Questions & Replies: Basic Education
2013-05-30
THIS FILE CAN CONTAIN UP TO 25 REPLIES.
SEARCH ON THE TOPIC/KEYWORD YOU ARE LOOKING FOR BY SELECTING CTRL + F ON YOUR KEYBOARD
Reply received: December 2013
QUESTION 3159
DATE OF PUBLICATION OF INTERNAL QUESTlON PAPER: 15/11/2013
(INTERNAL QUESTION PAPER: 38/2013
Dr .4 Lotriet (DA) to ask the Minister of Basic Education:
(1) Whether her department received any funds for the Expanded Public Works Programme in the (a) 2010-11, (b) 2011-12 and (c) 2012-13 financial years;
(2) whether any of these funds were earmarked for (a) capital or (b) infrastructure-related projects: if so, (i) what are the names of these projects, (ii) where are these projects situated. (iii) what is the value of each project and (iv) how many jobs have been created by each project
(3) in each case, what process was followed to appoint project (a) implementers and (b) consultants;
(4) in each case, were funds transferred to project implementers (a) in a lump sum or (b) through progress payment;
( 5 ) whether any projects have been impeded due to maladministration or corruption; if so, (a) which projects have been affected and (b) what action has been taken in each case? NW3717E
Response
(1) (a) 2010/20 No,
(b) 2011/2012 Yes,
(c) 2012/2013 -Yes.
(2) (if Not for capital or infrastructure related projects hut for the Kha Ri Gude Mass Literacy Campaign.
(ii) It is a National project.
(iii) R43,981 000 for 2011/2012 and R51 511 000 for 2012/2013
(iv) 4 345 work opportunities that translate into 1 709 Full Time Equivalents (FTEs) for 2011/2012 and 4 911 work opportunities that translate into 1760 Full Time Equivalents (FTEs) for 2012/2013.
(3) (a) The project implementer (Management Company) was appointed through the prescribed governmental tender process.
(4)(b) Funds were transferred through progress payments (Management Fee) to the project implementer.
(5) (a) No.
(b) Not applicable
Reply received: December 2013
QUESTION 3102
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 15/11/2013
(lNTERNAL QUESTION PAPER: 38/2013)
Mrs A T Lovemore (DA) to ask the Minister of Basic Education:
(1) Whether she has found that all figures listed in her department's annual School Realities reports (a) in (i) 2010, (ii) 2011 and (iii) 2012 and (b) for 2013 are accurate;
(2) whether the number of public ordinary schools decreased from 25 826 in 2012 to 24 136 in 2013; if so, why? NW3659E
RESPONSE:
(1)(a) (i) (ii)(iii)(b)
These figures are accurate, based on the following:
The figures result from annual school censuses conducted by the nine provinces, through an approved and tested method of data collection and sound quality assurance statistical practices adhering to the South African Statistical Quality Assurance Framework (SASQAF) and a nationally prepared and approved census instrument
The figures are validated by provinces and approved by the Heads of Department Committee (HEDCOM) as a true reflection of the situation on the ground.
(2) The decrease is not as dramatic as the Honourable Member states. The statistics published by School Realities 2012 and 2013 are as follows:
| Schools | 2013 | 2013 |
| Public | 24 255 | 24 136 |
| Independent | 1 571 | 1 584 |
| Total | 25 826 | 25 720 |
Source: School Realities 2012 and School Realities 2013
The Honourable member is comparing incorrect statistics as shown by table above, that is, total number of schools (public plus independent) in 2012 is being compared with only public schools in 2013.
The decrease will be found to be only 106 schools which can be explained by the closure and merging of unviable small schools.
Reply received: December 2013
QUESTION 3101
DATE OF PUBLICATION OF INTERNAL OUESTION PAPER: 15/11/2013
[INTERNAL OUESTION PAPER: 38/2013
Mrs A T Lovemore (DA) to ask the Minister of Basic Education:
Whether, with reference to her response to question 437 on 30 July 2013. her department will conduct a school monitoring survey in the 2013-14 financial year; if not, why not; if so, what are the relevant details? NW3658E
Response:
The DBE had planned to conduct a School Monitoring Survey in 2013/14. This was indicated in the response to question 437 in July 2013. However, this has not been possible due to financial constraints but the DBE is in the process of procurement since resources were mobilized in order to conduct a School Monitoring Survey in 2014/15.
Reply received: December 2013
QUESTION 3100
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 15/11/2013
INTERNAL QUESTION PAPER: 38/2013
Mrs A T Lovemore (DA) to ask the Minister of Basic Education:
(1) How many applications by (a) educators and (h) non-educators employed by provincial departments of education are still awaiting processing for (i) incapacity leave and (ii) ill-health retirement in each province;
(2) in respect of each province (a) why do the backlogs exist, (b) what is being done to address the backlogs and (c) when will the backlogs be cleared;
(3) whether she has made her colleague, the Minister for the Public Service and Administration, aware of the backlogs: if so, what are the relevant details?
NW3657E
RESPONSE
1 (a) and (b)
The table below captures the number of educator and non-educator applications for i) incapacity and ii) ill health retirement per province. Provincial Education Departments have not recorded the information separately.
| Province | Short term | Long term | Ill-Health Retirement | Number of application as at 30 September 2013 |
| EC | 317 | 397 | 22 | 736 |
| FS | 1 144 | 493 | 1 695 | 3 332 |
| GP | 2 765 | 443 | 443 | 3 238 |
| KZN | 5 968 | 3 872 | 3 872 | 9 909 |
| LP | 57 | 130 | 47 | 234 |
| MP | 2 114 | 1 580 | 10 | 3 704 |
| NW | 261 | 152 | 103 | 516 |
| NC | 173 | 80 | 26 | 279 |
| WC | 544 | 342 | 48 | 934 |
| Total | 13 343 | 7 489 | 2 050 | 22 882 |
(2) a) The selection and departmental contracting from the new Panel of Accredited Health Risk Managers (HRM) was suspended at the end of 2012 due to legal action brought in the High Court by an unsuccessful bidder. Due to the suspension of the contract of the Health Risk Manager, Provincial Education Departments were unable to process and finalise applications for incapacity and ill health retirement. This has resulted in a backlog.
b) The Acting DG of the DBE was informed on 3 September 201 3 by the Acting DG of the DPSA, that the following service providers were appointed to the Panel of Accredited Health Risk Managers for the leave cycle ending December 2015:
▪ Alexander Forbes Health (Pty) Ltd:
▪ Metropolitan Health Risk Management (Pty) Ltd;
▪ Pro Active Health Solutions (Pty) Ltd;
▪ SOMA Initiative (Pty) Ltd; and
▪ Thandile Health Risk management (Pty) Ltd.
The processes of selection and contracting were completed on 31 October 2013 and the newly appointed Health Risk Managers started work on 1 November 2013. Moreover, the challenge of PILIR backlogs affects all of government and is being addressed by the Department of Public Service and Administration. The Department of Basic Education has been informed that a proposal to address the backlogs is awaiting the decision of the Minister of Public Service and Administration.
c) Provincial Departments of Education have collected, collated and recorded all incapacity and ill health retirement applications awaiting the decision of the MPSA. Once a decision is pronounced the PEDs will be able to resolve the applications expeditiously. A definitive date is not possible at this stage.
(3) The Minister of Basic Education has communicated regularly with the Minister of Public Service and Administration {MPSA) since January 2013 informing her of the growing backlogs due to the absence of the Health Risk Manager (HRM).Early in 2013, Minister Motshekga requested that the MPSA effect interim measures to address the absence of the HRM in the education sector. She explained to her colleague that her responsibility to ensure that there is a teacher in every classroom has placed severe stress on already strained compensation budgets of PEDs as it necessitated the employment of teachers in a temporary capacity whilst teachers who were sick for long periods continue to be paid.
Reply received: December 2013
QUESTION 3043
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 08/11/2013
(INTERNAL QUESTION PAPER: 37/2013)
Mrs A T Lovemore (DA) to ask the Minister of Basic Education:
(1) With reference to the ministerial task team report entitled Investigation into the implementation of Maths, Science and Technology,(a) what are the names and credentials of the task team members, (b) what research methodology was utilised to carry out the investigation and (c) whether the empirical evidence underpinning conclusions reached is available;
(2) whether (a) she, (b) her department or (c) the task team has determined quantitatively the level of shortage of (i)Mathematics, (ii) Science and (iii) Technology teachers; if not, why not; if so, what are the quantities in each case;
(3)whether (a) she, (b) her department or (c) the task team has determined the shortfall in competence of General Education and Training (GET) phase Mathematics and Science educators; if not, (a) why not and (b)(i) when will this be done, (ii) how will this be done and (iii) how does she intend to ensure that the relevant teacher training is appropriate for the requirements of the teaching environment; if so, what are the relevant details;
(4) what action will (a) she and (b) her department take in reaction to the report's findings that certain textbooks (names furnished) are (i) error-ridden and (ii) lacking in depth;
(5)what action will (a) she and (h) her department take in reaction to the report's findings that the Technology subject offering is largely neglected, including the need for. qualified teachers and appropriate equipment? NW3597E
RESPONSE:
(1)(a) The names of the Ministerial Task Team members are as follows:
▪ Prof John Bradley (Chair) (Radmeste);
▪ Dr AD Padayachee (Retired Chief Director, in Gauteng);
▪ DrSadha Moodley (Education Africa);
▪ Dr Agnes Chigona (University of Cape Town);
▪ MrKobus van Wyk (Mustek);
▪ Mr David Kramer (CEO, Sci-Bono);
▪ Ms Cathy Hastie (Consultant);
▪ Ms Margaret Ramokgopa (Consultant);
▪ Mr Phillip Dikgomo (Director, KZN Education);
▪ Ms Marlene Sasman (Chief Education Specialist. Western Cape Education);
▪ Ms Mataole Ramohapi (Secretariat) (DBE).
(b) The team used the following methodology to gather information:
▪ Gathering and analysing all relevant background literature, including historical and contemporary provincial plans and documentation relating to the implementation of Maths, Science and Technology Strategies and programmes, including the actual training programmes and resources;
▪ Interviews with all relevant people including Maths , Science and Technology (MST) and curriculum coordinators and subject advisors in the national, provincial and district departments;
▪ Interviews with service providers; and
▪ School visits.
(c) The empirical evidence underpinning conclusions reached is available.
Yes, the Ministerial Task Team utilised the following documents:
▪ National Mathematics, Science and Technology (MST) Strategy for General Education and Training (GET) and Further Education and Training (FET);
▪ MST implementation Plan for 2012/13;
▪ Provincial MST intervention plans;
▪ The Literacy and Numeracy (LITNUM) Strategy;
▪ National Curriculum Statements NCS); and
▪ Initiatives through the collaboration of the Department of Basic Education (DBE) and the Department of Science and Technology (DST).
(2) (a) (i) No (ii) No (iii) No (b) (i) No (ii) No (iii). In 2008, the Department conducted a study to quantify the shortage of Mathematics, Science and Technology (MST) teachers. The study formed the basis for initiatives such as the increasing of the number of MST bursaries through the Funza Lushaka Bursary Scheme and the recruitment of foreign educators qualified and experienced in MST through quota work permits to address shortages in the short term.
(3)(a) (b) & (c) The Department has conducted analyses of the competences of Mathematics and Science Educators through the development and revisions of the MST strategy. The MST task team report provides information on the competence shortfalls and the need to provide continuous professional development support to Mathematics and Science teachers. (a) (b) (i) (ii) and (iii) A special MST unit as recommended bythe MST Ministerial Task Team is being set up and will prepare a profile of the competence of Mathematics and Science teachers, and the programmes and courses teachers should participate in.
(4) (a) (b) The DBE utilizes the services of districts officials, subject specialists and Higher Education Institutions Lecturers to develop and screen and quality assure the Siyavula textbooks. The DBE commends all stakeholders for playing their role in ensuring that learners receive quality material for these crucial subjects. The Department welcomes feedback on the materials from all educators and parents to ensure that only quality materials are distributed and utilised by our learners.
(i) (ii) DBE also received positive feedback from the Australian Council for Educational Research (ACER) conducted in 2012 regarding the quality of Siyavula textbooks. The feedback was positive on the basis that the textbooks' quality is linked to learning goals and assessment.
Monitoring of the website also indicates that these textbooks are well received and used. The DBE always responds and mediates every query received regarding materials developed by the department. The Department cannot respond to general remark that textbooks are error-ridden and are lacking in depth, as the Department deals with each case as it arises. To date on our records, the Department has not received reports of, or complaints, about the lack of depth of the materials. The Department would welcome reports of errors in the Siyavula textbooks to be forwarded to the Department as materials development is an on-going process.
(5) (a) (b) The Department has completed the writing process for the Curriculum and Assessment Policy Statements (CAPS) for Technical schools. One of the activities for CAPS implementation is the advocacy campaign for technical education. The intention of advocacy is to increase the participation of learners in Technology subjects. Secondly, the objective of the implementation plan is to finalise the norms and standards for funding and infrastructure for such schools. In 2014, the Department of Basic Education (DBE) will be embarking on teacher training programme to equip teachers in practical skills through skills training centres in all provinces.
Furthermore, the Department of Basic Education will be conducting an audit of infrastructure, teachers and equipment to determine the readiness of implementation. Schools in need of equipment will be funded through the Technical Schools Recapitalisation Grant. All these initiatives are aimed at addressing the challenges of Technology subjects.
The Department is also setting up the MST special unit. The unit will have the responsibility of developing a system to have updated profiles of teacher competences, qualifications and equipment needed to support more effective teaching of technology.
Reply received: December 2013
QUESTION 3042
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 081/11/2013
(INTERNAL QUESTION PAPER: 37/2013)
Mrs A T Lovemore (DA) to ask the Minister of Basic Education:
(1) Whether, with reference to her reply to question 1682 on 30 August 2013, achievement of the norms for (a) reading, (b) writing and (c) mathematics in Grades 1 to 3 is (i) tested and (ii) used to determine (aa) promotion or (bb) retention; if not, why not; if so, what are the relevant details;
(2) Whether, with reference to the annual national assessments, individual results are used to (a) intervene to improve a learner's ability and (b) determine (i) promotion or (ii) retention; if not, why not; if so, what are the relevant details? NW3596E
RESPONSE:
(1) (a) As a follow-up to the NEEDU (April 2013) and Ministerial Reading Audit Report (February 2013) a Reading Plan for Grades R to12 was developed to address the reading norms per grade for reading (words per minute, fluency and comprehension). The suggested reading norms for Grades 1 to 3 are as follows:
| Grade | Reading Norms for (words per minute and fluency) | Reading Norms for comprehension |
| 1 | Learner should be able to: | Visual, Oral, Listening, Recall and Literal comprehension skills |
| 2 | Learner should be able to: | Visual, Oral, Listening, Recall, Literal, reorganization and inferential skills |
| 3 | Learner should be able to: | Visual, Oral, Listening, Recall, Literal, reorganization, inferential skills and evaluation skills |
(b) Writing
The Curriculum and Assessment Policy Statement (CAPS) sets out the writing requirements per term for each grade. The DBE Workbooks provide 4 Worksheets per week for Terms 1 to 4 in Grades 1 to 3
| Grade | Writing Norms | Number of written recordings per week |
| 1 | Writes at least three sentences of own news or creative story using sounds learned and common sight words, capital letters and full stops at the end of Grade 1. | The DBE Workbooks provide 4 Worksheets per week. In addition at least 2 written activities including handwriting should be recorded in the class exercise book. |
| 2 | Writes one or two paragraph ( at least 8 sentences) on personal experiences, stories past tense, common sight words, capital letters and full stops and correct spelling correctly at the end of Grade 2. | The DBE Workbooks provide 4 Worksheets per week. In addition at least 4 written activities including handwriting should be recorded in the class exercise book. |
| 3 | Write two paragraph (at least 10 sentences) with a title using a variety of vocabulary grammar conventions e.g. capital letter and full stops, subject and predicate, pronouns, parts of speech, plurals, tense, prepositions and uses the writing process (drafting, editing and publishing) at the end of Grade 3. | The DBE Workbooks provide 4 Worksheets per week. In addition at least 6 written activities including handwriting should be recorded in the class exercise book. |
(c) Mathematics
The Curriculum and Assessment Policy Statement (CAPS) sets out the Mathematics requirements per term for each grade. The DBE Workbooks provide 4 Worksheets per week for Terms 1 to 4 in Grades 1 to 3.
| Grade | Mathematics | Number of written recordings per week |
| 1 | By the end of Grade 1 the learner should be able to do: | The DBE Workbooks provides 4 Worksheets per week. In addition at least 2 written activities should be recorded in the class exercise book. |
| 2 | By the end of Grade 2 the learner should be able to do: | The DBE Workbooks provides 4 Worksheets per week. |
| 3 | By the end of Grade 3 the learner should be able to: | The DBE Workbooks provides 4 Worksheets per week. |
(i) Whether norms are tested
a. The Curriculum and Assessment Policy Statement (CAPS) stipulates the number of formal assessment tasks that constitutes the assessment programme for Grades 1 to 3. These norms for Reading, Writing and Mathematics are assessed informally and formally using a variety of forms of assessment (observation, oral, demonstration and written recording).
CAPS provides exemplar formal and informal activities to assess each of these norms in each term in Grades 1 to 3.
These norms are assessed internally using School based assessments that are developed by the respective class teachers. Learner performance is recorded accordingly after an assessment is conducted and formal reports indicating the learner's achievement in Reading, Writing and Mathematics are issued at the end of every term by the school.
b. External diagnostic assessments, that model Annual National Assessments (ANA) format are administered by Provinces and districts in Grades 1 to 3 every quarter. These quarterly assessments are used to assess Reading. Writing and Mathematics norms that are set out in CAPS.
c. ANA which is a diagnostic assessment is used to assess learner achievement levels in Reading, Writing and Mathematics in Grades 1 to 3.
(ii) (aa) and (bb)Utilized to determine promotion or retention if so what are the details:
School based assessment (SBA), which is informed by Reading, Writing (both in Home and First Additional Languages) and Mathematics norms takes the form of class based formal assessment tasks . SBA accounts for 100% of the total requirement for promotion to the next grade in Grades 1 to 3.
The National Policy pertaining to the Programme and Promotion Requirements of the National Curriculum Statement Grades R to 12 stipulates the promotion requirements for Grades 1 to 3.
A learner in Grades 1 to 3 is expected to meet the following promotion requirements to be promoted to the next grade.
| Home Language | Adequate Achievement (50-59%) |
| First Additional Language (FAL) | Moderate Achievement (40-49%) |
| Mathematics | Moderate Achievement (40-49%) |
(2) (a) Yes, an ANA Diagnostic Report and Remedial Plan is developed and focuses on key findings and corrective measures/teaching strategies to enhance learner performance. An analysis of ANA results is done at various levels from national to provincial, districts and individual schools and this directs the development of ANA improvement plans at various levels.
(b) (i) No.
(b) (ii) No, the Curriculum, Assessment and Policy Statement (CAPS) specify the processes of determining promotion/retention of learners. ANA serves to identify areas where focused interventions for improving teaching and learning should be directed.
Reply received: December 2013
QUESTION 3034
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 08/11/2013
(INTERNAL QUESTION PAPER: 37/2013)
Mr D A Kganare (Cope) to ask the Minister of Basic Education:
(1) How (a) many teachers were given laptops since 2009: (b) much did these laptops cost and (c) many teachers are still waiting for laptops?
REPLY.
(1) How (a) many teachers were given laptops since 2009, (b) much did these laptops cost and (e) many teachers are still waiting for laptops?
a) The Teacher Laptop Initiative (TLI) was initiated in 2009 (Government Gazette 32207) as a condition of service. It was promulgated to ensure that every school-based educator, employed in terms of the Employment of Educator Act (1998) and who occupied a permanent post on the establishment, would receive a laptop allowance and could therefore own a laptop. It allowed a teacher to approach a service provider of their choice to offer him/her a package including hardware, software and connectivity. The teacher was then subjected to a financial vetting process before s/he was allowed to enter into a contract. If successful, the teacher received an amount of R130.00 from the Provincial Department of Education as an allowance towards the payment of the subscription.
The Teacher Laptop Allowance works in much the same way as the housing subsidy. Unfortunately, many teachers did not qualify and the TLI, as a condition of service, did not work. Only 71 teachers applied for the Teacher Laptop Allowance. This necessitated a new approach by Government and it was decided to offer all permanently employed teachers a laptop as an essential tool of trade.
b) The teachers, who were creditworthy, entered into a contract with a service provider of their choice and the Provincial Department of Education provided each of these teachers with an allowance of R130.00. Laptops were therefore not purchased for teachers.
c)The laptops were not procured for teachers hence there are no teachers still awaiting laptops.
(2) (a) How many of the specified teachers were given training in the use of the laptops, (b) which institution provided the specified training, (c) how was the specified institution appointed and (d) what was the total expenditure with r e a r d to the specified training? NW2823E
The Teacher Laptop Initiative did not include training on the use of the laptop. Training was provided by Provincial Departments of Education as part of their general skills development programmes.
Reply received: December 2013
QUESTION 2987
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 01/11/2012
(INTERNAL QUESTION PAPER: 36/2013
2987. Mrs A T Lovemore (DA) to ask the Minister of Basic Education:
(1) What measures does her department have in place to (a) identify homeless children and (b)ensure that these children go to school;
(2) What challenges has her department experienced in implementing these measures? NW3537E
Response
1(a) The Department relies on the Department of Social Development, social service professionals, non-governmental organisations and communities to identify homeless children and refer them for enrollment in public schools.
1(b) Once learners are enrolled in school, homeless children are identified as vulnerable learners and are targetted for support through the Care and Support for Teaching and Learning (CSTL) Programme. Schools ensure that vulnerable learners receive the various pro-poor programmes implemented in schools such as fee exemption, scholar transport, school meals through the National School Nutrition Programme, and school health services through the Integrated School Health Programme. In addition, relevant departments such as the Departments of Social Development, Health, Home Affairs, SASSA, non-governmental organisations and the private sector render the necessary support to these learners either through integrated service delivery days coordinated by the Department of Basic Education or individual referral of learners for services by schools.
2. As the CSTL programme is being rolled out progressively, the identification of all homeless learners for assistance as well as strengthening the relationships at school level with other government departments, civil society and the private sector still require strengthening.
Reply received: December 2013
QUESTION 2986
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 01/11/2013
INTERNAL QUESTION PAPER: 36/2013)
Mrs A T Lovemore (DA) to ask the Minister of Basic Education:
Is it possible to become a primary school teacher without a qualification that contains mathematics or numeracy studies; if so, how can primary school teachers teach mathematics properly without having mathematics as part of their qualification?
NW3536E
Response:
No.
A requirement of The Minimum Requirements for Teacher Education Qualifications, July 2011 for the Bachelor of Education Degree (B Ed) is that it includes a knowledge mix of Numeracy (Mathematics) and Literacy (Language) for Foundation Phase (FP) or Intermediate Phase (IP) teaching. The programme must include disciplinary, pedagogical and practical learning to enable these teachers to work competently with Grades R- 6 learners.
Reply recieved: December 2013
QUESTION 2985
DATE OF PUBLICATION OF INTERNAL OUESTION PAPER: 01/11/2012
(INTERNAL OUESTION PAPER: 36/2013)
Mrs A T Lovemore (DA) to ask the Minister of Basic Education:
Are learners allowed to write their National Senior Certificate examinations in a language of their choice; if not, why not; if so, how is this implemented? NW3535E
RESPOWSE:
Currently there are two prescribed languages of learning and teaching in the Further Education and Training (FET) band, and they are English and Afrikaans. Mother tongue instruction is accomodated until Grade three. Learners may therefore write their National Senior Certificate in either English or Afrikaans. In terms of the Regulations for the Conduct Administration and Management of the .NSC, examination question papers must be set in the language of learning and teaching, hence NSC question papers are provided only in English and Afrikaans and candidates are expected to write their NSC examinations in one of these languages. However, where candidates offer the African languages or Foreign languages as subjects of study, the examination is conducted in the language being studied.
Reply recieved: November 2013
QUESTION 2944
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER 25/10/2012
(INTERNAL OUESTION PAPER: 3512013)
Dr P J Rabie (DA) to ask the Minister of Basic Education:
(1) How much has (a),her department and (b) each of the entities reporting to her spent on advertisements placed on the Africa News System? (ANN7) news channel;
(2) Were these advertisements plated through the Government Information and Communications System?NW3495E
Response
1. The Department of Basic Education and each of its entities have not placed any advertisements on the Africa News Network (ANN7)
2. The Department of Basic Education and each of its entities have not placed any advertisements on the Africa News Network (ANN7)
Reply recieved: December 2013
QUESTION 2911
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 25/10/2012
(INTERNAL QUESTION PAPER: 35/2013)
Mr K S Mubu (DA) to ask the Minister of Basic Education:
( I ) What amount has (a) her department and (b) each of the entities reporting to her spent on advertising (if in The New Age newspaper and (ii) on its website between 1 December2012 and 31 August2013;
Response:
None of the Department's Entities used the New Age for Advertising: it was only the department which placed the advert as follows:
Adverts Placed:
▪ ASISI – Call For Alternative Techniques
| ASIDI Call For Alternative Construction Techniques – April 2013 | R 67,254.30 |
| Erratum – ASISI Call For Alternative Construction Techniques – April 2013 | R 5,220.00 |
Total Spent – R 72, 474.30
(2) Were these advertisements placed through the Government Information and Communication System? NW3462E
Yes, the Department of Basic Education makes use of the Media Buying services of Government Communications and Information Systems to satisfy all its Media Buying needs.
Reply received: December 2013
QUESTION 2822
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 18/10/2012
(INTERNAL QUESTlON PAPER: 33/2013)
Mr G K Krumbock (DA) to ask the Minister of Basic Education:
(1) What amount has (a) her department and (b) each of the entities reporting to her spent on advertisements placed on the SABC 24 hour news channel;
(2) were these advertisements placed through the Government Communication and Information System? NW3327E
Response
1. (a) The Department of Basic Education has nor advertised with the SARC's 24 hour news channel.
(b) The Department's entities have not placed advertising with the SABC's 24 hour news channel.
2. Were these advertisements placed through the Government Communication and Information System?
Reply received: December 2013
QUESTION 2776
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 18/10/2013
INTERNAL QUESTION PAPER: 33/2013)
Mr D C Smiles (DA) to ask the Minister of Basic Education:
(1) With reference to circular S9 of 2013, what were the exact pedagogical considerations that were considered in making the policy decisions contained in the circular;
(2) When selecting the standardised (a) programme language and (b) operating system, (i) what research informed the final selection decision including the (aa)academic papers, (bb) industry experts and (cc) industry organisations that were consulted and (ii) what were their recommendations in each case;
(3)Whether her department consulted with (a) teachers and (b) subject advisors on the selection of the (i) programme language and (ii)operating system; if so, in each case, what are the relevant details of such consultation, including (aa) the meeting dates, (bb) the members consulted, (cc) whether they were in favour of the selection and migration in each case and (dd) the outcomes of the consultation;
(4) Whether the cost of the migration was investigated; if so, what is the (a) total projected cost and (b) breakdown of the cost? NW3278E
RESPONSE:
The Department of Basic Education has received numerous inputs since the publication of circular $9 of 2013 from a variety of stakeholders including industry organisations on the matter. The Department will be meeting shortly with a number of stakeholders to address their concerns and establish a way forward.
