(3)

An analysis was done per question on a random sample of 100 scripts per paper for each subject paying particular attention to common errors and misconceptions. The content gaps are identified during this process.

(4) Same as above.

Reply received: July 2012

QUESTION 1256

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 18/05/2012

(INTERNAL QUESTION PAPER: 13/2012)

Mr L S Ngonyama (Cope) to ask the Minister of Basic Education:

(1) Whether there is a policy development unit in her department; if not, why not; if so,

(2) whether the unit has (a) undertaken any research (i) in respect of online high schools existing in other countries and (ii) to determine the need thereof in South Africa and the SA Development Community, (b) produced any report or submission on the matter for her consideration and (c) received any directives in the last two decades to investigate a policy framework for regulating virtual high schools in South Africa; if not, what is the position in this regard; if so, what are the relevant details in each case? NW1452E

REPLY

(1) No, policy development is located in the various programmatic areas of the department.

(2) N/A

Reply received: July 2012

QUESTION 1265

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 18/05/2012

(INTERNAL QUESTlON PAPER: 13/05/2012)

MrJJ van R Koornhof (Cope) to ask the Minister of Basic Education:

Whether she has been informed that no textbooks have been delivered to Government schools in Limpopo to date; if not, what is the position in this regard; if so, (a) when did her department (i) discover, after taking over the administration of the Limpopo department of education in terms of Section 100 of the Constitution of the RSA, 1996, that books had not been ordered and (ii) rectify the situation and (b) why was it not done in time for schools to function? NW1462E

(a)(i) The Minister became aware of the situation in Limpopo when Section 1000 was instituted in the province

(ii) The DBE has delivered Grade R- 9 workbooks and grade 10-12 mathematics and physical science textbooks to all schools in the province. Orders have been placed and textbooks were to be delivered to all schools by 15^th June 2012

(b) Due to irregularities in procurement of textbooks the department had to allow for due process of Section 100 to be followed through.

Reply received: July 2012

QUESTION 1255

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 18/05/2012

(INTERNAL QUESTION PAPER: 13/2012)

Mr L S Ngonyama (Cope) to ask the Minister of Basic Education:

(1) Whether she is (a) keeping abreast of developments in virtual high schools elsewhere in the world and (b) ensuring that South Africa will not be lagging behind the rest of the world in this regard; if not, why not; if so, (i) in what manner and (ii) what are the further relevant details;

(2) whether she has been informed of the Uruguayan Basic Information Educational Program for Online Learning (CEIBAL), launched in March 2007; if so,

(3) whether she intends implementing a model similar to the Uruguayan Basic Information Educational Program for Online Learning; if not, why not; if so,

(4) whether she will make a statement on the matter? NW1451E

REPLY

(1) (a),(b) Yes. The department is keeping abreast of developments with regards to virtual high schools. Although we are not considering this model at present, we may consider it in the future.

(2) Yes

(3) Not at present, as indicated in the response of Question 281 of 05/08/2011, the South African Schools Act of (1996) makes provision for public schools and independent schools. The Act does not make provision for online schools or the establishment of online schools nor are there any regulations governing online schools.

(4) No

Reply received: June 2012

QUESTION 1223

DATE OF PUBLICATION OF INTERNAL OUESTION PAPER: 11/05/2012

(INTERNAL OUESTION PAPER: 12/2012)

Dr D T George (DA) to ask the Minister of Basic Education:

What amount has her department spent on (a) catering and (b) entertainment ( i) in the (aa) 2009-10, (bb) 20 10-11 and (cc) 2011-12 financial years and (ii) since 1 April 2012?

NW1420E

REPLY

For 2009/10 (aa)

N/A. The department was allocated its budget since 1 April 201 0 after the split of the Comer DOE into the Departments of Basic Education and Higher education and training]

Here is the table: http://www.pmg.org.za/files/doc/2012/RNW1223-120614.pdf

Reply received: July 2012

QUESTION 1186

FOR WRITTEN REPLY

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 11/05/2012

(INTERNAL QUESTION PAPER: 12/2012)

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

(1) Whether her department monitors the migration of learners between schools in each province; if not, why not; if so, what are thetrends in each province over the past five years;

(2) whether her department has implemented any measuresto deal with the influx of learners at schools with regard to the (a) appointment of (i) temporary and (ii) permanent teachers and (b) in infrastructure expansion; if not, why not; if so; what are the relevant details?

