Questions & Replies: Basic Education

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2014-03-18

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Reply received: September 2014

QUESTION 752
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 25/07/2014
(INTERNAL QUESTION PAPER: 06/2014)
Ms A Steyn (DA) to ask the Minister of Basic Education:


(a) How many (i) judgments and (ii) court orders were made against her department in the (aa) 2010-11. (bb) 2011-12, (cc) 2012-13 and (dd) 2013-14 financial years and (b) in each case, (i) how many of these (aa) were implemented and (bb) await implementation by her department and (ii) what was the nature of the (aa) judgment and/or (bb) court order? NW839E

Find here: Response

Reply received: September 2014
QUESTION 715

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 25/07/2014

(INTERNAL QUESTION PAPER: 06/2014)

Ms H S Boshoff (DA) to ask the Minister of Basic Education:

(1) How many (a) social workers and (b) psychologists are provided in each education circuit in each province;

(2) What actions are taken to ensure that they are properly equipped to assist learners experiencing difficult circumstances;

(3) Whether (a) her department and (b) each provincial education department provides a call centre where immediate advice and assistance is given to callers in distress; if so, what are the relevant details for each such call centre? NW799E

RESPONSE:

(1) The total number of social workers appointed in the respective Provincial Education Departments is 138. The majority of social workers are appointed at provincial district levels and only 49 of the 138 social workers are appointed at the circuit level in the Western Cape and 47 appointed in special schools respectively in the Free State and Gauteng.

The total number of psychologists appointed in the respective Provincial Education Departments is 248. The majority of psychologists are appointed at provincial and district offices but of the 248 psychologists, 49 are appointed at circuit offices by the Western Cape Province whilst 98 of the total are appointed in special schools in Free State, Gauteng Province and Western Cape respectively.

A breakdown of numbers per province is provided in the link below.

http://www.pmg.org.za/rnw715-140908breakdown

Reply received: October 2014

QUESTION 714
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 25/07/2014
[INTERNAL QUESTION PAPER: 06/2014)
Ms H S Boshoff (DA) to ask the Minister of Basic Education:


(1) What (a) policy and (b) measures are in place to ensure that (i) educators are vetted against sexual harassment and (ii) de-registered offenders are not appointed to positions at schools in other provinces;

(2) (a) how many schools in each province are in possession of the Guidelines for the Prevention and Management of Sexual Violence and Harassment in Schools, and (b) what steps her department (i) has taken in the 2013-14 financial year and (ii) will be taking in the 2014-15 financial year to ensure that communities and schools are made aware of it;

(3) how many schools in each province have a code of conduct setting out what kind of behavior is acceptable and which one is not acceptable;

(4) whether, in each case, the code of conduct is signed by all learners and educators; if not, why not? NW798E

Response:

(1) What (a) policy and (b) measures are in place to ensure that (i) educators are vetted against sexual harassment and (ii) de-registered offenders are not appointed to positions at schools in other provinces;

(a) In terms of vetting currently South African Council of Educators (SACE) does not have an existing policy.

(b) (i) Discussions were held with the Department of Social Development in order to establish which procedures were to be followed. According to the current Children's' Act, only the Director-General of the Department of Basic Education has access to those in the register. This means that if any educators were to be vetted prior to giving them certificates it will have to be done with the Director - General's permission.

(b) (ii) SACE has informed Provincial Education Departments of de-registered educators and followed up on those cases where information was available on de-registered educators who were found to be re-appointed. All cases where educators were found to have been teaching despite having been struck-off from the roll of educators were brought to the attention of the Director-General. They have been dealt with and these educators have been removed in accordance with Section 25 (2) of the Employment of Educators Act of 1998.

(2) (a) how many schools in each province are in possession of the Guidelines for the Prevention and Management of Sexual Violence and Harassment in Schools, and (b) what steps her department (i) has taken in the 2013-14 financial year and (ii) will be taking in the 2014-15 financial year to ensure that communities and schools are made aware of it;

2 (a) The Department does not have the numbers distributed to schools. Provinces were expected to conduct a mediated distribution. A Compact Disc (CD) containing the guidelines was distributed to provinces for further printing.

(b)(i) As a way to make the guidelines more practical, the content has been included in the Speak Out Against Sexual Abuse booklet (hereafter referred to as Speak Out, presenting them in a more learner- friendly language. In the financial year 2013-14, 10 000 copies of Speak Out were printed and distributed through the provincial gender focal points. Booklets were also distributed at Girls/Boys Education Movement (G/BEM) jamborees on "Future Choices" during that year.

(b(ii) In the year 2014 - 2015, a further 5 000 booklets have been printed and are currently being used as part of the supplementary material for the gender based violence (GBV) training of master trainers in selected districts. Provinces also have CD copies of the Speak Out booklet which enables them to reprint the booklet and thus ensuring wider distribution and mediation.

(3) How many schools in each province have a code of conduct setting out what kind of behaviour is acceptable and which one is not acceptable?

'The Education Labour Relations Council has published and distributed to all educators and schools the Education Laws Policy Handbook which consist of education legislation. This includes the South African Council for Educators Code of Ethics for Educators and the Employment of Educators Act. The Employment of Educators Act also contains a code of conduct and disciplinary procedure to manage the conduct of educators during their employment.

(4) Whether, in each case, the code of conduct is signed by all learners and educators; if not, why not?

SACE cannot respond in relation to learners but will do so in respect of educators. Educators are not made to sign the code of conduct but an acknowledgement that they are conversant with the content of the code of conduct for teachers. This is done each time they get registered with the Council.

Reply received: August 2014

QUESTION 713
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 25/07/2014
(INTERNAL QUESTION PAPER: 06/2014)
Ms H S Boshoff (DA) to ask the Minister of Basic Education:


(1) How many early childhood development (ECD) centres have been (a) built and (b)(i) registered, (ii) resourced and (ii) equipped in each province;

(2) (a) how many unregistered ECD centres have been identified in each province;

(3) what measures have been put in place to ensure that no further informal ECD centres become operational;

(4) is the database of all ECD programmes available to the public; if so, what are the relevant details;

(5) (a) how many staff members are delivering the ECD programmes, (b) how many are (i) qualified and (ii) unqualified and (c) what is being done to ensure the necessary qualification and training for those who are unqualified? NW 797E


RESPONSE:

(1) (a) The information has been requested from the Department of Social Development who is responsible for the Early Childhood Development programme
(b)(i) Same as (1)(a)
(ii) Same as (i)(a)
(ii) Same as (i)(a)

(2) (a) Same as (i)(a)
(3) Same as (i)(a)
(4) Same as (i)(a)

(5) (a) Same as (i)(a)
(b)(i) Same as (i)(a)
(ii) Same as (i)(a)

Reply received: September 2014

QUESTION 712
DATE OF PURLICATION OF INTERNATIONAL QUESTION PAPER: 25/07/2014
(INTERNAL QUESTION PAPERS: 0612014)
Ms D van der Walt (DA) to ask the Minister of Basic Education:


(1) With reference to her reply to question 42 on 30 June 2014, when will the Sector Plan to guide the procurement and delivery of textbooks be made public;

(2) What are the detailed (a) performance targets, (b) time frames and (c) performance indicators of the plan;

(3) What are the details of the regular Learning and Teaching Support Materials (LTSM) visits planned to the Eastern Cape including the (a) number of visits, (b) dates of each visit and (c) departmental official/s who will attend;

(4) What are the details of the regular LTSM meetings with the Limpopo Department of Education (a) for the 2013-14 financial year and (b) that are planned for the 2014-15 financial year including the (i) number of visits, (ii) dates of each visit and (iii) attendant department official/s? NW796E

Response:

The Sector Plan is actually a public document and is available to any member of the public. The plan has already been communicated to provinces for alignment.

2(a) The Sector plan makes provision for the following phases:

▪ Phase 1 : Development, provision and distribution of national catalogues;
▪ Phase 2: Departmental readiness for ordering of textbooks and stationery;
▪ Phase 3: Schools prepared for requisition process;
▪ Phase 4: Requisition process for schools;
▪ Phase 5: Receiving and distribution; and
▪ Phase 6: Monitoring and reporting.

2(b) LTSM is provided to schools by the end of December every year.

2(c) Provincial LTSM Procurement Management Plan finalized for implementation as follows:

i. the national catalogue 6s finalised and distributed
ii. the departmental has put procurement systems in place;
iii. all requisition orders have been placed;
iv. Textbooks have been ordered from the publishers and delivered to schools;
v. The reports have been received from districts and forwarded to the provincial offices

3(a) The DBE and PEDs meet quarterly to discuss progress regarding the procurement and delivery of LTSM to schools. Eastern Cape Education Department is part of the Quarterly Forum meetings. The DBE has appointed an Administrator in the province to oversee the procurement and delivery of LTSM to schools. DBE has also planned three (3) visits to the Eastern Cape.

3(b) Planned dates to visit Eastern Cape are:

▪ 12 August 2014;
▪ 12 September 2014; and
▪ 10 November 2014.

The LTSM Unit at the DBE conducts random visits to the province when the need arises. Eastern Cape Province was visited by the DEE team comprising of Mr HM Mweli (Branch: C Head); Mr A. Subban (LTSM: Director); Mrs K Manona and Mr S Sibiya (LTSM officials) to monitor the universal coverage of textbooks and stationery at schools.

DBE had the following visits to the Eastern Cape Province:

Province

Date

Eastern Cape

07 June 2013

Eastern Cape

05 August 2013

Eastern Cape

29 August 2013

Eastern Cape

13 December 2013

Eastern Cape

28-31 January 2014

Eastern Cape

16 April 2014

3(c) Over and above the existing personnel in the province, the DBE has appointed an official at a Deputy Director level to intensify the monitoring and support in the province regarding the procurement and delivery of LTSM to schools. The following DBE officials will attend on an alternative basis: Mrs PT Tyobeka: Provincial Delivery Oversight Unit (PDOU); Mr HM Mweli (Branch: C Head); Mr A. Subban (LTSM: Director) and his team.

4(a) The DEE and PEDs meet weekly to discuss progress regarding the procurement and delivery of LTSM to schools. Limpopo Education Department forms part of the Quarterly Forum meetings held at DBE. The DBE has appointed an Administrator in the province to oversee the procurement and delivery of LTSM to schools.

4 The weekly meetings focused on the following key areas:
▪ The finalization of Provincial learner data:
▪ The finalization of Provincial catalogues;
▪ Monitor the delivery of LTSM by publishers to LDoE;
▪ Monitor delivery of LTSM by delivery agents to schools:
▪ Monitor compliance of SLA
▪ Report and address LTSM shortages

4(a)(i) The number of visits for the 2013114 financial year by DBE officials add to 32 visits.

4(a)(ii) Dates of each visits are as follows:

DBE & LDoE Weekly LTSM Meeting

Month

Week

Week

Week

Week

April

May

20-21

23-24

29

June

July

4-5

August

7

21

28

September

4

12

25

October

2

9

16

30

November

7

13

20-21

27

December

4

January

15

22

February

4

12

19

March

11

19

26

4(a)(iii) The Department officials who attended on an alternative basis were Mr MC Matthews: Provincial Administrator in Limpopo; Mr HM Mweli (Branch: C Head); Mr A. Subban (LTSM: Director) and his team.

The LTSM Unit at the DBE conducts random visits to the province when the need arises.

4(b)(i) The number of visits for the 2014114 financial year by DBE officials add to 45 visits.

4(b)(ii) Dates of each visits are as follows:

DBE & LDoE Weekly LTSM Meeting

Month

Week

Week

Week

Week

April

2

9

16

23

May

7

14

21

28

June

4

11

18

24

July

2

9

16

23

August

6

13

20

27

September

3

10

17

October

1

8

15

22

November

5

12

19

26

December

3

10

17

January

14

21

28

February

4

11

18

25

March

4

11

18

25

4(b)(iii) Over and above the existing personnel in the province, the DBE has appointed an official at a Deputy Director level to intensify the monitoring and support in the province regarding the procurement and delivery of LTSM to schools. The following DBE officials will attend on an alternative basis: Mr MC Matthews: Provincial Administrator in Limpopo; Mr HM Mweli (Branch: C Head); Mr A. Subban (LTSM: Director) and his team.

The LTSM Unit at the DBE conducts random visits to the province when the need arises

Reply received: September 2014

QUESTION 710

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 25/07/2014

(INTERNAL QUESTION PAPER: 06/2014)

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

(1) How many Grade 12 learners, in each province, have registered to write the National Senior Certificate examinations at the end of 2014 (a) in total and (b) for each subject;

(2) how many learners, in each province, have registered to write examinations in (a) both mathematical literacy and life sciences, (b) both mathematical literacy and accounting and (c) both mathematical literacy and civil, electrical or mechanical technology;

(3) whether she intends to take any steps to ensure that learners are not permitted to take subject combinations that will not assist them in their adult lives; if not, why not; if so, what are the relevant details? NW794E

RESPONSE:

Question 1(a) - Candidates enroled for NSC in 2014

Sub-Syst

Exam Date

Reg-Type

Province

Entered

National Senior Certificate

201411

Full time

EASTERN CAPE

70 169

National Senior Certificate

201411

Full time

FREE STATE

26 973

National Senior Certificate

201411

Full time

GAUTENG

101 627

National Senior Certificate

201411

Full time

KWAZULU-NATAL

146 737

National Senior Certificate

201411

Full time

LIMPOPO

74 115

National Senior Certificate

201411

Full time

MPUMALANGA

46 303

National Senior Certificate

201411

Full time

NORTH WEST

26 382

National Senior Certificate

201411

Full time

NORTHERN CAPE

9 647

National Senior Certificate

201411

Full time

WESTERN CAPE

49 165

National Senior Certificate

201411

Full time

NATIONAL

551 118

Data as at 17 July 2014

Source: NSC Exam Mainframe System

Question 1(b) – See attached link.file://server/pmg%20shared/WORD%20DOCUMENTS/Questions/RNW710A-140911.htm

Data as at 17 July 2014

Source: NSC Exam Mainframe System

Question 2(a) - Candidates Registered for both Mathematical Literacy and Accounting

Sub-Syst

Exam Date

Reg-Type

Province

Total No

National Senior Certificate

201411

Full time

Eastern Cape

6 695

National Senior Certificate

201411

Full time

Free State

4 083

National Senior Certificate

201411

Full time

Gauteng

7 466

National Senior Certificate

201411

Full time

KwaZulu-Natal

13 165

National Senior Certificate

201411

Full time

Limpopo

661

National Senior Certificate

201411

Full time

Mpumalanga

6 438

National Senior Certificate

201411

Full time

North West

2 633

National Senior Certificate

201411

Full time

Northern Cape

1 138

National Senior Certificate

201411

Full time

Western Cape

4 755

National Senior Certificate

201411

Full time

NATIONAL

47 034

Data as at 17 July 2014

Source: NSC Exam Mainframe System

Question 2(b) - Candidates Registered for both Mathematical Literacy and Life Sciences

Sub-Syst

Exam Date

Reg-Type

Province

Total No

National Senior Certificate

201411

Full time

Eastern Cape

17 257

National Senior Certificate

201412

Full time

Free State

5 432

National Senior Certificate

201413

Full time

Gauteng

12 471

National Senior Certificate

201414

Full time

KwaZulu-Natal

28 340

National Senior Certificate

201415

Full time

Limpopo

910

National Senior Certificate

201416

Full time

Mpumalanga

10 137

National Senior Certificate

201417

Full time

North West

7 902

National Senior Certificate

201418

Full time

Northern Cape

3 908

National Senior Certificate

201419

Full time

Western Cape

14 703

National Senior Certificate

201411

Full time

NATIONAL

101 060

Data as at 17 July 2014

Source: NSC Exam Mainframe System

Question 2(c) - Candidates Registered for both Mathematical Literacy, Civil Technology, Electrical Technology and Mechanical Technology

SubSyst

ExamDate

Reg-Type

Province

Total No

National Senior Certificate

201411

Full time

Eastern Cape

233

National Senior Certificate

201412

Full time

Free State

927

National Senior Certificate

201413

Full time

Gauteng

1 068

National Senior Certificate

201414

Full time

KwaZulu-Natal

1 455

National Senior Certificate

201415

Full time

Limpopo

19

National Senior Certificate

201416

Full time

Mpumalanga

568

National Senior Certificate

201417

Full time

North West

857

National Senior Certificate

201418

Full time

Northern Cape

154

National Senior Certificate

201419

Full time

Western Cape

2 274

National Senior Certificate

201411

Full time

NATIONAL

7 555

Data as at 17 July 2014

Source: NSC Exam Mainframe System

3. The Ministerial Committee established to review the National Senior Certificate, has made a recommendation relating to subject combinations that constitute the NSC. The Minister will consider these recommendations and will amend policy where necessary to ensure that this problem is addressed.