Reply received: November 2013
QUESTION 2761
DATE OF PUBLICATIOS OF INTERNAL QUESTIOS PAPER: 18/10/2012
(INTERNAL QUESTION PAPER : 33/2013
Mrs A T Lovemore(D A) to ask the Minister of Basic Education:
(1) With reference to differentiated teaching which she referred to in her interaction with the Portfolio Committee on Basic Education on 9 October 20 13, what (a) is meant by the term and (b) research evidence formed the basis of why this is necessary to improve the quality of education;
(2) (a) what (i) research and training or (ii) curriculum development is being undertaken to underpin the planning of the implementation of such teaching and (b) by When does she foresee that all teachers will be implementing this teaching;
(3) whether she foresees any particular difficulties with such teaching in multigrade environments; if not, why not; if so, &hat are the relevant details? NW3261E
RESPONSE
( 1 ) (a) Differentiated teaching (also referred to as curriculum differentiation), as defined in the Guidelines .for Responding to .Learner Diversity in The Classroom (DBE: 2011), "is a key strategy for responding to the needs of learners with diverse learning styles and needs. it involves processes of modifying, changing, adapting. extending, and varying reaching methodologies: teaching strategies, assessment strategies and the content of the curriculum. It takes into account learners' ability levels, interests and backgrounds. Curriculum differentiation can be done at the level of content, teaching methodologies, assessment and learning environment."
(b) All classes include learners of differing abilities, cultural and linguistic backgrounds, readiness to learn and learning preferences. There is extensive national and international research (as indicated in subsequent Guidelines developed by the DBE since 2002, namely Ciuideiine.7 for inclusive Learning Programmes (2005),
(Guidelines ,for Inclusive Teaching and Learning (2010) and Guidelines for Responding to Learner Diversity in The Classroom (2011), which emphasizes that differentiated teaching is the most critical response to managing classrooms of the 21st century and achieving improved learning outcomes for all learners. Some of the research references are listed below.
Furthermore, curriculum differentiation is also a key approach to realize one of the key principles of the National Curriculum Statement, Gr R - 12 (2011), namely inclusivity. All teachers need to be skilled in helping all learners, including learners with disabilities, to master the same concepts: knowledge and skills .Helping all learners succeed in their learning is an enormous challenge that requires innovative thinking and a welcoming and supportive attitude.
(a) In 2009 the Minister appointed a Ministerial Task Team to review the Implementation of the National Curriculum Statement Grades R-12. Several recommendations were made to improve the curriculum. This led to the development of the National Curriculum and Assessment Policy Statements (CAPS) for all subjects in all grades. The CAPS now provides teachers with curriculum and assessment statements that are clear, concise and unambiguous. This is to support teachers to improve the quality of teaching and learning.
(b) 7'he differentiated teaching method is embedded in the CAPS. The CAPS is already being implemented in the Foundation Phase (Cr. R-3) and Grade I0 which began in 2012; Intermediate Phase (Gr. 4-6) and Grade 11 in 2013 and Senior Phase (Gr. 7-9) and Grade 12 will be implemented 2014. Also the National Protocol for Assessment guides teachers on how to respond effectively to diverse abilities in learners.
As indicated in paragraph 1 above. Guidelines for Responding to Learner Diversity ~n The Classroom have also been developed to further support teachers in implementing differentiated teaching as part of their core responsibilities.
In July 2013 a national training team received training to roll out the Guidelines for Responding to Learner Diversify in The Classroom at provincial. district and school levels. The institutionalization of differentiated teaching is a key priority for the DBE over the next three years.
Both the Integrated Framework for Teacher Education (2011) and the Policy on the Minimum Requirements for Teacher Education Qualifications (2011) furthermore emphasise knowledge and skills of differentiated teaching as key components of Continued Professional Teacher Development as well as of Initial Teacher Education.
(3) The Minister does not foresee difficulties with such teaching in multi-grade classes. 'The key to success in a multi-grade class is king able to effectively differentiate the curriculum assessment tasks and instructions. Teachers ere being trained on an ongoing basis to effectively differentiate teaching and learning needs in classes. This includes looking at learners needs: pre-testing learners to determine their abilities, using flexible grouping to meet those needs, assessing their progress: and making changes to the groups when learners master skills or need additional help.
Local and International Research in Curriculum Differentiation
Anbanithi Muthukrishna (ed.) (2008) Educating for Social .Justice and Inclusion : Pathways and Transitions. Nova Publishers
Campbell, C., Campbell. S.. Collicott, J., Perner, D., &- Stone, J. (1988). Individualized Instruction.. Education New Brunswick, 3, 17-20.
Juan Bornman and Jill Rose (2010) Believe that all can achieve,: Increasing classroom participation in learners with special support needs. Van Schaik
Landsberg, E., D.Kruger & N. Nel (Eds). (2005). .Addressing barriers to learning: A South African. perspective Pretoria: Van Schaik Publishers
Noble, T. (2004). Integrating the revised Bloom's taxonomy with multiple intelligences: a planning tool for curriculum differentiation. Teachers ' College Record, 106 (I). 193-211.
Pritchard, A. (2009). Ways of learning: Learning theories and learning .styles in the classroom. London Routledge.
Tomlinson. C. (2001). How to differentiate instruction in mixed-ability classroom.?
Alexandria, VA: Associatior1 for Supervision and Curriculum Development.
UNESCO (2004) Changing Teaching Practices: using curriculum differentiation to respond to students' diversity. Paris
Vayrynen. S (2003) Observation from South African Classroom: Some Inclusive Strategies, SCOPE/DOE Research Collaboration Project.
Reply received: December 2013
QUESTION 2760
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 18/10/2013
(INTERNAL QUESTION PAPER: 33/2013)
Mrs A T Lovemore (DA) to ask the Minister of Basic Education:
(1) Whether any determination has been made of (a) the full cost of running a public ordinary school that is considered adequately resourced with regard to teaching and non-teaching staff, infrastructure, school furniture and equipment, (b) the funding supplied by the provincial departments to run such a school and (c) the shortfall in funding which must be covered by the school and the school community; if not, why not;
(2) (a) whether and (b) when will such a determination be made;
(3) whether any determination has been made of (a) the ability of no-fee schools to cover such a shortfall in funding to achieve adequate resourcing and (b) the situation in schools where it has not been possible to cover the shortfall;
(4)(a) which natural or juristic person bears responsibility for fundraising at a school and (b) how is performance in this regard by principals and other employees from the provincial department formally recognised;
(5) whether she has any plans to encourage school communities to assist with the funding of schools: if so, what are the relevant details?
NW3260E
RESPONSE TO NATIONAL ASSEMBLY QUESTION 2760
1. (a) The Department of Basic Education determines the adequacy of resourcing of public ordinaiy schools through the development of national minimum norms and standards for the different spheres of resourcing. The costing of these resources is therefore also done separately within the various resourcing areas.
With regards to personnel, the Department has a post provisioning policy known as Post Provisioning Norms (PPN). These norms are regulated in terms of the Employment of Educators Act (EEA), 76 of 1998 and regulate the provisioning of teaching staff. Regulations made in terms of Employment of Educators Act, 76 of 1998 also determine that a Member of the Executive Council (MEC) must create a pool of posts in accordance with funds available for this purpose. Posts are created within the MEC's budget as declared.
Infrastructure plans are developed with cost considerations to address, short medium and long term targets, to achieve the required infrastructure. furniture and equipment. These plans are unpacked through the U-AMP's (User Asset Management Plan), these are key planning documents for education infrastructure provision. The U-AMP constitutes the rationale behind infrastructure planning and spending. It assesses both the current status and the trajectory of educational infrastructure (facilities, equipment, furniture and other accessories) issues and needs in each province.
(b) The funding made available provincially for running adequately resourced public ordinary schools is reflected in the provincial budget statements.
(c) Implementing the regulations made in terms of the EEA is considered an equitable policy mechanism for the distribution of an adequate number of publicly funded educator posts across public schools.
2. (a) and (b) Norms are available
3.The resourcing provided to no fee schools in terms of personnel, infrastructure, capital and operational funding is intended to meet the minimum resource requirements which will enable these schools to provide adequate and effective learning and teaching.
4 (a) Section 36 of the South African Schools Act 84of 1996 states that a governing body of a public school must take all reasonable measures within its means to supplement the resources supplied by the State.
(b) N/A
5.The Department is currently developing guidelines which are intended to, inter alia, increase awareness amongst parents and other role-players regarding the need to encourage voluntary contributions to schools.
Reply received: December 2013
QUESTION 2676
DATE OF PUBLICATION OF INTERNAL OUESTION PAPER: 11/10/2012
(INTERNAL OUESTION PAPER 32/2013)
Mr A M Mpontshane (IFP), to ask the Minister of Basic Education:
( 1 ) (a) How many disciplinary cases involving (i) educators and (ii) officials of her department are outstanding, (b) how long have these cases been going on and (c) when will each case be concluded;
(2) whether any of the persons being charged were suspended; if not, why not; if so, for how long have they been suspended;
(3) whether the suspended persons arestill receiving their salaries; if so, what is the total cost of their salaries to the State? NW3167E
RESPONSE
(1) (a) (i) 668 disciplinary cases involving educators in seven Provincial Education Departments are outstanding and (ii) no disciplinary cases involving officials of the Department of Basic Education are outstanding. (b) and (c) not applicable.
(2)Not applicable
(3) Not applicable.
Reply received: December 2013
QUESTION 2633
DATE OF PUBLICATION OF INTERNAL OUESTIOK PAPER: 11/10/2012
(INTERNAL OUESTION PAPER: 32/2013)
Mr. J van der Linde (DA) to ask the Minister of Basic Education:
(1) Whether any performance bonuses were paid to employees in her department in the 2012-13 financial year; if so, what is the total (a) number of employees that received bonuses and (b) amount paid out by her department for these bonuses;
(2)what percentage of outputs were achieved by her department as measured against each target set in its Annual Performance Plan in the 2012-13 financial year?
NW3l21E
RESPONSE:
2012 /2013 Annual Reports have been tabled in Parliament, as well as the Annual Performance Plans Strategic Plans of departments as pan of government accountability to Parliament. In the Annual Reports. financial statements are declared which includes the payment of bonuses. These public documents are available fix public and parliamentary security. The documents avail the information which is being asked in the question.
Reply received: November 2013
QUESTION 2567
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 11/10/2012
INTERNAL QUESTION PAPER: 32/2013)
Mr E H Eloff (DA) to ask the Minister of Basic Education:
How much has (a) her department and (b) each of the entities reporting to her spent on promotional events organised by The New Age newspaper between 1 September 20I2 and 30 August 2013? NW3054E
Response
I . (a) The Department of Basic Education did not spend any money on promotional events organised by the New Age Newspaper. between 1 September 2012 and 20 Augus12013.
(b) The Department's entities did not spend any money on promotional events organised by The New Age Newspaper between I September 2012 and 20 August 2013.
Reply received: November 2013
QUESTION 2558
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 11/10/2012
(INTERNAL QUESTION PAPER: 32/2013)
Mrs A T Lovemore (DA) to ask the Minister of Basic Education:
(1) With reference to her department's document entitled Proposal for the funding of an inclusive education system, dated August 2013, what is the origin of this document, including the need for its existence;
(2) whether this document has been circulated for public comment; if so, (a) through what mechanisms, (h) to whom and (c) what process will now be followed to refine and finalise the funding proposals? NW3045E
RESPONSE
( 1) The Proposals for the finding of an inclusive education system, dated August 20 13 is the Department of Basic Education's response to Education White Paper 6: Special Needs Education: Building an Inclusive Education and Training System (July, 2001) which provides for the development of a Funding Strategy for an Inclusive Education System based on an approach that should separate personnel and non-personnel resources (pages 29-40). This document was developed by the Department in order to guide provincial distribution of non-personnel and non-capital funding in special, full-service and ordinary schools.
(2) The document has not yet been officially published for public comment. (b) It has been made available to the HEDCOM Sub-committee on Finance, the National Consultative Forum of School Governing Bodies and the Inter-Provincial Meeting on Inclusive Education as pan of the preliminary consultation process. (c) The document will be taken through the internal Departmental management structures. including HEDCOM and CEM after which it will officially be published for public comment, for finalization and approval as policy.
Reply received: November 2013
QUESTION 2557
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 11/10/2012
(INTERNAL QUESTION PAPER: 32/2013)
Mrs AT Lovemore (DA) to ask the Minister of Basic Education:
(1) Whether all provincial education departments conduct moderation of school-based assessments; if not, (a) why not and (b) which provinces do not conduct such moderation; if so, what are the relevant details of such moderation, including (i) grades, (ii) frequency, (iii) penetration or flow of ideas and (iv) results;
(2) whether provincial moderation of school-based assessments is utilised to adjust marks awarded at schools; if not, what is the position in this regard; if so, what are the relevant details;
(3) whether a national audit (a) has been or (b) will be carried out on provincial moderation systems; if not, why not; if so, what are the relevant details;
(4) whether she or any provincial education department has implemented or will implement additional measures to ensure accurate and fair school-based assessments; if so, what are the relevant details?NW3044E
REPLY
(1) All provincial Education Departments conduct moderation of School Based Assessment.
The approach followed by PEDs in the moderation of based assessment differs somewhat from one province to another. However, generally all PEDs follow a three tier moderation model where SBA is moderated at the school, district and provincial levels. In some PEDs a fourth tier is added at the cluster level between the school and district.
(i) Some form of SBA moderation is conducted at all grades, although moderation lacks the required rigour at certain grades. This moderation is the responsibility of the Head of Department at the school, monitored by the principal as the custodian of learning and teaching in the school. District and Provincial moderations are conducted by PEDs and usually the focus is on Grade 12, given that it is an exit point that leads to certification and the SBA marks contribute 25% of the final mark. The DBE also conducts national moderation of SBA at the Grade 12 level in selected subjects and this will be extended to other grades in the future. Umalusi also conducts a verification of the moderation of SBA at grade 12 level
(ii) Cluster and district moderation are conducted on a quarterly basis across provinces and provincial moderation is conducted at least once a year, with PEDs planning to increase the frequency to at least twice a year.
(iii and iv) The moderation model used by PEDs is contributing in developing a common standard of assessment across the different levels i.e. school, district, and province. The quality of SEA is steadily improving and this is evident in the narrowing of the gap between SBA scores and the external examination.
(2) The provincial moderation system is not primarily aimed at adjusting marks but rather as a quality assurance measure to establish the standard of the marking conducted by the teacher in the classroom. A sample of the learner evidence is moderated and if the outcome of the sample moderation is within an acceptable tolerance range then marks are not adjusted. However if there is a significant deviation in the moderated marks compared to the marks awarded by the teacher, the teacher is advised to remark the scripts after the reasons for the significant deviation are pointed out to the teacher.
During provincial moderation which is organised centrally and carried out by appointed moderators, marks are adjusted in cases where the deviation is outside the tolerance range. However this practice is not uniformly administered across all PEDs and the DEE is focussing on this aspect of moderation in its plan for the improvement of SBA.
The lack of uniformity in the adjustment of marks across PEDs is mitigated by the statistical moderation of SBA marks conducted by Umalusi, where the final examination marks per subject are statistically compared to the SBA marks and SEA marks are adjusted to ensure that they are within a certain range of the final examination marks.
(3) The DEE has conducted a national audit of the SBA system across all PEDs. The audit included an in-depth interview with curriculum experts and subject advisors and an analysis of SBA documents used by provinces in the implementation of school based assessment. The audit also included the analysis of reports that are generated during the school, cluster, district and provincial moderation processes. The follows key aspects were explored:
(a) Quality of training conducted for teachers by subject advisors
(b) Guideline and exemplars of assessment tasks provided to teachers
(c) Quality of the moderation at school, cluster, district and provincial levels.
(d) Common tests and their effectiveness in setting the standard.
(e) Opportunities for capacitating teachers to develop their own tests and assessment tasks.
(4) The DBE on an ongoing basis is addressing the identified gaps in current practice in the implementation of SEA so that current SBA systems and processes are comparable across schools, districts and provinces. Feedback from PEDs is used to inform, in the main, the Continuing Professional Development programme for teachers.
In recent years the following additional measures have been implemented by the PEDS and DEE to improve the reliability of the SEA:
(a) The provision of clear assessment guidelines to schools on the aspects that need to covered in the school based assessment.
(b) The introduction of a Provincial moderation process which has enhanced the validity and reliability of scores emanating from school based assessment
(c) The appointment of excellent teachers and subject advisors to conduct the independent moderation of school based assessment, at district or provincial level.
(d) The meeting of teachers in clusters to set standards for school based assessment.
(e) The increase in the sample size of schools that are subjected to the district and provincial moderation processes
(f) The generation of in-depth moderation reports by the DBE and provinces has provided valuable feedback to teachers and subject advisors.
(g) The development of exemplars of assessment tasks by the DBE and PEDs.
(h) The introduction of. a Common Assessment Task (CAT) for Life Orientation that was administered across all PEDs in the last two years.
Reply received: December 2013
QUESTION 2556
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 11/10/2012
(INTERNAL QUESTION PAPER: 32/2013)
Mrs A T Lovemore (DA) to ask the Minister of Basic Education:
(1) (a) Why are learners with special educational needs (LSEN) (details furnished), after being assessed by professionals who strongly recommend placement in a LSEN school, forced to enrol in Grade 1 in a mainstream school for six months before a decision is taken on placement elsewhere, (b) what are the details of the process to be followed to ensure that each child receives the education best suited to his or her needs and (c) what training have foundation phase teachers received to enable them to follow the process;
(2) whether she or her provincial counterparts maintain a record of the (a) number of learners identified as requiring special school education, (b) reasons for such identification, (c) number actually placed in special schools and (d) fate of those not placed in special schools; if not, why not; if so, what are the relevant details in each case;
(3) (a) when will the Curriculum Assessment Policy Statement (Caps) be amended to suit the needs of the different levels of educational needs and (b) how are teachers in special schools or those teaching learners with special educational needs currently presenting the curriculum;
(4) whether learners reaching Grade 10 in special schools receive an exit level certificate; if not, why not; if so, what are the relevant details;
(5) with reference to learners with special educational needs requiring examination concessions, (a) in which examinations are such concessions allowed, (b) what are the details of the concession application process and (c) how is the decision to grant a concession (i) made, (ii) communicated and (iii) implemented? NW3043E
RESPONSE
(1) (a) There is no official national policy which prescribes that learners with special education needs should be forced to enrol in Grade I in a mainstream school for six months before being admitted to an appropriate special school. It must be noted that recommendations from professionals outside of the Department of
Basic Education are not the only consideration when determining the most suitable school to which a learner who requires additional support, should be admitted, and that such determination must always take into account what is in the best interest of the learner.
(b) The process that is to be followed to ensure that each learner receives the education and support suited to his or her needs is outlined in the Draft Strategy on Screening, Identification, Assessment and Support (SIAS) which is currently being consulted as part of the process of its finalisation as a national policy. Provinces are currently following the processes outlined in the Draft SIAS Strategy (2008) which determines that the teacher, parents and school-based support team are central to decision making related to the placement of the child with an emphasis on placement in a school closest to where he or she lives. The final decision on placement remains the discretion of a transversal District-based Support Team (DBST) and is taken in consultation with parents and teachers.
(c) Foundation Phase teachers in select full-service and special schools have been trained on the existing SIAS to ensure that they follow the process.
(2) (a) Not all Provincial Departments of Education maintain a record of the learners identified as requiring special school education because the procedural arrangements as outlined in the SIAS have not yet published as national policy.
(b) Once the SIAS Strategy becomes a national policy and is being implemented, systems will be put in place through which learners who require special school education (learners with high-level support needs) could be identified, because currently, not all schools are capacitated and resourced to provide high levels of support that some learners may require.
(c) The number actually placed in special schools will only be available once the SIAS implementation has been rolled out throughout the system.
(d) As is indicated above, the SIAS will ensure that every learner who is identified as having additional support needs, will receive the necessary support in the most appropriate site.
"
(3) (a) The Curriculum and Assessment Policy Statements per se will not be amended but the DBE will develop Learning Programmes drawn from and aligned to the CAPS which will have a skills component to respond to learners with different levels of educational needs.
(b) There are disparities among teachers teaching learners with special education needs in how they present the curriculum, hence the introduction of Curriculum Differentiation as an approach in this regard.
(4) Learners with special educational needs who reach Grade 10 do not currently receive an exit level certificate. The DBE, in having identified this gap, has instituted a process of developing an exit qualification at NQF level 1.
(5) (a) Currently, concessions are applied at Grade 12 level, however the DBE is finalising a policy in this regard which will be followed by the development of regulations which will ensure the application from Grade R through to Grade 12.
(b) The procedures for applying for concessions (henceforth referred to as accommodations) in assessment for learners who experience barriers to learning and assessment are outlined in the National Policy on the Conduct, Administration and Management Pertaining to the National Senior Certificate Examination which will soon be published as policy and will apply to all assessment in Grades 10 to 12. The Department is further finalising the policy and regulations pertaining to Grades R to 12.
(c) How the decision to grant a concession (accommodation) is made, communicated and implemented, is outlined in detail in the National Policy on the Conduct, Administration and Management Pertaining to the National Senior Certificate Examination which is currently in the final stages of approval and in the policy and regulations that are being developed for application of concessions in Grades R to 12.
Reply received: October 2013
QUESTION 2493
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 20/09/2013
(INTERNAL QUESTION PAPER: 31/2013)
Ms B D Ferguson (Cope) to ask the Minister of Basic Education:
Whether she has found that the Class of 2013 has been adequately (a) prepared, (b) resourced and (c) trained to be able to meet the challenges of the examinations at the end of the 2013 academic year; if not, why not; if so, what are the relevant details? NW2985E
REPLY
(a) Yes, the Class of 2013 is well prepared to write the National Senior Certificate (NSC). To prepare the learners, my department developed and produced the diagnostic report which emanated from the item analysis of the various NSC 2012 question papers. Thereafter a comprehensive remedial plan was developed for the various subjects in particular the big subjects namely Accounting, Mathematics, Mathematical Literacy, Physical Sciences, Life Sciences, Geography. History, Economics, Business Studies, and Languages. The remedial plans were presented to 2171 subject advisors during- the orientation of the Curriculum and Assessment Policy Statements (CAPS) in March and April 2013. Provinces are using the remedial plans to inform their interventions.
(b) My department has provided the following resources to districts and schools:
▪ 2012 National Senior Certificate diagnostic report
▪ Remedial plan emanating from the diagnostic report;
▪ Exemplar papers;
▪ Mind the gap study guides in Accounting, Economics, Geography and Life Sciences; and
▪ Siyavula supplementary textbooks in Mathematics and Physical Sciences;
In addition, we are implementing systemic and system-wide interventions which include:
▪ National Strategy for Learner Attainment;
▪ Prepared the system for the implementation of CAPS-trained both subject advisors and teachers; and
▪ Monitored Curriculum Coverage.
Areas to focus support going forward will include the following activities:
▪ increased cognitive demands of tasks;
▪ Increased workbook/textbook utilization;
▪ Regular utilization of exemplars;
▪ Increased coverage and utilization of support materials such as Mindset and Mind the Gap study guides
▪ Heighten school-based assessment; and
▪ Strict adherence to Time-on-Task;
(c) Provinces have implemented various interventions to support learners and these include:
▪ providing extra lessons, Saturday classes and vacation classes;
▪ Utilized ICT in supporting curriculum implementation (e.g. Mindset and telematics);
▪ Revision through radio programmes, DVDs and newspapers; supplements, revision camps etc;
▪ Utilised ICT to deal with challenges on Teacher Demand and Supply in scarce subjects as well as support programmes for learners;
▪ Continue to monitor curriculum coverage, quantity, and quality of assessment tasks;
▪ Monitoring time on task (e.g. compliance with the timetable);
▪ LTSM: supplementary support coverage and utilization;
▪ Monitoring the quality and quantity of assessments
▪ Increase monitoring and support by "foot soldiers";
▪ Strengthen accountability; and
▪ Oversight by SMTs and SGBs.
Reply received: October 2013
QUESTION 2486
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 20/09/2012
(INTERNAL QUESTION PAPER: 31/2013)
Mr W M Madisha (Cope) to ask the Minister of Basic Education:
(a) How many qualified educators have left the employment of her department in the (i) 2008-09, (ii) 2009-10, (iii) 2010-11, (iv) 2011-12 and (v) 2012-13 financial years and (b) what were the reasons? NW2976E
REPLY
The number of qualified teachers who have stopped working during the period 2008 – 2013 is captured in the table below:
| Nature of Termination | 2008/9 | 2009/10 | 2010/11 | 2011/12 | 2012/13 | |||||
| Death | 1984 | 16.7% | 2472 | 19.0% | 2359 | 19.2% | 2349 | 19.2% | 1859 | 13.0% |
| Resignation | 6212 | 52.2% | 6203 | 47.6% | 5489 | 44.6% | 6953 | 44.6% | 6272 | 43.9% |
| Ill-health | 157 | 1.3% | 276 | 2.1% | 263 | 2.1% | 273 | 2.1% | 394 | 2.8% |
| Retirement | 3123 | 26.2% | 3480 | 26.7% | 3858 | 31.3% | 4987 | 31.3% | 5417 | 37.9% |
| Other | 427 | 3.6% | 610 | 4.7% | 340 | 2.8% | 426 | 2.8% | 360 | 2.5% |
| Totals | 11903 | 100% | 13041 | 100% | 12309 | 100% | 14988 | 100% | 14302 | 100% |
Source: PERSAL
b) What are the reasons?
The reasons include death, resignation, ill-health and retirement. The category of "Other" refers to those educators who were dismissed. Reasons for resignation cannot be determined at this stage as Provincial Education Departments do not conduct exit interviews.
Reply received: October 2013
QUESTION 2463
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 20/09/2012
(INTERNAL QUESTION PAPER: 31/2013)
Mrs A T Lovemore (DA) to ask the Minister of Basic Education:
(I) For each province for the 2014 academic year, what are the details of the school furniture (a) requirements in terms of desks and chairs and (b) to be supplied by her department;
(2) whether school furniture is funded by her department: if so, (a) why are provinces no longer responsible and (b) since when has this arrangement been in place?
NW2948E
RESPONSE
1. (a); (b). PEDs have been requested to provide information for 2014 calendar year on school furniture needs.
2. School furniture is funded by provinces from their equitable share allocation and for new projects, from the Education Infrastructure Grant. (a) As indicated above, provinces are responsible for provision of furniture to schools.
(b) The Department of Basic Education has a responsibility to monitor the provision of school furniture in provinces and to report on progress and challenges experienced by provinces. The purpose is to ensure that all learners have a table and a chair that enables them to achieve the outcomes as set out in the curriculum. However, funds permitting, the DBE in some instances assists provinces in providing furniture to needy schools through agreements with other departments like Labour, Environmental Affairs and Correctional Services.
Reply received: October 2013
QUESTION 2462
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 20/09/2012
(INTERNAL QUESTION PAPER: 31/2013)
Mrs AT Lovemore (DA) to ask the Minister of Basic Education:
(1) How many learners in the 2013 academic year are registered for one or more National Senior Certificate technical subject where those learners do not have access to facilities which enable them to conduct the practical aspect of the examination in each province;
(2) how will marks be allocated to learners who cannot complete such practical elements of examinations? NW2937E
RESPONSE
(1) it is a pre-condition that schools can only register candidates for a technical subject, if the school has the necessary facilities to conduct the practical aspect of the assessment. Therefore, the Department of Basic Education is not aware of any school that does not have access to the necessary practical facilities to conduct the practical assessment. All Provincial Education Departments are requested to ensure that all schools have the necessary facilities and equipment to conduct the National Senior Certificate examination.