W1382E

Response:

(1) The provincial education departments undertake the monitoring of learner migration between schools in their respective provinces for planning and operational purposes.

The Learner Unit Record Information and Tracking System (LURITS) has been developed by the Department of Basic Education as a national web-based database lo assist in. the tracking of the migration of learners between schools within a province as well as migration from one province to another. Statistics on \rends in each province over the past five years is not available yet a learner registration and updates of migration is currently being undertaken on LURITS by the provinces.

(2)(a) Post provisioning is regulated in terms o f the Employment of Educators Act,76 of 1998. Regulations made in terms of this Act determine that an MEC must create a pool of posts in accordance with funds available for this purpose. The model is based on the principle that available posts are distributed among schools, proportionally to their number of weighted learners which covers:

(i) Appointment of temporary educators, and

(ii) Appointment of permanent educators

(2)(b). Provincial departments are responsible for monitoring the movement of learners and these learner statistics are the basis from which provinces develop provincial infrastructure plans, which include the provision of new schools, additional classrooms etc.

Reply received: June 2012

QUESTION 1185

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 11/05/2012

(INTERNAL QUESTION PAPER: 12/2012)

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

Whether, in respect of inclusive education, full service schools have been established in each education district; if not, in respect of each province, which districts did not comply; if so, what were the minimum requirements that schools had to comply with in respect of personnel with specific reference to (a) therapists, (b) infrastructure, (c) learner teacher support materials including remedial equipment and (d) recreational facilities? NW1381E

Response

No, Eastern Cape and Northern Cape provinces have not established full-service schools in all the districts. In Eastern Cape the following districts have not yet established full-service schools: Sterkspruit, Cofimvaba, Libode, Cradock, Butterworth, Queenstown, Mbizana, Ngcobo, Graaff-Reinet, Fort Beaufort, Lady Frere, Mount Frere, Mount Fletcher, Uitenhage, Qumbu and Maluti.

In Northern Cape the following districts have not yet established full-service schools: Namaqua and Siyanda.

513 Full-service schools have been established in all other districts in line with standards set in theGuidelines for Full Service/Inclusive Schools (2010).

a. Therapists

No specific minimum requirements for therapists in relation to full-service schools have as yet been determined.

b. Infrastructure

The National Policy for an equitable Provision of an Enabling School Physical Teaching and Learning Environmentof 2010 includes specifications for universal design emphasizing that in line with Education White Paper 6: Special Needs Education – Building an Inclusive Education and Training System (2001), The National Building Regulations of 1986 and the South African Schools Act (Act 84 of 1996), chap. 3, Section 12 (5) full service schools that were built before this date should be adapted to comply with the regulations of environmental accessibility.

c. Learner teacher support materials including remedial equipment

The Guidelines for Full-Service / Inclusive Schools (2010) (pp. 37-38) state that it is a minimum requirement for full-service schools to conduct an audit on the availability of basic level of teaching and learning materials that are needed for educators to include all learners effectively in the lessons. The schools should have a maintenance plan for equipment. Staff be trained in the assessment of learners, selection of appropriate devices and their proper use.

d. Recreational facilities

The same requirements as outlined in section 2.12 of the National Policy for an Equitable Provision of an Enabling School Physical Teaching and Learning Environment of 2010 apply to full service schools.

Reply received: May 2012

QUESTION 1125

DATE OF PUBLICATION OF INTERNAL QUESTION: 04/05/2012

(INTERNAL QUESTION PAPER: 11/2012)

The Leader of the Opposition (DA) to ask the Minister of Basic Education:

(1) Whether she has commissioned a study to analyse the impact of walking long distances to school on learning; if not, why not; if so, what are the relevant details;

(2) whether her department has kept any record of the number of school days that were lost forlearners who are unable to access schools due to harsh weather conditions; if not, why not; if so, what are the relevant details;

(3) whether her department compiles any records of learners who have been (a) victims of crime and (b) hit-and-run accidents while walking to school; if not, why not; if so, in each case, (i) how many learners and (ii) what are the further relevant details? NW1315E

Reply:

1. The then Department of Education has, commissioned such a study and there are several other South African studies (The National Household Travel Survey (NHTS), conducted by the DOT, 2003, Department of Education, 2006; Nelson Mandela Foundation, 2005; and the Human Rights Commission, 1998) have provided valuable information on the issue of distances that learners have to travel to schools as one of the barriers to learners accessing schools. These studies have informed the development of the Learner Transport policy, collaboration between the Department of Transport and the Department of Basic Education. This policy is in the process of being finalized and will be released for public comment.