Reply received: October 2014

QUESTION 709
WRITTEN REPLY
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 25/07/2011
(INTERSAI, QUESTION PAYER: 06/2014)
Ms A T Lovemore (DA) to
ask the Minister of Basic Education:

(I) Which grades will he writing tests as pan of the Annual National Assessments (ANAs) of literacy and numeracy in the (a) 2014. (b) 2015 and (c) 2016 academic years;

(2) Weather all schools participate in the ANAs; if not, (a) how many participate in these assessments and (b) how is tile participating school sample determined:

(3) how she will ensure that the .4NAs are (a) internationally benchmarked, (b) statistically comparable to the previous years' tests and (c) independently moderated;

(4) how will she ensure that the results of the ANAs are utilised by (a) the national department and (b) each (i) province and (ii) district to inform literacy and numeracy strategies? NW793E

Response

(1) (a) Grades 1 - 6 and grade 9 will write ANA tests in 2014. In addition. a random sample of 50 schools per province with grades 7 and 8 will participate in an ANA pilot study in 2014: (b) the Minister is currently in the process of reviewing the administration of ANA with a view to strengthening its impact on the efficiency of the system and enhancing the quality of learning outcomes, from 2015 and beyond. This will be finalized at a meeting with the Council of Education Ministers; and (c) this will be dependent on the review process referred to in (b).

(2) (a) All schools in Grades 1 - 6 and 9 will participate in ANA in 2013. except for grades 7 and 8. (b) the schools at which Grades 7 and 8 learners will participate in ANA in 2013 will be randomly sampled.

(3) (a) The Department has already engaged international experts in the design of the ANA tests and the Department will continue to increase the international inputs into these tests. The Director General has established an Advisory Committee which comprises local and international expertise that advises on matters relating to large scale assessments.

(b) ongoing discussions with experts include how the design of testing can include confidential tests or test items that can be used for. proper equating of results from year to year and (c) the 2013 ANA was verified by an independent agent that exercised oversight in the test administration in a sample of schools across all provinces, marked the tests independently and also processed the data which was reported on.

(4) (a) All sections of the Department at national level are using ANA results as a basis that informs planned activities that are geared towards making an impact on learner performance and (b) the DBE: is working together with both (i) provinces and (ii) districts to ensure that our human and material resources are directed towards addressing the gaps that the assessment is revealing in terms of teacher support. instructional school management ,involvement of parents and other relevant interventions. The priority attached to this initiative is confirmed by the Minister hosting quarterly meetings with district directors where the role of the district in addressing these gaps is highlighted.

Reply received: September 2014

QUESTION 691
(INTERNAL QUESTION PAPER: 06/2014)
Mr W M Madisha (Cope) to ask the Minister of Basic Education:


Whether her department had taken any steps to ensure that teachers in all schools were (a) corning to school regularly. (b) on time. (c) in their classrooms busy teaching and (d) delivering quality content: if not. why not: if so. what (i) are the details for the period 1 January 2012 up to the latest specified date for which information is available and (ii) have been the outcomes? NW775E

REPLY

(a) Yes, over and above the work that provinces do in taking steps to ensure that teachers were coming to school regularly, on time in class and teaching my Department utilises the integrated Quality Management (IQMS) and Whole School Evaluation (WSE) processes to evaluate and monitor schools in all provinces for the period in question.

Schools were evaluated in the provinces by 132 WSE supervisors while the Department of Basic Education (DBE) deployed 69 IQMS external moderators to monitor the implementation of the Integrated Quality Management System (IQMS) in schools.

789 schools were evaluated by WSE supervisors from 2012 to 2014. The findings show that 757 (i.e. 96%) of the evaluated schools had established procedures to deal with absence, control of leave and the signing of the attendance register by teachers. It was also found that at the evaluated schools, principals ensured that these procedures were implemented so that the school functions optimally and learning and teaching is uninterrupted.

Furthermore, in 2012, moderators also monitored 5 581 schools in the Eastern Cape and collected data on teacher absenteeism. The findings showed that a total of 7 804 teachers were absent on the day of the moderator's visits from 23 July to 23 October 2012. The data showed that on average at least one (1) educator per day was absent at each of the schools in the province. 803 (i.e. 10%) of the 7 804 teachers absent from schools were principals.

The reasons for their absence ranged from sick and family responsibility leave to attending meetings in the district.

The above information has been used for effective planning and to make decisions and support districts on teacher attendance in order to improve the quality of teaching and learning

(b) The WSE supervisors report on whether teachers are in classes on time. The findings of WSE supervisors show that the 757 ( i e 96%) of the evaluated schools had established procedures to deal with lateness and the signing of the early departure registers by teachers. Principals ensured that the established procedures were implemented to support school functionality.

(c) The WSE and IQMS processes are used to monitor teaching in the classroom.

During visits to 5 612 schools in 1 April 2012 to 30 June 2013, moderators found that Heads of Departments (HODS) as well as school principals were conducting classroom observations in order to provide support to teachers and enhance the quality of lessons in the various subjects. The quality of these reports ranged from 'good' in Gauteng to 'meeting minimum standards' in the Eastern Cape.
The WSE supervisors' reports indicate that 97% of evaluated schools use period registers to monitor class attendance by teachers. The finding was that teachers honour their periods and teaching takes place in these schools.

(d) Yes, most of the teachers are delivering quality content. However, there are a number of teachers who require support in their subject knowledge.

(i) Moderators observed the lessons of 1 481 teachers from 2012 to 2013. The purpose of these observations was amongst others:

▪ to verify the lesson observation reports of the School Management Teams (SMTs);
▪ to identify best practices and areas in need of improvement; and
▪ to strengthen classroom teaching by providing support and development to teachers.

The findings showed that while teachers were prepared for lessons in most schools, there was a need to increase learner participation in lessons.

The utilisation of the DBE workbooks was monitored in 2012 and 2013. In 2012 the national average on the utilisation of workbooks was 77%. This increased to an average of 81% at the 1 759 schools monitored during the first quarter of 2013114. The findings showed that the level of utilisation was highest in the Western Cape (96%), followed by North West (88%) and Free State (87%).

During visits to profile 12 884 schools from June 2013 - March 2014, moderators found that:

▪ Teachers at 8 838 (i.e. 69%) of the schools completed an itemised analysis of Annual National Assessment (ANA). The purpose of the item analysis is to assist teachers to select and implement classroom-based interventions for improving learner performance, especially in Languages and Mathematics; and

▪ Teachers at 7 229 (i.e. 56%) of schools were implementing an ANA performance improvement plan.


WSE supervisors conducted an average of 5 lesson observations during a school evaluation. Since 2012, it was found that in 751 (i.e. 95%) of the 789 evaluated schools, teachers displayed relevant subject content knowledge and used teaching aids such as posters and subject related materials to enhance learning and teaching. Teachers also employed relevant pedagogy and assessment strategies. These teachers prepared comprehensive lesson plans that were pitched at the correct level for the grades.

The IQMS appraisals of teachers also identified teachers with "unacceptable" levels of performance. The IQMS appraisal instrument comprises classroom observation in the first four performance standards as follows:

▪ Creation of a positive learning environment;
▪ Knowledge of curriculum and learning programmes;
▪ Lesson planning, preparation and presentation; and
▪ Learner assessment and achievement

The IQMS appraisals of teachers also identified those teachers who were not performing at an acceptable level in terms of the IQMS. These are summarised over two years as follows:

Year

Educator (PL1)

HOD (PL2)

Deputy Principal (PL3)

Principal (PL4)

Total

2012

730

397

210

342

1 679

2013

649

182

161

206

1 198

Teachers who were not performing at acceptable levels were provided with the required support by the provinces through mentoring and further training where necessary.


Furthermore, in 2013, a total of 75 224 teachers on all post levels participated in developmental activities in areas identified in the School Improvement Plans as well their Personal Growth Plans (PGPs). As a result, in 2013, there was a decrease in the number of teachers who were not performing at an acceptable level in terms of the IQMS.

Information on above is available as at 31 March 2014.

(ii) In 2013. there was a decrease in the number of teachers who were not performing at an acceptable level in terms of the IQMS.

Reply received: September 2014

QUESTION 645
DATE OF PUBLICATION OF INTERNAL OUESTION PAPER: 18/07/2014
(lNTERNAL OUESTION PAPER: 05/2014)
Ms H S Boshoff (DA) to ask the Minister of Basic Education:


(1) Whether, with reference to the revised curriculum statement for technical subjects such as technical mathematics and technical sciences, the (a) writing and (b) editing of the revised curriculum and assessment policy statement (CAPS 2) for all technical subjects has been completed; if not, (i) why not, in each case and (ii) when will each process be completed; if so,

(2) With reference to the revised CAPS 2 for technical schools and new norms and standards, (a) when will it be gazetted and (b) why was it not gazetted by the target date of April 2014?

(3) Whether the implementation of the revised CAPS 2 will take place in January 201 5 in Grade I0 in technical schools; if not, why not;

(4) (a) When will the audit of technical secondary schools as focus schools be undertaken, (b) by whom will this audit be carried out and (c) why was this audit not carried out by the target date of June 2014;

( 5 ) Whether the training of teachers in the revised CAPS 2 will be carried out in August 2014; if not, (a) why not and (b) when will the training be conducted; if so. what are the relevant details? NW729E

RESPONSE:

(1) (a) The writing of Technical Mathematics and Technical Science was completed together with the CAPS for Technical High schools in January 2014.

(b) (i) The editing, printing and layout of all CAPS for Technical High Schools is underway.

(ii) 'The process of editing, printing and layout of CAPS for Technical High Schools will be completed before the end of 2014.

(2) (a) The CAPS were gazetted on the 18 July 2014.Specifications for the norms and standards will form part of the norms and standards for focus schools which are currently being developed by the legal directorate.

(b) Due to the process of consultation with all the stake holders and the process of ensuring that the legal prescripts are followed, the publication of the norms and standards was delayed.

(3) No. The proposed date for the implementation of CAPS for Technical High schools is 2016 in Grade 10. 2015 will be utilised to prepare the sector for implementation of CAPS, for example. intensive teacher training will take place. textbooks will be developed etc.

(4) (a) The provinces will continue to collect audit data from schools.

(b) The audit data will be verified by the Department of Basic Education through a sample audit. This approach will require less funding than the original anticipated audit.

(c) The audit was not carried out due to funding constraints and provinces were required to collect data.

( 5 ) (a) Skills training centres around the country and Universities of Technology had been contacted to train teachers in September 2014 during the school recess.

Technical Mathematics and Technical Science training will be conducted by the Universities of Technologies. North West province, Eastern Cape and Free State started their training with the skills centres in July 2014 during the school recess.

Reply received: August 2014

QUESTION 643
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 18/07/2014
(INTERNAL QUESTION PAPER: 05/2014)

Ms H S Boshoff (DA) to ask the Minister of Basic Education:


(1) What amount was (a) budgeted for and (b) spent on the National School Nutritional Programme in each province in the 2013-14 financial year;

(2) how many learners, expressed as a (a) number and (b) percentage, benefited from the specified programme;

(3) how many high schools benefit from the specified programme since the restructuring took place to include high schools;
(4) what is the process in each province (a) to guide schools in relation to the specified programme and (b) if an allocation does not cover the entire school? NW727E

RESPONSE:


(1) What amount was (a) budgeted for and (b) spent on the National School Nutritional Programme in each province in the 2013-14 financial year;

Province

Budget

Expenditure

R'000

R'000

EASTERN CAPE

949 162

952 456

FREE STATE

274 552

273 717

GAUTENG

585 157

616 164

KWAZULU-NATAL

1 206 190

1 283 933

LIMPOPO

932 050

872 786

MPUMALANGA

496 661

484 947

NORTHERN CAPE

119 859

119 859

NORTH WEST

348 912

354 160

WESTERN CAPE

260 538

258 328

TOTAL

5 173 081

5 207 350

(2) how many learners, expressed as a (a) number and (b) percentage, benefited from the specified programme;

Answer:

(a) 9 131 836 learners

(b) 76.3% of learners in public schools (11 975 844)

(3) how many high schools benefit from the specified programme since the restructuring took place to include high schools;

Answer:

4 812 secondary schools as at 31 March 2014

(4) what is the process in each province (a) to guide schools in relation to the specified programme and (b) if an allocation does not cover the entire school?
NW727E

Response:

a) The following measures are in place to guide schools on programme implementation:

(i) in provinces that are transferring funds directly to schools, provinces send allocation letters to schools, informing them of the allocated budget as well as how it should be used.

(ii) provinces provide schools with menus to ensure that learners are fed balanced meals.

(iii) training is provided on meal planning, food safety and hygiene, financial management as well as horticulture for schools in line with specific provincial needs for the specific financial year.

(iv) the national Department and provinces regularly provide guidelines to schools in the form of posters, booklets, files, etc. on identified key topics such as gas safety.

b) The budget is allocated according to the official number of learners per school as contained in the Education Management and Information Systems (EMIS). Funds should therefore be enough to cater for all learners. In the exceptional circumstance where the allocated budget is inadequate, schools are encouraged to report through the relevant departmental management structures (circuit, district, province, national). In considering such a case. the allocated school budget will be reviewed against official numbers as contained in EMIS. Where it is discovered that the EMIS numbers are higher than the allocated programme number of learners for the particular school, the budget of the affected school can only be increased in the subsequent financial year. This is because business plans and databases indicating number of learners to be fed, are approved during the planning phase prior to the commencement of each financial year. To manage extreme cases of budget inadequacy for schools, provinces cat] apply to the Accounting Officer for deviation from the approved business plan.