(2) Given that the Practical Assessment extends over the entire academic year, it is highly unlikely that learners that have not been assessed in their practical work would go undetected. However if a school has been unable to complete the practical assessment, the matter will be fully investigated by the Department of Basic Education so, as to establish the circumstances leading to such a situation. Action will be taken against the school for allowing such a situation to have developed, without informing the provincial education department. In terms of the learners, the policy on examinations allows for such candidates to be given an extension of time to complete their practical assessment.
Reply received: October 2013
QUESTION 2461
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 20/09/2012
(INTERNAL QUESTION PAPER: 312013)
Mrs A T Lovemore (DA) to ask the Minister of Basic Education:
(1) With reference to her reply to question 2000 on 26 August 2013, in which provinces will competency tests for the markers of National Senior Certificate examination scripts be administered in 2013;
(2) on what basis did she encounter opposition from the majority teacher union to her draft amendment policy to provide for a competency test to be used in the selection of markers for the National Senior Certificate examination. as gazetted in terms of the National Education Policy Act, Act 27 of 1996, in December 2012;
(3) what are the (a) reasons why she entertained the opposition. given the fact that the gazetted draft policy does not directly affect the rights or interests of educators and (b) details of her (i) past, (ii) current and (iii) planned interaction with the majority teacher union to resolve the differences;
(4) whether the resolution of differences with the majority teacher union on this matter is a prerequisite for her department before the imposition of competency tests for examination markers; if so, why? NW2946E
RESPONSE
(1) The Western Cape Education Department has already administered the competency test for prospective markers in ten subjects. In certain other provinces, tests are administered which take the form of markers responding to the whole question paper written by the learners or responding to certain questions in the paper.
(2) The majority teacher Union has expressed concern that the competency test was in the main exclusionary and the proposal to implement the competency test does not indicate how teachers that fail to make the required score will be supported in terms of their knowledge and assessment gaps.
(3) The draft policy does impact on educators given that it will determine their selection to participate in the marking process. the Minister has considered the inputs from all roleplayers and it is in the best interest of examinations not to approve the policy without the support of the majority teacher Union. The Minister and her officials have engaged the Unions on this matter through the official structures at which the Unions are represented and will continue to interact with the Union so that the differences can be resolved amicably.
(4) On all matters that are of crucial importance as this, the Ministry will attempt to bridge the divide between the parties concerned and this is pertinent to all role-players in the field of education. However, if no amicable resolution can be reached after the Ministry has explored all avenues possible, the Minister will utilise her discretion and make a decision that is in the best interest of learners.
Reply received: November 2013
QUESTION 2381
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 20/09/2012
{INTERNAL QUESTION PAPER: 31/2023)
Mr M G P Lekota (Cope) to ask the Minister of Basic Education:
Whether her department annually monitors and analyses the situation in schools with regard to (a) racial bullying or bullying in general, (b) the level of the vocabulary deficit within the school population and the measures being taken to remedy it, (c) the extent and regularity of extracurricular activities offered to learners, (d) the implementation of proactive measures to educate girls on prevention of pregnancy and (e) general computer competency, word processing and spreadsheet data processing within the school population; if not, why not; if so, what is the position in each case?
NW2864E
Response:
(a) Yes, the department currently convenes quarterly inter-provincial task Team meetings which are attended by Provincial school safety conveners. The task team reports on school safety issues including the prevalence of bullying in schools and the different intervention programmes.
(b) The Department of Basic Education (DEE) does not only look at 'the vocabulary deficit within the school population', but broadly, at the issue of strengthening language use in languages and across the curriculum.
The DBE has introduced English First Additional Language (EFAL) in Grade 1 to strengthen language use at schools, thus addressing the vocabulary deficit in preparation for Grade 4, when English becomes the language of learning and teaching (LoLT). Furthermore, DBE has developed a strategy for teaching English across the curriculum (EAC). The strategy strengthens the teaching of English as a subject as well as the language of teaching and learning. The strategy speaks to the education literature which confirms that content learning is divided into a language and a science. With the language converted into a carrier of knowledge, learners should be able to decode the science of the subject.
The DEE has also developed a manual for teaching English across the curriculum, a document which demonstrates how the language aspect in the different subjects can and should be addressed.
The EFAL and the EAC complement each other. EFAL flows into EAC, thus ensuring a competitive command of the LoLT.
(c) Yes, the Department makes use of Inter-provincial Meetings for Sport & Enrichment Programmes, supported by school visits to a sample of schools, to monitor and analyse the extent and regularity of extracurricular activities offered to learners. Officials in other areas of Support Services also assess school sport activity when visiting schools to monitor other programmes.
(d) Yes, provinces report monthly and quarterly on the HIV and AlDS Life Skills Education Conditional Grant funded Programme through which education programmes on teenage pregnancy are implemented. The Department also convenes two Inter-Provincial meetings annually at which programme implementation is analysed and discussed. This is supported by school visits conducted by district, provincial and national officials to monitor and support programme implementation. The Department also conducts an annual evaluation of the HIV and AlDS Life Skills Education Programme at school level in all provinces.
(e) No, the department does not monitor and analyse the general computer competency, word processing and spreadsheet data processing within the school population. This is because this is not the competence of the department.
Reply received: October 2013
QUESTION 2374
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 20/09/2012
(INTERNAL QUESTION PAPER: 31/2013)
Mr A M Mpontshane (IFP) to ask the Minister of Basic Education:
What is her department doing to deal with (a) teacher absenteeism and (b) the lack of leadership by principals, who are meant to ensure that teachers are in the classes teaching? NW2788E
RESPONSE:
(a) Following the study on teacher absence in 2009, all Provincial Education Departments have focused their attention on the management of leave. Particular emphasis has been placed on improving the management and administration of normal sick leave and temporary incapacity leave given that sick leave was found to be one of the areas accounting for the significant incidents of absence. This also includes strict application of leave without pay in instances where educators are absent without a valid reason or are unable to produce relevant documentation. Furthermore, the Department of Basic Education is researching the methods used in schools currently to monitor time and attendance of teachers. The aim is to identify the most cost effective and efficient system and implement a standardized system nationally. Through the system teacher absenteeism will be monitored, trends identified and chronic absenteeism will be addressed.
(b) The implementation of a uniform system which forces Principals to submit daily attendance statistics to the Provincial Departments of Education and the reconciliation of attendance with leave applications on PERSAL will compel Principals to monitor and report on absenteeism in their schools.
Reply received: November 2013
QUESTION
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 20/09/2012
(INTERNAL QUESTION PAPER: 31/2013)
Mr A .Mpontshane (IFP) to ask the Minister of Basic Education:
What steps are being taken by her department with regard to (a) municipalities that are overcharging independent schools, (b) perceived prejudice against independent schools and (c) ensuring that independent schools receive the same level of support as any other efficient government school? NW2786E
REPLY
(a) The Department of Basic Education has not received any reports or complaints of independent schools being overcharged by municipalities.
(b) Independent schools are the department's partner in the provision of basic education in South Africa. Independent schools provide a necessary and vital element of diversity within the schooling system which, inter alia, assists with benchmarking of schools. Departmental legislation and policies consequently do provide adequate space and support for individuals to exercise their constitutional right to establish and operate an independent school.
(c) independent schools perform a service to their learners that, in its absence, would otherwise have had to be performed by the Provincial Education Departments. The departmental policy dealing with funding of independent schools is structured so as to give preference to independent schools that serve poor communities and individuals.
Reply received: October 2013
QUESTION 2348
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 13/09/2013
INTERNAL OUESTION PAPER: 30/2013
Mr J J McGluwa (ID) to ask the Minister of Basic Education:
(1) What is the status of the Alabama Primary School in Cycamore Street. Alabama in Klerksdorp;
(2) whether her department has taken any steps to (a) renovate and (b) refurbish the specified school; if so, what steps, in each case; if not,
(3) whether she intends to establish a new school? NW2839E
RESPONSE
1 Alabama Primary school comprises 28 prefabricated Asbestos classrooms with 2 additional mobile classrooms. The school has 1057 learners with 29 educators.
2 (a) (h)The school will not be renovated as it falls under 2nd phase Rationalization process of the province. Due to the population increase in the area. leading to overcrowding of existing schools, a new school will he provided in the area.
3 Yes, the Provincial Education Department has prioritized the construction of a New Large Primary School to commence in the 2015/16 financial year to replace the prefabs and inappropriate structures.
Reply received: September 2013
QUESTION 2342
DATE OF PUBLICATION OF INTERNAL OUESTION PAPER: 13/09/2013 INTERNAL OUESTION PAPER: 30/2013
Mr D C Smiles (DA) to ask the Minister of Basic Education: [*279] [Question submitted for oral reply now placed for written reply because in excess of quota [Rule 108(8)]]
What progress has been mode towards implementing qualification and competency requirements for (a) aspiring and (b) serving principals as proposed in the National Development Plan? NW2815E
RESPONSE:
The Advanced Certificate in Education: School Leadership and Management qualification is in the process of being phased out. The qualification is to be replaced by a National Advanced Diploma in Education: School Management and Leadership (Adv.dip: SML) in terms of the Higher Education Qualifications Framework released in 2012. The envisaged qualification will target both (a) aspiring and (b) sewing principals.
The National Advanced Diploma: SML is benchmarked at NQF exit Level 7, and is intended to empower principals to develop the skills, knowledge, and values needed to lead and manage schools effectively. It will also contribute to improving the delivery of quality learning and teaching in schools.
The qualification is not yet available. however, detailed planning has been completed to begin to develop the core curriculum outline and a module overview for presentation to the Council of the Higher Education and Higher Education Qualification Council in 2014.
Planning for the new qualification was done with the Department of Higher Education and Training (DHET), South African Council of Educators (SACE) and Higher Education Institutions (HEIs.)
Reply received: September 2013
QUESTION 2341
DATE OF PUBLICATION OF INTERNAL OUESTION PAPER: 13/09/2013 INTERNAL OUESTION PAPER: 30/2013
Mrs A T Lovemore (DA) to ask the Minister of Basic Education: [*2381] Question submitted for oral reply now placed for written reply because in excess of quota (Rule 108(8)]]
Whether she has set targets for the years 7014 to 2030 with regard to the number or percentage of learners completing Grade 12: if not. why not; if so, what are the targets?
NW2814E
RESPONSE:
The National Development Plan 2030 articulates the priorities in the basic education sector. It specifies outputs and mechanisms aligned to those in the long range sector plan, Action Plan 2014: Towards the realisation of Schooling 2025 as acknowledged in the NDP. The DBE was intricately involved in the development of the education chapter and the sector plan is acknowledged therein.
Work is being done by the Department of Basic Education to finalise key sectoral targets including those for the number of learners completing 12 years or schooling. It is important to note, however, that there are currently targets and milestones for the years up to 2014, and as indicated in the National Development Plan, them are targets which are aligned to the sectoral priorities which need to be elaborated using new evidence, data and information emerging about progress and trajectory in the basic education sector. This work will need extensive consultation, and will need to incorporate consultation around the Medium Term Strategic Framework priorities for 2014 - 2019 identified by the next administration, and to incorporate anticipated acceleration of district-based interventions in named districts in support of system functionality under the auspice of the newly launched a national sectoral partnership referred to as the Education Collaboration Framework, among others.
Long term goals in the NDP to which sectoral planning targets and indicators will be aligned and developed include:
▪ Increasing competency in literacy and numeracy (90% basic competency by 2030)
▪ Working towards 2030 target of an expansion towards 450 000 learners eligible for entry to tertiary institutions
▪ Improving SACMEQ scores for Grade 6 from 495 to 600 by 2022 and in Grade 8 TIMMS from 264 to 420 points by 2023, and 500 in 2030.
▪ Improving retention and completion rates including the extension of basic education to encompass thirteen grades of schooling
▪ District support and teacher capacity improvements, as well as strengthening the effectiveness of teachers through mobilising functional district based support, development and monitoring for improved school management, and effectiveness of teaching and learning
▪ The development of sustainable partnership to improve all aspects of schooling and drawing on networks of all interested in the schooling enterprise.
▪
Reply received: September 2013
QUESTION 2332
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 13/09/2013
INTERNAL QUESTION PAPER: 30/2013
Ms A C Mashishi (ANC) to ask the Minister of Basic Education: [*2671 [Question submitted for oral reply now placed for written reply because in excess of quota [Rule 108(8)]]
(a) How many teacher librarians received formal qualifications following additional training in education theory and learning methodology and (b) how have such teacher librarians been distributed among schools? NW2795E
RESPONSE:
(a) Currently, teachers who already have an initial teaching qualification can further specialise as school librarians by completing an Advanced Certificate in Education (ACE) in this area. Two universities are offering this ACE programme, University of KwaZulu-Natal (UKZN) and University of Western Cape (UWC). According to the Department of' Higher Education's 'Trends in Education 2011 document there were 164 students that graduated out of 399 enrolled students. In UWC, there were 27 graduates out of 29 enrolled students. A new teacher qualifications policy is now in place, the minimum requirements for Teacher Educations Qualification (MRTEQ 2011). Universities will phase out the old qualifications as they introduce the new MRTEQ aligned qualifications. New qualifications described in the MRTEQ policy which will allow qualified teachers to further specialise as school librarians include the Advanced Diploma in Education (ADE - NQF Level 7) and the Post-Graduate in Education (PGDE - NQF: level 8). In addition, the new qualifications policy also allows students who are completing a BEd to select school librarianship as one of their specialisations if they are studying to become SPIFET phase teachers.
(b) Enrolments in this new qualification will begin next year. There was no data available for
the previous enrolments in the old qualifications.
Reply received: November 2013
QUESTION 2331
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 13/09/2013
INTERNAL QUESTION PAPER: 3012013
Mr A M Mpontshane (IFP) to ask the Minister of Basic Education:
(1) What levels of education does her department require school principals to have;
(2) whether there are any underqualified principals currently in charge of any public school;
(3) whether there are any plans in place to help ensure that these principals upgrade their qualifications; if not, why not; if so. what are the relevant details?
NW2785E
REPLY
(1) What levels of education does her department require school principals to have?
The minimum qualifications for principals are as follows:
▪ A recognised three year qualification (REQV13) which must include appropriate training as an educator; and
▪ Seven (7) years of actual and/or appropriate experience.
However, in practice and depending on the quality of the applicants a specific post, an applicant who is most qualified is likely to he appointed. This would include having obtained higher qualifications, having more years of experience than the required minimum, having sewed as a part of the school management team either as a head of department or deputy principal.
(2) Whether there are any underqualified principals currently in charge of any public school?
According to Persal, as at the end of March 2013, there were 19 under-qualified principals in the system. All of them arc in small schools of less than 12 educator posts. Five (5) in schools with three or less educators; and fourteen (14) in schools with 4-12 educators.
(3) whether there are any plans in place to help ensure that these principals upgrade their qualifications; if not, why not; if so, what are the relevant details?
The Advanced Certificate in Education: School Leadership and Management qualification is in place and in process of being upgraded into a Diploma. The under qualified principals will be enrolled into this programme once completed.
Reply received: October 2013
QUESTION 2330
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 13/09/2013
INTERNAL QUESTION PAPER: 30/2013
Mr A M Mpontshane (IFP) to ask the Minister of Basic Education:
(1) How many (a) mud schools are still in use in each province and (b) of these schools have been eradicated and replaced with proper infrastructure;
(2) how many of the newly constructed schools have access to (a) sanitation, (b) clean water and (c) electricity;
(3) what recourse do schools have when resources for eradicating mud schools are not delivered on time due to alleged corruption? NW2784E
RESPONSE:
1) a)The DBE committed itself in its nationally driven Accelerated Infrastructure Delivery Initiative (ASIDI) to the following target areas, namely:
· Eradicating its backlog in meeting Basic Safety Functionality in public ordinary schools, i.e. introducing water, electricity & sanitation where none currently exists
· Eradicating the backlog of schools built entirely of inappropriate materials with specific emphasis on schools built entirely of mud, which are mainly in the Eastern Cape. Schools built entirely of mud have been eradicated in all provinces except in the Eastern Cape. Currently there are 426 mud schools in the Eastern Cape. It should be noted that there are still schools with partial mud structures and other inappropriate structures that are also receiving attention.
b) To date 37 schools have been completed through the ASIDI programme all of these are in the Eastern Cape. The provinces are also responsible for other programmes.
2) All newly constructed schools are provided with basic services, which include water, sanitation and electricity
3) Corruption inhibits service delivery. Schools have a duty to report on all collusive acts that prohibit delivery. The Code of Conduct for the Public Service requires all employees of the public service to report corruption to an appropriate authority.
Reply received: October 2013
QUESTION 2329
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 13/09/2013
INTERNAL QUESTION PAPER: 30/2013
Mr A M Mpontshane (IFP) to ask the Minister of Basic Education:
(a) How many provincial departments still owe money to service providers and (b) what (i) are the amounts owed and (ii) is her department doing to ensure that provinces service these debts? NW2783E
ANSWER
The payment of service providers is a provincial competence. The National Department of Basic Education would is not therefore in possession of such information.
It would be advised that you request this information from the provincial education departments directly.
Reply received: October 2013
QUESTION 2310
FOR WRITTEN REPLY
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 13/09/2013
INTERNAL QUESTlON PAPER: 30/2013
Mrs A T Lovemore (DA) to ask the Minister of Basic Education:
What are the details of the (a) average results and (b) pass rates of the Grade 12 midyear assessments of learners (i) for each subject and (ii) in each province for the (aa) 2010. (bb) 2011 and (cc) 2012 academic years? NW2758E
RESPONSE:
The Grade 12 midyear examination is part of the Internal School Based Assessment. Which one of a number of components that contributes to the final School Based (SAB) mark. Given the School Based Assessment is part of the internal assessment programme of the school, the province will through its quality assurance mechanisms ensure that the test and the marking are moderated and will in certain cases set the test either provincially, or at the district or at a cluster level. Currently there is no policy requirement for the mid-year assessment to be collated provincially or nationally. It is only the final School Based Assessment (SBA) mark that is captured provincially and the statistics requested are available for these final marks and not for the mid-year assessment. The implementation of SASAMS at school level is the first step in trying to put place a school based system that will allow for all assessment data to be captured at school level, and subsequently consolidated provincially and nationally. The details requested are only available at school level and have not been consolidated at provincial level for all provinces.
Reply received: November 2013
QUESTION 2309
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 13/09/2013
INTERNAL QUESTION PAPER: 30/2013
Mrs A T Lovemore (DA) to ask the Minister of Basie Education:
(1) Whether an approved plan has been developed to address the shortage of libraries in schools; if not, why not; if so. what are the relevant details.
(2) Whether the post provisioning norms will be amended to allow for the appointment of librarians and/or library assistants; if not, (a) why not and @) what alternative procedure will be followed to ensure the appointment of trained staff if so, what are the relevant details.
(3) What mechanism(s) will she put in place to ensure that adequate and meaningful reading takes place in every grade?
(3) Whether she or her officials are engaging with their counterparts in Higher Education and Training to ensure that teachers are trained to teach learners to read with full comprehension; if not, why not; if so: what are the relevant details? NW2757E.
RESPONSE:
(1) An approved plan to increase access to library and information services through the establishment of centralized and classroom libraries has been submitted to Treasury for funding. A strategy has been developed with the Department of Arts and Culture for the provisioning of dual purpose library services to support schools which do not have access to library and information services.
(2) (a) The post provisioning norms will not be amended to allow for the appointment of teacher-librarian (b) Library assistant will be employed through an Extended Public Works Programme (EPWP) and trained on basic library management skills through ETDPSETA which offers a recognized qualification in Library Practice. The personnel will serve schools within the same proximity over the set day and the programme will be incrementally implemented over the years.
(3) Subsequent to the recommendations made in the National Reading Audit Report, the DBE developed a National Remedial Reading Plan as well as individual Provincial Remedial Plans. Provinces have been directed to develop Provincial Reading Strategies outlining details on how reading interventions from Grades R to 12 will be implemented. Provincial Literacy Promotion Strategies have been implemented and provinces are required to report on a regular basis on progress. Guidelines for parents, with information on how to help their children who are in lower grades with reading skills have been developed and distributed to communities. Learners will be exposed to Shared Reading and Group Guided Reading sessions at least two to three times a week and appropriately leveled reading texts will he provided to cater for differentiated reading levels and interests.
(4) There is no engagement with Higher Education and Training Institutions for enrolment of teachers for accredited reading qualifications. The District and Curriculum advisors train and capacitate teachers' expertise and competence on the teaching of reading, as well as, mentor and coach reading programmes.
Reply received: October 2013
QUESTION 2308QUESTION 2308
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 13/09/2013
INTERNAL QUESTION PAPER: 30/2013
Mrs A T Lovemore (DA) to ask the Minister of Basic Education:
(1) Whether an investigation into the reasons for the delay in the implementation of e-education has been carried out; if so: what are the details of the reasons determined;
(2) Whether a revised e-education implementation plan has been developed; if not, why not; if so. what are the relevant details including the (a) outcomes. (b) role players and (c) time frames;
(3) What amended time frame will be attached to achieve the goal of making every learner in the general and further education and training bands ICT capable as outlined in White Paper 7 of 2004;
(4) Whether her department is engaged in efforts to ensure that teachers are trained to integrate the use of ICT in the teaching and learning process; if so, what are the relevant details;
(5) Whether the (a) Ministerial e-Education Advisory Council and (b) e-Education interdepartmental team to monitor and manage the implementation of the &Education policy and foster inter-governmental collaboration, as described in White Paper 7 of 2004, were appointed; if not, why not. in each case; if so, what are the relevant details of the (aa) appointment and (bb) progress made in each case? NW2756E
RESPONSE:
(1) General indications from investigations are that the implementation of e-education in provinces is limited by:
▪ Limited or lack of connectivity network coverage in rural areas where most schools are located;
▪ High cost of connectivity; and
▪ Reluctance of Network Operators to implement the e-Rate.
(2) A draft revised e-education implementation plan has been developed consisting of the following:
(a) Outcomes: Integrate ICT into all levels of the education and training system in order to improve the quality of teaching and learning.
(b) Role-players:
▪ Department of Basic Education
▪ Provincial Education Departments
▪ Department of Communications
▪ Department of Higher Education and Training
▪ Department of Science and Technology
▪ Private sector and NGOs
▪ Higher Education Institutions
(c) Draft Timeframes
▪ Phasel-2013/15: Immediate
▪ Phase 11 -2015/18: Short-term
▪ PhaseIlI-2018121: Medium-term
▪ PhaselV-2021/25: long-term
(3) There is currently no specific amended timeframe attached to the achievement of the goal as outlined in White Paper 7 of 2001.
(4) Yes, the department is engaged in efforts to ensure that teachers are trained to integrate the use of ICT in the teaching and learning process. The following measures are taken to facilitate this process:
▪ Guidelines for Teacher Training and Professional Development in ICT were developed and distributed to provinces and other training agencies.
▪ Provincial Education Departments are responsible and conducting training of in-service teachers in ICT competencies.
▪ The Department has partnerships with private sector and other training agencies through which teacher training is also implemented.
▪ Higher Education Institutions are responsible for ensuring that ICT for teaching is a mandatory component of all pre-service teacher training.
(5)(a) There is no appointed Ministerial e-Education Advisory Council because the HEDCOM Sub-committee on ICT was performing the functions of this council.
(b) There is an e-Education inter-Departmental team that is constituted of the Deputy Minister of Department of Basic Education (DBE), Department of Communications (Doc) and Department of Science and Technology (DST). This team regularly monitors and manages the activities and programmes that various participating departments are engaged in regarding connectivity.
Reply received: October 2013
QUESTION 2299
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 13/09/2013
INTERNAL QUESTION PAPER: 30/2013
Ms N P Gcume (Cope) to ask the Minister of Basic Education:
(1) Whether she has been informed that the Early Childhood Development Centres (ECDC) in the Eastern Cape are actually structures made of mud; if not, what is her position in this regard; if so.
(2) whether there are any plans to renovate these structures in future; if not, what is the position in this regard: if so, what are the relevant details;
(3) whether she will make a statement on the matter? NW2721E
RESPONSE:
1 The existence of mud schools in the Eastern Cape, the majority of which are in existing primary schools, which include Grade R, are a reality that the department is aggressively addressing through a programme to provide Grade R classrooms. This programme is also augmented by the Accelerated School Infrastructure Delivery Initiative (ASIDI), which aims to eradicate all mud structure schools and other inappropriate structures across the country.
2 As indicated above, there are programmes aimed at addressing this through the provincial infrastructure programme and the ASIDl programme. The Eastern Cape Department of Education is also implementing a programme as part of its Capital Works Programmes funded through a grant that purely focusses on the construction of ECD centres. Further, all newly built primary schools across the country are provided with a specially designed Grade R classroom. It should be indicated, however, that Pre Grade R falls within the ambit of the Department of Social Development.
3. Regular statements are being made to provide progress reports on the implementation of the infrastructure programme.
Reply received: September 2013
QUESTION 2287
DATE OF PUBLICATION OF INTERNAL QUESTION PAPERS: 23/08/2013
(INTERNAL OUESTION PAPER: 28/2013)
Ms N P Gcume (Cope) to ask the Minister of Basic Education:
Whether all the early childhood development centres are funded by her department; if not, what is the position in this regard; if so. what are the relevant details? NW2720E
REPLY:
No. early childhood development centres are not funded by the Department of Basic Education. The Department of Social Development provides a subsidy to children at registered CCD centres who qualify according to a means test. The subsidy is R15.00 per day per qualifying child for 264 day per year. The exceptions are: Eastern Cape is paying for 220 days per year: and the Free State's daily rate is R14.00 per child per day.
Reply received: September 2013
QUESTION 2284
DATE OF PUBLICATlON OF INTERNAL QUESTION PAPERS: 23/08/2013
(INTERNAL QUESTION PAPER: 28/2013)
Ms C K K Mosimane (Cope) to ask the Minister of Basic Education:
Whether she can ensure the safety and security of learners and teachers on school premises: if not, why not. if so. what are the relevant details? NW2717E
Answer:
School safety is undergirded by a myriad of individual, school, family and broader community-level risk factors that coalesce to create vulnerability for violence and other crimes. For this reason, any attempt to curb crime and violence occurring in schools needs to be extend beyond the school itself.
The Department of Basic Education (DBE) has provided a framework for a whole-school approach - a strategy advocated for in the 2008 National School Violence Study, following the recognition that a school comprises several interdependent components, Including learners, educators, principals, parents, school bodies and teams.
Furthermore, the Department is revising the National School Safety Framework to respond to the findings and recommendations of the National School Violence Study (2012) which was carried out by the Centre for Justice and Crime Prevention. However, given this responsibility, we believe that the safety of our learners requires a collaborative effort from all invested in education. There is ample evidence, which indicates that violence in schools is often a reflection of violence in the home and within communities. Hence, the community and the home need to play a vital role in addressing the violence as a preventative measure.