2. The DBE does not have a record of school days that were lost for learners as a result of their inability to access schools due to harsh weather conditions.

3. The DBE does not keep such a record.

Reply received: May 2012

QUESTION 1124

DATE OF PUBLICATION OF INTERNAL QUESTION: 04/05/2012

(INTERNAL QUESTION PAPER: 11/2012)

The Leader of the Opposition (DA) to ask the Minister of Basic Education:

(1) How many students who qualify for learner transport in terms of the National Learner Transport Policy of February 2009 are not being provided with learner transport in each province;

(2) whether she intends taking any steps to extend learner transport to more learners; if not, why not; if so, what are the relevant details;

(3) whether she intends to review the National Learner Transport Policy so that all students who have to walk to school in excess of 5km are provided with learner transport if no public transport is available; if not, why not; if so, what are the relevant details? NW1314E

Reply

1. The Department of Basic Education has not quantified the number of learners who qualify in terms of this draft policy. The Department is working together with the DoT to finalise and gazette the policy. This includes determining the number of learners who qualify and the estimated cost of providing the service.

2. The Department will always endeavor to make all schools accessible to learners. This includes providing transport, providing additional spaces and constructing new school and boarding facilities where needed. Where transport is needed and learners qualify in terms of the set criteria, the department will endeavor to ensure that these learners are transported to schools

3. In terms of the draft learner transport policy, Provincial Departments of Education shall ensure that learners are integrated into existing public transport system where this is available. Further, in identifying learner transport beneficiaries, school principals, after consultation with the School Governing Bodies (SGBs) will identify learner transport beneficiaries in line with the following criteria:

· Beneficiaries must be a learner from Grade R to Grade 12. · The distance travelled must be more than 10km to and from school. · Learner transport must be to the nearest appropriate school. · Parental choice of schools must not be subsidised. Parental choice refers to when parents prefer to enrol their children at schools other than the nearest suitable school.

· Learners with special needs

Reply received: May 2012

QUESTION 1123

DATE OF PUBLICATION OF INTERNAL QUESTION: 04/05/2012

(INTERNAL QUESTION PAPER: 11/2012)

The Leader of the Opposition (DA) to ask the Minister of Basic Education:

(1) (a) What amount is still owing to service providers of learner transport in the Eastern Cape and (b) why have these payments not been made in time;

(2) whether she intends taking any steps to ensure that all learner transport service providers are paid in time so that all learner transport services can be resumed in the Eastern Cape; if not, why not;

(3) whether she intends taking any steps to ensure that the learner transport system is fully operational; if not, why not; if so, (a) when will this be complete and (b) what are the further relevant details? NW1313E

Response

(1) Learner transport is currently managed by the Provincial Department of Transport in theEastern Cape and is responsible for payment of service providers, and all questions should be directed to them..

(2) Learner transport is fully operational and managed by Provincial Department of Transport since July 2011. Currently 54406 learners in 644 schools are provided with learner transport. The two departments are responsible for monitoring the transportation of learners.

Reply received: May 2012

QUESTION 1086

DATE OF PUBLICATION OF INTERNAL QUESTION: 04/05/2012

(INTERNAL QUESTION PAPER: 11/2012)

Mr E H Eloff (DA) to ask the Minister of Basic Education:

(1) (a) What are the (i) yearly rental and (ii) floor space of the (aa) current and (bb) previous premises occupied by her department's head office and (b) when (i) was the current building occupied and (ii) does the current lease expire;

(2) whether her department publicly invited tenders prior to the leasing of the current premises; if not, why not; if so, (a) when, (b) where was it published and (c) which (i) companies and (ii) properties were shortlisted;

(3) what (a) floor space was offered and (b) annual rental was tendered (i) by each shortlisted company and (ii) with regard to each shortlisted property? NW1274E

REPLY

1. (a)(i)(aa) Yearly Rental of current premises

The Department does not pay rent. The head office accommodation for the Department of Basic Education (DBE) was financed, designed, constructed and is currently being maintained as part of the Public Private Partnership Agreement (PPPA).