Reply received: August 2014

QUESTION 642
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 18/07/2014
{INTERNAL QUESTION PAPER: 05/2014)
Ms D van der Walt (DA) to ask the Minister of Basic Education:


1) Whether with reference to her department's Annual Performance Plan for 2013-2014, her department released the e-strategy; if not, why not; if so, what are the relevant details;

2) Whether her department has completed the audit of the e-Education intervention in the 2013-2014 period? NW726E

RESPONSE:

1 .(a) The Department of Basic Education has developed the e-strategy. Furthermore, the E-strategy has been tabled at HEDCOM for their inputs and comments.

1.( b) The e-strategy/sector Implementation Plan will be made available once Heads of Education Departments Committee (HEDCOM) and Council of Education Ministers (CEM) have approved the document.

2). The Education Sector (DBE and PDES) completed the e-Education audit of ICT interventions in provinces in 2013. The report is available.

Reply received: August 2014

QUESTION 641
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 18/07/2014
(INTERNAL QUESTION PAPER: 05/2014)
Ms D van der Walt (DA) to ask the Minister of Basic Education:


(a) What are her department's (i) strategic goals, (ii) performance indicators and (iii) planned targets with regard to e-Education and (b) for each strategic goal what (i) are the time frames, (ii) are the amounts budgeted and (iii) infrastructure is needed to reach each of these goals? NW725E

RESPONSE:

(i) The strategic goals for e-Education as outlined in the White paper on e-Education are:
▪ ICT Professional development for management, teaching and learning
▪ Electronic content resource development and distribution
▪ Access to ICT infrastructure
▪ Connectivity
▪ Community engagement
▪ Research and development

With regards to the implementation of e-Education as referred to in question (a) (ii). (iii) and Question (b) the implementation of lCTs in schools is a Provincial Education Department's competency. The DEE is responsible for digital content development and distribution to all provinces. The national targets in all these objectives are informed by provincial targets. The DBE targets for 2014115 financial year are as follows:

1) ICT Professional development for management, teaching and learning
Provide teacher training on ICT skills to 1250 PoC schools and 25 teachers in ASIDl schools

2) Electronic content resource development and distribution
Development of 10 Interactive workbooks

3) Access to ICT infrastructure
Establishment of a national broadcasting education channel

4) Connectivity
▪ The National Broadband Policy, referred to as "SA connects" was approved last year (4 December 2013) by the Cabinet;
▪ An implementation plan of the National Broadband Policy is currently being devised by the Department of Telecommunications and Postal Services, in collaboration with the DBE;
▪ The first and short term implementation plan includes the connectivity of 698 National Health Insurance (NHI) pilot districts and about 5, 500 schools in the 10 and 20 Km radius of the NHI pilot districts;
▪ The business case of this first implementation plan was scheduled to be submitted to the National Treasury by 18 July 2014. The latest information from the Department of Telecommunications and Postal Services (DTPS) indicates that the business case was not submitted to the National Treasury on 18 July 2014 (as scheduled) due to the fact that DTPS Minister is yet to approve the submission.

▪ In addition, about 3000 schools are scheduled to be connected through the Universal Service and Access Licence Obligations which was amended last year (Notice 11 73 of 201 3 by ICASA)

b) All issues pertaining to budgets, infrastructure rollout, time frames and targets set are determined by Provincial Education Departments in line with provincial priorities.

Reply received: August 2014

QUESTION 640

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 18/07/2014
[INTERNAL QUESTION PAPER: 0512014)

Ms D van der Walt (DA) to ask the Minister of Basic Education:


1). Whether her department is planning to implement the 2004 White Paper on e-Education; if not, why not; if so, what are the relevant details? NW724E

RESPONSE:

a) The 2004 White Paper on e-Education has been implemented since 2004.
b) Provinces are at different levels in the implementation of the e-Education White Paper. Considerable progress has been made with ICT provincial implementation in the Western Cape, Gauteng and North West province. This resulted in schools in the Gauteng, Western Cape and North West provinces having access to better ICT infrastructure (computers and tablets) for teaching and learning. However, all provinces have now prioritised lCTs implementation in all their plans.

Reply received: August 2014

QUESTION 638
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 18/07/2014
(INTERNAL QUESTION PAPER: 05/2014)
Ms A T Lovemore (DA) to ask the Minister of Basic Education:


(1) Whether she plans to withdraw the administrative intervention in the Limpopo Department of Education in terms of section 100(1)(b) of the Constitution of the Republic of South Africa, 1996; if not, why not: if so, what are the relevant details, including possible (a) conditions and (b) time frames:

Response

The Minister of Finance announced the transition of the intervention from Section 100(1)(b) to Section 100(1)(a) on 28 July 2014.

(2) whether she plans to withdraw the administrative intervention in the Eastern Cape Department of Education, in terms of section 100(l)(b) of the Constitution of the Republic of South Africa, 1996: if not, why not; if so, what are the relevant details, including possible (a) conditions and (b) time frames? NW722E

Response

The Department of Basic Education is currently doing an assessment of how far it has progressed in addressing the issues that it had set out to address in the Eastern Cape. The decision to withdraw or continue with the administrative support will be taken by Cabinet on receipt of the said report.

Reply received: August 2014

QUESTION 637
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 18/07/2014
(INTERNAL QUESTION PAPER: 05/2014)
Ms A T Lovemore (DA) to ask the Minister of Basic Education:


(1) With reference to the statement in her department's Annual Performance Plan for 2014-2015 that a more effective teacher development programme will be implemented to improve teacher competency, what are the full details of this development programme;

(2) whether any assessment has been carried out to determine whether newly qualified teachers, graduating with a (a) Bachelor of Education degree and (b) post-graduate Certificate in Education are competent to teach; if no, whether such an assessment is planned; if so, what are the (i) relevant details of the assessment and (ii) findings:

(3) what is she intend to do to ensure that the number of aspiring teachers enrolled for study at universities are adequate to meet the need for every (a) phase and (b) subject in public schools;

(4) how will she ensure that all teachers in the public schools are teaching the phase or subject that they are qualified to teach? NW721E

ATTACHED FIND HERE: REPLY

Reply received: September 2014

QUESTION 612
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 18/07/2014
(lNTERNAL QUESTION PAPER: 05/2014)
Ms N I Tarabella Marchesi (DA) to ask the Minister of Basic Education:


(1) How many (a) international and (b) domestic hotel bookings were made by (i) her, (ii) her predecessors and (iii) departmental officials attending (aa) workshops, (bb) seminars. (cc) oversight visits or (dd) any other relevant meetings of the relevant portfolio committee from 1 April 2013 up to the latest specified date for which information is available;

(2) in respect of each specified booking, what was the (a) date, (b) name of the hotel, (c) number of delegates,
(d) cost of the hotel booking for each delegate and (e) the nature of the relevant portfolio business dealt with?NW695E


Find here: Response

Reply received: August 2014

QUESTION 539
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 18/07/2014
(INTERNAL QUESTION PAPER: 05/2014)
Ms D Carter (Cope) to ask the Minister of Basic Education:


(I) Whether her department had requested a report on the condition, cleanliness, adequacy, safety and suitability of school toilets for every school in the country; if not, why not; if so,

(2) whether her department studied the findings and recommendations of the reports on every school in the country; if not, why not; if so, what decisive steps with the necessary follow-up action has her department taken to ensure that everything was in order in every school to prevent any avoidable accident or mishap?
NW621E

REPLY:

1. The DBE has access to the information referred to above in the National Education Infrastructure Management System (NEIMS). NEIMS is an audit of the physical infrastructure and facilities in all public schools. This database provides baseline data on the condition of schools. their location. the physical conditions of buildings and basic services such as water, sanitation and electricity, including utilisation and size of classrooms, laboratories, libraries, administration blocks, other teaching and learning areas, hostels, halls etc . It also includes the availability of telecoms, access roads, location of education institutions and distance to other education institutions and catchments areas, including GPS positions. In 2013, the DBE went on an extensive update of the database. A service provider was appointed and the assessments were completed in May 2014 and the upload that will give the latest status of all buildings is underway.

2. As indicated above. the DBE and provincial departments have access to the NElMS database and other provincially based data sets that provide information on the condition of buildings. These are used to inform the infrastructure programmes implemented by provinces and the DBE. The varied programmes include the eradication of inappropriate structures, basic services that include water, sanitation and electricity. fencing, provision of Grade R classrooms, maintenance, upgrading and rehabilitation. which include the construction of new schools. construction of additional spaces like libraries and laboratories , etc. upgrading and rehabilitation of existing schools. as well as maintenance of new and existing schools.

Reply received: August 2014

QUESTION 535
DATE OF PUBLICATION OF INTERNAL OUESTION PAPER: 18/07/2014
(INTERNAL OUESTION PAPER: 05/2014)
Mr W M Madisha (Cope) to ask the Minister of Basic Education:


Whether her department undertook any study for the period 1 January 2009 to 31 December 2014 to ascertain if historically disadvantaged school leavers on the one hand and college or university graduates on the other were regarded with equal interest and favour by employers in relation to their counterparts from Zimbabwe and elsewhere on the continent; if not, why not; if so, what are the relevant details? NW617E

DBE Response

The Department has not formally undertaken or commissioned a study on school leavers. This is a cross cutting issue that need to be dealt with in collaboration with other government departments such as the Department of Higher Education and Training and the Department of Labour.

The Department of Higher Education and Training Green Paper for Post-School Education and Training in South Africa offers a vision for growth in Higher and Further Education provision in order to meet one of the country's most serious challenges: the 3 million young people who are falling into the gaps, facing long-term unemployment. It is further education that faces the largest deficit and requires the greatest intervention.

Growth targets are set to remedy this situation: for a 1.5 million enrolment in higher education by 2030 and a 4 million enrolment in further education. These are participation rates of 23% and 60% respectively.

The Department of Basic Education also monitors closely the employment rates, age, gender and education levels of the workforce using the General Household Survey.

Find attached: RESPONSE TO PARLIAMENTARY QUESTION 535

Reply received: August 2014

QUESTION 534
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 38/07/2014
(INTERNAL QUESTION PAPER: 05/2014)
Mr W M Madisha (Cope) to ask the Minister of Basic Education:


Whether her department had discovered, developed or utilised any alternative and effective methods for schools to employ in the teaching of mathematics in order to (a) attract a bigger percentage of learners and (b) ensure greater success than has been achieved to date; if not, why not; if so, (i) what are the details for the period 1 January 2009 to 31 December 2014 and (ii) what have been the outcomes? NW616E
RESPONSE
Yes.

(a) The DBE has developed a detailed diagnostic report which analyses the performance of learners in the Annual National Assessments and provides error analysis for each assessment item and proposed intervention by the PEDs. Districts and schools devise strategies to address the areas of low performance. Each PED has a Maths Improvement strategy. The Department is also working with other organisations such as Vodacom Foundation, Mindset Learn, and National Science Week to popularise Mathematics and Science

(b) Coordinated teacher development programmes that address specific Mathematics concepts will be implemented. For example, NSC Maths programme that targets the two new topics in the Mathematics curriculum is being implemented. The ANA learner scripts are been analysed for errors, upon which teacher development programmes will be available for teachers to take. Concepts will be matched to courses or programmes.

(i) The introduction of the ANA assessments was the initiative of the Department lo help discover hidden inadequacies.

(ii) ANA assessments revealed shortcomings in the system. These shortcomings are being attended to. For example, the ANA scripts are being analysed and relevant courses matched to the areas of difficulty. Performance in Grades 3 and 6 has improved steadily and performance in Grade 9 is still low. The Department is addressing these limitations. The Phase implementation of the CAPS has now been completed: culminating in the first NSC examinations based on the CAPS this year.

Reply received: August 2014

QUESTION 474
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 11/07/2014
(lNTERNAL QUESTION PAPER: 04/2014)

Ms H S Boshoff (DA) to ask the Minister of Basic Education:


(1) How much of the conditional grant funding ring-fenced to provide (a) resources and (b) teacher training to support the National Policy on HIVIAIDS was (i) allocated to and (ii) utilised by each province in the 2013-14 financial year;

(2) whether any province(s) underspent their conditional grant: if so. (a) which province(s). (b) in respect of each specified case, in which years and (c) what was the (i) extent of and (ii) reason(s) for the under-expenditure? NW553E

Response:

1) Provincial allocation and expenditure on resources and educator training to support the National Policy on HIV and AlDS is provided in Table 1 below:

Table 1: Provincial allocation and expenditure on LTSM and educator training for the HIV and AlDS Life Skills Education Programme for 2013/14, per province

Province

Funds allocated

Spent by province

Learning and Teaching Support Material (LTSM)

Educator Training

LTSM

Educator Training

Eastern Cape

R3 181m

R8 724m

R2 286m

R3 605m

Free State

R2 237m

R2 013m

R2 229m

R2 055m

Gauteng

R3 903m

R6 002m

R4 209m

R10 797m

KwaZulu-Natal

R16 800m

R2 500m

R17 969m

R2 500m

Limpopo

R12 841m

R3 902m

R10 905m

R293 000

Mpumalanga

R2 706m

R3 942m

R2 706m

R3 942m

Northern Cape

R570 000

R820 495

R552 000

R833 000

North West

R2 418m

R3 224m

R3 224m

R2 418m

Western Cape

R4 586m

R2 293m

R1 632m

R6 154m

Total

R49 241m

33 420 260

R45 712m

R32 597m

2) During 2012-2013 financial year under-expenditure was noted in a number of provinces. These included expenditure for Free State (79.34%). Gauteng (66.99%) Limpopo (41.99%) and Western Cape (95.67%) provinces.

Expenditure for Free State province was low due to non-approval of activities in the 2012-2013 business plans. In addition. the educator training planned for 18-19 February 2013 did not take place, as the service provider was not paid due to provincial logistical challenges. The province was requested to submit reasons for non-payment of services before the training date and the measure put in place to avoid future interruption of activities.

The first tranche for Gauteng province was withheld due to utilising the HIV and AlDS Life Skills Education funds on non-grant related activities (2009-2010 and 2010-2011). The withheld tranche was released together with the second tranche in August 2012. The province was supported to put measures in place to minimise the risk of spending grant funds on non-grant-related activities and to expedite implementation of activities in the approved business plan.

In this regard, four after care centres were visited in Johannesburg Central, Johannesburg South, as well as Tshwane North districts to verify that the equipment purchased was utilised for the benefit of learners. In addition, a meeting was held with Gauteng Life Skills officials to discuss corrective measures on the utilisation of the HIV and AlDS Life Skills Education grant (on 19 November 2012). The outcome of the meeting was that the concept of aftercare centres is good if these can be sustained to support the educational needs of vulnerable learners. The province was advised to closely monitor aftercare centres such that they address the learners' educational needs. However, conditional grant funds may not be utilised for non-grant related activities. The province was advised to keep an inventory of all equipment purchased and keep these in a safe place.