The Department has also entered into a Collaborative Implementation Partnership Protocol with SAPS as an acknowledgement that safety in schools is a shared mandate. The protocol is 3 pronged: preventative, in other words informing learners of risks through Life Orientation & Life Skills learning; it is responsive by providing interventions to address the issues, for example we have rolled out national training on prevention and management of bullying in schools; and it is also sustainable in the form of established Safe School Committees to monitor and support schools. As part of the partnership commitments schools are linked to local police stations and Safe School Committees are established to address safety and security matters in schools. NW2717E
Reply received: September 2013
QUESTION 2283
DATE OF PUBLICATIONS OF INTERNAL QUESTION PAPERS: 23/08/2013
(INTERNAL QUESTION PAPER: 28/2013)
Ms C K K Mosimane (Cope) to ask the Minister of Basic Education:
What is the number of learners in Early Childhood Development (ECD) centres in each province? NW2716E
RESPONSE:
Table 1: Number of learners in Early Childhood Development (ECD) centres, by province in 2012
| Province | Number of learners |
| EC | 14 295 |
| FS | 15 354 |
| GT | 56 467 |
| KZ | 10 247 |
| LP | 106 562 |
| MP | 17 008 |
| NC | 8 549 |
| NW | 14 188 |
| WC | 22 435 |
| Total | 265 105 |
Source: 2012 Annual school survey for Early Childhood Development
Reply received: December 2013
QUESTION 2280
DATE OF PUBLICATION ON INTERNAL QUESTION PAPER: 23/08/2013
(INTERNAL QUESTION PAPER: 28/2013)
Mr W M Madisha (Cope) to ask the Minister of Basic Education:
How many schools were (a) built and (b) renovated in each province (i) 2008, (ii) 2009, (iii) 2010, (iv) 2011 and (v) 2012? NW2712E
Response
New Schools built
| PED | 2008 | 2009 | 2010 | 2011 | 2012 | Total New Schools built |
| Eastern Cape | 0 | 34 | 62 | 33 | 13 | 142 |
| Free State | 6 | 13 | 4 | 0 | 2 | 25 |
| Gauteng | 39 | 10 | 10 | 14 | 21 | 94 |
| KwaZulu Natal | 2 | 6 | 19 | 10 | 2 | 39 |
| Limpopo | 0 | 34 | 4 | 14 | 7 | 59 |
| Mpumalanga | 2 | 4 | 1 | 4 | 11 | 22 |
| Northern Cape | 2 | 1 | 2 | 2 | 4 | 11 |
| North West | 4 | 3 | 0 | 7 | 7 | 21 |
| Western Cape | 7 | 6 | 9 | 19 | 5 | 46 |
| Total number delivered | 62 | 111 | 111 | 103 | 72 | 459 |
Schools renovated
| PED | 2008 | 2009 | 2010 | 2011 | 2012 | Total New Schools built |
| Eastern Cape | 55 | 209 | 183 | 227 | 307 | 981 |
| Free State | 99 | 135 | 67 | 47 | 53 | 401 |
| Gauteng | 35 | 71 | 13 | 0 | 77 | 196 |
| KwaZulu Natal | 201 | 227 | 341 | 692 | 407 | 1868 |
| Limpopo | 247 | 231 | 18 | 271 | 26 | 793 |
| Mpumalanga | 21 | 32 | 12 | 18 | 0 | 83 |
| Northern Cape | 26 | 55 | 18 | 22 | 31 | 152 |
| North West | 10 | 16 | 16 | 9 | 25 | 76 |
| Western Cape | 120 | 120 | 135 | 139 | 111 | 625 |
| Total number delivered | 814 | 1096 | 804 | 1425 | 1039 | 5175 |
*Gauteng embarked on a major rehabilitation project in 2011 where all the schools (77) received comprehensive rehabilitation and all these were completed in the 2012 year.
Source: Provincial Infrastructure Managers- Project List
Reply received: October 2013
QUESTION 2280
DATE OF PUBLICATION OF INTERNAL QUESSION PAPERS: 23/08/2013 {INTERNAL QUESTION PAPER: 28/2013)
Mr W M Madisha (Cope) to ask the Minister of Basic Education:
How many schools were (a) built and (b) renovated in each province in (i) 2008, (ii) 2009. (iii) 2010. (iv) 2011 and (v) 2012?NW2712E
RESPONSE:
(a) The number of built schools between 2008 - 2012 will only be known after the audit of NEMS is completed which is currently underway.
(b) The National Department does not keep records for renovations and maintenance of school infrastructure.
Reply received: September 2013
QUESTION 2279
DATE OF PUBLICATION OF INTERNAL QUESTlON PAPERS: 23/08/2013
(INTERNAL QUESTION PAPER: 28/2013)
Mr W M Madisha (Cope) to ask the Minster of Basic Education:
(a) How many schools were closed in the past five years and
RESPONSE:
Table 1: No of closed ordinary schools, by province, from 2009 – 2013
| Province | 2009 | 2010 | 2011 | 2012 | 2013 | Grand total |
| EC | 3 | 69 | 35 | 0 | 5 | 112 |
| South Africa | 366 | 305 | 384 | 68 | 141 | 1 264 |
Source: SNAP Survey 2009-2013
(b) What were the reason for the closures in each province? NW2711E
RESPONSE:
For all provinces, the core reasons are as follows:-
▪ Declining Learning numbers
▪ Merger of schools
▪ Urbanization
Reply received: September 2013
QUESTION 2276
DATE OF PUBLICATION OF INTERNAL QUESTlON PAPERS: 23/08/2013 (INTERNAL QUESTlON PAPER: 28/2013)
M s N P Gcume (Cope) to ask the Minister of Basic Education:
When are the old high schools in the Eastern Cape going to be renovated, especially Mqikela High School in Lusikisiki? 2708E
RESPONSE:
(a) The Department of Education in the Eastern Cape has developed a Ten year intervention plan for Maintenance renovations and additions to schools. This exercise consisted of meeting with the 23 Districts in the province and involved a process of prioritizing all infrastructure needs within a district. This exercise also focused on the rationalization and re-alignment process. The exercise will inform the User-Asset Management Plan and the maintenance and renovation programme of the department. The 10 year plan, on approval by the relevant authorities within the province, will be circulated to all stakeholders.
(b) Mqikela High School in 1.usikisiki and all other high schools in the province are part of the process indicated above. Currently, the school is in the project list for the 2016/17 MTEF.
Reply received: September 2013
QUESTION 2260
DATE OF PUBLICATION OF INTERNAL QUESTION PAPERS: 23/08/2013 (INTERNAL QUESTION PAPER: 28/2013)
Mr M G Lekota (Cope) to ask the Minister of Basic Education:
Whether her department had offered compulsory in-service training courses, during the period 1 July 2009 to 31 July 2013, on (a) maths content knowledge, (b) modern methodology for teaching mathematics, (c) the use of ICT in the classroom (details furnished) and (d) trends in testing and evaluating learners in line with trends in international mathematics and science study to all educators teaching mathematics at (i) primary and (ii) high school level; if not, why not: in each case; if so, what are the relevant details in each case? NW2689E
REPLY
The Department of Basic Education (DBE) working with and through provinces provide ongoing (in-service) teacher training opportunities to teachers across all the levels (i.e. Foundation, GET and FET Phases) of our school system. Targeted in-service training is carried out throughout the year as per the Integrated Strategic Planning Framework for Teacher Education and Development. Much of the ongoing teacher training coven priority areas which includes provision of targeted support in areas ranging from orientating teachers in the effective implementation of the Curriculum Policy Statement (CAPS), Foundation Phase Numeracy and Literacy, and Intermediate and FET Phase Mathematics, English First Additional Language, Science Mathematics Literacy, Accounting and Technology.
(a) Teacher training in Mathematics content knowledge - 1 July 2009 to 31 July 2013
i) if April 2009 - March 2012 - 44 717 teachers trained both in content knowledge and modem pedagogical approaches of teaching Mathematics content;
ii) April 2012 to March 2013 - 40 782 teachers trained both in content knowledge and modern pedagogical approaches of teaching Mathematics content;
iii) April 2013/14 …..14 185 teachers trained both in content knowledge and modern pedagogical approaches of teaching Mathematics content;
Total = 99 684 teachers trained in both content and methodology.
(b) Modern methodology for teaching mathematics
An integrated approach is adopted in teaching both content and methodology across all subjects/learning areas in all Phases. The same teachers targeted for training in Mathematics would go for training in the delivery (pedagogy) of Mathematics across all grades. The reports show that the above given number (i.e. 99 684) of teachers received training in both areas from 2009 to the first quarter of 2013. In 2009, 1, 668 teachers were registered the ACE MST programme with universities. The picture regarding this last cohort of teachers in the ACE MST programme was as follows
| Province | Number of Mathematics teachers registered – 2009 (last intake) |
| Eastern Cape | 237 |
| Free State | 114 |
| Gauteng | 296 |
| KwaZulu-Natal | 229 |
| Limpopo | 282 |
| Mpumalanga | 172 |
| Northern Cape | 44 |
| North West | 130 |
| Western Cape | 164 |
| TOTAL | 1668 |
c) The DBE and PDEs have offered in-service training courses in the use of ICT in the classroom however they are not compulsory. Teachers are trained on basic, intermediate and advance ICT skills programmes as outlined in the Guidelines for Teacher Training and Professional Development in ICT.
The DBE provides training through two partnerships i.e. Microsoft Partners in Learning programme and Intel@ Teach programme. PDEs have e-Learning sections that offer training in ICT integration in teaching and learning. General indications are that 32% of teachers have attended one or more ICT skills training workshops. No, the South African Schools Act of 1996 does not make provision for establishing and regulating of virtual schools.
d) (i) No, the Trends in International Mathematics and Science Study {TIMSS) does not apply to primary schools.
(ii) No, my department does not of% training aligned to TIMSS per se but includes and highlights in the training courses of teachers all the mathematics and science curriculum areas that the TIMSS results indicate to be challenging to learners.
Reply received: September 2013
QUESTION 2257
DATE OF PIJRLICATION OF INTERNAL QUESTION PAPERS: 23/08/2013
(INTERNAL QUESTION PAPER: 28/2013)
Mr A M Mpontshane (IFP) to ask the Minster of Basic Education:
What steps is her department taking to (a) reduce the ability of unions to interfere in her department's ability to implement policies to improve the education system, (h) ensure that unions do not hold her department and pupils hostage over salaries and (c) work with unions to improve the education system while holding teachers accountable for not performing?
RW2686E
REPLY
(a) Surely, there are steps my Department is taking to reduce the ability of unions to interfere in my Department's ability to implement policies to improve the education system. Unions are always engaged in consultations on all policy matters with a view of finding solutions to challenges and to prevent the occurrence of disputes:
(b) Regarding the holding of my Department and pupils hostage over salaries, it should be noted that salaries for all public service employees, including educators. are negotiated in the Public Service Coordinating Bargaining Council (PSCBC). The State is represented by the Department of Public Service and Administration (DPSA) in collective bargaining in the PSCBC. However, in the event that all avenues are exhausted in the PSCRC and a strike action occurs, my Departmental Strike Management Plan together with the principle of .'No work, No pay" will be implemented.
Any matter emanating from the Education Labour Relations Council (FLRC) would be managed to ensure that the industrial action is avoided at all; and
(c) The panics to the Education Labour Relations Council are engaged in reviewing the Integrated Quality Management System (IQMS). Currently, the performance of educators is assessed in terms of the IQMS, which \+as introduced in 2003 as an ELRC Collective Agreement. At the Teacher Development Summit held in June-July 2009. A decision was taken to streamline and simplify the IQMS and that measures be put in place to delink Developmental Appraisal (UA) and Performance Measurement (PM) in the JQMS processes.
Subsequently. a simplified and streamlined accountability instrument that is intended to rebrand the IQMS has been developed by the parties to the CLRC is still under negotiation. This instrument now known as the Quality Management System (QMS) is vital for reasons of accountability and sound leadership and management of our schools.
Reply received: September 2013
QUESTION 2256
DATE OF PUBLICATION OF INTERNAL OUESTION PAPERS: 23/08/2013
(INTERNAL OUESTTON PAPER: 28/2013)
Mr A M Mpontshane (IFP) to ask the Minster of Basic Education:
How does her department intend to address the actions by the SA Democratic Teachers Union (SAD'I'LI) and other unions during strikes that result in (a) class disruptions and (b) pupils being encouraged to join strike action instead of being in class? NW2685E
REPLY
On intending to address the actions by the SA Democratic Teachers Union (SADTU) and other unions during strikes that result in:
(a) class disruptions -. Actions will be taken against educators who participated in the class disruptions that are not compliance with the provisions or the Labour Relations Act. Depending on the circumstances and merits of each case, involved educators will undergo formal disciplinary processes resulting in imposition of sanctions concomitant with the offence. The principle of 'no work, no pay' will however apply irrespective of whether the disruption is compliant or not; and
(b) pupils being encouraged to join strike action instead of being in class - This is a serious misconduct and it will he treated as such against the educators involved. Involved educators will undergo formal disciplinary processes resulting in imposition of harsh sanctions.
I acknowledge the fact that to engage in a strike that complies with the provisions of the Labour Relations Act is a Constitutional right to be enjoyed by all workers but. it should not prejudice the administration, discipline or efficiency of the Department or institution.
Reply received: September 2013
QUESTION 2255
DATE OF PUBLICATION OF INTERNAL QUESTION PAPERS: 23/08/2013
(INTERNAL QUESTION PAPER: 28/2013)
Mr A M Mpontshane (IFP) to ask the Minster of Basic Education:
What systems are in place to protect teachers who are not part of unions and who choose to teach during strike action from being intimidated by their striking colleagues? NW2684E
REPLY
The Departmental Strike Management Plan protect teachers who are not part of unions and who choose to teach during strikes from being intimidated by their striking colleagues. There is an incident report that should be filled in by the school managers.
However, in areas considered volatile, police intervention should be requested to secure the affected premises and the non-striking employees. This may happen only when the situation has deteriorated to such an extent that injury to person or damage to property becomes imminent. She Manager or District Director is requested to declare the area volatile by signing the Declaration Form provided for in the Strike Management Plan.
Again, in cases where there is a threat of violence or intimidation from strikers on non-strikers, there will be attendance registers circulated in nearest police stations to be filled by non-striking employees. This forms are accompanied by the declaration form signed by the managers or District Directors declaring the area volatile when submitted to the Department.
Reply received: September 2013
QUESTION 2206
DATE OF PCBLICATION OF INTERSAL QUESTION PAPERS: 23/08/2013
(INTERNAL QUESTION PAPER: 28/2013)
Mrs A T Lovemore (DA) to ask the Minister of Basic Education:
Whether, with reference to her reply to question 1597 on 23 July 2013: the first draft of the National School Safety Framework has been completed; if not, (a) why not and (b) when will the framework be completed; if so, what are the details of the (i) process to achieve finalisation of' the framework and (ii) subsequent development and implementation of national and provincial school safety plans'? NW2624E
Answer:
The development of the National School Safety Framework (NSSF) is a consultative process that involves several iterations based on the feedback from the consultative process. The consultative process will engage education stakeholders and external partners. The final NSSF will be evidence-based. It will respond directly to the recommendations of the National School Violence Study (2012), among other challenges with school safety. It is envisaged that the final draft; after all steps for consultations have been completed, will be presented for approval by July 2014.
Reply received: September 2013
QUESTION 2205
DATE OF PUBLICATION OF INTERNAL OUESTION PAPERS: 23/08/2013
[INTERNAL OUESTION PAPER: 28/2013)
Mrs .4 T Lovemore (DA) to ask the Minister of Basic Education:
(1) For the 2013 academic year, how many learners were enrolled in each province in each grade from Grade I to Grade 12 in ordinary public schools;
RESPONSE: (1)
Table 1: Number of learners in ordinary public schools, by grade and province, in 2013
| Province | Grade 1 | Grade 2 | Grade 3 | Grade 4 | Grade 5 | Grade 6 | Grade 7 | Grade 8 | Grade 9 | Grade 10 | Grade 11 | Grade 12 | Total |
| EC | 196 683 | 175 252 | 159 010 | 152 311 | 141 232 | 138 320 | 139 139 | 135 779 | 142 728 | 151 259 | 118 879 | 73 887 | 1 724 379 |
| FS | 65 405 | 62 224 | 54 935 | 51 717 | 50 663 | 49 531 | 45 842 | 47 422 | 66 737 | 59 489 | 36 611 | 26 859 | 617 435 |
| GT | 190 515 | 177 064 | 162 872 | 151 481 | 144 600 | 141 683 | 139 566 | 142 741 | 155 480 | 183 359 | 119 594 | 89 364 | 1 798 319 |
| KZ | 267 942 | 238 284 | 221 438 | 204 496 | 200 435 | 198 726 | 200 216 | 222 330 | 225 505 | 263 239 | 218 013 | 148 492 | 2 609 116 |
| LP | 144 753 | 135 188 | 124 285 | 114 164 | 112 806 | 112 889 | 113 930 | 116 784 | 184 770 | 183 241 | 119 841 | 82 860 | 1 545 511 |
| MP | 99 042 | 90 770 | 83 227 | 77 611 | 76 397 | 75 913 | 77 256 | 86 482 | 83 379 | 95 415 | 72 519 | 49 282 | 967 293 |
| NC | 28 248 | 25 353 | 23 356 | 24 601 | 22 926 | 22 490 | 21 939 | 21 738 | 22 883 | 22 375 | 15097 | 10 403 | 261 908 |
| NW | 76 428 | 73 474 | 69 137 | 65 688 | 61 206 | 58 913 | 56 957 | 57 641 | 67 199 | 69 051 | 41 062 | 29 225 | 725 981 |
| WC | 103 862 | 93 346 | 85 615 | 85 493 | 79 136 | 78 397 | 76 248 | 74 652 | 87 874 | 79 485 | 55 688 | 46 073 | 945 869 |
| Total | 1172 878 | 1 70954 | 984375 | 927 562 | 889 301 | 876 862 | 871 093 | 906 569 | 1036 555 | 1 106913 | 797 304 | 556 445 | 11 195 811 |
Source: DBE: 10TH Day Census of schools (SNAP Survey) 2013
(2) how many of the learners enrolled in each grade (a) are repeating the grade or (b) have repeated a grade in the same phase in each province.
RESPONSE: (2) (a) (b)
Reply received: September 2013
QUESTION 2204
DATE OF PUBLICATION OF INTERNAL QUESTION PAPERS: 23/08/2013
(INTERNAL QUESTION PAPER: 28/2013)
Mrs A T Lovemore (DA) to ask the Minister of Basic Education:
(I) Whether she has been informed that approximately 250 farm schools in the Free State have only one educator who fulfils the role of principal and teacher;
(2) whether farm schools in any other province also have only one educator: if so, how many such schools exist in each relevant province;
(3) whether her department has developed or intends to develop any policy or guideline to discourage the existence of one-teacher schools; if not, how will she address the situation; if so. what an: the relevant details? NW2622E
REPLIES:
(1) Whether she has been informed that approximately 250 farm schools in the Free State have only one educator who fulfils the role of principal and teacher?
Yes, I am informed. The Free State PED has a unique challenge in terms of the relatively high number of small firm schools as a proportion of its total number of schools. Allocating an additional teacher to each of the farm schools would impact on the overall affordability of the post basket for the PED. The PED is currently implementing a programme to merge and close farm schools. The object is to close all small schools or at least remain with a reasonably smaller number.
(2) Whether farm schools in any other province also have only one educator; if so, how many such schools exist in each relevant province:'
The Table below shows the number of schools with one educator. KwaZulu-Natal, Limpopo, North. West. Northern Cape, and Western Cape I'EDs allocated an additional teacher to all one educator schools. The actual number of schools that qualify for one educator in these PEDs is relatively small in relation to their total post baskets, and as a result the additional allocation has a minimal overall impact.
| Province | Total schools in each province |
| EASTERN CAPE | 190 |
| FREE STATE | 325 |
| MPUMALANGA | 34 |
| Grand Total | 549 |
(3) Whether her department has developed or intends to develop any policy or guideline to discourage the existence of one-teacher schools; if not, how will she address the situation; if so, what are the relevant details?
The Department has a policy in place that determiner post provisioning norms to schools. In terms of this policy the Department encourages PEDs to allocate an additional educator to schools that qualify for one educator. PEDs are also encouraged to merge and/or close small schools where it is not viable to continue with the school on sound educational principles in the best interests of learners.
Reply received: September 2013
QUESTION 2183
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 23/08/2013
{INTERNAL QUESTION PAPER: 28/2013)
Adv A de W Alberts (FF Plus) to ask the Minister of Basic Education:
(1) Whether she has been informed that thousands of former matriculants who passed matric on the old curriculum will not be able to write any supplementary examinations next year in instances where her department may go ahead and use only question papers that comply with the Curriculum and Assessment Policy Statement (Caps); if so, what steps is she considering to take to ensure that supplementary examinations can, in fact, be written on the old curriculum;
(2) whether she plans to investigate this and make changes? NW2601E
RESPONSE:
(1)(2)
Yes. I am aware that the Senior Certificate examination will be conducted for the last time in June 2014. The continuation of the Senior Certificate examination was approved twice, namely from 2008-2011, and from 2011 -2014. In view of the fact that the curriculum of the Senior Certificate has become outdated and that learning and teaching and materials for the subjects are not available anymore. it will not be appropriate to continue with it in its current format by using existing examination question papers. A decision has therefore been taken to develop an alternative qualification, namely the National Senior Certificate for Adults (NASCA) which could accommodate all adult learners.
Considering the possibility that the NASCA, due to a lengthy development process, will not be ready for implementation in June 2015, the Ministers of Basic Education and Higher Education and Training took a decision to restructure the Senior Certificate as an interim arrangement.
The restructured Senior Certificate will, until the NASCA is implemented, cater for the following categories of learners:
(a) Adult learners who are 21 years and older who have-
(i) a General Education and Training Certificate (GETC) for Adult Basic Education and Training (ABET); or
(ii)recognised equivalent qualification obtained at NQF Level 1;
(b) adult learners who are 21 years and older with an incomplete Senior Certificate qualification post June 2014; and
(c) National Senior Certificate repeaters and part-time candidates who were unsuccessful in obtaining a National Senior Certificate post the expiry date of their School-Based Assessment requirement.
All the above-mentioned categories of learners will be able to continue with their studies or complete outstanding requirements.
Reply received: September 2013
QUESTION 2124
DATE OF PUBLICATION OF INTERNAL QUESTION PAPERS: 16/8/2013
(INTERNAL QUESTION PAPER: 27/2013)
Mr MR Shinn (DA) to ask the Minister of Basic Education:
(1) Whether any staff member in her department (a) performed work in addition to the responsibilities related to his or her work, outside normal working hours, in the (if 2008-09, (ii) 2009-10, (iii) 2010-11, (iv) 2011-12 and (v) 2012-13 financial years and (b) has been performing such work during the period 1 April 2013 up to the latest specified date for which information is available; if not, how is it determined whether such work is being performed or not; if so, in each case, (aa) how many staff members and (bb) in what job or work categories are the specified staff members employed;
(2) whether approval for such work was obtained in each case; if not, what are the relevant details; if so, {a) what is the policy of her department in this regard, (b) by whom are such applications considered and approved, (c) how many contraventions of this policy were brought to the attention of her department in the (i) 2010-11, (ii) 2011-12 and (iii) 2012-13 financial years and (d) what steps have been taken against transgressors? NW2546E
REPLY:
1. a (i) 2008/09: The Department of Basic Education was established in the 2010/2011 financial year only.
a (ii) 2009/10 : The Department of Basic Education was established in the 2010/2011 financial year only.
a (iii) 2010/11 : There were 5 officials who did Work outside work in the DBE
Ms JD Kinnear 2010/2011
Mr. AP Rakgoathe 2010/2011
Ms JM Kruger 2010/2011
Ms M Nkuna 2010/2011
Ms BC Moekwa 2010/2011
a (iv) 2011/2012 : There were 5 officials who did Work outside work in the DBE
Ms G Modise 2011/2012
Mr. E Salomane 2011/2012
Ms JD Kinnear 2011/2012
Mr. AP Rakgoathe 2011/2012
DATE OF PUBLICATION OF INTERNAL QUESTION PAPERS: 16/8/2013
(INTERNAL QUESTION PAPER: 27/2013)
Mr. MA Thobedi 2011/2012
a (iv) 2012/2013 he here were 10 officials in the DBE who did outside work:
Dr ES Galane 2012/2013
Mr WM Cawello 2012/2013
Mr. AP Rakgoathe 2012/2013
Mr. P Benade 2012/2013
Ms MB Fuzile 2012/2013
Ms G Modise 201212013
Ms L Wooler 2012/2013
Mr. E Salomane 2012/2013
Mr. V Naidoo 2012/2013
Mr S Daniels 2012/2013
a (v) 201312014 : There were 9 officials in the DBE who did outside work
Mr. AP Rakgoathe 2013
Mr BS Monyaki 2013
Mr MR Nernatangari 2013
Dr ES Galane 2013
Ms MB Fuzile 2013
Ms G Modise 2013
Ms RR Ndziba 2013
MS L Wooler 2013
Mr E Salornane 2013
b. Officials who are still performing outside work during the period 1 April 2013 and approval was granted:
Mr. AP Rakgoathe 2013
Mr BS Monyaki 2013
Mr MR Nematangari 2013
Dr ES Galane 2013
Ms MB Fuzile 2013
Ms G Modise 2013
Ms RR Ndziba 2013
Ms L Wooler 2013
Mr E Salomane 2013
(aa) Not applicable
(bb) Not applicable
2. The officials listed above received approval to perform outside work.
DATE OF PUBLICATION OF INTERNAL QUESTION PAPERS: 16/8/2013
(INTERNAL QUESTION PAPER: 271/2013)
2. (b) The Director-General considers and approves such applications
2. (c) i. None
(c) ii. None
(c) iii. None
2. (d) The officials in the Department have approval to perform work outside official working hours. If an official within the Department is found I performing work outside official work hours without prior approval, that official will be charged with misconduct in accordance with PSCBC Resolution No 7 of 1999.
Reply received: September 2013
QUESTION 2091
DATE OF PUBLICATION OF INTERNAL QUESTION PAPERS: 16/08/2-13
(INTERNAL QUAETION PAPER: 27/2013)
Dr WG James (DA) to ask the Minister of Basic Education:
(a) Does her department prepare quarterly interim financial statements and (b) are these statements considered by the Auditor Committee? NW251E
Response
(a) The Department of Basic does prepare interim financial statements.
(b) Yes, they are considered by the Auditor Committee.
Reply received: September 2013
QUESTION 2062
DATE OF PUBLICATION OF INTERNAL QUESTION PAPERS: 16/08/2013
(INTERNAL QUESTION PAPER: 27/2013)
Mr A P van der Westhuizen (DA) to ask the Minister of Basic Education:
(1) What is the total expenditure budget for by each province for the 2013-14 financial year:
RESPONSE (1):
| Province | Total expenditure budgeted R'000 |
| Eastern Cape | 26 972 079 |
| Free State | 10 456 217 |
| Gauteng | 29 275 841 |
| KwaZulu Natal | 37 008 579 |
| Limpopo | 23 475 305 |
| Mpumalanga | 14 896 956 |
| Northern Cape | 4 448 073 |
| North West | 11 321 394 |
| Western Cape | 15 601 918 |
| Total Budget | 173 456 362 |
In Year-Monitoring (IYM) Report
(2) (a) how many (i) primary and (ii) secondary school learners are enrolled at state schools in each province in 2013 and 9b) what is the average per capita expenditure for each learner in each provincial education department for the 2013-14 financial year? NW2484E
RESPONSE: (20 9a) (i): Number of Primary School Learner per Province
| Province | Primary Schools Learners |
| Eastern Cape | 1,246,627 |
| Free State | 411,372 |
| Gauteng | 1,191,654 |
| KwaZulu Natal | 1,707,339 |
| Limpopo | 972,607 |
| Mpumalanga | 635,806 |
| Northern Cape | 185,477 |
| North West | 508,959 |
| Western Cape | 656,544 |
| Total | 7 516 385 |
DBE: SNAP Survey 2013
RESPONSE: (2) (a) (ii): Number of Secondary School Learner per Province
| Province | Secondary Schools Learners |
| Eastern Cape | 618,539 |
| Free State | 237,102 |
| Gauteng | 689,475 |
| KwaZulu Natal | 1,082,333 |
| Limpopo | 688,236 |
| Mpumalanga | 386,810 |
| Northern Cape | 92,832 |
| North West | 263,170 |
| Western Cape | 343,798 |
| Total | 4 402 295 |
DBE: SNAP Survey 2013
RESPONSE: (2) (b): Average per Capita Per Learner per Province
| Province | Average Per Capita per Learner |
| Eastern Cape | R14 460.95 |
| Free State | R16 124.34 |
| Gauteng | R15 562.91 |
| KwaZulu Natal | R13 266.28 |
| Limpopo | R14 134.57 |
| Mpumalanga | R14 567.50 |
| Northern Cape | R15 982.50 |
| North West | R14 662.57 |
| Western Cape | R15 596.58 |
| Average | R14 928.69 |
In-Year-Monitoring (IYM) Report
Reply received: September 2013
QUESTION 2058
DATE OF PUBLICATION OF INTERNAL QUESTION PAPERS: 16/08/2013
(NTERNAL QUESTION PAPER: 27/2013)
Mrs A T Lovemore (DA) to ask the Minister of Basic Education:
Whether her department and/or the provincial departments of education play any role in the establishment and operation of (a) schools of industry and (b) reform schools; if not, where does the responsibility lie; if so. what are the relevant details, including the (i) number, (ii) location. (iii) name. (iv) demand and (v) current learner registration figures of such schools? NW2180E
RESPONSE:
Section 196 (3) of the Children's Act 38 of 2005 as amended provides for the transfer of (a) schools of industry and (b) reform schools from Basic Education to the Department of Social Development and for their transformation into Child and Youth Care Centres (CYCCI with effect from I April 2010. The Provincial Departments of Education remain responsible for the provision of Education Programmes.