(a)(i)(bb): Yearly Rental of previous premises

The previous building was occupied by the former Department of Education of which the Department of Higher Education and Training is now the custodian.

(a)(ii)(aa): The Floor space of the current premises is 49 502 square meters.

(a)(ii)(bb): Not Applicable. The previous building was occupied by the former Department of Education, not the Department of Basic Education.

(b)(i): The current head office accommodation was occupied in February 2010.

(b)(ii): Not Applicable. The head office accommodation is not leased but form part of a PPPA. The PPPA is for a period of 25 years.

2 (a); (b); (c)(i) and (c)(ii): Not Applicable. The head office accommodation of the DBE is not leased but form part of a PPPA. The PPPA did comply with Regulation 16 of the Treasury Regulations and was approved accordingly.

3 (a)(i); 3 (a)(ii); 3 (b)(i), and 3(b)(ii): Not Applicable. The head office accommodation of the DBE is not leased but form part of a PPPA, which is specified in Regulation 16 of the Treasury Regulations.

Reply received: June 2012

QUESTION 1077

DATE OF PUBLICATION OF INTERNAL OUESTION: 04/05/2012

(INTERNAL QUESTION PAPER: 11/2012)

Mrs AT Lovemore (DA) to ask the Minister of Basic Education:

(1) With reference to her department's Annual Performance Plan for the 2012-13 financial year, how is the required level of (a) literacy and (b) numeracy for grades (i) 3, (ii) 6 and (iii) 9 defined;

(2) (a) what is considered to be the optimum percentage of learners in each grade achieving the required literacy and numeracy levels and (b) why;

(3) whether a 2% to 3% increase in learners achieving the required levels is considered to be adequate; if not, why not; if so, (a) on what basis was this determination made and (b) what are the further relevant details;

(4) whether her department has developed a plan to eliminate the current low levels of (a) numeracy and (b) literacy; if not, why not; if so, what are the relevant details;

(5) whether the plan includes measures to improve the percentage of learners passing grade 12 Mathematics; if not, why not; if so, what percentage increase in the pass rate is expected for the (a) 2012 (b) 2013 and (c) 2014 academic year? NW1264E

1) With reference to her department's Annual Performance Plan for the 2012-13 financial year, how is the required level of (a) literacy and (b) numeracy for grades (i) 3, (ii) 6 and (iii) 9 defined;

The Annual Performance Plan is set against the goals of the Action Plan to 2014, which provide the annual national and provincial learner performance targets for Languages and Mathematics. These national performance targets set the percentage of learners that will (a) read and write at the required levels of 50% and (b) count and calculate at the required level of 50% in Grades (i) 3, (ii) 6 and (iii) 9. It is against these national and provincial performance targets that all activities and interventions aimed at improving learner performance in Languages and Mathematics are set.

(2) (a) what is considered to be the optimum percentage of learners in each grade achieving the required literacy and numeracy levels and (b) why;

The expected national learner performance targets in the Languages and Mathematics in the National Integrated Literacy & Numeracy Strategy are set for 2012 - 2013 and 2014 as 55% and 60% respectively.

(3) whether a 2% to 3% increase in learners achieving the required levels is considered to be adequate; if not, why not; if so, (a) on what basis was this determination made and (b) what are the further relevant details;

The Annual National Assessment (ANA) has provided every province with an indication of the learner performance in Languages and Mathematics for Grades 1 to 6 and Grade 9. The National Integrated Literacy and Numeracy Strategy sets expected learner performance for Grades 3, 6 and 9 in Languages and Mathematics. Provincial targets have been projected against the current performance of learners and set against the national targets for 2012-2013 and 2014. The margin for improvement on learner performance therefore differs across provinces and considers where learner performance is currently at in each province in both Languages and Mathematics. Clear activities and performance measures set in the National Integrated Literacy and Numeracy Strategy are provided to guide provincial intervention and aim to introduce national interventions for improving learner performance.

(4) whether her department has developed a plan to eliminate the current low levels of (a) numeracy and (b) literacy; if not, why not; if so, what are the relevant details;

Yes, the department has developed the National Strategy for Learner Attainment (NSLA) that focus a number of different interventions from grade R to 12 on improving learner performance in Languages and Mathematics. Included in the interventions of the NSLA are the Early Childhood Development (ECD), Mathematics, Science and Technology (MST) and Literacy and Numeracy (LitNum) Strategies, aimed at improving learner performance in these priority areas.