Late approval of bid specifications in the Western Cape and Limpopo provinces to conduct training activities, especially during the first, second and third quarters delayed training, distribution of LTSM and First Aid Kits to schools and impacted negatively on spending the grant funds. In addition, delayed payment of invoices for activities that were conducted between June and December 2012 had an impact on the final spending of the grant. specifically in Limpopo province. Interventions such as the letter from DDG/S and DG assisted in getting the province to award bids. The province submitted proof of commitments (most of these awarded during February/March 2013) for DEE to facilitate the request for a rollover from National Treasury. Expenditure for the Western Cape province improved significantly during the 2013-2014 financial year. Expenditure in Free State, Gauteng and Western Cape provinces improved during the 2013-2014 financial year.

KwaZulu-Natal province 2013-2014:
The fourth tranche for KwaZulu-Natal was withheld due to under-expenditure. During that time, DBE (Health Promotion and Financial Services Directorates) communicated with the province to discuss under-expenditure on the HIV and AIDS Life Skills Education Programme. The province indicated that delivery of LTSM and First Aid Kit refills was underway. There were deliveries that were carried out to districts. However, the province could not pay for all invoices, as the service providers were only paid upon delivery of goods and submission of delivery notes to the Department. In this regard, provincial expenditure (43.11%) as at the end of March 2014 remained very low. The province reported that payment of some goods was effected at the end of March and April 2014. However, not all invoices were paid by 31 March 2014. The province agreed with DBE that the withheld tranche may be kept at DEE to request a rollover from National Treasury to honour commitments in the 2014-2015 financial year business plan. The roll over request has since been submitted to Financial Services Directorate in DEE.

Limpopo province 2013-2014:
Expenditure as at 31 March 2014 for Limpopo province (44.42%) was also very low. The province reported that under-expenditure was due to late and non-approval of bid specifications to conduct training activities for educators. This was due to the fact that the Head of Administration did not approve training that was due to be held at commercial venues. The province reported that non-commercial venues available in the province are not conducive to accommodate educators for training. In addition, non-commercial venues in Limpopo province are schools. Educators had to be trained in-house due to the mostly rural nature of residential areas, and therefore irregular transport for educators to attend training. In addition, to-and-fro travel for educators to attend training would have been too costly. Hence the option to use commercial venues.

Reply received: September 2014

QUESTION 473
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 11/07/2014
(INTERNAL QUESTION PAPER: 04/2014) FIFTH PARLIAMENT
Ms H S Boshoff (DA) to ask the
Minister of Basic Education:

(I) What percentage of (a) primary and (b) secondary school learners are (i) statistically likely to be or are known to be HIV-positive and (ii) from households affected by HIVIAIDS in each province;

(2) whether any mechanisms have been put in place to assist (a) schools and (b) school governing bodies with the implementation of The National Integrated Plan for Children infected and affected by HIV/AIDS; if not, why not; if so, what are the relevant details:

(3) whether all provinces have implemented strategies in terms of the plan; if not. Why not: if so. what are the relevant details;

(4) what measures she (a) has and/or (b) will implement to increase the learner retention rates? NW552E

RESPONSE

1) a & b i) HIV prevalence estimates amongst learners are derived from household surveys. The 2012 South African National HIV Prevalence. Incidence and Behaviour Survey conducted by the HSRC provides the most recent estimates. According to the study, 2.4% (2.3% males and 2.4% females) of children aged 2-14 years are living with HIV. The study also indicated that 3.2% (0.7 males and 5.6% females) of adolescents aged 15-19 years are living with HIV. Provincial rates for 2-14 year olds are outlined in Table 1 below. Provincial rates for 15-19 year olds were not provided in the study. However, rates for 15-24 year olds are outlined in Table 2 below

Table 1: HIV prevalence rates amongst 2-14 years old per province

PROVINCE

2012%

Western Cape

0.7

Eastern Cape

1.3

Northern Cape

1.2

Free State

1.7

KwaZulu-Natal

4.4

North West

2.2

Gauteng

2.1

Mpumalanga

1.7

Limpopo

2.8

Total

2.4

Source: HSRC HIV Prevalence Survey, 2012

Table 2: HIV Prevalence rates amongst 15-24 years old, per province

PROVINCE

2012%

Western Cape

4.4

Eastern Cape

6.2

Northern Cape

4.1

Free State

4.5

KwaZulu-Natal

12.0

North West

8.2

Gauteng

5.8

Mpumalanga

10.0

Limpopo

3.1

Total

7.1

Source: HSRC HIV Prevalence Survey, 2012

ii) The number of learners coming from households affected by HIVIAIDS in each province is unknown as parental/caregiver status of HIV is unknown.

2) (a) In August 1999 the National Policy on HIVIAIDS for Learners and Educators in schools was developed and in 2000, Cabinet approved the National Integrated Plan for Children and Youth infected and affected with HIV and AlDS (NIP). Departments of Health, Education and Social Services gave added impetus to this intention.

The Department has since 2000 been implementing the HIV and AIDS Life Skills Education Programme in all provinces that is funded through a conditional grant from National Treasury. Since its inception. the HIV and AlDS Programme has been implemented as pan of the National Integrated Plan for Children infected and affected by HIV and AIDS. targeting learners and educators in schools. Initially, the HIV and AlDS Life Skills Conditional grant was funded as a package, with the Departments of Education, Health and Social Development utilising the allocated budget to deliver HIV prevention programmes within the core function of its mandate. The HIV and AlDS Life Skills Education Programme is implemented primarily through the Life Orientation subject. as well as co-curricular activities that focus on the prevention of HIV infection in schools.

(b) One of the components of the HIV and AIDS Life Skills Education Programme is to provide care and support to mitigate the impact of HIV amongst learners in schools. As part of care and support. the Department establishes and trains School Based Support Teams (SBSTs), School Management Teams (SMTs) and School Governing Bodies (SGBs) to develop policy implementation plans to manage risk behaviours amongst learners as well as provide for the care and support needs of vulnerable learners. The SBSTs have representatives from amongst others, the South African Police Services. Social Development, Health, Home Affairs and South African Social Security Agency (SASSA), as well as partners who have a role in providing care and support services to strengthen the schools implementation of the NIP. In addition, SGBs play a critical role in the implementation of the integrated service delivery days where all stakeholders and partners render services to vulnerable learners in a central place

In order to mainstream the Department's response to HIV and AIDS. as well as aligning its response to national and international processes, the Department has recently developed an Integrated Strategy on HIV, STls and TB. 2012-2016. The Strategy is also aligned to the National Strategic Plan on HIV, STls and TB, 2012-2016. In addition. the Department is now reviewing the National HIV and AlDS Policy of 1999. in order to include TB as a twin epidemic with HIV.

3) The HIV and AlDS Life Skills Education Programme is implemented in all provinces

4) The Department is currently trialling a programme to retain girls in school in Grades 7-9 in three provinces (KwaZulu-Natal. Mpumalanga and Eastern Cape). The programme emanated from the evidence that drop-out is the single biggest risk factor For early pregnancy and HIV infection and that prevalence rates are significantly higher amongst girls than amongst boys. Studies also show that repetition is a key risk factor for drop-out from the schooling system.

The programme addresses both sexual and reproductive health outcomes (through the HIV and AlDS Life Skills Education Programme. Peer Education Programme and linking learners to health and social services) and educational outcomes (through homework assistance to those learners repeating grades and performing poorly on the Annual National Assessment tests together \pith home visits in case of frequent absenteeism from school). The programme is targeting 40 000 girls over 3 years and is being funded by Global Fund and the HIV and AIDS Life Skills Education Programme conditional grant.

Reply received: September 2014

QUESTION 472
DATE OF PUBLICATION OF INTERNAL QUESTlON PAPER: 11/07/2034
(INTERNAL QUESTlON PAPER: 04/2014)
Ms D van der Walt (DA) to ask the Minister of Basie Education:


(1) What Technical Schools Recapitalisation grants were made available to each province (a) in the (i) 201 1-12, (ii) 2012-13: (iii) 2013-14 and (b) for the 2014-15 financial years;

(2) what are the details of the expenditure of the grant in each of the above-mentioned financial years in each province;

(3) whether any province(s) under-spent their grant for any of the above-mentioned financial years; if so: (a) which province(s), (b) in respect of each specified case, in which years and (c) what was the (i) extent of and (ii) reason(s) for the under-expenditure;

(4) what are the details of the backlog in terms of recapitalisation of technical schools, expressed both in (a) numbers and (b) monetary terms in each specified province?

NW551E


FIND HERE: REPLY

Reply received: August 2014

QUESTION 471
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 11/07/2014
(INTERNAL QUESTION PAPER: 04/2014)
Ms AT Lovemore (DA) to ask the Minister of Basic Education:


Whether she has developed any plans to comply with the National Development Plan's technical mobilisation proposal to address underperforming schools; if not, why not; if so, what are the relevant details? NW550E

Response:

Yes. The Department of Basic Education (DBE) has put plans in place to comply with the National Development Plan's technical mobilisation proposal.

The Education Collaboration Framework which has led to the establishment of the National Education Collaboration Trust (NECT) was a critical first step in providing a holistic and urgent response to the National Development Plan (NDP)

To anchor the support and inform the multi-disciplinary technical teams the DBE has since 12 June 2013 profiled comprehensively a total of 18443 schools in 70 districts, using Integrated Quality Management System monitors drawn from the nine provinces . The number of profiled schools changes daily as profiling continues. The NECT uses these profiles to match support to ensure quality education for all children. The same profiles are used across the system to support in particular underperforming schools.

The profiling of schools focuses on a range of issues considered critical for schools to function optimally including:

▪ Admissions
▪ Human Resource Provisioning
▪ Learner Teacher Support Material and Curriculum
▪ Academic Preparation and Curriculum Coverage
▪ School Management and Governance
▪ Learner Well-being
▪ School Infrastructure

Reply received: August 2014

QUESTION 395
DATE OF PUBLICATION OF INTERNAL OUESTION PAPER: 04/07/2014
INTERNAL OUESTION PAPER: 0312014 FIFTH PARLIAMENT

Ms D van der Walt (DA) to ask the Minister of Basic Education:


With reference to textbooks and workbooks stored in teacher training colleges of (a) Mastec College in Seshego, (b) Sekhukhune Teacher Training College in Fetakgomo and (c) Tivumbeni College in Nkowankowa, Tzaneen, (i) why were these books ordered. (ii) why are the books still not distributed, (iii) what is the plan with these books, (iv) by when will all these books be delivered to institutions and (v) what is the total rand value of the books?
NW477E

RESPONSE

Our findings reveal that the material reported at the training colleges are mainly, outdated FET non CAPS aligned curriculum material and workbooks. The LDoE is moving these materials to Libraries, Prisons, and Creches to be used as supplementary learning source at these institutions. Costing for the outdated curriculum material is yet to be assessed but must be viewed similarly to non CAPS aligned textbooks in schools. Distribution of these materials will commence once the logistics has been finalized with the recipients.

Reply received: August 2014

QUESTION 394
DATE OF PUBLICATION OF INTERNAL QUESTlON PAPER: 04/07/2014
(INTERNAL QUESTION PAPER: 0312014) FIFTH PARLIAMENT

Ms D van der Walt (DA) to ask the Minister of Basic Education:


(1) With reference to the one-school-a-week campaign, how many schools have been handed over as at the latest specified date for which information is available;

(2) (a) what are the names of the schools that have been/were handed over, (h) how many classrooms are in each of these schools and (c) which of these schools have (i) libraries, (ii) laboratories and (iii) computer and media centres?
NW476E

RESPONSE:

1. To date 64 schools in the EC and 2 in the WC are at practical completion. 46 Schools were officially handed over to communities as at 18 July 2014.

2. (a) (b) (c) (i) (ii) (iii)

All ASIDI schools provided with infrastructure in line with the Guidelines Relating to Planning for Public School Infrastructure (approved in 2011). All the schools have classrooms and the following specialist education spaces:

a) Library

b) Science lab

c) Computer lab

d) Multi-purpose classroom And, education support spaces:

e) Nutrition Centre

f) Administration Building

g) General Purpose Hall (where applicable)

h) Grade R facility (where applicable)

Find here: All ASIDI schools provided with infrastructure

Reply received: August 2014

QUESTION 392
DATE OF PUBLICATION OF INTERNAL OUESTION PAPER: 04/07/2014
(INTERNAL QUESTION PAPER: 03/2014) FIFTH PARLIAMENT

Ms A T Lovemore (UA) to ask the Minister of Basic Education {XE "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) (a) why does the backlog of the specified applications exist. (b) What is being done to address the backlog in each province and (c) by what date should the backlog he cleared in each province

(3) whether she has informed the Minister of Public Service and Administration {XE "Minister of Public Service and Administration") of the backlogs? NW474E

REPLY:

(1)
How many applications by (a) educators and (b) non-educators employed by provincial departments of education are still awaiting processing for (i) incapacity leave and (ii) ill-health retirement in each province;

The table below shows the number of educator and non-educator applications for i) incapacity and ii) ill health retirement per province. The figures are of backlogs as at 30 September 2013, two months before the appointed Health Risk Managers commenced their work on 1 November 2014. At appointment, Health Risk Managers (HRM) were mandated to only process new cases submitted from 01 November 2013 onwards. The decision on processing of stockpiled (backlogs) temporary incapacity leave and ill-health retirement cases submitted from 01 January 2013 to 31 October 2013 was not immediately. Departments were, accordingly informed by the DPSA not to submit these cases to the newly appointed HRMs for processing. My Department, however, has been informed that the process for taking a decision on stockpiled cases is at an advanced stage and the Minister of Public Service and Administration will pronounce the decision shortly.

Province

Short term Incapacity

Long term incapacity

Ill-Health Retirement

Number of applications as at 30 September 2013

EC

317

397

22

736

FS

1 144

493

1 695

3 332

GP

2 765

443

30

3 238

KZN

5 968

3 872

69

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

Note: Provincial Education Departments have not recorded the information separately for educators and non-educators.

(2) (a) Why does the backlog of the specified applications exist, (b) what is being done to address the backlog in each province and (c) by what date should the backlog be cleared in each province

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.

6) 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) 1,td.

The processes of selection and contracting were completed on 31 October 2013 and the newly appointed Health Risk Managers started work on I November 2013. The Department visited all PEDs except Western Cape Education Department in order to work on and agree on an action plan to address backlogs.

c) The timeframe for the clearing of all outstanding cases is subject to a decision being taken by the Minister of Public Service and Administration.

(3) Whether she has informed the Minister of Public Service and Administration {XE "Minister of Public Service and Administration"] of the backlogs?

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).

Reply received: July 2014

QUESTION 391

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 04/07/2014

(INTERNAL QUESTION PAPER: 03/2014) FIFTH PARLIAMENT

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

(1) What is the total expenditure budgeted for education by each province in the 2014-15 financial year;

(2) (a) how many learners are enrolled per grade, including Grade R, at public schools in each province in 2014 and (b) what is the average per capita expenditure for each learner in each provincial education department for the specified financial year;

(3) what percentage of the budget is allocated to the compensation of employees in each province;

(4) (a) how many persons are employed by each provincial department of education and (b) how many of those persons are employed as educators in each province? NW473E

REPLY:

Answer 1

PROVINCES

Approved Budget

R'000

Eastern Cape

R 27 934 965

Free State

R 11 258 854

Gauteng

R 32 845 229

KwaZulu-Natal

R 39 446 920

Limpopo

R 24 965 895

Mpumalanga

R 16 102 831

Northern Cape

R 4 744 333

North West

R 12 422 999

Western Cape

R 16 424 944

TOTAL

R 186 146 970

Source: Provincial in Year Monitoring (IYM) Report

Answer 2 (a)

Table 1: Number of learners in ordinary schools, by province and grade, in 2014

Source: 2014 SNAP Survey (conducted on the 10th school day)

Answer 2 (b)

Sources used for calculations: Total budgets of Public ordinary School, obtained from IYM, divide by the number of learners in Public School obtained from the school realities.