Details of Reform Schools and Schools Industry
| i) NUMBER AND ii) LOCATION | iii) NAME OF SCHOOL |
| Mpumalanga: 4 | Vaalrivier |
| Western Cape: 4 | Four schools in this province: Die Bult, Ottery, Wellington and |
| KwaZulu-Natal: 3 | Mimosadale |
| Gauteng and Eastern Cape | Emmasdal |
| Eastern Cape | GaliTembani |
| Free State | Rosenhof: FS |
| North West | Wolmaransstad |
iv) Until 1 April 2010, Limpopo and Northern Cape did not have schools of industry and reform schools and their sentenced children had to be sent to other provinces.
v) The current learner numbers vary between 70 to 90 per month.
Reply received: September 2013
QUESTION 2057
DATE OF PLBLICATION OF IYTERNAL QUESTIOS PAPERS: 16/08/2013
(INTERNAL QUESTION PAPER: 27/2013)
Mrs AT Lovemore (DA) to ask the Minister of Basic Education:
1. From what date were provinces required to implement occupation specific dispensations in terms of Collective Agreements I and 2 of 2008, as negotiated and concluded within the Education Labour Relations Council
RESPONSE: (1)
1. Collective Agreements 1 and 2 of 2008 were implemented with effect from 1 January 2008.
2. What percentage of each provincial budget was allocated to compensation of employees for the final year preceding the implementation of Occupation Specific Dispensation (OSI?) and in each financial year since the implementation of the OSD?
RESPONSE: (2)
| Provinces | 2007/08 | 2008/9 | 2009/10 | 2010/11 | 2011/12 | 2012/13 | 2013/14 | ||
| EC | 80.6% | 77.5% | 83.6% | 80.8% | 81.2% | 82.1% | 81.5% | ||
| TOTAL | 79.0% | 78.2% | 82.3 | 78.7 | 79.0 | 72.2% | 78.4% | ||
3. What measures are being implemented to prevent any provincial department of education from allocation one hundred percent of its budget to compensation of employees?
RESPONSE: (3)
(a) The Department of Basic Education on a monthly basis conducts the In-year-Monitoring and analysis of the provincial education departments (PEDs) expenditure and revenue information. 'The PEDs submit the information on a monthly basis to the Department of Basic Education and the National Treasury as required b) sections 32 and 40(4) of the Public Finance Management Act (PFMA) and also in sections 7 to 9 of the Division of Revenue Act (DORA):
(b) On an annual basis, the Department of Basic Education, conducts the Budget Standard Exercise with individual provincial education departments to evaluate amongst others. allocation and spending for the compensation of employees and other sector priorities such as LTSM. scholar transport, infrastnscture and maintenance, Inclusive education, ICT, teacher development, conditional grant spending. audit outcome and audit action plan etc;
(c) Twice a year, the Department of Basic Education conducts Provincial Support and Monitoring exercises with the provincial education departments. The primary purpose of the Provincial Support and Monitoring exercise is to evaluate, amongst others, budget allocation and spending on compensation of employees and nationally agreed priorities and conditional grants; and
(d) On an annual basis, the Department of Basic Education analyses the draft and final Estimates of Provincial Revenue and Expenditure (EPRE) whereby the first step towards more effective control of personnel expenditure is to ensure that PEDs budget realistically for compensation of employees and refrain from filling unfunded posts.
4. Whether her department's projections indicate that compensation of employees will become unaffordable for any provincial department of education within the next twenty years; if so, what mitigating measures will she implement to avoid the retrenchment of teachers?
Reply received: September 2013
QUESTION 2056
DATE OF PUBLICATION OF INTERNAL QUESTION PAPERS: 16/08/2013
(INTERNAL QUESTION PAPER: 27/2013)
Mrs A T Lovemore (DA) to ask the Minister of Basic Education:
(1) With reference to her reply to question 1598 on 30 July 2013, what additional areas of learning have been identified for the piloting of the teacher diagnostic assessments developed by her Department;
(2) (a) When and (b) Where will the assessments be administered;
(3) Who will take responsibility for the (a) administration of the tests, (b) diagnostic assessment of the results and (c) appropriate interventions;
(4) Whether teacher unions have been consulted on the piloting of the assessments; if not, why not; if so, what arc the relevant details;
(5) What are the details of her intention to implement teacher diagnostic assessments as a routine management tool? NW2478E
RESPONSES:
(1). With reference to her reply to question 1598 on 30 July 2013, what additional areas of [earning have been identified for the piloting of the teacher diagnostic assessments developed by her Department?
The DBE has prepared assessments in Mathematics and English First Additional Language thus far.
(2) (a) When and (b) Where will the assessments be administered?
(a) The pilot will take place from January to March to 2014 and the feedback from the pilot will inform the processes of implementation. (h) The assessments will initially take place aa district support centres and school. However. during full roll-out the assessments \\otlld be accessible individuals through the internet on the DBE website
(3) Who will take responsibility for the (a) administration of the tests, (b) diagnostic assessment of the results and (c) appropriate interventions?
(a) The pilot will be managed by DRE through the provincial departments and districts. The roll-out will consists of self-diagnostic tests, thus the teacher herself/himself will manage the administration. The assessments are self-contained user-friendly web-based assessments.
(b) This is a computer adaptive testing model and thus the analyses will run automatically in the background while the assessment is being done. Feedback on the assessment would be instant after completion of the assessment. During the pilot stage the analyses will be outsourced by DBE.
(c) As per the strategic framework the short courses will be endorsed by SACE and managed by the I3HF:T. PEDS, universities, NGOs, etc.
(4) Whether teacher unions have been consulted on the piloting of the assessments; if not, why not; if so, what are the relevant details?
Yes. unions were already involved during the formulation of' the strategic framework which was signed by all unions in 2010 and progress reports are discussed in the relevant structure.
(5) What are the details of her intention to implement teacher diagnostic assessments as a routine management tool?
The assessments are developmental tools which will focus on self-development by teachers. Teachers will use the tool For self-management purposes and could use information from the diagnostic assessments for discussions with supervisors to provide progress on addressing areas of need as well as form the basis for further development programmes.
Reply received: September 2013
QUESTION 2018
DATE OF PUBLICATION OF INTERNAL QUESTION PAPERS: 08/08/2013
(INTERNAL QUESTION PAPER: 25/2013)
Ms J D Kilian (Cope) to ask the Minister of Basic Education:
(1) Whether her department in terms of the Governmental responsibility with regard to no-fee schools, maintains the record if school going children of (a) citizens as well as (b) noncitizens for planning and budgeting purpose: if not; why not : if so.
RESPONSE: (1) (a) (b)
(1) (a) (b) Yes
(2) what (a) was the ratio of children of citizens to children of noncitizens in the (i) 2011-12
RESPONSE (2) (a) (i)
Table 1: Ratio of children of citizens to children of noncitizens by province and quintile, in 2011
| Province | For every 10 000 SA citizen learners in public ordinary schools | ||||
| Quintile | Total | ||||
| 1 | 2 | 3 | |||
| EC | 2 | 3 | 2 | 2 | |
| FS | 126 | 146 | 110 | 128 | |
| GT | 47 | 27 | 46 | 41 | |
| KZ | 1 | 1 | 5 | 2 | |
| LP | 46 | 47 | 45 | 46 | |
| MP | 10 | 9 | 13 | 10 | |
| NC | 14 | 27 | 48 | 28 | |
| NW | 131 | 123 | 71 | 97 | |
| WC | 18 | 6 | 9 | 10 | |
| SA | 33 | 31 | 31 | 32 | |
Source: Annual School Survey 2011
Attached please find here: RESPONSE: (2) (a) (ii) and (b)
Reply received: September 2013
QUESTION 2011
DATE OF PUBLICATION OF INTERNAL QUESTION PAPERS: 08/08/2013
(INTERNAL QUESTION PAPER: 25/2013)
Mrs C Dudley (ACDP) to ask the Minister of Basic Education:
With reference to her reply to question 2521 on 18 October 2012, (a) whom did her department contact during their extensive consultation process on the development of a policy on homeschooling, (b) who docs her department recognise as the elected representatives of the organised homeschooling community and (c) was this organisation contacted during the specified consultation process; if not, why not; if so, what are the relevant details? NW2368E
RESPONSE:
a) The DBE did not consult with representatives of Home Education organizations, but held consultation sessions internally as follows:
▪ Internal consultations with relevant Department of Basic Education officials (including Legislative and Legal Services. Examinations Directorate and two Branch Heads);
▪ meeting with relevant provincial officials (15 August 2007);
▪ Consultation with Ministerial Management Meeting (16 May 2011);
▪ Meeting with Umalusi (21 June); and
▪ Consultation with Heads of Education Committee on the 29-30 August 2011.
b) The DBE is open to working with the organisations for Home Schooling even though it has not entered into formal partnerships with any as yet. For example, The DBE consulted with the South African Comprehension Assessment Institute in 2012.
c) The SACAI was not consulted for the development of the policy, but on assessment of Home School learners, as it is the responsible body in this regard.
Reply received: September 2013
QUESTION 2001
DATE OF PUBLICATION OF INTERNAL QUESTlON PAPERS: 08/08/2013
(INTERNAL QUESTION PAPER: 25/2013)
Mrs A T Lovemore (DA) to ask the Minister of Basic Education:
Whether she requested the Public Service Commission (PSC) to investigate the conduct of her department's Director-General, as required under the heading Decision of the President in the Report of the Presidential Task Team established to investigate the non-delivery and/or delays in the delivery of Learner Teacher Support Material in Limpopo schools in the 2012 school year; if not, why not; if so, what are the relevant details of the PSC investigation, including action taken or action to be taken based on the findings? NW2357E
Reply
Yes. The investigation is still underway.
Reply received: August 2013
QUESTION 2000
DATE OF PUBLICATIOS OF INTERNAL QUESTION PAPERS: 08/08/2013
(INTERNAL QUESTION PAPER: 25/2013)
Mrs AT Lovemore (DA) to ask the Minister of Basic Education:
Whether all person5 employed to mark National Senior Certificate examination papers in 2013 will be required to undergo a competency test; if not, why not: if so, what are the relevant details of the (a) planned testing and (b) action(s) following the testing? NW2356E
RESPONSE
Not all Provincial Education Departments (PEDs) will implement the competency test for markers in 2013, as initially planned. The policy relating to the administration of the competency test has not as yet been approved by the Minister. due to the need for further consultation with one of the Teacher Unions that has opposed the writing of the competency test. The policy was gazetted for public comment and emanating from the public comments, the major Teacher Union has opposed the administration of the competency test. The Minister will meet with the Teacher Union to address their concerns and thereafter the policy will be finalized. However, given that most of the PEDs arc at an advanced stage of appointing their markers for the 2013 National Senior Certificate examination, the official implementation of the competency test will be scheduled for 2014. PEDs have been requested to pilot the writing of the competency tests, where possible, based on consultation with the provincial stakeholders.
Reply received: September 2013
QUESTION 1999
DATE OF PUBLICATION OF INTERNAL QUESTION PAPERS: 08/08/2013
(INTERNAL QUESTION PAPER: 25/2013)
Mrs AT Lovemore (DA) to ask the Minister of Basic Education:
(1) What are the full details of the rationale for her decision to continue the administrative intervention in the Limpopo Department of Education in terms of section 100(l)(b) of the Constitution of the Republic of South Africa, 1996;
The Minister has not made any decision
(2) What change(s) in the current circumstances in Limpopo will result in a decision to recommend the termination of the intervention;
Resolution of the reasons for the intervention
(3) what are the full details of the rationale for her decision to change the level of administrative intervention in the Eastern Cape Department of Education from that provided for in section 100(1)(b) of the Constitution of the Republic of South Africa, 1996, to that provided for in section 100(1)(a);
The Minister has not made any decision.
(4) by what date does she anticipate that the altered level of intervention will come into effect;
See response to (3) above.
(5) what recourse is available to her to enforce compliance with section 100(1)(a) of the Constitution of the Republic of South Africa, 1996?
See response to (3) above.
Reply received: August 2013
QUESTION 1943
DATE OF PUBLICATION OF INTERNAL QUESTION PAPERS: 02/08/2013
(INTERNAL QUESTION PAPER: 24/2013)
Mrs A T Lovemore (DA) to ask the Minister of Basic Education:
(1) What time frame is set for the work of the ministerial committee appointed to investigate the current promotion requirements and other related matters that impact on the standard of the National Senior Certificate (NSC), as gazetted in Government Notice 504 of 18 July 2013;
(2) how will the work of the technical committee and the reference group differ;
(3) how will her department improve the public perception of and confidence in the NSC qualification in the event that the ministerial committee's findings with respect to the NSC are negative;
(4) what steps will she take to ensure that the work of the committee will continue to be done and/or implemented beyond 2014?NW2292E.
RESPONSE:
(1) The Ministerial Committee has been allocated a period of six months to complete their work.
(2) The Technical Committee will conduct the necessary research and write the final report, whilst the Reference Group will provide a critical review of the findings and recommendations of the Technical Committee.
(3) It is premature to preempt the findings of the Ministerial Committee and therefore, the Department will await the report of the Ministerial Committee and thereafter, formulate a plan to address their recommendations.
(4) It needs to be noted that the Committee has a particular mandate which has been determined by the Minister and this will conclude with the submission of the final report. The recommendations from the report will be considered by the Minister and the Director General will then be responsible for ensuring that the approved recommendations are implemented.
Reply received: September 2013
QUESTION 1942
DATE OF PUBLICATION OF INTERNAL QUESTION PAPERS: 02/08/2013
INTERNAL QUESTION PAPER: 24/2013)
Mrs A T Lovemore (DA) to ask the Minister of Basic Education:
What are the details of the reasons why she is precluded by the current provisions of the Schools Act of South Africa, Act 84 of 1996 (details furnished), from gazetting regulations on dealing with pregnant learners? NW2291 E
Reply
Section 61 of South African Schools Act, 1996 (Act No. 84 of 1996), provides that the Minister of Basic Education may make regulations:-
(a) to provide for safety measures at public and independent schools;
(b) on any matter which must or may be prescribed by regulation under this Act;
(c) to prescribe a national curriculum statement applicable to public and independent schools;
(d) to prescribe a national process and procedures for the assessment of learner achievement in public and independent schools;
(e) to prescribe a national process for the assessment, monitoring and evaluation of education in public and independent schools;
(f) on initiation practices at public and independent schools;
(g) to prescribe the age norm per grade in public and independent schools;
(h) to provide for norms and minimum standards for school funding; and
(i) on any matter which may be necessary or expedient to prescribe in order to achieve the objects of the Act.
The enabling provisions contained in (a) to (h) above clearly do not deal with the matters of pregnant learners and the Minister is, therefore, in terms of those provisions, precluded from making regulations to provide for pregnant learners.
The question whether the Minister may make such regulations in terms of section 61 (i) of the South African School Act, 1996. was considered. 'Ile Office of the Chief State Law Adviser, in an opinion provided to the Department, however, advised that this provision does not give the Minister authority to make regulations pertaining to learner pregnancy. They concluded that the Act will need to be amended in order to authorize the Minister to make such regulations.
An amendment to section 61 of the Act to authorise the Minister to make regulations for the management and prevention of learner pregnancy has been noted and will be proceeded with as soon as circumstances permit. In the mean time. my Department is in the process of drafting the necessary regulations which will be further dealt with once the Act has been appropriately amended.
Reply received: September 2013
QUESTION 1941
DATE OF PUBLICATION OF INTERNAL OUESTION PAPERS: 02/08/2013
(INTERNAL OUESTION PAPER 24/2013)
Mrs AT Lovemore (DA) to ask the Minister of Basic Education:
Whether any public schools are served or supported by (a) privately or (h) independently operated hostel or accommodation facilities for their learners; if so, what are the relevant details for each province? NW2290E
RESPONSE:
Information on privately or independently operated hostel or accommodation facilities has been requested from provinces and will be forwarded once received.
Reply received: October 2013
QUESTION 1904
DATE OF PUBLICATION OF INTERNAL QUESTION PAPERS: 02/08/2013
{INTERNAL QUESTION PAPER: 2412013)
Dr WG James (DA) to ask the Minister of Basic Education:
1 Since 01 January 2012 what was the (a) (aa) make, (bb) model and (cc) year and (b) (aaa) purpose, (bbb) dates. (ccc) financial cost, (ddd) kilometers driven for vehicles hired for use by the (i) Minister and (ii) Deputy-Minister?
REPLY:
Policy provides that "Members at a national level may be provided with one vehicle for use in Cape Town and one vehicle for use in Pretoria". It further provides for "Use of Incidental Vehicles for official purposes away from respected seats of office".
Members are allowed to make use of incidental or rented vehicles when on official duty. The rented vehicles should be vehicles befitting for Ministerial use and in these instances the vehicles hired have been various makes and models.
In such cases the cost of incidental I rented vehicles for official use is carried by relevant departments.
Hired cars are used on official duty for direct interaction with communities and stakeholders outside Gauteng and Cape Town as a critical part of the Public Participation programmes of Ministers. These enable Ministers to fulfill their duties and meet their demanding schedules.
The department has hired:
(i) 14 cars for the Minister during the time under review: and
(ii) 11 cars for the Deputy Minister during the time under review.
The cost (ccc) has been:
(i) R171 603.66 for the Minister during the time under review: and
(ii) R34 159.60 for the Deputy Minister during the time under review.
The total distance travelled (ddd) has been:
(i) 9 513 kms for the Minister during the time under review; and
(ii) 3 436 kms for the Deputy Minister during the time under review
Reply received: August 2013
QUESTION 1819
DATE OF PUBLICATION OF INTERFAL QUESTION PAPERS: 26/07/2013
(INTERNAL QUESTION PAPER: 23/2013)
Mr E J Marais (DA) to ask the Minister of Basic Education:
(1) How many consultants has her department contracted and/or appointed (a) in the (i) 2009-10, (ii) 2010-11, (iii) 2011-12 and (iv) 2012-13 financial years and (b) since 1 April 2013:
(2) how many consultants contracted and/or appointed by her department (a) in the (i) 2009- 10, (ii) 200-11, (iii) 2011-12 and (iv) 2012-13 financial years and (h) since 1 April 2013 are former officials of her department and/or former public servants?
NW2167E
at first I thought money will make me happy, but it made my pain worse, it hurts when you see your friends turn
REPLY:
1 (a) 2009/10 : The Department of Basic Education was established in the2010/2011 financial year only.
1. (b) 2010/11 : There were 5 consultants appointed by the DBE
One official from 2010/7/1 – 2013/3/31
One official from 2010/216 – 2014/5/31
One official from 2010/5/17 – 2010/10/30
One official from 2010/6/1 – 2012/2/29
One official from 2010/7/1 - 2011/6/30
1(c) 2011/2012 : There were 3 consultants appointed by the DBE
One official from 2010/7/1 – 2013/3/31
One official from 2010/2/6 – 2014/5/31
One official from 2010/6/1 – 2012/2/29
1 (d) 2012/2013: There were 5 consultants appointed by the DBE
One official from 2010/7/1- 2013/3/31
One official from 2010/2/6 – 2014/5/31
One official from 2013/2/6 – 2013/8/5
One official from 2012/11/1 – 2013/10/31
One official from 2012110125 - 2013/6/30
1 (e) 1 April 2013 up to which date information is available: There were 4 consultants appointed
One official from 2010/2/6 – 2014/5/31
One official from 2013/2/6 - 2013/8/5
One official from 2012/11/1 - 2013/10/31
One official from 2013/10/25 - 201316/30
2 (a) 2009/10 : The Department of Basic Education was established in the . 2010/2011 financial year only.
2. (b) 2010/11 : There were 4 consultants appointed by the DBE who were ex-public Servants/departmental officials
One official from 2010/7/1 – 2013/3/31
One official from 2010/5/17 – 2010/10/30
One official from 2010/6/1 – 2012/2/29
One official from 2010/7/1 - 2011/6/30
Reply received: August 2013
QUESTION 1786
DATE OF PUBLICATION OF INTERNAL QUESTION PAPERS: 26/07/2013
(INTERNAI. QUESTION PAPER: 23/2013)
Mrs N W A Michael (DA) to ask the Minister of Basic Education:
What (a) buildings under the administration of (if her department and (ii) entities reporting to her are national key points and (b) criteria were used to classify them as such'? NW2133E
Response:
1. (a) (i) No Buildings under the administration of the Department (ii) or entities under the custodianship of the Department are National Key Points.'
(b) Not applicable.
Reply received: August 2013
QUESTION 1752
DATE OF PUBLICATION OF INTERNAL QUESTlON PAPERS: 26/07/2013
(INTERNAL QUESTION PAPER: 23/2013)
Mr A Watson (DA) to ask the Minister of Basic Education:
What is the (a) make, (b) model. (c) year and (d) purchase price of each vehicle that was bought for official use by (i) her and (ii) the Deputy Minister since 1 January 2012?
NW2099E
Response
(i) The Minister of Basic Education did not purchase any vehicle since 01 January 2012 to date;
(ii) The Deputy Minister of Basic Education did purchase one vehicle since 01 January 2012:
(a) Audi
(b) Q7
(c) 2013 model
(d) R663 930.43
The vehicle replaced his old vehicle that reached the end of its lifespan. The replacement of the vehicle was done in accordance with the Ministerial handbook, chapter 5, paragraph 4.1.
Reply received: September 2013
QUESTION 1690
DATE OF PUBLICATION OF INTERNAL QUESTION PAPERS: 26/07/2013
(INTERNALQUESTION PAPER: 23/2013)
Mr D C Smiles (DA) to ask the Minister of Basic Education:
What (a) were the targets and (b) targets were achieved in the (i) 2010-11, (ii) 2011-12 and (iii) 2012-13 financial years with regard to the Technical Secondary Schools Recapitalisation Grants?
NW2037E
1. (a)(b) The following information indicates the outputs and financial targets for the Technical Secondary Schools Recapitalisation Grant for the aforementioned periods:
The technical schools audit conducted in 2009 indicated the Following targets that needed to he achieved for the period 2010/11-2012/13:
▪ 118 new workshops to be built to support the technical subject offerings;
▪ 266 existing workshops refurbished, upgraded and re-designed to comply with safety laws and regulations and minimum industry standards;
▪ Equipment, machinery and tools bought, delivered and installed at 663 workshops;
▪ 2749 Technical schools teachers trained in subject content delivery and new practical teaching methodologies in the four subjects.
In order to achieve the above-mentioned targets, the following financial resources were allocated for each period.
▪ 2010/11 R80 million
▪ 2011/12 R210 million
▪ 2012/13 R209 million
The above targets were divided into a three year operational plan in accordance with the allocation model that takes 'into account the provincial capacity to deliver, the economic impact of the investment and the cow associated with each deliverable. The following information indicates what was achieved against the target set for each period:
(i) Service delivery outputs achieved against the targets projected for the period (2010/11):
▪ 10 of 26 (38%) new workshops built to support the technical subject offerings;
▪ 106 of 144 (74%) existing workshops refurbished, upgraded and re-designed to comply with safety laws and regulations and minimum industry standards:
▪ Equipment. machinery and tools bought, delivered and installed at 36 of 87 (41%) workshops; and
364 of 474 (77%) Technical schools teachers trained in subject content delivery and new practical teaching methodologies.
Financial targets projected and achieved (2010/11):
▪ R64. 5 million was transferred to provinces from the total allocation of R80 million. R15, 5 million was withheld for three provinces (Eastern Cape, Limpopo and Mpumalanga) for the remainder of the financial period.
▪ R59, 6 million \;as spent by all provinces. This represented 92% of the total transfers to provinces and 74% of the total allocation for the grant for the year.
▪ The sum of all actual expenditure and commitments stood at R74,4 million at the end of the period. This represented 9.3% of the total funds allocated for the grant (R8O million).
(ii) Service delivery outputs achieved against the targets projected for the period (2011/12):
▪ 23 of42 (55%) new workshops built to support the technical subject offerings;
▪ 198 of 247 (80%) existing workshops refurbished. upgraded and re-designed to comply with safety laws and regulations and minimum industry standards;
▪ Equipment, machinery and tools bought, delivered and installed at 174 of 215 (81%) projected workshops; and
▪ 554 of 558 (94%) Technical schools teachers trained in subject content delivery and new practical teaching methodologies.
Financial targets projected and achieved (2011/12):
▪ The adjusted allocation of R210 million (100%) was transferred to all provinces.
▪ Of the R210 million R152 million was spent b) all provinces excluding the financial commitments made at the end of the financial period. This represented 72% of the total transfers and allocation to provinces.
▪ When the commitments are taken into consideration. the aggregate expenditure becomes R194 million which represented 92% of the total allocation.
(iii) Service delivery outputs achieved against the targets projected for the period (2012/13):
▪ 23 of 44 (5224) new workshops built to support the technical subject offerings;
▪ Equipment, machinery and cools bought, delivered and installed at all 328 (100%) projected workshops; and
▪ All 2.276 (100%) Technical schools teachers trained in subject content delivery and new practical teaching methodologies.
Financial targets projected and achieved (2012/13):
▪ The adjusted allocation ofR247 million (96%) was transferred to nine provinces and R10 million was withheld for Limpopo.
▪ Of the R257 million (total adjusted allocation) Rl82 million was spent by all provinces excluding the financial commitments made at the end of the financial period. This represented 70% of the total allocation to provinces.
▪ When the commitments are taken into consideration, the aggregate expenditure becomes R239 million. which represented 93% of the total allocation.
Reply received: August 2013
QUESTION 1689
DATE OF PUBLICATION OF INTERNAL QUESTION PAPERS: 26/07/2013
(INTERNAL QUESTION PAPER: 2312013)
Mr D C Smiles (DA) to ask the Minister of Basic Education:
With reference to her reply to question 1306 on 18 June 2013, when will the report of the national task team be (a) made public and (b) tabled in Parliament? NW2036E
REPLY:
a) The Department of Basic Education will upload the report on to its website (www.education.gov.za ) on 28 September 2013.
b) No. It will not be tabled in Parliament.