(5) whether the plan includes measures to improve the percentage of learners passing grade 12 Mathematics; if not, why not; if so, what percentage increase in the pass rate is expected for the (a) 2012 (b) 2013 and (c) 2014 academic year? NW1264E

The NSLA includes a focus on the Mathematics, Science and Technology (MST)Strategy aimed at improving learner performance across the system but in particular in grades 10 to 12. The Annual Performance Plan sets national targets for learner performance in numbers of learners (not percentages) in Grade 12 for 2012, 2013 and 2014 as 169 000, 180 000 and 270 000 learners respectively.

Reply received: May 2012

QUESTION 1076

DATE OF PUBLICATION OF INTERNAL QUESTION: 04/05/2012

(INTERNAL QUESTION PAPER: 11/2012)

Mrs A T Lovemore (DA) to ask the Minister of Basic Education:

(1) Whether candidates for Funza Lushaka bursaries are interviewed to assess their potential suitability for the teaching profession before being awarded a bursary; if not, (a) why not and (b) what screening takes place to assess aspirant teachers' suitability; if so, what are the relevant details;

Response: (1)(a) and (b)

Potential Funza Lushaka bursars apply for a bursary after they have been given provisional acceptance to enrol for a B.Ed. programme or for a Post Graduate Certificate in Education by a university of their choice.

A week after the closing date for the application for the Funza Lushaka Bursary, DBE generates from the main database lists of applicants and distributes them to universities of their choice. These lists, together with supporting documents, are used to determine if an applicant meets the set minimum criteria.

The institution must set up a selection panel for the bursary. The selection panel should be made up of:

· at least three members of the academic staff, including the Funza Lushaka academic coordinator;

· administration support for the academic coordinator;

· at least one member of the financial aid staff who assists with the financial management of the bursary at the institution;

· Officials from the relevant provincial education department in the province in which the institution is located must participate on the selection panel and the institution must ensure that they are invited to participate. The role of the provincial officials is to ensure that bursaries are awarded in line with provincial and national needs, and

· Department of Basic Education officials.

The panel will carefully scrutinise the applications to select students for the bursaries using minimum criteria set for the Funza Lushaka bursary programme.

(2) (a) how many bursaries were awarded for the (i) 2008, (ii) 2009, (iii) 2010, (iv) 2011 and (v) 2012 academic years, (b) what number of graduates (i) have completed their studies in each specified year and (ii) are expected to complete their studies in 2012 and (c) what number of graduates (i) have entered the teaching profession in public schools in each specified year and (ii) are expected to enter the teaching profession in public schools after completing their studies in 2012;

Response: (2)(a)(i)(ii)(iii)(iv)(v); (b)(i)(ii) and (c)(i)(ii)

Year	Awarded	Qualified	Placed
2008	5185	1124	807
2009	9141	1754	1097
2010	10073	2766	3007**
2011	8733	2538	1337***
2012	11500*	Capturing in progress, database will be ready end June

The placement numbers are an indication of the retention level. They are based on the number of graduates who were in the system occupying teaching posts as at 31 March 2012. In total about 76% of all graduates (2008-2011) were employed at the end of March 2012, noting that the placement of the 2011 graduates is ongoing.

* Projection

** The number of appointments of 2010 graduates exceeds the number of graduates. This is due to the delayed appointment of graduates from the previous years.

*** The placement of 2011 graduates is in progress.

(3) What reasons has she found why the number of graduates who have entered the teaching profession is lower than the corresponding number allocated bursaries?

Response: (3)

As can be noticed in the table above the rate of uptake of graduates was low in the early years and has since improved. The Department considers both the rates of uptake and retention as equally important. In terms of the uptake, the reasons for not achieving full placement each year relate to both the graduates and the recruitment practices in provincial education departments. These include, to a lesser extent, graduates electing conversion to a loan rather than taking up placement, illness or death; and to a larger extent, provincial education department not being able to provide placement to graduates.

As indicated above, the situation has improved since 2010 following a concerted effort on the part of the national department to closely monitor both the uptake and the retention of the graduates.