Answer 3

PROVINCES

Percentage of Budget of Compensation of Employees

Eastern Cape

80.7%

Free State

83.9%

Gauteng

75.2%

KwaZulu-Natal

81.1%

Limpopo

81.7%

Mpumalanga

79.1%

Northern Cape

78.5%

North West

77.5%

Western Cape

75.7%

Average

79.3%

Sources used for calculations: PEDs total budgets (2014/15) obtained from IYM, divide by allocation for compensation of employees

Answer 4

Number of Employees in Provinces

Province

Total (a)

Educators (b)

Eastern Cape

77 177

59 672

Free State

31 362

24 642

Gauteng

83 478

62 997

KwaZulu-Natal

108 346

91 552

Limpopo

62 977

57 412

Mpumalanga

42 668

35 244

Northern Cape

15 537

12 468

North West

31 064

26 487

Western Cape

40 824

32 196

Total

493 433

402 670

Source: Vulindlela May 2014

Reply received: July 2014

QUESTION 390

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 04/07/2014

(INTERNAL QUESTION PAPER: 03/2014) FIFTH PARLIAMENT

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

(1) (a) Why have Grade R teachers not been incorporated within the staff establishment of the provincial departments of education, (b) why are the specified teachers not recognised as teachers by the SA Council for Educators and (c) when is such incorporation and recognition expected to be achieved;

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

(3) what institutions offer training for Grade R teachers in each province;

(4) whether all public schools offer Grade R enrolment; if not, (a) why not and (b) what is the extent of Grade R coverage for schools in each province? NW472E

RESPONSE

(1) (a) Grade R has not been incorporated as a fully funded part of the general education and training level. They can only be incorporated as fully funded once the facilities at the schools are there in terms of infrastructure and the funding allocations for posts provide for the Provincial Department of Education to include such posts. Until such time that a post is fully funded, Grade R educators are paid a stipend as opposed to a full salary. Only fully funded posts are distributed through the post distribution model.

(b) The minimum requirement for teacher qualification is a qualification with Relative Education Qualification Value (REQV) 13. Any person without a qualification at REQV 13 cannot be fully registered or recognized by SACE as a teacher. SACE however issues Grade R practitioners who are under or un- qualified provisional registration whilst they complete an REQV 13 qualification.

(c) The current plan is to fully incorporate Grade R into the mainstream general education and training system by 2019. The plan also includes an implementation plan for the upgrading of Grade R practitioners' qualification.

2. Yes, there is a standardized training programme for aspirant Grade R teachers. In the Integrated Strategic Planning Framework for Teacher Development an undertaking was made to identify un and under qualified Grade R practitioners and support them to complete a the new qualification at REQV 13. That qualification has since been developed according to the new policy for Minimum Requirements for Teacher Education Qualifications called Diploma in Grade R teaching. Alternatively the aspirant may just complete a Bachelor of Education in Foundation Phase.

(3) Currently the following four institutions offer approved Diploma in Grade R Teaching:

Public Institutions – North West University and Cape Peninsula University of Technology (CPUT)

Independent Institutions – Lyceum and South African National Tutor Services (SANTS) .NW472E

4.

Number and percentage of public schools that have Grade 1 and offer Grade R, by province, in 2014

Province

Total number of schools that have Grade 1

Schools that offer Grade R

% schools that offer Grade R

EC

4 516

4 441

98.3

FS

956

610

63.8

GT

1 387

1 304

94.0

KZ

4 044

3 944

97.5

LP

2 413

2 339

96.9

MP

1 068

918

86.0

NC

404

375

92.8

NW

1 044

923

88.4

WC

1 101

943

85.6

Total

16 933

15 797

93.3

Source: 2014 SNAP Survey

In 2014, 15 797 ordinary public schools that offered Grade 1, offered Grade R. This figure comprises approximately 93% of South African schools that offered Grade 1.

Reply received: April 2014

QUESTION 364

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 14/03/2014

(INTERNAL QUESTION PAPER: 06/2014)

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

(1) When will the ablution facilities at schools in the Cofimvaba district in the Eastern Capebe upgraded so that learners do not have to make use of pit toilets;

(2) what is the plan to address the problem of pit toilets at schools throughout the country? NW418E

RESPONSE:

1. Cofimvaba is one of the prioritised areas for delivery in the Eastern Cape infrastructure delivery portfolio for the current MTEF period. There are various projects ranging from new schools, renovations, rehabilitation and maintenance projects; all of these are at different stages of the delivery chain, from identification, planning, feasibility and construction phases. The school infrastructure build programme in Cofimvaba benefits from two programmes, namely the Provincial programme funded through the Education Infrastructure Grant (EIG) & Equitable Share (ES) and the Accelerated Schools Infrastructure Delivery Initiative (ASIDI). The ASIDI programme currently has 28 water projects in Cofimvaba. These are schools that had no form of sanitation. 64 schools in Cofimvaba are currently benefitting in the provincial sanitation maintenance programme. These include refurbishments and renovations to existing structures and replacement of unsuitable sanitary fixtures such as pits.

2. The sector has prioritized the provision of water and sanitation as per the Regulations Relating to Minimum Uniform Norms and Standards for Public School Infrastructure (Government Gazette No. 37081, of 29 November 2013. In terms of the said regulations, within a period of three years, all schools should be provided with an acceptable form of sanitation. Acceptable forms of sanitation include waterborne sanitation, small-bore sewer reticulation, septic or conservancy tanks, ventilated improved pit latrines and composting toilets. In the implementation of the regulations, Provinces are realigning infrastructure plans and implementation plans with the regulations to ensure that these targets are met.

Reply received: April 2014

QUESTION 363

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 14/03/2014

(INTERNAL QUESTION PAPER: 06/2014)

Mrs J F Terblanche (DA) to ask the Minister of Basic Education:

(1) How were the districts decided upon where e-learning is taking place in the Eastern Cape;

(2) how many pupils are currently benefitting from the project;

(3) was there an improvement in the results of the 2013 matriculants who used this e-learning in comparison with the matriculants of the previous year who did not use the technology;

(4) when will the e-learning be rolled out to other provinces, specifically to rural schools throughout the country? NW417E

RESPONSE:

(1) The identification and implementation of e-Learning within the provinces are provincial competencies. Provinces identify districts and schools based on the availability of funds for the implementation of e-Learning.

(2) E-Learning projects can be defined as provincial or national projects that are both supported by schools and districts. The Department of Basic Education invests in national initiatives to boost the capacity of managers, teachers and learners and provide access to high quality electronic content. These initiatives within the Eastern Cape Province includes the following:

· The 2010 World Cup Legacy project with 44 317 learners having access to the solution provided;

· The ASIDI project where 11 332 learners are benefiting from the technology solution provided to the schools; and

· The ICT for Rural Education Development project with approximately 5 420 learners reaping the benefits of the solution provided to the participating schools.

(3) The Department of Basic Education has not measured the impact of e-Learning with regards to learner performance. It is important to note that the introduction of ICT in learning and teaching is to create a learning culture that keeps pace with the 21 st century environment and equips learners with relevant knowledge and skills to use information effectively and keep abreast with technology advances. This will allow learners to apply ICT skills to access, analyze, evaluate, integrate, present and communicate information via any available technology platform.

(4) E-Learning is currently being implemented in all provinces. However, provinces are at different levels with regards to the implementation. This is evident in the significant progress made in Western Cape, Gauteng, North West and the Northern Cape provinces. This is linked to priorities of the provinces and the different provincial contexts.

Reply received: August 2014

QUESTION 334

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 27/06/2014
(INTERNAL QUESTION PAPER: 02/2014) FIFTH PARLIAMENT

Mrs A M Dreyer (DA) to ask the Minister of Basic Education:

(1) What are the details of all flowers purchased by her department for each year between 1 April 2009 up to the latest specified date for which information is available.

(2) what are the details of (a)(i) the address and (ii) the name of the office where the specified flowers were displayed, (b) for whose benefit were the flowers purchased and (c) what was the purchase value of the flowers for each office where it was displayed;

(3) in respect of flowers purchased for individuals. (a) what is the (i) name and (ii) relationship of the person to (aa) her and (bb) the Ministry and (b) what is the cost of each purchase:

(4) what are the details of any (a) contractual arrangements and (b) plans to purchase flowers in the future? NW415E


Response

(1) The Department used to order 3 bouquets of fresh flowers for the office of the Minister, the office of the Deputy Minister and the foyer of the building on a weekly basis through the sourcing of quotations.

(2)(a)(i) 222 Struben Street, Pretoria, and 120 Plein Street, Cape Town

(2)(a)(ii) Department of Basic Education

(2)(d) No specific person

(2)(c) The Department has spent R 132 335.00 since the Department of Basic Education, started to function independently from 1 April 2010 to date (collectively for the Pretoria and Cape Town office).

(3) No flowers or bouquets were ordered for any staff members/individuals for any event.

(4)(a) There is no contractual arrangement.

(4)(b) Since the introduction of cost cutting measures, the Department is only ordering 2 bouquets per week for the offices of the Minister and Deputy Minister.

Reply received: April 2014

QUESTION 305

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 07/03/2014

(INTERNAL QUESTION PAPER: 05/2014)

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

(1) When will the (a) Moleketla Primary School, (b) Khethapoye Primary School, (c) Thaphane Primary School, (d) Modumela Secondary School, (e) Kabelo Secondary School and (f) Moremotse Secondary School in Limpopo receive textbooks;

(2) what are the reasons for the shortages of textbooks in Limpopo? NW358E

RESPONSE:

(1) . The Limpopo Department of Education procured textbooks from publishers for Grades 7, 8, 9 and 12, for Grades 4, 5, 6 Xitsonga, Natural Sciences and Technology, for Grades 10 Afrikaans and for Grades 11 Afrikaans-Second Additional Language and Agricultural Management Practices. The above mentioned CAPS materials have been delivered to the schools highlighted in question (1).

(2) . The reason for shortages is due to the late reporting of additional textbooks required by schools as a resultof inward and outward migration of learners. In some cases,schools have not informed the Limpopo Department of Education of shortages experienced at school level. Most of the current shortages experienced by schools relate to top ups of textbooks for Grades1-3, Grades 4-6 as well as Grades 10 and 11 which were procured and delivered in 2012 and the earlier part of 2013. The poor retrieval of textbooks is also a causal effect for the textbook shortages.

Reply received: March 2014

QUESTION 304

DATE OF PUBLICATION INTERNAL QUESTION PAPER: 07/03/2014
(INTERNAL QUESTION PAPER: 05/2014)
Mr A M Mpontshane (IFP) to ask the Minister of Basic Education:


What progress hasher department made which the implementation of the R480 million biometric clock-in system to ensure that teachers arrive on time for work and spend the requisite number of hours teaching? NW357E

REPLY

The announcement that the Department was considering introducing the biometric system to monitor teacher absenteeism as part of ensuring accountability in the system was made on 26 February 2013 at the post-State of the Nation press briefing. Following the announcement, work has been done to investigate the feasibility of introducing the system in schools. The aim was to identify the most cost effective and efficient system that can be standardized, nationally. One of the options being considered is the expansion of the electronic leave management system currently being utilised in the Northern Cape (NC) and Western Cape (WC) Provincial Departments of Education with a view towards rolling it out to other Provincial Education Departments. This system has been developed using state funding and can therefore be rolled-out to other PEDs at minimal cost. A biometric facility will be added to the existing system as a feature to enable the monitoring of time and attendance. Moreover, lesson learned in the NC and WC will contribute towards a more effective roll-out in other PEDs.

Reply received: July 2014

QUESTION 301
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 27/06/2014
(INTERNAL QUESTION PAPER. O2/2014) FIFTH PARLIAMENT

Ms A M Dreyer (DA) to ask the Minister of Basic Education:


(1) What are the details of office furniture ordered and or purchased for the use of her and/or her staff since 1 May 2014;

(2) in respect of each piece of furniture, (a) what is the description, (b) what is the breakdown of the costs, (c) where will each piece of furniture be used and (d) who will use each piece of furniture;

(3) what are the details of furniture disposed of;

(4) in respect of each piece of furniture disposed of. (a) what is the description, (b) original purchase costs and (c) on what date was it purchased;

(5) (a) how was this furniture disposed of. (b) what disposal method was used, (c) what is the name and contact details of person/s to whom it was disposed and (d) at what price was it disposed of? NW381E


Response

(1) No furniture was purchased for Minister or her staff since 1 May 2014

(2) (a), (b) and (c) Not applicable

(3) Not applicable

(4) (a), (b) and (c) Not applicable

(5) (a). (b), (c) and (d) Not applicable

Reply received: April 2014

QUESTION 291

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 07/03/2014

(INTERNAL QUESTION PAPER: 05/2014)

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

(1) What are the details with regard to the (a) citation and (b) description of cause of action for all civil cases that have been lodged (i) in the 2012-13 financial year and (ii) during the period 1 April 2013 up to the latest specified date for which information is available in which (aa) she and/or (bb) the director-general of her department have been cited as respondents;

(2) (a) which of the specified matters were (i) settled (aa) in and (bb) out of court, (ii) opposed by (aaa) her and/or (bbb) her department and (b) what amount in legal cost was incurred by her (i) Ministry and (ii) department in each case? NW344E

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

(1) What are the details with regard to the (a) citation and (b) description of cause of action for all civil cases that have been lodged (i) in the 2012-13 financial year and (ii) during the period 1 April 2013 up to the latest specified date for which information is available in which (aa) she and/or (bb) the director-general of her department have been cited as respondents;

RESPONSE: SEE ANNEXURE A LINK: http://db3sqepoi5n3s.cloudfront.net/files/rnw291a_annexure.pdf

(2) (a) which of the specified matters were (i) settled (aa) in and (bb) out of court, (ii) opposed by (aaa) her and/or (bbb) her department and (b) what amount in legal cost was incurred by her (i) Ministry and (ii) department in each case? NW344E

RESPONSE: SEE ANNEXURE A LINK: http://db3sqepoi5n3s.cloudfront.net/files/rnw291a_annexure.pdf

Reply received: April 2014

QUESTION 290

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 07/03/2014

(INTERNAL QUESTION PAPER: 05/2014)

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

(1) What are the (a) names, (b) locations in respect of (i) municipality, (ii) education district and (iii) province of the schools piloting the introduction of an African language and (c) in each case, (i) what language is being introduced, (ii) is the school public or independent and (iii) if public, is the school a no-fee or fee-paying school;

(2) (a) What are the details of the (i) textbooks and (ii) workbooks required for each indigenous language and (b) for each language, whether the relevant books have been (i) developed and (ii) delivered to all pilot schools; if not, why not? NW343E

RESPONSE:

(1) Annexure A contains responses to 1(a), (b)(i), (ii) and (iii), and (c) (i), (ii) and (iii). See the link: http://db3sqepoi5n3s.cloudfront.net/files/rnw290_annexurea.pdf

(2) (a)(i) The Department of Basic Education is in consultation with stakeholders regarding the provision of textbooks for the Incremental Introduction of African Languages.