Reply received: September 2013
QUESTION 1682
DATE OF PUBLICATION OF INTERNAL QUESTION PAPERS: 26/07/2013
(INTERNAL QUESTION PAPER: 23/2013)
Mrs A T Lovemore (DA) to ask the Minister of Basic Education:
Whether her department has developed norms for (a) reading in words per minute and addressing fluency and comprehension, (b) writing and (c) mathematics, as recommended in The State of Literacy Teaching and Learning in the Foundation Phase, (National Education Evaluation and Development Unit (NEEDU), 2012; if not; why not; if so,. What are the relevant details? NW2029E
REPLY:
Yes, norms for reading were developed: the norms for writing and mathematics are clearly articulated in the CAPS and are contained practically in activities in the DBE workbooks. Paragraph (a): (b); and (c) indicate the norms.
(a) As a follow-up to the NEEDU (April 2013) and Ministerial Reading Audit Reports (February 2013) a Reading Plan for Grade R to 12 was developed to address the reading norms per grade for reading (words per minute, fluency and comprehension) .
The suggested reading norms for Grade 1 to 3 are as follows:
| Grade | Reading Norms for (words per minute and fluency) | Reading Norms for comprehension |
| 1 | Learner should be able to: | Visual, Oral, Listening, Recall and Literal comprehension skills |
| 2 | Learner should be able to: | Visual, Oral, Listening, Recall, Literal, reorganization and inferential skills. |
| 3 | Learner should be able to: | Visual, Oral, Listening, Recall, Literal, reorganization, inferential skills and evaluation skills |
(b)Writing
The Curriculum and Assessment Policy Statement (CAPS) sets out the writing requirement per term for each grade. The DBE Workbooks provide 4 Worksheets per week for Terms 1 to 4 in Grade 1 to 3.
| Grade | Writing Norms | Number of written recordings per week |
| 1 | Writes at least three sentences of own news or creative story using sounds learned and common sight words, capital letters and full stops at the end of Grade 1. | The DBE Workbooks provide 4 Worksheets per week. In addition, at least 2 written activities including handwriting should be recorded in the class exercise book. |
| 2 | Writes one or two paragraphs (at least 8 sentences) on personal experiences, stories in the past tense, common sight words, capital letters and full stops and correct spelling correctly at the end of Grade 2. | The DBE Workbooks provide 4 Worksheets per week; In addition, at least 4 written activities including handwriting should be recorded in the class exercise book. |
| 3 | Writes two paragraphs (at least 10 sentences) with a title using a variety of vocabulary grammar conventions e.g. capital letter and full stops, subject and predicate, pronouns, parts of speech, plurals, tense, prepositions and uses the writing process (drafting, editing and publishing) at the end of Grade 3. | The DBE Workbooks provide 4 Worksheets per week. In addition, at least 6 written activities including handwriting should be recorded in the class exercise book. |
(c)Mathematics writing
The Curriculum and Assessment Policy Statement (CAPS) SETS OUT THE Mathematics requirement per term for each grade. The DBE Workbooks provide 4 Worksheets per week for Terms 1 to 4 in Grades 1 to 3
| Grade | Mathematics | Number of written recordings per week |
| 1 | By the end of Grade 1 the learner should be able to do: | The DBE Workbooks provide 4 Worksheets per week. In addition, at least 2 written activities should be recorded in the class exercise book. |
| 2 | By the end of Grade 2, the learner should be able to do: | The DBE Workbooks provide 4 Worksheets per week; In addition, at least 4 written activities including handwriting should be recorded in the class exercise book. |
| 3 | By the end of Grade 3, the learner should be able to do: | The DBE Workbooks provide 4 Worksheets per week. In addition, at least 4 written activities should be recorded in the class exercise book. |
Reply received: August 2013
QUESTION 1681
DATE OF PUBLICATION OF INTERNAL QUESTION PAPERS: 26/07/2013
(INTERNAL QUESTION PAPER: 23/2013)
Mrs A T Lovemore (DA) to ask the Minister of Basic Education:
(1) What are the current criteria for appointment as a principal of a public school?
(2) Whether she had intended or intends to enhance the requirements for such appointments; if so, what (a) would the enhanced requirements comprise of and (b) obstacles, if any, has she encountered in implementing such enhanced requirements? NW2028E
Response
(1) What arc the current criteria for appointment as a principal of a public school?
Chapter B, paragraph 2.2 (b) (ii) of the Personnel Administrative Measures stipulates 7 years as a teacher as the required experience for appointment to a principal post. Section7 ( 1 ) of the Employment of Educators Act includes equality, equity and other democratic values and principles enshrined in the Constitution to the appointment criteria.
(2) Whether she had intended or intends to enhance the requirements for such appointments; if so, what (a) would the enhanced requirements comprise of and (b) obstacles, if any, has she encountered in implementing such enhanced requirements?
I intend enhancing the requirements for the appointment of principals. My Department is developing Guidelines for Strengthening Administrative Processes for the Appointment of Principals in Public Schools. The process of verifying compliance with legislation to ensure that the draft guidelines are not in contravention with the provision of SASA or any other relevant legislation is underway.
(a) The enhancement required is on strengthening the roles and responsibilities of Provincial Departments in the management of appointments of principals in public schools as well as the locus of authority.
(b) No obstacles have been experienced yet as implementation of the Guidelines have not begun.
Reply received: August 2013
QUESTION 1598
DATE OF PUBLICATION OF INTERNAL QUESTION PAPERS: 21/06/2013
(INTERNAL QUESTION PAPER: 22/2013)
Mrs A T Lovemore (DA) to ask the Minister of Basic Education:
What are the full details of the (a) pilot phrase and (b) full-scale roll-out of the diagnostic assessments of subject knowledge of teachers that her department plans to introduce in the 2013-14 financial year? NW1944E
RESPONSE:
(a) 'The first phase of development of diagnostic assessments in Maths has been completed and a similar process for English First Additional 1,anguage is underway. The projected pilot phase is from August to October 2013 for assessments in areas of weakest performance by learners.
Reply received: July 2013
QUESTION 1597
DATE OF PUBLICATION OF INTERNAL QUESTION PAPERS: 21/06/2013
(INTERNAL QUESTION PAPER: 22/2013)
Mrs A T Lovemore (DA) to ask the Minister of Basic Education:
(1) Whether she has been informed of the findings of the 2012 study undertaken by the Centre for Justice and Crime Prevention on school violence in South Africa;
(2) whether her department maintains statistics related to incidents of school violence; if not, why not; if so, what are the relevant details of the (a) data collection process and (b) statistics themselves;
(3) whether her department has completed the School Safety Framework; if not, (a) why not and (b) when will the development be completed; if so, (i) when and (ii) how will the framework be implemented? NW1943E
RESPONSE
1. Yes, I have been informed of the findings of the 2012 National School Violence Study (NSVS) undertaken by the Centre for Justice and Crime Prevention (CJCP). We work closely with CJCP in our school safety programme.
2. Schools submit written reports of incidents to the district offices who then forward them to the Provincial office. Provinces collate the statistics related to incidences of violence in schools. These statistics are requested from provinces when required.
3. The National School Safety Framework is currently being developed. This comprehensive framework will respond to the findings of the 2012 NSVS, making it evidence-based and possible to assess progress. The Department is working with CJCP in this regard.
(a) The first Draft of the Framework will be ready by the end of July 2013.
(b) The Framework will be used to develop national and provincial plans for implementation by national and provincial education departments. In the meantime, the Department is implementing a School Safety Programme that links schools to police stations and trains education officials and educators on school safety management to ensure the safety and protection of learners. In addition, the programme has a specific focus on a continuous anti-bullying campaign.
Reply received: July 2013
QUESTION 1596
DATE OP PUBLICATION OF INTERNAL QUESTION PAPERS: 21/06/2013(INTERNAL QUESTION PAPER 22/2013)
Mrs A T Lovemore (DA) to ask the Minister of Basic Education:
( 1 ) Whether she currently has any mechanisms in place to ensure that all new teachers comply with the Basic Competences of a Beginner Teacher (details furnished) before they are employed to teach in schools; if not, why not; if so, what are the relevant details;
(2) what are the details of the interaction between her, her officials and their counterparts in the (a) Ministry and (h) Department of Higher Education and Training to ensure full compliance with the requirements referred to above?
NW 1942E.
Responses:
(1) Whether she currently has any mechanisms in place Lo ensure that all new teachers comply with the Basic Competences of a Beginner Teacher (details furnish&) before they are employed to reach in schools; if not, why not; if so, what are the relevant details?
The Policy on Minimum Requirements for Teacher Education Qualifications was gazetted in 201 1 after an extensive consultation process with all teacher education stakeholders. Since then, institutions have been working to develop new qualification programmes that meet the requirements of the new- policy. Once the design of programmes is complete, institutions have to submit tilt programmes lo the Council on Higher Education for accreditation purposes as well as to a national joint DHET/DBE programme evaluation committee which reviews the programme for compliance with the policy. This includes examining and determining whether the programme addresses the development of the Basic Competences of a Beginner Teacher as contained in the policy. As a consequence of the requirement of meaningful programme design rather than technical compliance, and the processes of accreditation and evaluation that the programmes must undergo, the first new university programmes aligned to the new policy will be delivered from 2014. The first graduates from the first year, full-time Advanced Diploma in Teaching (Post-Graduate Certificate in Education) are expected in 2015 and the graduates from the full-time cohort, four years Bachelor of Education Degree, will be in 2018.
(2) What are the details of the interaction between her, her officials and their counterparts in the (a) Ministry and (b) Department of Higher Education and Training to ensure full compliance with tine requirements referred to above?
The DBE and DFIET meet regularly in a number of formal structures to discuss the implementation of policies relating to teacher education and development, these forums include:
a. National Teacher Education and Development Committee;
b. Provincial Teacher Education and Development Committees;
c. DBE/DHET Teacher Education and Development Bilaterals;
d. DBE/DHET/INSFAS Funza Lushaka Bursary Advisory Committee; and
e. DHET/BE National Teacher Education Qualifications Evaluation Committee.
Reply received: July 2013
QUESTION 1570
DATE OF PUBLICATION OF INTERNAL QUESTION PAPERS: 21/06/2013
(INTERNAL QUESTION PAPER: 22/2013)
Mr N D du Toit (DA) to ask the Minister of Basic Education:
Whether health risk managers have been appointed in terms of the Policy and Procedure on Incapacity Leave and Ill-health Retirement; if not, (a) why not and (b) when does she anticipate that such managers will be appointed; if so, (i) when were the specified managers appointed, (ii) what are the names of the persons who have been appointed as health risk managers and (iii) to which provinces has each health risk manager been allocated? NW1916E
REPLY:
No Health Risk Managers have been appointed nationally.
(a) The Department of Public Service and Administration (DPSA) is responsible for the appointment of a Panel of Health Risk Managers from which Departments can select and contract a Health Risk Manager. The process of selecting and contracting panels by the Departments has been suspended pending the resolution of a legal challenge instituted by an unsuccessful bidder. An attempt to implement a contingency plan was also halted due to a possible lawsuit from the unsuccessful bidder. This has resulted in all departments in all provinces not being able to appoint a Health Risk Manager until these legal matters are resolved by the DPSA.
(b) The Department of Basic Education (DBE) has been informed that the matter served in court in March 2013, but judgment has been reserved.
Reply received: July 2013
QUESTION 1569
DATE OF PUBLICATION INTERNAL QUESTION PAPERS: 21/06/2013 (INTERNAL QUESTION PAPER: 22/2013)
Mr N D du Toil (DA) to ask the Minister of Basic Education:
(1) How many applications by educators are still awaiting processing for (a) incapacity leave and (b) ill-health retirement in each province;
(2) what has been the impact of the delays in processing the specified applications'?
NW1915E
REPLY:
(1) How many applications by educators are still awaiting processing far (a) incapacity leave and (b) ill-health retirement in each province?
A total number of 21 407 applications have been received for the period January 2013 to 31 March 2013.
The breakdown per provincial Department of Education is captured below:
| Province | Number of cases at end 31 March 2013 |
| EC | 5 604 |
| FS | 804 |
| GP | 2 171 |
| KZN | 7 806 |
| LP | 448 |
| MP | 3 726 |
| NW | 256 |
| NC | 140 |
| WC | 452 |
| Total | 21 407 |
(2) What has been the impact of the delays in processing the specified applications?
Due to the suspension of the contract of the Health Risk Managers (HRMs), Provincial Education Departments (PEDs) are unable to process and finalise PILIK applications. This has resulted in "double parking" whereby Temporary educators are appointed in posts while those who are off' sick for long periods continue to be paid. This places added stress on already strained compensation budgets of PEDs.
Reply received: July 2013
QUESTION 1566
DATE OF PUBLICATION OF INTERNAL QUESTION PAPERS: 21/06/2013 (INTERNAL QUESTION PAPER: 22/2013)
Mr D C Smiles (DA) to ask the Minister of Basic Education:
Wow many learners are registered in each province in public ordinary schools for (a) Grade 1. (b) Grade 2 and (c) Grade 3 for the 2013 academic year?
NW1912E
RESPONSE P (a) (b) and (c)
Table 1: Number of learner numbers in public ordinary schools per province, in 2013
| Province | Grade1 | Grade 2 | Grade 3 |
| Eastern Cape | 196 166 | 174 885 | 158 699 |
| Free State | 65 405 | 62 224 | 54 935 |
| Gauteng | 190 515 | 177 064 | 162 872 |
| KwaZulu-Natal | 267 942 | 238 284 | 221 438 |
| Limpopo | 144 753 | 135 188 | 124 285 |
| Mpumalanga | 99 042 | 90 770 | 83 227 |
| Northern Cape | 28 248 | 25 352 | 23 856 |
| North West | 76 428 | 73 474 | 69 137 |
| Western Cape | 103 862 | 93 346 | 85 615 |
| National | 1 172 361 | 1 070 587 | 984 064 |
Reply received: July 2013
QUESTION 1565
DATE OF PUBLICATION OF INTERNAL QUESTION PAPERS: 21/06/2013
(INTERNAL QUESTION PAPER: 22/2013)
Mr D C Smiles (DA) to ask the Minister of Basic Education:
(1) (a) What is the total number of teachers employed in each province to teach foundation phase grades in public ordinary schools for the 2013 academic year and (b) how many teach (i) Grade 1, (ii) Grade 2 and (iii) Grade 3;
(2) what in-service training is currently conducted in this phase? NW1911E
RESPONSES :
(1) (a) What is the total number of teachers employed in each province to teach foundation phase grades in public ordinary schools for the 2013 academic year and (b) how many teach (i) Grade 1, (ii) Grade 2 and (iii) Grade 3?
| Province | (a)Total number employed in each province | (b) (i) Teach Grade 1 | (b)(ii) Teach Grade 2 | (c)(iii) Teach Grade 3 |
| Eastern Cape | 16998 | 5995 | 5530 | 5473 |
| Free State | 5895 | 2115 | 1947 | 1833 |
| Gauteng | 15376 | 5513 | 5096 | 4767 |
| KwaZulu-Natal | 17431 | 6484 | 5627 | 5320 |
| Limpopo | 10417 | 3622 | 3446 | 3349 |
| Mpumalanga | 7943 | 2996 | 2563 | 2384 |
| Northern Cape | 2158 | 798 | 664 | 696 |
| North West | 5999 | 2101 | 1997 | 1901 |
| Western Cape | 8242 | 3114 | 2637 | 2491 |
Source: EMIS Annual Schools Survey, 2012
Notes: (1) The data on the number of classes per grade is collected through the Annual Schools Survey (ASS) conducted during March each year. The data for 2013 is not currently available. The data for 2012 was used as it is believed that it provides a reasonable estimate for the purpose of responding to the question. (2) Existing information sources do not record educators per grade. The estimate here is given based on the number of classes per grade with the assumption of one teacher per class.
(2) What in-service training is currently conducted in this phase?
Provincial reports presented to the Department of Basic Education (DBE) show that PEDs are providing inset training in the following areas:
Ø CAPS;
Ø English First Additional Language (EFAL);
Ø Numeracy and Literacy;
Ø Life skills; and
Ø Use of ANA results.
Reply received: July 2013
QUESTION 1564
DATE OF PUBLICATION OF INTERNAL QUESTION PAPERS: 21/06/2013
(INTERNAL QUESTION PAPER: 22/2013)
Mr D C Smiles (DA) to ask the Minister of Basic Education:
(1) How many independent schools are registered in each province for the 2013 academic year;
(2) whether the specified schools are uniformly quality assured; if so, (a) by which quality assurance authority and (b) how often are they assessed;
(3) whether the specified schools are monitored for management and performance; if so, (a) by which entity and (b) how often are they monitored? NW1910E
RESPONSE:
| EC | FS | GT | KZN | LP | MP | NC | NW | WC | National |
| 170 | 69 | 593 | 219 | 143 | 117 | 20 | 55 | 197 | 1583 |
(1)
Source: SNAP 2013
(2) Yes, (a) by Umalusi Council for Quality Assurance in General and Further Education and Training as outlined in the Umalusi Policy and Criteria for the Quality Assurance of Independent Schools and Assessment Bodies; (b) on continuous basis as set-out in the Umalusi annual performance plans
(3) Yes, (a) by Umalusi Council for Quality Assurance in General and Further Education and Training as stated in the Umalusi Policy and Criteria for the Quality Assurance of Independent Schools and Assessment Bodies; , (b) on continuous basis as set-out in the Umalusi annual performance plans
Reply received: July 2013
QUESTlON 1489
DATE OF PBJBLICATION OF INTERNAL QUESTION PAPERS: 14/06/2013 (INTERNAL QUESTION PAPER: 21/2013)
Mrs A T Lovemore (DA) to ask the Minister of Basic Education:
Whether she intends to implement a period of' compulsory community service for graduate teachers; if so, what are the relevant details? NW1832E
REPLY
The Department is continuously monitoring and evaluating the effectiveness of existing strategies aimed at improving the attraction, equitable distribution and retention of educators, such as the teacher incentives and granting of targeted bursaries through the Funza Lushaka Bursary Scheme and provincial bursaries. This is part of ongoing research to improve the supply of teachers particularly in rural areas. There are therefore no immediate plans to implement a period of compulsory community service for graduate teachers.
Reply received: July 2013
QUESTION 1488
DATE OF PUBLICATION OF INTERNAL QUESTION PAPERS: 14/06/2013
(INTERNAL QUESTION PAPER: 21/2013)
Mrs A T Lovemore (DA) to ask the Minister of Basic Education:
(1) With regard to each province, what per-learner norms and standards funding (a) was made available in the 2012-13 financial year and (b) is available for the 2013-14 financial year to each category of public school that is in place in each specified province;
(2) (a) who approves deviations from the gazetted national guideline for norms and standards funding and (b) what action does her department take to eliminate such deviations? NW1831E
REPLY
(1) (a) 2012Provincial per-learner norms and standards allocations
| Province | Quintile 1 | Quintile 2 | Quintile 3 | Quintile 4 | Quintile 5 | |
| EC | 880 | 810 | 810 | 437 | 150 | |
| FS | 960 | 880 | 880 | 480 | 240 | |
| GT | 960 | 960 | 960 | 480 | 480 | |
| KZN | 874 | 874 | 874 | 437 | 165 | |
| LIMP* | 330 | 298 | 298 | 106 | 40 | |
| MPU | 967 | 886 | 886 | 480 | 165 | |
| NC | 960 | 880 | 880 | 549 (average) | 270(average) | |
| NW | 960 | 880 | 880 | 605 | 165 | |
| WC | 960 | 880 | 880 | 480 | 213 (average) | |
*LP allocation excludes amount for LTSM; Information as provided by Provincial Education Departments
(b) 2013 Provincial per-learner norms and standards allocations
| Province | Quintile 1 | Quintile 2 | Quintile 3 | Quintile 4 | Quintile 5 |
| EC | 926 | 926 | 926 | 505 | 174 |
| FS | 1,010 | 1,010 | 1,010 | 505 | 240 |
| GT | 1,010 | 1,010 | 1,010 | 505 | 505 |
| KZN | 932 | 932 | 932 | 480 | 165 |
| LIMP* | 404 | 370 | 370 | 201 | 87 |
| MPU | 926 | 926 | 926 | 505 | 174 |
| NC | 1,010 | 950 | 950 | 599(average) | 280(average) |
| NW | 1,010 | 926 | 926 | 605 | 174 |
| WC | 1,010 | 1,010 | 1,010 | 505 | 219(average) |
*LP allocation excludes amount for LTSM; Information as provided by Provincial Education Departments
(2) (a) Provincial Education Departments, through their ongoing MTEF budgeting processes determine what per learner norms and standards allocations they are able to afford. Final approval of the funding made available for provincial norms and standards allocations are done by the provincial MEC for Education.
(b) The Department of Basic Education engages with Provincial Education Departments, Provincial Treasuries and National Treasury via scheduled budget meetings where the alignment of provincial budgets to policy, education sector priorities as well as the associated budgetary challenges and proposed solutions are discussed.
Reply received: August 2013
QUESTION 1487
DATE OF PUBLICATION OF INTERNAL QUESTION PAPERS: 34/06/2013
(INTERNAL QUESTION PAPER: 21/2013)
Mrs A T Lovemore (DA) to ask the Minister of Basic Education:
(1) (a) What are her department's targets for the (i) 2013-14, (ii) 2014-15 and (iii) 2015-16 financial years for the percentage of schools with a very basic level of infrastructure and (b) how is a very basic level of infrastructure defined;
(2) what arc her department's targets for the (a) 2013-14, (b) 2014-15 and (c) 2015-16 financial years for the percentage of learners with their own core textbook for every subject in every grade;
(3) what are her department's targets for the (a) 2013-1 4, (h) 2014-15 and (c) 2015-16 financial years for the percentage of Grade 3 learners performing at the required (i) numeracy and (ii) literacy level;
(4) what are her department's targets for the (a) 2013-14, (b) 2014-15 and (c) 2015-16 financial years for the percentage of Grade 6 learners performing at the required (i) mathematics and (ii) language level;
(5) what are her department's targets for the (a) 2013-14, (b) 2014-15 and (c) 2015-16 financial years for the percentage of Grade 9 learners performing at the required (i) mathematics and (ii) language level? NW1830E
RESPONSE
(1))(a) (if (ii) (iii)
The Targets as set out in the Department's Action Plan to 2014: Towards the Realisation of Schooling 2025 areas follows;
| Year | 2009 | 2010 | 2011 | 2012 | 2013 | 2014 | 2015 | 2016 |
| Target | 71 | 84 | 88 | 92 | 96 | 100 | 100 | 100 |
The Department of Basic Education (DBE) has also identified inadequate maintenance of our facilities as a major obstacle in achieving and maintaining basic safety, mainly because inadequate maintenance on existing infrastructure merely adds to future infrastructure backlogs. The Department of Basic Education developed facilities maintenance guidelines for public schools to assist provinces in implementing maintenance strategies. The available Education Infrastructure funds are however, not enough to address all the backlogs and at the same time be sufficient for new infrastructure needs. As a result, infrastructure and maintenance backlogs need to be addressed in segments with a priority given to key strategic infrastructure components such as sanitation, provision of water and electrification of our schools.
It should however be mentioned that the Education Sector targets are informed by the overall National Government Strategy, being the National Development Plan ('NDP). Currently NDP proposals are being incorporated Into the existing activities of departments and broken down into the medium and short-term plans of government at national, provincial and municipal level. The NDP, Chapter 9 deals with the improvement of education. training and innovation, the proposals for school infrastructure align with existing Education Policy and the Action Plan to 2014 Towards the Realisation of Schooling 2025. The following specific goals are set:
▪ Eradicate infrastructure backlogs.
▪ All schools should meet the minimum standards by 2016.
▪ Undertake an infrastructure audit to enable proper planning. By 2030. all schools should have high quality infrastructure.
b) Basic Safety in the sector is defined as: (that is, whether there are factors present which may cause harm to learners and educators and hamper the carrying out of the core functions of a school) include the following:
▪ Appropriate water supply
▪ Appropriate electricity supply
▪ Appropriate sanitation
▪ Appropriate fencing
▪ No inappropriate materials or structures
▪ No danger to learners
▪ No overcrowding
(2) Targets to be set after better baseline data becomes available
(3) (a) (i) (ii) 60% for both Grade 3 numeracy and literacy in 2014.
(b)(c ) (i) (ii) 75% for both Grade 3 numeracy and literacy in 2019
(4) a) (i) (ii) 60% for both Grade 6 Mathematics and Language in 2014.
(b) (c) (i) (ii) 75% for both Grade 6 Mathematics and Language in 2019
(5) (a) (i) (ii) 60% for both Grade 9 Mathematics and Language in 2014.
(b) (c) (if (ii) 75% for both Grade 9 Mathematics and Language in 2019.
Reply received: September 2013
QUESTlON 1466
DATE OF PUBLICATION OF INTERNAL QUESTION PAPERS: 14/06/2013
(INTERNAL QUESTION PAPER: 21/2013)
Mr R B Bhoola (MF) to ask the Minister of Basic Education:
(1) Has she taken any steps to ensure the roll-out of physical education in schools;
(2) is she content with the levels of progress;
(3) is the number of fully trained physical education teachers adequate;
(4) is the equipment and infrastructure adequate;
( 5 ) has the memorandum of understanding between the Departments of Sport and Recreation and Basic Education been finalised? NW1716E
REPLY:
(1) Yes. This is being done through the National Curriculum Statement (NCS) - Curriculum and Assessment Policy Statement (CAPS)
The National Curriculum Statement (NCS) - Curriculum and Assessment Policy Statement (CAPS) for Life Skills (Gr. R - 6) ! Life Orientation (Gr. 7 - 12) makes provision for Physical Education to be taught in all South African schools.
The topics and content are clearly outlined for each grade in the CAPS document. Dedicated time is allocated for Physical Education lessons. AIL schools must indicate on the school time table when Physical Education will take place.
According to the CAPS all learners will be assessed in Physical Education for their participation and movement. The CAPS also makes provision for those learners experiencing barriers to participating in Physical Education activities. Teachers are encouraged to adapt and modify lessons to accommodate all learners.
(2) Yes, the Minister is content with the progress in Physical Education \\hich is a topic in the subject Life Orientation.
(3) In terms of numbers the training is not adequate because the Department has thus far trained only 450 educators on Physical Education (50 per province): however, in terms of content the training is adequate as it is in line with the Curriculum and Assessment Policy Statement (CAPS) requirements. Further training is being offered as part of ongoing orientation to cover a larger number of Life Orientation educators. The Department has also developed School Sport Toolkit to further empower educators that will be distributed by provinces to all schools.
(4) Where there is availability of space, schools are provided with two fields for soccer/Rugby and volleyball/netball. Where there are challenges with availability of space/land, schools share facilities or use municipal or community facilities.
(5) The Memorandum of Understanding between the Departments of Sport and Recreation and Basic Education has been finalized (see enclosed copy). It is currently being implemented through the integrated School Sport Programme.