Reply received: May 2012

QUESTION 1075

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 04/05/2012

(INTERNAL QUESTION PAPER: 11/2012)

Mrs A T Lovemore (DA) to ask the Minister of Basic Education:

(1) With reference to her department's Annual Performance Plan for the 2012-13 financial year, (a) what is meant by a very basic level of school infrastructure in strategic objective 4.4.2 and (b)(i) when and (ii) by whom was the decision made on what is acceptable as a "very basic level of school infrastructure'';

(2) whether she intends to include the decision on the basic level of infrastructure in policy; if not, why not; if so, (a) when will the details be made available to the public and (b) what are the further relevant details;

(3) whether she has (a) taken any steps and (b) made any progress with the implementation of the standard in terms of a very basic level of school infrastructure; if not, why not; if so, what (i) were the time lines attached to achieving the said level and (ii) are further relevant details;

(4) whether an audit has been carried out to determine the number of schools in each province that do not comply with the very basic level of school infrastructure; if not, (a) why not and (b) when will such an audit be conducted; if so, what are the relevant details? NW1262E

REPLY

1. (a)The Guidelines Relating to Planning for Public School Infrastructure refers to basic functionality level in school infrastructure as factors present in a schools which may cause harm to learners and educators and hamper the core functions of a school. A school environment does not meet basic safety if learners are exposed to conditions such as-

i. lack of access to potable drinking water and sanitation facilities;

ii. toxic substances in the school environment;

iii. extremely unsafe building structures that could collapse onto learners;

iv. classrooms that are overcrowded; and

v. inadequate fencing.

(b) (i) (ii) The Guidelines emanate from the National Policy for an Equitable Provision of an Enabling School Physical Teaching and Learning Environment, published in June 2010. The Guidelines Relating to Planning for Public School Infrastructure were approved by the Council of Education Ministers in November 2011 after a consultative process with the relevant stakeholders which included other key departments such as National Treasury and Public Works, CIDB, curriculum experts at the national and provincial levels, educators, school governing bodies, physical planners at all levels, experts in the built industry, the Heads of Education Committee( HEDCOM) and the Council of Education Ministers (CEM).

(2) (a) (b)The Council of Education Ministers decided that a guideline be released to direct DBE and provinces in the planning and provision of infrastructure. The guidelines have been released to the public and are available on the DBE website.

(3) (a) (b) The Guidelines have been adopted and are being utilized for the planning and budgeting for construction, refurbishment and rehabilitation of existing as well as for new schools or facilities. These guidelines are already being utilized in the Accelerated School Infrastructure Delivery Initiative (ASIDI) and in provincial infrastructure programmes.

(i) (ii) The infrastructure development action plan has been developed as part of the Action Plan to 2014; Towards the Realisation of Schooling 2025 and Goal 24 "Ensure that the physical infrastructure and environment of every school inspires learners to want to come to school and learn and teachers to teach", clearly spells out the desired outputs and milestones. The related milestones as articulated in Goal 24 are:

· The focus for the 2010-2014 Strategic Plan period will be on all schools that do not meet the basic safety standards and those constructed from inappropriate material and are a danger to learners and educators. Those without basic services will be provided with water, sanitation, electricity and fencing. Where an entire school has been built from an inappropriate material especially mud, this school will be replaced with a school to Optimum Functionality. In the process, the drive to provide schools with critical learning spaces like libraries, laboratories, administration blocks etc will be intensified. Furthermore, the ASIDI Programme ensures that all newly built schools complies with the Guidelines relating to Planning for Public School Infrastructure.

· The target during the 2015-2020 Strategic Plan periods is to expand the provision of critical teaching and learning spaces that are essential to enhance teaching and learning outcomes (i.e. Libraries, laboratories, computer centres). Additional momentum will be given to the on-going roll-out strategy to build on developments in e-learning.

· The 2025 target is that all schools and their teaching and learning environments will be at optimal functionality level of provision.

(4) The National Education Infrastructure Management System (NEIMS) is an audit of the physical infrastructure and facilities in all public schools and was conducted in 2005 and completed in March 2007. This audit, which is being updated on a regular basis, provides baseline data on the condition of schools, their location, distance travelled by learners to school, access roads to schools, the physical conditions of buildings and availability of basic services such as water, sanitation and electricity. Through this data, the Department of Basic Education is able to monitor progress in the delivery of infrastructure in the country and also determine the infrastructure backlogs, including schools that are below basic functionality.NW1262E

2012-11-30

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