(a)(ii) Grade 1 First Additional Language workbooks in all 10 South African Languages, excluding English, which are required for each indigenous language, have been supplied to schools, based on the language choice agreed by the school community.

(b)(i) Workbooks in 10 African Languages have been developed and printed.

(b)(ii) These workbooks have been distributed to the Provincial and district offices to deliver them to the schools that are participating in the pilot.

Reply received: March 2014

QUESTION 289
DATE OF PUBLICATION OF INTERNAL QUESTION PAPERS: 07/03/2014
{INTERNAL QUESTION PAPER: 05/2014)

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


(1) Whether the Ministerial Committee that was appointed according to Government Notice 504, Government Gazette No. 36677 of 18 July 2014 has (a) completed its work and (b) submitted its report to her; if not, (i) why not, (ii) when will the work be completed and (iii) when will the report be completed; if so, what are the relevant details;

(2) whether the report will be made public; if not, why not; if so, (i) when and (ii) through which mechanisms? NW342E.

RESPONSE:

(1) (a) NO.

(b) The Ministerial Committee will complete its work and submit the report by the end of March 2024 to the Minister.

(2) (i) (ii)
The Report will be made public after it has been considered by the Minister. Based on the recommendations in the Report, the Minister will decide on the mechanism for public release.

Reply received: April 2014

QUESTION 288

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 07/03/2014

(INTERNAL QUESTION PAPER: 05/2014)

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

(1) (a) How many inappropriate school structures have been eradicated and replaced with new schools since 1994 and (b) where are these new schools located;

(2) (a) how many schools are experiencing delays with respect to replacement or upgrading through the Accelerated Schools Infrastructure Development Initiative (ASIDI) due to pending or current rationalisation and/or mergers, (b) where are these schools located and (c) what are the implications of the rationalisation and/or mergers for the ASIDI programme;

(3) (a) how many schools (i) are currently under construction as part of the ASIDI programme and (ii) will be completed by the end of the (aa) 2013-14, (bb) 2014-15 and (cc) 2015-16 financial years and (b) when does she anticipate the ASIDI programme to be completed;

(4) (a) what was the (i) extent of the Education Infrastructure Grant (EIG) and (ii) expenditure level of the specified grant (aa) in the 2012-13 financial year and (bb) since 1 April 2013 up to the latest specified date for which information is available and (b) how many schools have benefited from the EIG with regard to the maintenance and construction of classrooms in each province? NW341E

Reply:

1. (a) (b)

The number of inappropriate schools that have been eradicated and replaced with new schools per province are indicated in the table below:

Province

No. of projects

Eastern Cape

122

Free State

4

Gauteng

39

KwaZulu-Natal

51

Limpopo

48

Mpumalanga

38

North West

44

Northern Cape

3

Western Cape

43

Total

392

2. (a) how many schools are experiencing delays with respect to replacement or upgrading through the Accelerated Schools Infrastructure Development Initiative (ASIDI) due to pending or current rationalisation and/or mergers,

Approximately 200 schools have low enrolments of below 135. It is therefore not viable to build these schools in their current form and are therefore subject to rationalization and merging processes.

(b) where are these schools located and

These schools are located throughout the Eastern Cape Province.

(c) what are the implications of the rationalisation and/or mergers for the ASIDI programme;

The process could result in the following:

• Communities could reject proposed mergers of schools out of hand based on various reasonsresulting in prolonged negotiations and delays in the implementation timeframes that would lead to the Department missing our planned targets.

• Number of schools could either increase or be reduced. If the former happened, there would be a need to request additional funds from National Treasury for the additional schools.

• Where schools are to be expanded and the existing land where schools are located is not sufficient, land is to be procured.

Rationalisation may result in missing of ASIDI targets if consensus is not achieved speedily.

3. (a) (i) (ii) (aa) (bb) (c)

(a) how many schools (i) are currently under construction as part of the ASIDI programme

It is important to highlight that ASIDI programme started in 2011 and that projects are multi-year in nature. The table below gives the targets which were set for each year since 2011.

2011/12

2012/13

2013/14

2014/15

Number of schools built and completed in the ASIDI project

49

140

150

171

In addition, in terms of schools under construction further information is provided in terms of progress made in other implementation stages regarding the above targets.

2011/12- 49 schools target

In the Eastern Cape, 46 out of the 49 schools have been completed. The plan is to complete the remaining 3 by the end of March 2014.

2012/13- 140 schools target

In the Eastern Cape

· 1 school has been completed;

· 47 schools are at different phases of construction and the planned completion dates range from March to December 2014;

· 51 schools are at a stage of procurement of contractors; and

· 2 schools are at a stage of design.

In the Free State, 10 schools are at different phases of construction and are planned for completion in December 2014.

In KwaZulu-Natal, 3 schools are at a stage of design and are planned for completion in July 2015.

In Limpopo, 3 schools are at a stage of procurement of contractors and are planned for completion in December 2014.

In Mpumalanga, 5 schools are at different phases of construction. They are planned to be completed in October 2014.

In the Northern Cape and North West, 1 and 2 schools respectively are at a stage of procurement of contractors and are planned for completion in December 2014.

14 schools in the Western Cape are at different phases of construction. The planned completion dates range from March 2014 to March 2015.

2013/14- 150 schools target

In the Eastern Cape 78 schools are at a stage of design.

In the Free State

· 10 schools are at a stage of procurement of contractors and are planned for completion in December 2014; and

· 10 schools are at a stage of planning.

In the Western Cape

· 7 schools are at different phases of construction. The planned completion is May 2015.

· 4 schools are at a stage of procurement of contractors.

The 2014/15 and 2015/16 targets are affected by rationalisation and mergers. Hence a further report cannot be provided for these years. Further information is provided under No 2.

(4) (a) (i)The total adjusted budget for the sector in 2012/13 financial year was R5, 872 billion.

(ii) (aa) A total of R5, 614 billion or 96% was spent as at end of the financial year.

(bb) The total adjusted budget for 2013/14 is R6, 85 billion and a total of R5, 520 billion or 80% was spent as at end of January 2014.

(b)The numbers below indicates the total number of additional classrooms built in the nine provinces funded through the EIG

Number of Classrooms

Province

2012/13

Up to end of 3rd Quarterof 2013/14

Eastern Cape

555

261

Free State

253

35

Gauteng

1118

314

KwaZulu-Natal

1350

623

Limpopo

144

54

Mpumalanga

208

113

North West

105

59

Northern Cape

126

33

Western Cape

340

269

Total

4199

1761

The table below indicates the number of maintenance projects in the nine provinces funded through the EIG. These projects are in different stages of progress, from feasibility, design, tender, construction and handed over. It should also be indicated that they may be more than one maintenance project in a school, as part of a particular programme, e.g. Renovation of ablutions, rehabilitation of water etc.

Maintenance Projects-2012-13 financial year

Province

No. of projects

Eastern Cape

498

Free State

470

Gauteng

647

KwaZulu-Natal

2607

Limpopo

384

Mpumalanga

212

North West

221

Northern Cape

61

Western Cape

91

Total

5549

Maintenance projects 2013-14 Third Quarter

Province

No. of projects

Eastern Cape

650

Free State

97

Gauteng

204

KwaZulu-Natal

2331

Limpopo

672

Mpumalanga

78

North West

100

Northern Cape

196

Western Cape

62

Total

5624

Reply received: July 2014

QUESTION 225
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 27/06/2014
(lNTERNAL QUESTION PAPER: 02/2014) FIFTH PARLIAMENT
Ms H S Boshoff (DA) to ask the Minister of Basic Education:


( 1 ) How many learners were enrolled in each province in the (a) 2013 and (b) 2014 academic year in each grade from Grade 1 to Grade 12 in ordinary public schools;

RESPONSE

(a)
Table 1: Number of learners in ordinary Schools, by province nod grade, in 2013

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 6883

175 252

159 010

152 311

141 132

138 320

139 139

135 779

142 728

151 259

118 879

73 887

1 724 379

FS

65 405

62 224

54 717

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

25 352

23 856

24 601

22 926

22 490

21 939

21 738

22 883

22 375

15 097

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

SA

1 172 878

1 070 954

984 375

927 562

889 301

876 862

871 093

905 569

1 036 555

1 106 913

797 304

556 445

11 195 811

Source: 2013 SNAP Survey (conducted on the 10th School day)

Find attached: NATIONAL ASSEMBLY QUESTION 225

Reply received: September 2014

QUESTION 244
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 27/06/2014
(INTERNAL QUESTION PAPER: 02/2014) FIFTH PARLIAMENT


Mr G Mackay (DA) to ask the Minister of Basic Education:


(1) How many teachers were (a) suspended, (b) placed on performance review and (c) fired (i) in the (aa) 2012-13 and (bb) 2013-14 financial years and (ii) during the period 1 April 2014 up to the latest date for which information is available;

(2) How many of these teachers were members of the SA Democratic Teachers Union;

(3) Whether any of these cases were referred to the Commission for Conciliation, Mediation and Arbitration; if so, how many? NW322E

RESPONSE

(1) How many teachers were (a) suspended, (b) placed on performance review and (c) fired (i) in the (aa) 2012-13 and (bb) 2013-14 financial years and (ii) during the period 1 April 2014 up to the latest date for which information is available;

(aa) 2012 – 2013

a) Number of
Teachers
suspended

309

Precautionary
suspension

131

Suspended as sanction

178

b)Place on performance review (incapacity due to poor performance)

5

b) Fired (dismissed)

155

(bb) 2013-2014

a) Number of
Teachers
suspended

280

Precautionary
suspension

102

Suspended as sanction

178

b)Place on performance review (incapacity due to poor performance)

2

b) Fired (dismissed)

90

(ii) 1 APRIL 2014 TO DATE

a) Number of
Teachers
suspended

42

Precautionary
suspension

16

Suspended as sanction

26

b)Place on performance review (incapacity due to poor performance)

0

b) Fired (dismissed)

22

(2) How many of these teachers were members of the SA Democratic Teachers Union:

Number of teacher in question 1 and the organisation they belong to

SADTU

242

PEU

05

SAOU

05

NATU

03

NAPTOSA

36

PPSA

1

ON-AFFILIA

26

(3) Whether any of these cases were referred to the Commission for Conciliation, Mediation and Arbitration; if so, how many?

Number of cases referred to the CCMA/ELRC

CCMA

0

ELRC

88

At the time of submitting the above information, eight (8) provinces had submitted the statistics required, namely; Northern Cape, Eastern Cape, Mpumalanga, Western Cape, North West, Free State, Gauteng and Limpopo.

Information from KwaZulu-Natal is outstanding:

Reply received: September 2014

QUESTION 224
DATE OF PUBLICATION OF INTERNAL OUESTION PAPER: 27/06/2014
{INTERNAL QUESTION PAPER: 02/2014) FIFTH PARLIAMENT
Ms H S Boshoff (DA) to ask the Minister of Basic Education:


( I ) Whether the requirements for participation in the development programme agreement entered into between her department and the Belgian Agency, VVOB. to boost professional development for primary school educators have been distributed to all provinces; if not, why not; if so, what are the relevant details:

(2) (a) how many educators have benefitted from the agreement and (b) what are the details of such benefit? NW302E

Response:

(1) Whether the requirements for participation in the development programme agreement entered into between her department and the Belgian Agency, VVOB, to boost professional development for primary school educators have been distributed to all provinces; if not, why not; if so, what are the relevant details?

Yes. The participation agreement and its details have been communicated to Provincial Education Departments (PEDs).

The programme will provide assistance to PEDs through support for Professional Learning Communities (PLCs) with a particular focus in Mathematics. A national colloquium on PLCs has been planned for July 2014 to discuss details of the programme with PEDs and stakeholders and this will be followed by further workshops on Maths PLCs.

All provinces will be involved in the development o f operational guidelines for PLCs. which is part o f the implementation of Activity 3.3 in the Integrated Strategic Planning Framework for Teacher Education Development (ISPFTED). After the colloquium. PEDs will collect feedback in each province and establish the status of PLCs, whereupon they will return for a meeting to finalise the PLC guidelines.

More practical materials with regards to setting up and maintaining PLCs - in line with these guidelines - will be developed in co-operation with the province of Free State. These and other materials including lessons learned will be made available to all provinces.

(2) (a) How many educators have benefitted from the agreement and (b) what are the details of such benefit?

(a) It should be noted that the programme has been operational since February 2014 only. So far, 224 educators were reached being: 65 SACE evaluators, 5 SACE provincial co-ordinators and 9 SACE Co-ordinators in the PEDs on effective Continuing Professional Development (CPD), 60 Subject Advisors of the Free State province on CPD. PLCs and Pedagogical Content Knowledge (PCK) for Maths. 77 subject advisors on PCK for numbers and operations and 40 District Teacher Development Centres (DTDC) staff on effective CPD. At least 9 more workshops are planned for this year with the participation of about 260 subject advisors. 40 School Management and Governance (SMG) staff, and 65 SACE evaluators, provincial co ordinators and SACE Co ordinators in the PEDs.

(b) An extensive programme based 011 the above objectives has been designed for the period of the agreement.

Reply received: July 2014

QUESTION 223
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 27/06/2014
(INTERNAL QUESTION PAPER: 02/2014) FIFTH PARLIAMENT

Ms D van der Walt (DA) to ask the Minister of Basic Education:


With reference to her department's plan to create a culture of reading through national and provincial reading intervention programmes, (a) what steps are in place to ensure that all children are exposed to quality reading material in all schools, (b) which schools have received such material and (c) by when will these programmes be implemented in all schools? NW301E

Response

(a) what steps are in place to ensure that all children are exposed to quality reading material in all schools

Post 2006, in support of the National Reading Strategy, the Department of Education, embarked on a book campaign known as the "100 story book project" which resulted in the distribution of storybooks to Quintile 1,2 and 3 schools. This was followed up by the "Drop All and Read Campaign" which resulted in the distribution of a bag of books to Grade R and 1 learners.

With the implementation of Curriculum and Assessment Policy Statement (CAPS) a list of reading and literacy materials for every grade for all language levels (Home, First Additional and Second Additional) is recommended for the reading programme. These include conversational posters, Big Books, Graded readers, core readers, short stories and novels.

Through a rigorous screening and evaluation process a National Catalogue for Grades 1 to 12 was completed in 2013. The Catalogue includes a prescribed list of eight titles for each category of reading materials for each phase (Foundation. Intermediate Senior and FET ) for Home and First Additional language in all the official languages.

It is mandatory for schools to procure reading materials from the National Catalogue using their budget allocation for Learning and Teaching Support Materials (LTSM).

In order to realise its goals with regard to reading, the Department has instituted plans for the following:

establish a Reading Unit and an External Reading Office to support the implementation of the National Reading programme in Grades R - 12; standardise reading norms and put up a National Reading Assessment as well as the development of Reading Clubs and launch the library campaign on Mandela day to announce the plans to increase access to library and information services in Limpopo and Eastern Cape.