Reply received: July 2013
QUESTION 1459
DATE OF PUBLICATION OF INTRENAL QUESTION PAPERS: 07/06/2013 (INTERNAL QUESTION PAPER: 20/2013)
Adv A de W Alberts (FF Plus) to ask the Minister of Basic Education:
What requirements must a private school meet to be graded by her department in order to operate as a registered basic education institution? NW1804E
REPLY
Independent schools are registered by Provincial Education Departments. Applications for registration should therefore be directed lo the relevant education Head of Department. All provinces have established provincial registration criteria which specify the minimum requirements against which an application for registration will be evaluated. The basic requirements are:
(i) A constitution or founding document of the school and relevant policies that cover aspects such as ownership, mission, aims, governance, funding, language and admission;
(ii) Security of tenure over the proposed school buildings and grounds which has been certified by the relevant authorities in terms of meeting their minimum health and safety requirements, meets the requirements of the "Regulations relating to safety measures at independent schools" as prescribed in the South African Schools Act, and meets the minimum requirements of the municipal by-laws;
(iii) Educators employed are registered with the South African Council of Educators;
(iv) Enrolment of a minimum number of learners as determined by the province;
(vi) demonstrated ability to be financially viable for at least I2 mouths after registration;
(vi) The curriculum (for learners in the various school phases meet the required outcomes of the National Curriculum Statement and is recognised by the South African Qualifications Authority.
Reply received: August 2013
QUESTION 1457
DATE OF PUBLICATION OF INTERNAL QUESTION PAPERS: 07/06/2013
(INTERNAL QUESTION PAPER: 20/2013)
Mr M G P Lekota (Cope) to ask the Minister of Basic Education:
Whether her department has any measures in place to ensure that (a) school books will henceforth always be delivered on time, every time, to every government-managed school, (b) educators will have the requisite skills and expertise to teach the subjects they are responsible for, (c) schools will close during strikes and that lost time will be recovered from holiday time, (d) children in rural areas will be (i) given transport and (ii) taught in schools comparable to schools in urban areas and (e) drop-out of i m e r s from the schooling system will be constantly interrogated to reverse the trends of the past 19 years; if not, why not; if so, (i) how will these measures apply in each case and (ii) what are the further relevant details? NW1802E
REPLY
(a) The Department of Basic Education (DBE) has regularized and strengthened the process of the provision of textbooks to schools to ensure that they are delivered on time. The development and early release of the national catalogues was the first step in ensuring this. Following this, the DBE developed the Basic Education Sector Plan for the Procurement and Delivery of Textbooks and distributed it to provinces to guide the development of their provincial plans. Provinces have aligned their deadline dates with the DBE plan and report monthly on progress against the plan. This provides a business process to ensure procurement and delivery of textbooks on time, every time and to all public schools and to enable the DBE to effectively monitor provincial progress in this regard.
The plan for procurement and delivery of textbooks for the 2014 school year is on track and delivery is scheduled to be completed by 31 October 2013 with final mop ups to be completed by 15 November 2013.
(b) The Department of Basic Education is implementing the Integrated Strategic Planning Framework for Teacher Education and Development which was launched by the Minister of Higher Education and Training and Minister of Basic Education in 2011. The Framework sets out a 15 year plan to address all aspects for improving teacher education and development i.e. recruitment, initial training, induction and continuing professional development. Based on pressure points identified in the education system, targeted priorities are being focused on in the next five to ten years:
▪ Improving the supply of teachers with emphasis on Foundation Phase, Languages, Maths, and Science. The enrolment and graduation rates of new teachers have increased significantly since 2008. In 2008, there were 35 275 enrolments and 5 939 graduates; in 2011 there were 79 435 enrolments (125% increase) and 10 593 graduates (78% increase);
▪ Expanding the capacity of the university system to enroll more trainees. Infrastructure grants to the value of R662 460 m were allocated to 17 HEIs be DHET to expand infrastructure; Siyabuswa teacher education campus launched in Mpumalanga in 2013; and there are processes underway in Eastern Cape, KZN, Limpopo and Gauteng;
▪ CAPS orientation: This programme has covered approximately 100 000 FP teachers, 110 000 IP teachers. During 2013, all SP and Grade 12 teachers will be covered;
▪ Priorities focus on Literacy and Numeracy teacher development in all phases and targeted at school managers (principals, subject advisors, deputy principals, classroom teachers, lead teachers, multi-grade schools, special needs). The DBE and PEDs have been focusing strongly on the use of ANAINSC diagnostic reports for teacher support and PEDs have been dedicating up to 50% of the budgets to these two priority areas; and
▪ Each province has developed a learner attainment strategy which identifies critical subjects and areas for supporting teachers and learners to improve leaner performance. This includes teacher orientation and support for the implementation of CAPS, the use of ' h u a l National Assessments (Grades 1-6 and 9 Literacy and Numeracy) and National Senior Certificate results (Grade 12): and the use of Workbooks ( Literacy and Numeracy from Grades 1- 9).
(c) There are no measures in place for my Department to ensure that schools will close during strikes and that lost time will be recovered from holiday time. There is no legal basis that allow schools to close due to strike action and that is why we are applying the 'ha work, no pay" principle to all officials who absent themselves from work during strikes.
It should be noted that during strike actions, teachers are not coming to school either because they have been mandated to do so by their unions or some fear of intimidation by their colleagues and as such learners feel abandoned and end up not corning to school. Parents also keep their children at home for their safety. These factors sometimes result in schools being closed temporarily. However, if the need arises, as in 2007, where teaching and learning time was lost due to the public service strike action that took almost a month, temporary measures will be put in place with the aim of assisting learners to catch up on the curriculum.
In 2007, the Department approved measures that allow Provincial Education Departments to appoint teachers in affected schools for additional classes. Affected schools were requested to develop recovery plans and my Department also assisted with extra learning materials, arranged radio talk shows by curriculum specialists and websites were also updated to include question papers. Teachers who were taking part in the recovery plan activities were given a stipend.
(i) Measures will depend on the circumstances, such as period of the strike action and whether teaching and learning did or did not take place in schools during the strike action.
(ii) There are no further relevant details.
(d) (i) The Provincial Departments of Education have scholar transport programmes that run in collaboration with the Departments of Transport. These programmes target particularly learners in rural areas who travel long distances to schools.
(ii) The Department has a programme of building state of the art schools in both the rural and urban areas - the Accelerated Schools Infrastructure Delivery Initiative (ASIDI). ASIDl is an on-going programme to implement basic safety norms and standards in school infrastructure and is funded from the Schools infrastructure Backlog Grant (SIBG). So far 22 schools have been completed through ASIDl since the beginning of 2012. 144 schools have been electrified. 188 have been provided wit11 sanitation while 156 schools were provided with water.
(e) (i) The Department annually interrogates information on learner dropout from schools and is concerned about the learners dropping out of schools, particularly from Grade 10 and 11.
(ii) Several initiatives were introduced to reduce the number of children dropping out of schools. These include:
▪ The introduction of "no fee school policy". Learners coming from poor backgrounds, particularly quintiles 1 to 3, are not expected to pay any schools fees. The purpose is to counter any unintended or perverse consequences for parents and for children's access to meaningful learning in school.
The National School Nutrition Programme (NSNP). This programme enables learners to receive meals at school and has the positive impact of encouraging learners to attend school.
▪ Expansion of Grade R: The Department is expanding Grade R provisioning even further and improving the quality of Grade R provided by schools. Studies indicate that a child who attends pre-primary programmes is likely to remain longer in the education system. The provision of Grade R is therefore likely to contribute to learner retention in the education system.
▪ Provision of free Workbooks and Textbooks: Parents whose children are in Public schools are not expected to purchase textbooks for their children, and this reduces the cost of schooling for parents. It is expected therefore that parents will have little reason for not sending their children to school.
▪ Full Service Schools have been established to ensure that learners with disabilities have access to education.
3.2pt �drX�� @� ;border-left:none; border-bottom:solid black 1.0pt;mso-border-bottom-themecolor:text1; border-right:solid black 1.0pt;mso-border-right-themecolor:text1;mso-border-top-alt: solid black .5pt;mso-border-top-themecolor:text1;mso-border-left-alt:solid black .5pt; mso-border-left-themecolor:text1;mso-border-alt:solid black .5pt;mso-border-themecolor: text1;padding:0cm 5.4pt 0cm 5.4pt'>
96
100
100
100
The Department of Basic Education (DBE) has also identified inadequate maintenance of our facilities as a major obstacle in achieving and maintaining basic safety, mainly because inadequate maintenance on existing infrastructure merely adds to future infrastructure backlogs. The Department of Basic Education developed facilities maintenance guidelines for public schools to assist provinces in implementing maintenance strategies. The available Education Infrastructure funds are however, not enough to address all the backlogs and at the same time be sufficient for new infrastructure needs. As a result, infrastructure and maintenance backlogs need to be addressed in segments with a priority given to key strategic infrastructure components such as sanitation, provision of water and electrification of our schools.
It should however be mentioned that the Education Sector targets are informed by the overall National Government Strategy, being the National Development Plan ('NDP). Currently NDP proposals are being incorporated Into the existing activities of departments and broken down into the medium and short-term plans of government at national, provincial and municipal level. The NDP, Chapter 9 deals with the improvement of education. training and innovation, the proposals for school infrastructure align with existing Education Policy and the Action Plan to 2014 Towards the Realisation of Schooling 2025. The following specific goals are set:
▪ Eradicate infrastructure backlogs.
▪ All schools should meet the minimum standards by 2016.
▪ Undertake an infrastructure audit to enable proper planning. By 2030. all schools should have high quality infrastructure.
b) Basic Safety in the sector is defined as: (that is, whether there are factors present which may cause harm to learners and educators and hamper the carrying out of the core functions of a school) include the following:
▪ Appropriate water supply
▪ Appropriate electricity supply
▪ Appropriate sanitation
▪ Appropriate fencing
▪ No inappropriate materials or structures
▪ No danger to learners
▪ No overcrowding
(2) Targets to be set after better baseline data becomes available
(3) (a) (i) (ii) 60% for both Grade 3 numeracy and literacy in 2014.
(b)(c ) (i) (ii) 75% for both Grade 3 numeracy and literacy in 2019
(4) a) (i) (ii) 60% for both Grade 6 Mathematics and Language in 2014.
(b) (c) (i) (ii) 75% for both Grade 6 Mathematics and Language in 2019
(5) (a) (i) (ii) 60% for both Grade 9 Mathematics and Language in 2014.
(b) (c) (if (ii) 75% for both Grade 9 Mathematics and Language in 2019.
Reply received: July 2013
QUESTION 1408
DATE OF PUBLICATION ON INTERNAL QUESTION PAPERS: 07/06/2013 (INTERNAL QUESTION PAER: 20/2013)
Dr WG James (DA) to ask the Minister of Basic Education:
What amount did her department spend on (a) promotional items and (b) cocktail receptions on the occasion of her 2013 Budget Vote debate? NW1750E
Response
We had corporate branded gift for Ministry's 230 guests
| Item | Number | Costs |
| Catering for Cocktail Function and Soft Drinks | 230 | R 89,873.50 |
| Note Book and Pens | 230 | R 8,875.70 |
| Memory Sticks | 230 | R 17, 160.75 |
| Umbrellas | 230 | R 16, 247.70 |
| Total | R 132,157.65 |
Reply received: July 2013
QUESTION 1389
DATE OP PUBLICATION OF INTERNAL QUESTION PAPERS: 07/06/2013 (INTERNAL QUESTION PAPER: 20/2013)
Mrs A T Lovemore (DA) to ask the Minister of Basic Education:
(I) Whether, with reference to her reply to question 2339 on 20 September 2012, the framework to enable her department to manage the demand, supply and utilisation of educators was completed by March 2013 as planned; if not, (a) why not and (b) when will the framework be complete; if so, (i) what are the major aspects of the framework and (ii) where can the framework be accessed;
(2) whether Project II of the teacher demand and supply study has commenced as planned; if not, (a) why not and (b) when will Project II commence; if so. (i) What are the detailed required outputs of the project and (ii) when will the project be complete;
(3) how is the management of teacher demand and supply envisaged after the completion of Project II? NW1731E
Find Here: REPLY
Reply received: July 2013
QUESTION 1388
DATE OF PUBLICATION OF INTERNAL QUESTION PAPERS: 07/06/2013
(INTERNAL QUESTION PAPER: 20/2013)
MrsA T Lovemore (DA) to ask the Minister of Basic Education:
(1) Whether a report on the findings of the 2011 School Monitoring Survey has been compiled; if not, why not;
(2) when will the findings of the survey be made public;
(3) whether the results of every aspect of the survey will be included in the report to be made public; if not, (a) why not and (b) what results will be omitted;
(4) why have the findings not yet been made public;
(5) when will the next School Monitoring Survey be conducted? NW1730E
Response:
(1) The Department is currently finalising the compilation of the report.
(2) The findings of the School Monitoring Survey 2011 will be made public early in 2014. However verified information from the survey has already been provided in parliamentary briefings on the state of basic education.
(3) The School Monitoring Survey collected data on key system indicators. All the results will be made public.
(4) The findings of the report will be released early in 2014, as considerable work has had to be done on verification and validation of the results of the survey. This is particularly because the survey captured information never before obtained from schools.
(5) The Department will undertake another School Monitoring Survey in the current financial year, budget permitting.
Reply received: July 2013
QUESTION 1387
DATE OF PUBLICATION OF INTERNAL QUESTION PAPERS: 07/06/2013 (INTERNAL, QUESTION PAPER. 20/2013)
Mrs A T Lovemore (DA) to ask the Minister of Basic Education:
(1) What (a) is the time frame and (b) are the full further details of her department's plan to print and deliver textbooks, as reported to the Portfolio Committee on Basic Education on 28 May 2013;
(2) Whether her department will continue to develop textbooks; if so, what are the relevant details;
(3) Whether her department will still offer a choice of textbooks to schools once it has taken over the printing and delivery of these books;
(4) What are the reasons why her department has decided Lo develop its capacity to prim and deliver textbooks;
(5) Whether all members of the Council for Education Ministers have (a) been consulted on this matter and (b) agreed to the plan? NW1729E
REPLY:
(1) (a) The department is at present developing Grade 12 Mathematics and Physical Science textbooks, Grade 7-9 Natural Science and Grade 7-9 Technology workbooks /textbooks. These will be made print ready and provided to provinces by end of July, to print and deliver to schools.
(b) The DBE has demonstrated its institutional capacity to publish its own LTSM through the workbooks and Siyavula textbooks which are aimed at bridging the gap in the commercial publishers' large scale publishing and printing, and to advance government's intervention programmes. At the centre of this initiative has been the significant savings the state has been able to realise. The DEE is now looking at various ways of incrementally building this capacity.
(2) The department will continue to develop textbooks in critical subjects and other relevant study and support materials using specialists in the sector and opportunities of open source creative licences to avail quality LTSM to enhance teaching and learner performance. To date the department has developed Grade 10-11 CAPS aligned Mathematics and Physical Science textbooks in partnership with Siyavula. The department is presently developing the Grade 12 textbooks for these subjects, using the same process.
(3) Schools are afforded the choice of textbooks from the National Catalogue. This is a practice that will continue.
(4) The provision of a textbook for each learner in each subject is the ultimate goal of the Department of Basic Education. In the past we have always been dependent on what publishers have in the market and at a price dictated by them. The process of development from inception to final product ensures a quality textbook is available in the system ax an affordable price.
(5) (a) The development of textbooks by the department has been discussed at all relevant structures of the sector.
(b) The plan is still under discussion.
Reply received: July 2013
QUESTION 1364
DATE (OF PUBLICATION OF INTERNAL QUESTION PAPERS: 31/05/2013 (INTERNAL QUESTION PAPER: 19/2013)
Mr R B Bhoola (MF) to ask the Minister of Basic Education:
Whether she intends to allocate increased weighting to physical education as part of the school curriculum; if not, why not? NW1695E
REPLY:
No; The h4inist.er is not intending to increase the weighting to Physical Education. This is because Physical Education is now part of the subject Life Orientation (LO). In the Foundation and intermediate Phases, other than Creative Arts, and Personal and Social Well-being as topics covered in LO, Physical Education is also covered. Similarly, in the Senior and FET Phases, Physical Education forms part of the topics covered which focus on Development of self in society, Health, World of work, Social and Environmental responsibilities, Democracy and Human Rights, Career and Career choices, and Study Skills
To increase weighting on one topic will have an impact on the other topics and would mean that the subject's intention is no longer achieved. As indicated above, the subject LO is not only about Physical Education but covers a wide range of other importan1 topics.
The issues dealt within each topic are interrelated to all topics of the subject. Owing to the interrelatedness and holistic nature of the subject, the topics of Life Orientation function interdependently and are considered to he of equal importance The time spent on each topic may vary and should not be used as a measure of the importance of the topic. The topics of Life Orientation in Grades 10, 11 and 12 relocate to those in Grades R to 9. Both Life Orientation curricula focus oil similar areas of skills, knowledge and values. The content taught in GET serves as the foundation for the content to be taught in the FET.
The regulations clarify the weighting as follows: The Physical Education Task (PET) constitutes the fifth task and is administered across all four school tams, with the exception of Grade 12, which is covered it three school terms. in the FET the mark allocation for the PET (Task 5) is 20% of the total marl; nut of 400 for Life Orientation, i.e. 80 marks. in the GET, the mark for Physical Education is 30 marks throughout each of the 4 terms.
Reply received: July 2013
QUESTION 1316
DATE OF PUBLICATION OF INTERNAL QUESTION PAPERS: 31/05/2013
(INTERNAL QUESTION PAPER: 19/2013)
Mr S Mokgalapa (DA) to ask the Minister of Basic Education:
(1) Whether (a) she, (b) her deputy minister, (c) any specified officials and (d) any other persons have been issued with a government or official credit card (i) in the (aa) 2011-12 and (bb) 2012-13 financial years and (ii) since 1 April 2013; if so, in each instance, what is the (aaa)(aaaa) name and (bbbb) job title of each person to whom a credit card was issued, (bbb) credit limit, (ccc) outstanding amount as at the latest specified date for which information is available, (ddd) monthly expenses incurred for each month since receiving the credit card, (eee) reason for such a person being issued with a credit card and (fff) uses that such a credit card is intended for;
(2) whether the credit limit of any specified credit card was exceeded at any time since it was issued; if so, (a) whose credit cards are over the limit and (b) what is the reason for the credit card exceeding the limit? NW1646E
Response
The Department has not issued any credit cards to the Minister, Deputy Minister or any other officials.
Reply received: July 2013
QUESTION 1307
FOR WRlTTEN REPLY
DATE OF PUBLICATION OF INTERNAL QUESTIQN PAPERS: 31/05/2013(INTERNAL QUESTION PAPER: 1912813)
Mr D C Smiles (DA) to ask the Minister of Bask Education:
Whether the national task ream to strengthen the implementation of the mathematics, science and technology strategy has been established; if so, (a) when, (b) what are its full terms of reference, (c) what are its targets and (d) what are the time frames for the targets? NW1636E
REPLY:
a) Yes, the Ministerial Committee was established.
b) The team has investigated the implementation of Mathematics, Science and Technology programmes in provinces in order to:
▪ Identify what has not been implemented and the reasons for non-implementation;
▪ Identify strengths and weaknesses of implementation of programmes and plans;
▪ Monitor Grade 9 interventions, use of workbooks and teacher resource centres, Dinaledi schools as well as the competence of Mathematics, Science and Technology teachers:
▪ Make recommendations on the nature of support that the national department could provide to provinces.
c) The Task Team has investigated the implementation of Mathematics, Science and Technology programmes in provinces and presents a report on their findings to the Minister of Basic Education. The Task Team has investigated the implementation of Mathematics, Science and Technology programmes in all provincial Departments of Education including Dinaledi schools.
d) The Task Team concluded its work in June 2013 and presented its report both to the Minister and a Round Table of MST practitioners, NGOs, academic teacher unions, learner organizations, parents associations, MST teachers, departmental officials, etc.
Reply received: June 2013
QUESTION 1306
DATE OF PUBLICATION OF INTERNAL QUESTION PAPERS: 31/05/2013
(INTERNAL QUESTION PAPER: 19/2013)
Mr D C Smiles (DA) to ask the Minister of Basic Education:
Whether the national task team to strengthen the implementation of the mathematics, science and technology strategy has been established; if so, (a) when, (b) what are its full terms of reference, (c) what are its targets and (d) what are the time frames for the targets? NW1636E
REPLY:
a) Yes, the National Task Team was established..
b) The team will investigate the implementation of Mathematics, Science and Technology programmes in provinces in order to:
· Identify what has not been implemented and the reasons for non-implementation;
· Identify strengths and weaknesses of implementation of programmes and plans;
· Monitor Grade 9 interventions, use of workbooks and teacher resource centres, Dinaledi schools as well as the competence of Mathematics, Science and Technology teachers;
· Make recommendations on the nature of support that the national department could provide to provinces.
c) The Task Team is to investigate the implementation of Mathematics, Science and Technology programmes in provinces and present a report on their findings to the Minister of Basic Education. The Task Team will investigate the implementation of Mathematics, Science and Technology programmes in all provincial Departments of Education including Dinaledi schools.
d) The Task Team began its work on 24 January 2013 concluded its work in June 2013 and presented its Report both to the Minister and a Round Table of Mathematics, Science and Technology practitioners, NGO's, Academia, Teacher Unions, Learner Organisations, Parents' Associations, MST teachers and Departmental Officials.
Reply received: June 2013
QUESTION 1305
DATE OF PUBLICATION OF INTERNAL QUESTION PAPERS: 31/05/2013
(INTERNAL QUESTION PAPER: 19/2013)
Mr D C Smiles (DA) to ask the Minister of Basic Education:
What was the KhaRiGude Adult Literacy spending on (a) teachers, (b) textbooks and (c) other learner support materials in the (i) 2009-10, (ii) 2010-11, (iii) 2011-12 and (iv) 2012-13 financial years? NW1635E
REPLY:
The KhaRiGude Mass Literacy Campaign has spent the following:
(a) Teachers:
(i) 2009-10 – R292,280 million
(ii) 2010-11 – R340,778 million
(iii) 2011-12 – R358,234 million
(iv) 2012-13 – R395,728 million
(b) Textbooks
(i) 2009-10 – R37,188 million
(ii) 2010-11 – R21,651 million
(iii) 2011-12 – R43,225 million
(iv) 2012-13 – R52,779 million
(c) Other learner support materials (Stationary and Carry-bags)
(i) 2009-10 – R40,262 million
(ii) 2010-11 – R22,831 million
(iii) 2011-12 – R4,199 million (The bulk of the expenditure occurred in 2012-13)
(iv) 2012-13 – R34,212 million
Reply received: July 2013
QUESTION 1304
DATE OF PUBLICATION OF INTERNAL QUESTION PAPERS: 31/05/2013 (INTERNAL QUESTION PAPER: 19/2013)
Mr D C Smiles (DA) to ask the Minister of Basic Education:
What are the (a) targets. (b) time frames and (c) targets achieved with regard to the establishment of (i) special schools and (ii) full service schools in education districts? NW1634E
REPLY:
(i) Special Schools
| Province | District | (a) Target Special School | (b) Timeframes | © Target achieved |
| Eastern Cape | Cradock | 1 | 2013-2014 | No |
| Uitenhage | 1 | 2013-2014 | Yes | |
| Mthatha | 1 | 2014-2015 | No | |
| Mbizana | 1 | 2014-2015 | No | |
| Free State | Xhariep | 1 | 2013-2014 | No |
| Gauteng | Ekhruleni South | 1 | 2014-2015 | No |
|
| 1 | 2014-2015 | No | |
| KwaZulu-Natal | One in each of the 5 Northern districts | 5 | 2013-2014 | No |
| Limpopo | Mopanie | 1 | 2014-2015 | No |
| Mpumalanga | Nkangala | 2 | 2014-2015 | No |
| Bohlabela | 1 | 2014-2015 | No | |
| Northern Cape | One School in each of the six districts | 6 | 2014-15 | No |
| North West | One in each of the four Districts | 4 | 2014-2015 | No |
| Western Cape | Metro-North | 2 | 2013-2014 | No |
(ii) Full Service Schools
| Province | (a) Target Full Service Schools | (b) Timeframes | © Targets achieved |
| Eastern Cape | 18 | 2013-2014 | Yes |
| Free State | 28 | 2013-2014 | Yes |
| Gauteng | 11 | 2013-2014 | Yes |
| KwaZulu-Natal | 73 | 2013-2014 | Yes |
| Limpopo | 11 | 2013-2014 | Yes |
| Mpumalanga | 140 | 2013-2014 | Yes |
| Northern Cape | 18 | 2013-2014 | Yes |
| North West | 20 | 2013-2014 | Yes |
| Western Cape | 120 | 2013-2014 | Yes |
The goal of all provinces was to establish a Full Service in every district and the target was achieved.
Reply received: July 2013
QUESTION 1303
DATE OF PUBLICATlON OF INTERNAL QUESTION PAPERS: 31/05/2013 (INTERNAL QUESTION PAPER 19/2013)
Mrs A T Lovemore (DA) to ask the Minister of Basic Education:
(1) Which unions are conducting training of teachers on behalf of her department;
(2) for each union, (a) what are the details of the training with which they have been tasked and (b) who are the targeted trainees;
(3) what are the details of the payments that (a) were made to each union involved in training in the 2012- 13 financial year and (b) have been (i) made to and (ii) earmarked for each such union for the 2013-14 financial year;
(4) whether any quality assurance with respect to the training is conducted; if so, (a) by whom and (b) what are the relevant details;
(5) whether all unions conducting training have been accredited as training providers by the SA Council for Educators; if so, what is the scope and conditions of the accreditation for each union? NW1633E
Replies:
(1) Which unions are conducting training of teachers on behalf of her department?
All teacher unions (SADTU, NATU, NAPTOSA, PEU and SAOU) conducted training under the teacher union collaboration programme. The Teacher Union Collaboration (TUC) is a product of the Teacher Education and Development Summit of July 2009, It was agreed that the Department of Basic Education (DBE) should enhance structures and delivery of teacher professional development programmes provided by a host of contributors such as teacher unions and teacher development institutes, and ensure that all teachers in the public school system can access support. As such the department supports the teacher unions in delivery of teacher support programmes that the teacher unions readily provide.
(2) For each union, (a) what are the details of the training with which they are tasked and (b) who are the targeted trainees;
The following programs were conducted by teacher unions:
| Name of the program | Teacher Union | TARGET GROUP |
| 1. Assessment for Learning Programme | SADTA | Practising Teachers |
| 2. Teacher Development (CAPS) | SADTU | Practising Teachers |
| 3. SMT Curriculum Management Program | SADTU | School Leaders (principals, deputy principals, and heads of department) |
| 4. District Based Professional Development programme | SADTU | Lead Teacher |
| 5. SMT Training (School Management) | NATU | School Leaders (principals, deputy principals, and head of department) |
| 6. Under qualified Teacher Training ( Content Knowledge, assessments and lesson preparation) | NATU | Under qualified Teachers |
| 7. Design and Development of Outcomes Based Learning | PEU | Practising Teachers |
| 8. Teaching English Second Language | PEU | Practising Teachers |
| 9. Improving Reading and Writing in Foundation Phase | NAPTOSA/NATU | Practising Teachers |
(3) What are the details of the payments (a) made and (b) to be made to each union involved in training (i) in the 2012-13 financial year and (ii) since 1 April 2013:
The following payment were made for the financial period 2012/13
| PAYMENT TO TEACHER UNIONS | ||
| Total Spend (ZAR) | Total Trained | |
| SADTU | 33 019 441.65 | 27760 |
| NAPTOSA | 3 877 124.74 | 4458 |
| NATU | 12 904 995.40 | 12012 |
| SAOU | 6 128 167.70 | 10674 |
| PEU | 1 875 092.54 | 1018 |
| TOTAL | 57 804 822.03 | 55922 |
Teacher unions are still going to submit their proposals for 2013114 financial period to determine allocations for 2013/14 financial period.