(b) which schools have received such material

Provinces and districts have reprioritized their LTSM budgets and have put in place processes to ensure that basic reading and literacy materials for all phases are ordered from the National Catalogue and supplied to targeted schools in all districts. Furthermore, provinces have partnered with key stakeholders (corporates and nongovernmental organisations) who in collaboration with the province support the implementation of key reading interventions and provide relevant reading resources to schools in the priority districts: Vhembe. Uthungulu. Pinetown, Mt. Frere. Libode and Waterberg. Also, through the NECT (National Education Collaboration Trust ) which is a partnership initiative between various stakeholders and Government 100 000 library books were donated to schools in abovementioned districts.

(c) by when will these programmes be implemented in all schools?

With the introduction of CAPS, structured and systematic reading programmes are prescribed for all phases. Furthermore, the findings of 'Progress in International Reading and Literacy Study" (PIRLS), the Annual National Assessment (ANA) and the Ministerial Reading Audit Report and the NEEDU reports have confirmed that access and provision of quality reading resources impacts on reading and literacy outcomes. Hence the access and provision of quality reading materials is a national priority and is a key thrust in the National Reading Programme and Provincial Reading Programmes. The provisioning of reading resources is monitored and evaluated on an ongoing basis through the submission of quarterly provincial reading reports which respond to four main thrusts, one of which is provisioning of reading resources.

Reply received: July 2014

QUESTION 220
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 27/06/2014
(INTERNAL QUESTION PAPER: 02/2014) FIFTH PARLIAMENT

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


(1) Is the report of the National Reading Audit conducted in 2012 by a Ministerial Task Team available to the public, if not, why not; if so, via what mechanisms;

(2) what action has been taken in response to each one of the recommendations of the above-mentioned report? NW298E

a) if not, why not

Response

The Ministerial Reading Audit report was released in February 2013 and was circulated to all Provincial Heads and curriculum managers by the Department of Basic Education (DBE).

b) if so, what mechanisms

The Ministerial Reading Audit report was tabled for discussion with key stakeholders at HEDCOM and CEM in March- April 2013. The findings and recommendations of the Ministerial Reading report was communicated to provincial and district officials through the Provincial road shows that were conducted by the Department of Basic Education (DBE) from March – June 2013 in all provinces. The report findings were disseminated to principals at circuit and district workshops and to teachers in curriculum workshops that were conducted by Foundation Phase Curriculum Unit in all provinces.

Response

2. What action has been taken in response to each one of the recommendations of the above -mentioned report?

The DEE in response to the Ministerial Audit report initiated the following interventions:
▪ An audit of Provincial Reading and Literacy Strategies;
▪ Released a National Reading Remedial Programme for Grades R to 9;
▪ Released a National Reading Plan for Grades R to 12;
▪ Monitoring and evaluating provincial reading interventions through the submission of quarterly reading reports on these four pillars :

▪ Provisioning of reading resources
▪ Monitoring, evaluation and support
▪ Advocacy and communication
▪ Library and information services.

These quarterly reports are analysed and presented regularly to HEDCOM and CEM

The other interventions which are receiving priority are:
▪ The establishment of a Reading Unit and an External Reading Office to support the implementation of the National Reading programme in Grades R 1012;
▪ The establishment of standardised reading norms and a National Reading Assessments as well as the development of Reading Clubs:
▪ The launch of the National Education Collaboration Trust (NECT) which has distributed library books to targeted schools.
▪ The launch of the library campaign on Mandela day to announce the plans to increase access to library and information services in Limpopo and Eastern Cape.

Reply received: September 2014

QUESTION 219
DATE OF PUBLICATION OF INTERNAL OUESTION PAPER: 27/06/2014
(INTERNAL QUESTION PAPER: 02/2014) FIFTH PARLIAMENT
Ms A T Lovemore (DA) to ask the Minister of Basic Education:


(1) What are the details of the teacher diagnostic assessments implemented by her department;

(2) whether a teacher must currently have access to the Internet in order to undertake an assessment;

(3) how many teachers have undertaken the assessment for each (a) area of focus and (b) year since the introduction of each Focused assessment;

(4) whether her department studies the results of the assessment; if not. why not: if so, (a) what have the results indicated and (b) what action has been taken to improve results:

( 5 ) whether she plans to introduce compulsory diagnostic assessments for all teachers: if not. why not; if so. what are the relevant details. including the (a) timing, (b) mechanisms to be used and (c) consequences of poor performance?
NW297E

RESPONSE:
(1) What are the details of the teacher diagnostic assessments implemented by her department?

The Department has just established a National Institute for Curriculum and Professional Development to address the teacher diagnostic assessments. All items for both English First Additional Language (EFAL) Grades 1-12 and Mathematics Grades 1- 12 have been developed and are ready for a pilot. The Department will be embarking on a validation of the Mathematics assessment items on 28 - 30 July 2014. followed by a full roll-out of the pilot.

(2) Whether a teacher must currently have access to the Internet in order to undertake an assessment?

No. If the internet is not available, an offline software solution will be available that will allow teachers to perform the assessments

(3) How many teachers have undertaken the assessment for each (a) area of focus and (b) year since the introduction of each focused assessment?

(a) The pilot of self-diagnostic assessments for teachers will begin in September 2014. Thus far, no teachers have been tested.

(b) The implementation of self-diagnostic assessments for teachers will be fully introduced from March 2015.

(4) Whether her department studies the results of the assessment; if not, why not; if so, (a) what have the results indicated and (b) what action has been taken to improve results?

No. The results are not yet available.

(a) N/A

(b) N/A

(5) Whether she plans to introduce compulsory diagnostic assessments for all teachers; if not, why not; if so, what are the relevant details, including the (a) timing, (b) mechanisms to be used and (c) consequences of poor performance?

No. The Department will encourage all teachers who are struggling with certain concepts to take the self-diagnostic assessments.

a) For teacher development purposes, as from 2015, the Department plans to have these tests administered to most teachers at their own pace;

b) Advocacy campaigns highlighting the advantages of taking the tests will be done to encourage teachers to take the tests; and

c) Teachers will be encouraged to undergo vigorous teacher training programmes only on the deficiencies in content knowledge that have been identified.

Reply received: July 2014

QUESTION 218

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 27/06/2014

(INTERNAL QUESTION PAPER: 02/2014) FIFTH PARLIAMENT

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

(1) How many (a) Grade 12 learners in each educational district are currently registered in the 2014 calendar year to study (i) mathematics and (ii) mathematical literacy and (b) qualified Further Education and Training (FET) phase Mathematics teachers are currently employed in each district;

(2) (a) which high schools, described by (i) name, (ii) district and (iii) province, did not offer mathematics as a subject for (aa) Grade 10, (bb) Grade 11 and (cc) Grade 12 in (aaa) 2012, (bbb) 2013 and (ccc) 2014 and (b) what were the dominant reasons for this circumstance;

(3) for each Dinaledi school, what was the number of Grade 12 learners studying (a) mathematics and (b) mathematical literacy in the (i) 2012, (ii) 2013 and (iii) 2014 academic years;

(4) (a) what funding was made available for Dinaledi schools in each province in the (i) 2011-12, (ii) 2012-13 and (iii) 2013-14 financial years, (b) what conditions are attached to the provision of this funding and (c)(i) how many instances of noncompliance with the conditions occurred in the specified financial years, (ii) what was the nature of each such instance, and (iii) what action was taken in each case;

(5) what specific measures (a) has she introduced or (b) will she introduce to maximise the number of learners who are able to study mathematics successfully in the FET phase? NW296E

Response:

RESPONSE

(1) (a) In terms of this question, it needs to be noted that the information provided relates to schools at which there were no learners registered for Mathematics. This does not imply that the school did not offer Mathematics, but rather there were no learners that registered for Mathematics.

(1) (b) The information on Further Education and Training (FET) band Mathematics teachers employed in each district is currently not readily available. This information is not routinely collected as part of the human resource information systems in the sector and will require a special request from Provincial Education Departments.

As part of the plan for 2014/15, the Department will work with Provincial Education Departments to ensure that information on educator qualifications and areas of specialisation is captured on the PERSAL system. A pilot study is planned to visit 10 (ten) district offices by the end of July 2014. The lessons learned from the pilot regarding dealing with gaps in the system and capacity constraints will be used to develop plans for ensuring capturing of qualification data for all educators by the end of 2014/15.

See attached link: http://db3sqepoi5n3s.cloudfront.net/files/rnw218-140722reply.htm

RESPONSE

(2) (b)The DBE cannot indicate precisely the reasons for this circumstance. This matter will be investigated and the reasons will be provided when the investigation is completed.

See attached Link: http://db3sqepoi5n3s.cloudfront.net/files/rnw218-140722reply2.htm

See attached link for NOT offering Mathermatics: http://db3sqepoi5n3s.cloudfront.net/files/rnw218-140722reply3.htm

MATHEMATICS AND MATHEMATICAL LITERACY COMPARISON FOR 2012 – 2014 LEARNER ENROLMENTS

The data for the Dinaledi Schools has been analysed and the following introductory notes are applicable:

1. The data for the Free State Schools is not yet in the National Examination system. Hence not all schools are included in the analysis.

2. For purposes of comparison, though the data was requested on School-level, national data is used for discussion.

The national data for learner enrolment in Mathematics and Mathematical Literacy in Dinaledi schools for the years 2012-2014 is as follows:

2012

2013

2014

Mathematics

Mathematical Literacy

Mathematics

Mathematical Literacy

Mathematics

Mathematical Literacy

36513

32400

39229

36170

31051

29184

53%

47%

52%

48%

52%

48%

The data suggests that overall, the proportion of learners enrolling for the two subjects' remains stable while actual numbers enrolled rise.

The attached graph illustrates this relationship:

(3) (a) The Department of Basic Education (DBE) applied for funding at National Treasury in the form of a conditional grant to fund the Dinaledi schools. The Dinaledi Schools Conditional Grant was incepted and started to be implemented in the 2011/12 financial year as source of funding for the Dinaledi schools.

The purpose of the grant has been to promote Mathematics, Science and Technology teaching and learning, improve learner performance in Mathematics, Science and Technology in line with the Action Plan 2014 and also improve teachers' content knowledge mainly in the three subjects. National Treasury National Treasury made available R70 000 million, R99 700 million and R105 268 million for the purpose of the Dinaledi Schools Conditional Grant in the 2011/12, 2012/13 and 2013/14 financial year respectively.

Funds to provincial departments of education were divided proportionally based on the number of schools that participate in the Dinaledi Schools Programme in a province in every financial year as illustrated in the Table 1 and 2.

Table 1: Total number of Dinaledi schools (2011 – 2014)

Provinces

Number

Of Dinaledi Schools

1. Eastern Cape

60

2. Free State

36

3. Gauteng

103

4. KwaZulu-Natal

88

5. Limpopo

51

6. Mpumalanga

46

7. North West

51

8. Northern Cape

17

9. Western Cape

48

Total

500

(4) (a) (i) (ii) (iii)

Table 2: Dinaledi Schools Conditional Grant Allocations

Provinces

Financial

Year

Total Allocations per Financial Year

R'000

1. Eastern Cape

2011/12

8 400

2012/13

11 964

2013/14

12 620

2. Free State

2011/12

5 040

2012/13

7 179

2013/14

7 573

3. Gauteng

2011/12

14 140

2012/13

20 139

2013/14

21 244

4. KwaZulu-Natal

2011/12

12 320

2012/13

17 547

2013/14

18 509

5. Limpopo

2011/12

7 140

2012/13

10 169

2013/14

10 727

6. Mpumalanga

2011/12

6 440

2012/13

9 172

2013/14

9 675

7. North West

2011/12

7 420

2012/13

10 568

2013/14

11 147

8. Northern Cape

2011/12

2 380

2012/13

3 391

2013/14

3 577

9. Western Cape

2011/12

6 720

2012/13

9 571

2013/14

10 096

Total

2011/12

70 000

2012/13

99 700

2013/14

105 168

(b) The conditions that apply to the transfer of funds to the Provincial Heads of Department are included in the Grant Framework. Please see Annexure Dinaledi Grant Framework 2011/12; 2012/13 and 2013/14.

(c) (i) (ii) All provinces at one instance or the other did not submit either an approved business plan, quarterly reports or school needs analysis. Provinces were held accountable by DBE and funds would then be released on condition the necessary documentation was submitted.

(iii) Action Taken: DBE Finance Unit would then notify the provincial Head of Department of the outstanding documentation that funds would be withheld for the next tranche. The Dinaledi DBE Unit forwarded letters to provincial units/curriculum managers to ensure compliance and Provincial Progress Reports uplifting challenges were presented at Curriculum HEDCOM Subcommittee meetings. This action would affect projected spending trends.

(4) (a) (b) The DBE has revised and strengthened the MST Implementation Plan by ensuring that the Strategy is anchored by four pillars. One of these pillars is Learner Participation and Success Rate. With the view to improve the retention, participation and performance in Mathematics, the DBE embarked on strategies like exposing learners to science camps, providing enrichment programs for learners, and providing special incentives for girls to study the subject and other MST subjects.

Winter and spring vacation programmes and teacher support programmes are in place; e.g., the NICPD will be training 1000 Grade 12 teachers on the new topics in Mathematics in July and August in 5 provinces, namely Limpopo, Eastern Cape, Mpumalanga, KwaZulu Natal and Northern Cape.

The DBE prepared a special circular to all schools to guide subject combinations and uplifted the significance of Mathematics. The Minister has put in place a five year plan that will ensure that all schools offer Mathematics including, Dinaledi schools.

Targets for Mathematics:

PROVINCE

Targets for 2014

Targets for 2015

Targets for 2016

Targets for 2017

Targets for 2018

Targets for 2019

EASTERN CAPE

20920

23012

25104

27196

29288

31380

FREE STATE

7744

8518

9292

10066

10840

11614

GAUTENG

34117

37529

40941

44353

47765

51177

KWAZULU-NATAL

45351

49886

54421

58956

63491

68026

LIMPOPO

28295

31125

33955

36785

39615

42445

MPUMALANGA

14501

15951

17401

18851

20301

21751

NORTH WEST

9835

10818

11801

12784

13767

14750

NORTHERN CAPE

2749

3024

3299

3574

3849

4124

WESTERN CAPE

16488

18137

19786

21435

23084

24733

NATIONAL

180000

198000

216000

234000

252000

270000

Reply received: March 2014

QUESTION 215
DATE OF PURLICA4TION OF INTERYAL QUESTBON PAPER: 28/02/2014
(INTERNAL QUESTION PAPER: 04/2014)
Mrs AT Lovemore (DA) to ask the Minister of Basic Education:


(1) in terms of the Accelerated Schools Infrastructure Delivery Initiative (ASIDI), (a) how many mud schools and inappropriate structures of the targeted 496 have been eradicated, (b) what are their names and (c) where are they located;

(2) in terms of ASIDI, how many of the targeted (a) 1 257 schools have been provided with water and (b) 878 schools have been provided with (i) electricity and (ii) sanitation;

(3) what (a) was the (i) ASIDl budget and (ii) amount spent and (b) were the (i) targets and (ii) targets achieved in the (aa) 2011-12 and (bb) 2012-13 financial years;

(4) what (a) was the (i) ASIDI budget and (ii) amount spent and (b) (i) were the targets and (ii) have been the targets achieved thus far for the 2013-14 financial year up to the latest date for which information is available? NW264E

Pease find here RESPONSE:

Reply received: March 2014

QUESTION 214
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 28/02/2014
(INTERNAL QUESTION PAPER: 04/2014)
Mrs A T Lovemore (DA) to ask the Minister of Basic Education:


With reference to the 2013 report of the Ministerial Task Team titled Investigation into the implementation of Maths, Science and Technology, what are the details of the (a) planning and (b) action taken, including time frames, to address all the recommendations listed under the sections (i) Priority 1: Identify and Rank Priorities and (ii) Priority 2: Address Teachers and Teaching Issues? NW263E

REPLY
(a) Details of planning and (b) action taken, including time frames

The Department of Basic Education has developed a plan with timeframes to address all the recommendations of the Ministerial Task Team (MTT). An executive summary of planned activities and actions taken is attached as Annexure A: http://db3sqepoi5n3s.cloudfront.net/files/rnw214annexurea_0.pdf

(b) action taken

The Department organized the first MST round-table on 7 June 2013 which was attended by 72 participants from various organization involved with Mathematics. After the round-table, the following activities were undertaken:

▪ update the MST Implementation plan;
▪ MST Task team report shared with provinces;
▪ plan with timeframes presented to the Council of Education Ministers;
▪ DBE responded to the Ministerial Task Team report; and
▪ A submission requesting the establishment of the MST Office and appointment of project manager was approved.