(4) Whether any quality assurance with respect to the training is conducted; if so, (a) by whom and (b) what are the relevant details;
A DBE evaluation committee made up of representatives from Curriculum, Finance, and Teacher Development sections evaluates programmes submitted, through proposals from Teacher unions, and approves the programmes on a specific evaluation criteria including, content quality, trainers quality and relevance of the programmes to teacher development. The Teacher Development section conducts monitoring of training sessions during the implementation phase to ensure quality of delivery of programmes. PEDs also conduct monitoring and each union is expected to do the same.
(5) Whether all unions conducting training have been accredited as training providers by the SA Council for Educators; if so, what is the scope and conditions of the accreditation for each union?
The training conducted on CAPS was conducted using training content developed and approved by the department for CAPS Orientation and this requires no endorsement from SACE as it is an orientation programme for the new curriculum. Teacher Unions are in the process of endorsing programmes with SACE.
Reply received: June 2013
QUESTION 1302
DATE OF PUBLICATION OF INTERNAL QUESTION PAPERS: 31/05/2013
(INTERNAL QUESTION PAPER: 19/2013)
MrsA T Lovemore (DA) to ask the Minister of Basic Education:
(a) What is the total budget of each provincial department of education, (b) what percentage of the budget is allocated to the compensation of employees in each province and (c)(i) how many persons are employed by each provincial department of education and (ii) how many of those persons are employed as educators in each province? NW1632E
RESPONSE
Question (a): What is the total budget of each provincial department of education?
2013 MTEF Education budget per province
Question (b): What percentage of the budget is allocated to the compensation of employees in each province?
2013 MTEF: Compensation of Employees as a percentage of provincial education budget
c) (i), (ii)
| Province | (i) Total employed by each PED | (ii)b Number of Educators (School and Office-based) |
| EASTERN CAPE | 78949 | 60490 |
| FREE STATE | 32841 | 25688 |
| GAUTENG | 92424 | 59238 |
| KWAZULU/NATAL | 114326 | 96465 |
| LIMPOPO PROVINCE | 60511 | 54657 |
| MPUMALANGA | 43505 | 33786 |
| NORTH WEST | 29736 | 25251 |
| NORTHERN CAPE | 10554 | 7724 |
| WESTERN CAPE | 36568 | 28973 |
| TOTAL | 499414 | 392272 |
Source: Persal, January 2013
Reply received: June 2013
QUESTION 1301
DATE OF PUBLICATION OF INTERNAL QUESTION PAPERS: 31/05/2013
(INTERNAL QUESTION PAPER: 19/2013)
MrsA T Lovemore (DA) to ask the Minister of Basic Education:
(1) Whether, with reference to her reply to question 801 on 22 May 2013, she took any action to halt the work-to-rule campaign by teachers affiliated to the SA Democratic Teachers Union (SADTU); if not, why not; if so, what are the relevant details of such action;
(2) what action has she taken or does she intend taking against those teachers who participated in the (a) work-to-rule campaign, (b) stay-away and (c) protest march on 24 April 2013? NW1631E
REPLY:
(1) Whether, with reference to her reply to question 801 on 22 May 2013, she took any action to halt the work-to-rule campaign by teachers affiliated to the SA Democratic Teachers Union (SADTU); if not, why not; if so, what are the relevant details of such action?
Action was taken to halt the work-to-rule campaign by teachers affiliated to the SA Democratic Teachers Union (SADTU). The Department and SADTU have met and discussed their disagreement with the aim of finding solutions.
(2) What action has she taken or does she intend taking against those teachers who participated in the (a) work-to-rule campaign, (b) stay-away and (c) protest march on 24 April 2013?
In cases where teachers have participated in (a) Work-to-rule campaign, depending on the circumstances and merits of each case, involved educators will undergo formal disciplinary processes resulting in imposition of sanctions concomitant with the offence; and (b) Stay-away and (c)Protest march on 24 April 2013, the principle of "no work no pay" will be applied.
Using legal government policies, provincial Departments have a responsibility to deal with both (a) and (b) including (c), and the National Department would expect them to implement such policies.
Reply received: June 2013
QUESTION 1265
DATE OF PUBLICATION OF INTERNAL QUESTION PAPERS: 24/05/2013
(INTERNAL QUESTION PAPER: 17/2013)
Dr C P Mulder (FF Plus) to ask the Minister of Basic Education:†
(1) How many violent incidents occurred at government schools in (a) 2009, (b) 2010, (c) 2011, (d) 2012 and (e) during the period 1 January 2013 until the latest specified date for which information is available;
(2) how many (a) learners and (b) teachers fell victim to the violence;
(3) how many learners were suspended from school because of acts of violence in (a) 2009, (b) 2010, (c) 2011, (d) 2012 and (e) during the period 1 January 2013 until the latest specified date for which information is available;
(4) how many learners were prosecuted because of violence at schools in (a) 2009, (b) 2010, (c) 2011, (d) 2012 and (e) during the period 1 January 2013 until the latest specified date for which information is available? NW1512E
Answer
The Department of Basic Education does not collect this information. The Department will liaise with provinces to establish whether such information is available and request the information if available. In addition, both the Provincial and National Departments of Education do not keep information on prosecutions. This can be obtained from the Department of Justice.
Reply received: June 2013
QUESTION 1219
DATE OF PUBLICATION OF INTERNAL QUESTION PAPERS: 24/05/2013
(INTERNAL QUESTION PAPER: 17/2013)
Dr WG James (DA) to ask the Minister of Basic Education:
(1) How much has the Department spent on (i) catering and (ii) entertainment for the (a)
2012/13 financial year and (b) since 01 April 2013 up to which date information is available for?
(a) Response
| 2012/13 | Item | Amount |
| (i) | Catering | R6 612 021.39 |
| (ii) | Entertainment | R4 808.90 |
(b) Response
| April 2013 to 24 May 2013 | Item | Amount |
| (i) | Catering | R498 163.75 |
| (ii) | Entertainment | R1 630.00 |
The information is from 01 April 2013 – 24 May 2013.
Reply received: June 2013
QUESTION 1197
DATE OF PUBLICATION OF INTERNAL QUESTION PAPERS: 24/05/2013
(INTERNAL QUESTION PAPER: 17/2013)
MrsA T Lovemore (DA) to ask the Minister of Basic Education:
(1) What number of teachers employed in public ordinary schools in each province are within the age groups (a) 20 to 29, (b) 30 to 39, (c) 40 to 49, (d) 50 to 55, (e) 56 to 60, (f) 61 to 65 and (g) over 65;
(2) whether her department has compiled long-term projections for each province of the (a) demand and (b) supply of such teachers in each (i) grade and (ii) subject; if not, why not, in each case; if so, in each case, what are the relevant details of these projections for each province in each grade and subject;
(3) whether her department has any definite plans to (a) attract and (b) retain teachers to ensure that the supply of teachers ultimately meets the demand; if not, why not; if so, what are the relevant details? NW1443E
REPLY
(1) What number of teachers employed in public ordinary schools in each province are within the age groups (a) 20 to 29, (b) 30 to 39, (c) 40 to 49, (d) 50 to 55, (e) 56 to 60, (f) 61 to 65 and (g) over 65?
Age profile of school-based educators
| Province | Age Range | |||||||
| 10-19YRS | 20-29YRS | 30-39YRS | 40-49YRS | 50-59YRS | 60-69YRS | 70-99YRS | Grand Total | |
| EASTERN CAPE | 0 | 1127 | 8587 | 29389 | 17441 | 1726 | 0 | 58270 |
| FREE STATE | 5 | 2194 | 3961 | 10772 | 7747 | 666 | 5 | 25350 |
| GAUTENG | 4 | 4819 | 10123 | 25913 | 16528 | 2169 | 0 | 59556 |
| KWAZULU/NATAL | 6 | 9547 | 20973 | 38795 | 20731 | 1701 | 1 | 91754 |
| MPUMALANGA | 0 | 1688 | 4141 | 16789 | 9098 | 653 | 0 | 32369 |
| NORTH WEST | 0 | 922 | 3072 | 12194 | 7808 | 733 | 0 | 24729 |
| NORTHERN CAPE | 1 | 366 | 1149 | 3490 | 2347 | 303 | 1 | 7657 |
| WESTERN CAPE | 0 | 2342 | 3460 | 11783 | 9358 | 1302 | 0 | 28245 |
| Grand Total | 16 | 23005 | 55466 | 149125 | 91058 | 9253 | 7 | 327930 |
Source : PERSAL 2 May 2013
(2) Whether her department has compiled long-term projections for each province of the (a) demand and (b) supply of such teachers in each (i) grade and (ii) subject; if not, why not, in each case; if so, in each case, what are the relevant details of these projections for each province in each grade and subject?
(a) and (b)
The DBE has developed a National Education Human Resources Planning Framework (Framework) which provides a national strategic human resource planning framework from which detailed human resource plans could be developed by education departments. It has a time period of five years. It begins to identify key strategic themes around human resource capacity in education; key strategic objectives that need to be pursued under each theme, key activities to be performed at various levels to achieve these objectives; and outputs expected. It further clearly identifies priority areas of implementation. The document contextualizes these proposals through rapid appraisal and analysis of human resources capacity in the South African education system. It further highlights the status of education human resource policy and planning in the country, as well as the major challenges faced in education human resources provisioning and planning.
(i) and (ii)
The purpose of the Framework is to guide the development and management of policy for the provisioning, utilisation and employment conditions of teachers and support staff. It aims to guide efforts to provide the right quality and quantity of teachers and support staff, with the right qualifications and competencies, in the right positions, at the right time.
The objective of this Framework is to enable the education departments to meet the teacher and support staff human resource (HR) needs resulting from their strategic plans. Human resource planning is essential in order to ensure that an organisation's human resources are capable of meeting its operational objectives. Human resources planning ensure that the education departments:
· Obtain the quantity and quality of staff it requires;
· Make the optimum use of their human resources;
· Are able to anticipate and manage surpluses and shortages of staff; and
· Develops multi-skilled, representative and flexible workforce that is able to
adapt rapidly to a changing operational environment.
(3) Whether her department has any definite plans to (a) attract and (b) retain teachers to ensure that the supply of teachers ultimately meets the demand; if not, why not; if so, what are the relevant details?
Yes, the DBE does have plans to attract and retain teachers.
The FunzaLushaka Bursary scheme is one strategy we have in place to attract students to the teaching profession. The Occupational Specific Dispensation for teachers has improved teachers' salaries and other conditions of service. An incentive policy has been implemented to assist in attracting teachers to areas that are remote and for subjects that are scarce. Other areas such as career pathing and education management services are currently being discussed at the ELRC.
Reply received: July 2013
QUESTION 1196
DATE OF PUBLICATION OF INTERNAL QUESTION PAPERS: 24/05/2013 [INTERNAL QUESTION PAPER: 17/2013]
Mrs A T Lovemore (DA) to ask the Minister of Basic Education:
(1) How many independent schools were registered in each province in the (a) 2010-11. (b) 2011 - 12 and (6) 2012-13 financial years;
RESPONSE:
| PROVINCE | (1A) 2010/2011 NEWLY REGISTERED | (1B) 2011/2012 NEWLY REGISTERED | (1C) 2012/2013 NEWLY REGISTERED |
| EC | 0 | 0 | 2 |
| FS | 1 | 2 | 5 |
| GT | 46 | 61 | 48 |
| KZ | 8 | 16 | 5 |
| LP | 1 | 2 | 3 |
| MP | 9 | 21 | 14 |
| NC | 0 | 2 | 1 |
| NW | 1 | 0 | 6 |
| WC | 6 | 4 | 19 |
NB: Data is as supplied by Provincial Education Department
SEE ATTACHEMENT: Independent schools in each specified period
Reply received: June 2013
QUESTION 1195
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 24/05/2013
(INTERNAL QUESTION PAPER: 17/2013)
Mrs A T Lovemore (DA) to ask the Minister of Basic Education:
(1) Whether, with the reference with the curriculum and Assessment Policy Statement (CAPS) physical education is mandatory for all learners at ordinary public schools, what (a) time is allocated to, and (b) are the details of the structure of, physical education sessions;
(2) Whether she has finalised the school sport policy; if not (a) why not and (b) when will it be finalised; if so (i) when will the policy be gazetted and (ii) what are the details of her plan to achieve implementation of the policy ? NW1441E
REPLY:
(1) Yes, physical education is mandatory for all learners at ordinary public schools. It is a sub component of the subject called Life Skills in Grade R to 3 and Life Orientation in Grade 4 to 12.
(a) The time allocated for Physical Education in Grade R to 12 is as follow:
| Phase/Band | Grade | Contact time for Physical Education |
| Foundation Phase | R, 1 and 2 | 2 hours |
| 3 | 2 hours | |
| Intermediate Phase | 4, 5 and 6 | 1 hour |
| Senior Phase | 7,8 and 9 | 1 hour |
| FET Band | 10-12 | 1 hour |
(b) Structure of physical Education sessions in Grade R to 12 is as follows:
| Foundation Phase | |||
| Grade R | Grade 1 | Grade 2 | Grade 3 |
| Plays running, chasing and dodging games using space safely | Demonstrating ways of throwing, striking, rolling, bouncing, receiving and moving with a ball or similar equipment. | Participates in a variety of indigenous outdoor games with simple rules, individually and with a partner | Demonstrates a variety of perceptual motor skills, on pairs and in teams, using simple rules. |
See attachment: Intermediate, Senior Phase and FET
Reply received: June 2013
QUESTION 1182
DATE OF PUBLICATION OF INTERNAL QUESTION PAPERS: 24/05/2013
(INTERNAL QUESTION PAPER: 17/2013)
Mr A M Mpontshane (IFP) to ask the Minister of Basic Education:
What steps does she intend to take to ensure that (a) exam papers do not contain glaring grammatical and spelling errors and (b) people who set exam papers are fully qualified to do so? NW1425E
RESPONSE
(a) The grammatical accuracy of the question paper is prioritized by the Department of Basic Education (DBE). The question papers go through the phases of editing and quality assurance which include the following:
· The examiners and internal moderators ensure that the questions formulated are linguistically and grammatically correct.
· After the paper is approved by the external Umalusi moderator, the DBE uses professionally qualified editors and translators who have postgraduate qualifications in various languages, to language edit each question paper. Each of these question papers will be edited by at least two of these permanent editors. To ensure that these editors are abreast with the latest practices in editing and quality assurance, they participate in refresher courses and advanced editing courses, presented by reputable institutions, in editing, proofreading and translation.
· Thereafter, selected editors from the Provincial Education Departments are identified to conduct a final editing review of the question paper. This process is conducted at the secure premises of the DBE.
· The final quality assurance step is where each question paper and marking guideline has to be signed off by the internal (DBE) and external moderator (Umalusi) before they are declared to be print ready.
(b) The criteria for the appointment of examiners are stipulated in the Personnel Administrative Measures (PAM). The key criteria as stipulated include:
· A three year post matriculation qualification, with at least a second or third year level in the subject for which the candidate has applied;
· Extensive experience as an educator in the particular subject or a related area and at least two years Grade 12 teaching experience or other curriculum-related experience within the last 5 years at the appropriate level; and
· Experience as a marker.
Applicants for the posts of examiner are first screened on the basis of the stipulated criteria and shortlisted for interviews. The interview process is preceded by a written competency test that focuses on content knowledge and the skill of setting high quality questions. Only applicants who pass the competency test will present themselves for the oral interviews. The appointments of the applicants are only confirmed after the DBE obtains character/performance references from the employers of the potential examiners, to verify the interview findings. All appointed examiners are trained prior to the commencement of the setting of the question papers. There is also ongoing training and development of examiners. In addition examiners are subjected to an annual performance evaluation, the outcome of which determines their reappointment.
Reply received: June 2013
QUESTION 1159
DATE OF PUBLICATION OF INTERNAL QUESTION PAPERS: 17/05/2013
(INTERNAL QUESTION PAPER: 16/2013)
Mr N M Kganyago (UDM) to ask the Minister of Basic Education:
Whether, in light of the high number of experienced teachers who are leaving the system, her department has put any programmes in place to retain teachers who have been in the system for 10 years and longer; if not, why not; if so, what are the relevant details? NW1398E
REPLY
Our analysis of the resignation trends show that proportionally younger educators between the ages 20-35 are more likely to leave the system than older educators. A large proportion of these educators have less than 10 years of service. Therefore, if there was any targeting in terms of retention, the focus of retention policies should be at this age group to ensure that they stay longer to reach the threshold age of 35 whereafter they would be unlikely to leave the system.
The Department has implemented a number of strategies to ensure the retention of educators in the system. The improvement of teacher salaries and other conditions of service through the Occupation Specific Dispensation (OSD) in 2008 and 2009 was one such initiative. The OSD was aimed at recognition of experience, where one additional notch was allocated for every three years of service, contributing significantly to improving the salaries of experienced teachers. Certain elements of the OSD such as those related to career pathing and education management service are currently being discussed.
The policy on targeted incentives for teachers was declared in 2008 and has been implemented in Provincial Education Departments that had identified the need to attract and retain educators in certain areas.
Reply received: June 2013
QUESTION 1116
DATE OF PUBLICATION OF INTERNAL QUESTION PAPERS: 17/05/2013
(INTERNAL QUESTION PAPER: 16/2013)
Mr M M Swathe (DA) to ask the Minister of Basic Education:
(a) What total amount has (i) her department and (ii) each specified entity reporting to her spent on conferences in the (aa) 2009-10, (bb) 2010-11, (cc) 2011-12 and (dd) 2012-13 financial years and (b) what (i) amount was spent on, and (ii) is the breakdown of the expenditure for, each specified conference? NW1349E
Response
My Department did not host conferences during the period in question. The projections provided pertain to workshops that were hosted by my Department, mostly pertaining to curriculum, examinations, annual national assessments and districts.
| (a) | Department | ELRC | SACE | UMALUSI |
| (aa) 2009/10 | N/A | N/A | N/A | N/A |
| (bb) 2010/11 | R 7 381 670.98 | N/A | N/A | N/A |
| (cc) 2011/12 | R 72 746 842.51 | N/A | R 905 911.32 | R352 655.00 |
| (dd) 2012/13 | R 92 241 598.95 | N/A | N/A | R1 221 339.00 |
DEPARTMENT
(ii)
| 2010/11 | |
| Accommodation | R3 973 363 |
| Venue/ Workshops and Catering | R2 241 235 |
| Domestic Air Transport | R1 085 366 |
| Car hire/Shuttle/ Bus | R59 955 |
| Deco | R427 |
| Gifts | R21 325 |
| TOTAL | R7 381 671 |
| 2011/12 | |
| Accommodation | R38 632 922 |
| Venue/ Workshops and Catering | R20 605 578 |
| Domestic Air Transport | R12 021 781 |
| Car hire/Shuttle/ Bus | R1 442 886 |
| Deco | R22 650 |
| Branding | R21 024 |
| TOTAL | R72 746 843 |
| 2012/13 | |
| Accommodation | R68 468 069 |
| Venue/ Workshops and Catering | R13 734 925 |
| Domestic Air Transport | R7 303 793 |
| Car hire/Shuttle/ Bus | R2 279 846 |
| Deco | R49 858 |
| Medical Services | R55 470 |
| Branding | R128 367 |
| Audio Visual Equipment hiring | R221 271 |
| TOTAL | R92 241 599 |
SACE
(b)
(i) 2011-2012 - International Federation of Teacher Regulatory Authority/African Federation of Teacher Regulatory Conference.
(ii)
| 2011/12 | |
| Venue, Catering and Accommodation | R508 696.98 |
| Transport | R246 765.92 |
| Promotional material | R72 985.16 |
| Printing and Stationery | R77 463.26 |
| TOTAL | R905 911.32 |
UMALUSI
(b)
(i) UMALUSI 2011/12 Conference.
(ii)
| 2011/12 | 2012/13 | |
| Accommodation | R131 098.00 | |
| Airfares | R3 938.00 | R76 321.00 |
| Foreign airfare | R222 366.00 | |
| Car hire | R2 009 | R55 922.00 |
| Catering | R1 008 | R306.00 |
| Consultants – Event management | R155 719.00 | |
| Gifts | R24 000.00 | R64 055.00 |
| Printing | R17 952.00 | R32 275.00 |
| Subsistence and Travel | R13 550.00 | |
| Venue hire | R303 700.00 | R467 727.00 |
| TOTAL | R352 655.00 | R1 221 339.00 |
Reply received: July 2013
QUESTION 1084
DATE OF PUBLICATION OF INTERNAL. OUESTION PAPERS: 17/05/2013 (INTERYAL QUESTlON PAPER: 16/2013)
Dr W E James (DA) to ask the Minister of Basic Education:
( 1 ) What total amounts bas (a) her department and (b) each specified entity reporting to her spent on (i) print and (ii) broadcast advertising in the (aa) 2009-10, (bb) 2010-11, (cc) 2011-12 and (dd) 2012-13 financial years;
(2) in each case, (a)(i) by which radio or television station were the advertisements broadcast and (ii) in which newspapers were the advertisements published in the (aa) 2009-10, (bb) 2010-11, (cc) 2011-12 and (dd) 2012-13 financial years and (b) at what cost in each specified case? NW1317E
Reply: Find here: Department of Basic Education
Reply received: June 2013
QUESTION 1068
DATE OF PUBLICATION OF INTERNAL QUESTION PAPERS: 17/05/2013
(INTERNAL QUESTION PAPER: 16/2013)
MrsA T Lovemore (DA) to ask the Minister of Basic Education:
Whether her department has determined a minimum management structure that must be implemented at every school, based on the learner numbers at that school; if not, why not; if so, what are the relevant details? NW1299E
Response
The Department implements a post provisioning policy known as Post Provisioning Norms (PPN). The norms are based on the principle of distributing available posts among schools proportionally according to a learner weighting and subject weighting system. Furthermore, the distributions of posts among schools are based on each school's relative needs. Therefore the minimum management structure is determined through the norms which are provided to each school per academic year.
Reply received: June 2013
QUESTION 1067
DATE OF PUBLICATION OF INTERNAL QUESTION PAPERS: 17/05/2013
(INTERNAL QUESTION PAPER: 16/2013)
MrsA T Lovemore (DA) to ask the Minister of Basic Education:
(1) What are the full details of the steps she will take in reaction to the National Education Evaluation and Development Unit (NEEDU) report of 2012 entitled The State of Literacy, Teaching and Learning in the Foundation Phase;
(2) (a) what is the time frame for each of the steps and (b) which directorate or programme has been assigned responsibility for each step? NW1298E
REPLY:
(1) The National Education Evaluation and Development Unit (NEEDU) report of 2012 entitled The State of Literacy, Teaching and Learning in the Foundation Phase has been provided to all provinces to respond to the findings and recommendations made.
The recommendations cited in the NEEDU report were analysed by all Branches of the DBE and provinces. A template for an implementation plan has been drawn up that indicates what is currently being done and what will be done to intensify our efforts.
The initial analysis has reaffirmed that interventions in response to the recommendations of the NEEDU report are reflected in Action Plan 2014: Towards the realisation of schooling 2025. Concretised plans have already been put in place to deal with each of the findings across the system. Currently implementation is underway at different rates from high to moderate to low across Provinces and districts.
The final plan will be presented to the Heads of Education Committee (HEDCOM) and the Council for Education Ministers (CEM).
(2) (a) The Report has been distributed to all provinces for response. Provinces have provided a response which includes the actions to be taken. The final plan is being finalised for presentation to the HEDCOM and CEM in July and August respectively.
(b) The Annual Performance Plan (2013-14) of the DBE which was released in March 2013 includes the interventions in support of improving learning outcomes that have been cited in the NEEDU Report.
They are assigned as follows:
| · Institutional functionality · Professional Development · Teacher recruitment | Programme 1: Teachers, Education, Human Resources and Institutional Development |
| · Curriculum support and implementation · Support for African Languages · Workbooks · Learning and Teaching Support Material(LTSM) · Annual National Assessments(ANA) | Programme 2: Curriculum Policy, Support and Monitoring Programme 4: Planning, Information and Assessment |
Reply received: August 2013
QUESTION 1066
DATE OF PUBLICATION OF INTERNAL OUESTION PAPERS: 17/05/2013 INTERNAL OUESTION PAPER: 16/2013)
Mrs AT Lovemore (DA) to ask the Minister of Basic Education:
(1) What are the details of the Memorandum of Understanding concluded between her department and the Department of Social Development with respect to the schooling of children whose caregivers receive child support grants?
(2) what are the obligations of her department in terms of this memorandum;
(3) when will these obligations be effected? NW1297E
REPLY
1. The intergovernmental Protocol Agreement (Memorandum of Understanding) that was signed between the Department of Basic Education @BE), Department of Social Development (DSD) and the South African Social Security Agency (SASSA) details the triangulation of data on children from the management information systems of the three organisation together with data from the Department of Home Affairs (DHA), to do the following:
▪ to identify non-enrolment of children who are of school-going age in an education institution,
▪ to confirm the enrolment and attendance of children who are child support grant beneficiaries,
▪ to identify those children who are child support grant beneficiaries who are not enrolled in school and
▪ to facilitate the enrolment of these children into an education institution via the DSD and the Provincial Education Departments (PEDs).
2 The DBE is responsible for:
- The comparison of individual learner data on the Learner Unit Record Information and Tracking System (LURITS) with data of children who are of school-going age from the National Population Register of the DHA, to identify the children who are not enrolled in a school;
- Providing the DSD with individual details of learners who are enrolled at a school, which is compared to the DSD data to establish if children of school-going age who are receiving a child support grant are indeed enrolled at an education institution. This data triangulation process identifies children who are not enrolled in an education institution even though they are of school-going age and are receiving a child support grant.
- Providing the DSD with details of learners who absent themselves frequently from school and whose names are removed from the daily attendance register after ten days of continuous absence without a valid reason, to enable the DSD to perform the psycho-social support and intervention required to facilitate the return of these children into a school;
- Preparing the education systems through relevant communication to the respective
-Provincial Education Departments (PEDs) to enroll these children in school;
-Providing a list of orphaned learners that 'are registered at schools as derived from LURITS data, to the DSD so that they can ensure the provision of the necessary social support services;
- Providing a list of learners who have a disability that are registered at schools as derived from LURITS data, to the DSD SO that they can ensure the provision of the necessary social support services.
3. Most of the responsibilities are already effective but are dependent on the completeness and accuracy of capturing of individual learner data at school level, and the consistent upload of this data onto LURITS by the PEDs.
The DBE has also established a steering committee to govern the effective management and implementation of the Memorandum of Agreement, together with the setup of the relevant working committees. The DBE has also formulated a work plan to identify individual activities for each organisation which has been endorsed for implementation.
Reply received: July 2013
QUESTION 1047
DATE OF PUBLICATION OF INTERNAL QUESTION PAPERS: 17/05/2013
(INTERNAL QUESTION PAPER: 16/2013)
Mrs C Dudley (ACDP) to ask the Minister of Basic Education:
(1) With reference to her response to question 2521 on 18 October 2012, whom has her department contacted during their extensive consultation process;
(2) whether they have contacted the elected representatives of the organised home-schooling community; if so, (a) whom and (b) when, in each case? NW1272E
REPLY:
(1) The following persons/structures have been involved in the consultation process:
a. Internal consultations with relevant Department of Basic Education officials (including Legislative and Legal Services, Examinations Directorate and all Branch Heads);
b. A meeting with relevant provincial officials (15 August 2007);
c. Consultation with Ministerial Management Meeting (16 May 2011);
d. Meeting with Umalusi (21 June 2011); and
e. Consultation with Heads of Education Committee on 29-30 August 2011.
(2) The DBE did not meet with elected representatives of Home Education organizations. A workshop with stakeholders will be organized once the Discussion Document on Home Education has been gazetted for public comment.