(i) Priority 1: Identify and Rank Priorities

The Department has finalized the following recommendations:

▪ The MST office been established and a project manager will be appointed in due course.
▪ We are planning the second (2nd) MST round-table with the participation of social partners and in particular Department of Science and Technology and Higher Education and Training scheduled for 18 March 2014. The purpose of the second MST round-table is to develop a revised and updated MST Strategy. The objectives of the second round MST round-table is to develop a revised and updated MST Strategy. The objectives of the second round-table are to:

▪ Strengthen the MST Strategy by linking it with government priorities of Skills Development;
▪ Utilise the inter-governmental agreements to maximize resources;
▪ Review Teacher Development programmes in the teaching of MST; and
▪ Assist Service Providers working in provinces to align programmes with improvement plans developed by DBE.

▪ DBE has identified effective modalities to monitor and support teaching and support; and
▪ Protocol to allow subject advisors to monitor and support teaching and learning have been completed and this document is going through departmental processes for approval.

(ii) Priority 2: Address Teacher and Teaching Issues

My Department is addressing teacher development issues as per the recommendation of the Ministerial Task Team. The Teacher Development component in the Department of Basic Education has completed the following activities as indicated in the plan:

▪ Identify effective modalities for professional development and support; and
▪ Reviewed the existing protocols to allow Subject Advisor to monitor and support teaching and learning in the classroom.

Reply received: March 2014

QUESTION 213
Mrs A T Lovemore (DA) to ask the Minister of Basic Education:


(1) Whether she (a) has commenced or (b) will soon commence an audit of the 2013 National Senior Certificate (NSC) results; if not, why not; if so, what are the relevant details;

(2) on which factors did she rely to determine whether the 2013 NSC results are credible? NW262E

RESPONSE:

(1) The Minister has referred the matter to Umalusi the Council for Quality Assurance in General and Further Education and Training. (Find attached letter from the Minister to the CEO of Umalusi dated 10 February 2014).

(2) In terms of the General and Further Education and Training Quality Assurance Act, 2001(Act No. 58 of 2001), the integrity of the National Senior Certificate is the mandate of the Quality Assurance Council, and therefore all matters relating to the integrity and credibility of the NSC must be the prerogative of the Quality Council. The Mister does not make a declaration on the credibility of the examinations. On 30 December 2013 Umalusi approved the 2013 NSC examination results based on the fact that: (a) the November 2013 NSC examinations were administered in terms of the examination policy, and (b) there was no report on any irregularity that would have jeopardized the credibility of examinations. The Minister released the results based on the declaration on the credibility of the results as attested to by Umalusi. The Minister, therefore awaits the response of Umalusi, and will respond accordingly.

10 February 2013-
REQUEST FOR MINIS


attached please find here: Request for Minister to Institute a full-scale Audit of the Matric results.

Reply received: March 2014

QUESTION 175
DATE OF PUBLICATION ON INTERNAL PAPER: 21/02/2014
(INTERNAL QUESTION PAPER: 02/2014)

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


(1) Whether, with reference to the placement of excess teacher in the Eastern Cape, any resolution has been reached in the negotiations involving her department, the provincial department of education and the unions, conducted within the provincial chamber of Education Labour Relations Council; if not, (a) why not and (b) what obstacles have been encountered; if so, what are the details of the resolution(s);

(2) what are the details of the progress made with respect to the placement of excess teachers in the Eastern Cape, including the number of excess teachers (a) identified (i) per circuit and/or district, (ii) per subject and/or phase, (iii) per language of learning and teaching, (b) placed in schools requiring their services, according to the aforementioned categories and (c) still be placed according to the aforementioned categories and (c) still to be placed according to the aforementioned categories;

(3) whether the process of appointment of teachers for (a) mathematics, (b) science and (c) accounting is being managed separately from the management of the placement of excess teachers, if not, why not; if so, what are the relevant details;

(4) what are the details of the process being followed with respect to temporary teachers currently employed at Eastern Cape schools;

(5) (a) what are the details of the process being followed and the progress achieved with respect to the placement of Funza Lusaka graduates assigned to the Eastern Cape, including the (i) number assigned and (ii) number placed and (b) what are the reasons in instances where delays in placements have been experienced? NW181E


Attached please find here: Reply

Reply received: July 2014

QUESTION 176
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 17/062014
(INTERNAL QUESTION PAPER: 01/2014) FITH PARLIAMENT
Mrs Z B N Balindlela (DA) to ask the Minister of Basic Education:


(1) What are the details of all the cost of the maintenance of the pot plants in her (a) departmental offices and (b) official residence (i) in the (aa) 2009-10, (bb) 2010-11. (cc) 2011-12, (dd) 2012-13 and (ee) 2013-14 financial year and (ii) since April 2014.

(2) in respect of the pot plant maintenance , (a) what is the (i) address and (ii) name of the office where they were/are displayed, (b) for whose benefit are these pt plants, (c) what was/is the value of maintenance of these pot plants in the future? NW225E

Attached please find here: Response

Reply received: March 2014

QUESTION 174
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 21/02/2014
INTERNAL QUESTION PAPER: 02/2014
Mrs A T Lovemore (DA) to ask the Minister of Basic
Education:

(1) How many (a)(i) unqualified and (ii) underqualified teachers were employed in public schools in each province in the (aa) 2010, (bb) 2011, (cc) 2012 and (dd) 2013 academic years and (b) have been employed since 1 January 2014;

(2) whether her department is aware of the numbers of unqualified and underqualified teachers in every province for each phase and subject; if not, why not; if so, what are the relevant details (a) in the 2013 academic year and (b) since 1 January 2014;

(3) what (a) measures, (b) time frames and (c) consequences have been put in place to ensure that all unqualified and underqualified teachers attain the requisite qualifications;

(4) what measures have been put in place a0 ensure quality learning by learners taught by unqualified or underqualified teachers;

(5) whether any unqualified or underqualified teachers are employed in any of the provinces as subject advisors; if so, (a) why and (b) what are the relevant details in each province? NW180E

REPLY

(1) How many (a)(i) unqualified and (ii) underqualified teachers were employed in public schools in each province in the (aa) 2010, (bb) 2011, (cc) 2012 and (dd) 2013 academic years and (b) have been employed since 1 January 2011?

Province

(aa) 2010

(bb) 2011

(cc) 2012

(dd) 2013

(a)(i) Un-qualified

(a(i) Under-qualified

(a)(ii) Un-qualified

(a)(ii) Under-qualified

(a)(i) Un-qualified

(a)(ii) Underqualified

(a)(i)Un-qualified

a)(ii) Under-qualified

EC

192

1 206

212

1 508

130

732

132

590

FS

354

365

294

317

270

270

210

258

GP

115

652

79

487

89

520

123

500

KZN

8 676

664

8 453

350

6 815

256

6 586

316

LP

28

276

18

228

10

158

6

134

MP

248

540

197

141

182

114

196

109

NW

28

202

21

205

21

173

19

189

NC

372

203

313

158

328

154

332

189

WC

304

1 337

179

968

180

827

164

726

Total

10 317

5 475

9 769

4 363

8 025

3 204

7 768

2 957

Source: PERSAL

(b) Information for January 2014 is currently unavailable.

Province

Institution type

Combined school

Secondary school

Primary school

Intermediated school

Special school

Total

EC

Underqualified

1

485

93

0

11

590

Unqualified

1

110

20

1

0

132

FS

Underqualified

25

46

138

45

4

258

Unqualified

26

41

111

28

4

210

GP

Underqualified

2

206

261

8

23

500

Unqualified

59

65

1

125

KZN

Underqualified

146

161

5

4

316

Unqualified

2 974

3 370

134

108

6 586

LP

Underqualified

43

89

2

134

Unqualified

0

4

4

MP

Underqualified

8

22

79

0

109

Unqualified

15

44

136

1

196

NW

Underqualified

9

44

99

30

7

189

Unqualified

2

1

12

2

2

19

NC

Underqualified

11

16

102

6

0

135

Unqualified

17

81

217

16

1

332

WC

Underqualified

25

672

29

726

Unqualified

65

79

29

164

(b) Information on un-and-underqualified educators for January 2014 is currently unavailable

(3) What (a) measures, (b) time-frames and (c) consequences have been put in place to ensure that all unqualified and under-qualified teachers attain the requisite qualifications?

(a) ?'he integrated Strategic Framework for Teacher Education and Development of 2011 set out the programmes and processes for addressing the issues related to the un-and-under-qualified teachers as follows:

Practising professionally unqualified graduates teachers are identified and supported to complete. the Post Graduate Certificate in Education (PGCE) part-time over two years (in future the Advanced Diploma in Teaching); and

Practising teachers who are completely unqualified (REQVIO) are identified and supported to complete BEd degree programmes either part-time or full-time.

(b) There are currently no time-frames or deadline set for ihe affected educators to complete the qualifications. It should be noted that most (about 85%) of the un-and-underqualified educators are appointed on a temporary basis and are assisted on the basis of their willingness to participate in the programmes. In the longer term, other initiatives such as the Funza Lushaka bursary scheme, provincial bursary schemes and the drives to encourage young persons to take up teaching as a career will ensure that the numbers of un-and-underqualified educators are drastically reduced in the system. As is clear in the figures presented above. all PEDs except KwaZulu-Natal have reduced the number of unqualified educators to negligible levels.

(c) As indicated above most of the un-and-underqualified educators are appointed on a temporary basis. In time, with the expansion of the training of teachers, these educators will be replaced by qualified educators.

(4) What measures have been put in place to ensure quality learning by learners taught by unqualified or under-qualified teachers"

It should be noted that the un-and-underqualified educators do participate in continuous professional development initiatives. The National Strategy for Learner Attainment (NSLA) has been developed in collaboration with provincial departments and stakeholder partners which is used to support and monitor learner performance in gateway subjects. Through the NSLA, gaps are identified and specific and tailored interventions are mounted. The intervention includes teacher training, common assessment and deploying Subject Advisors to assist in either subject content or pedagogical content knowledge. These short programmes and courses are critical in improving educators' skills and thus the quality of teaching and learning.

(5) Whether any unqualified or under-qualified teachers are employed in any of the provinces as subject advisors; if so, (a) why and (b) what are the relevant details in each province?

There are currently no un-and-under-qualified educators employed as Subject Advisors in any of the provincial education departments.

Reply received: July 2014

QUESTION 142
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 17/06/2014
(INTERNAL QUESTION PAPER: FITH PARLIAMENT

Ms J F Terblanche (DA) to ask the Minister of Basic Education:


(1) What are the details of all expenditure that was found to have been (a) irregular and (b) wasteful in her department for each year for 1 April 2009 up to the latest specified date for which information is available

(2) in respect of each such finding of (a) irregular and (b) wasteful expenditure , (i) what (aa) is the description thereof, (bb) is the value thereof and (cc) action has been taken against the person accountable for such expenditure and (ii) how much thereof (aa) has been recovered and (bb) from whom? NW155E


Attached please find here: Response

Reply received: July 2014

QUESTION 110
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 17/06/2014
(lNTERNAL QUESTION PAPER: 01/2014) FIFTH PARLIAMENT

Mrs D Robinson (DA) to ask the Minister of Basic Education:

(1) What are the details of official credit cards issued to (a) her and/or (b) her staff:

(2) in respect of each credit card. (a) what is the (i) name and (ii) organogram position of the user, (b) what is the (i) maximum permissible value of each purchase and (ii) total credit limit of the card, (c) what are the details of permissible purchases for which the credit cards may be used and (d) may alcoholic beverages be purchased;

(3) in respect of purchases made with each credit card during the period 8 May 2014 And/or thereafter up to the latest specified date for which information is available, (a) what is the (i) name and (ii) organogram position of the user, (b) what is the (i) value of each purchase made, (ii) what are the details of each item purchased and (iii) for what purpose was each purchase made and (c) were any alcoholic beverages purchased; if so, (i) what are the (aa) details and (bb) value of these purchases and (ii) for what purpose was each purchase made? NW120E


Response

(1) The Department has not issued any credit cards to the Minister, Deputy Minister or any other officials.


(2) Not applicable.

(3) Not applicable

Reply received: March 2014

QUESTION 109

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 13/02/2014
(INTERNAL QUESTION PAPER: 01/2014)
Mr B M Bhanga (Cope) to ask the Minister of Basic Education:


(1) Whether the Independent Development Trust (IDT) has built 12 schools in the Eastern Cape as a pilot project using innovative building technologies; if not, what is the position in this regard; if so,

(2) were any (a) jobs created and (b) costs reduced; if not, why not; if so: what are the relevant details;

(3) whether she will make a statement on the matter? NW114E

RESPONSE:

(1) The 12 Schools built in the Eastern Cape by JDT were not built using Alternative Construction Technology (ACT). There are 36 schools allocated to IDT which are currently in the planning phase, which will be built using ACT. Furthermore, there are 36 schools allocated to the Department of Public Works (DPW) also in planning stage and which will be built using ACT.

(2) The construction of schools being built using ACT has not commenced yet. The proposed construction start date for the IDT schools is beginning of April 2014 and proposed practical completion is end of November 2014.

(3) No.

Reply received: July 2014

QUESTION 77
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 17/06/2014
(INTERNAL QUESTION PAPER: 01/2014) FIFTH PARLIAMENT

Dr G A Grootboorn (DA) to ask the Minister of Basic Education:


(1) How many (a) international and (b) domestic flights were undertaken by (i) her and (ii) her predecessors using (aa) aircraft operated by the military, (bb) aircraft chartered by the military or (cc) commercial aircraft during the period 1 April 2013 up to the latest specified date for which information is available;

(2) in respect of each specified flight, what was the (a)(i) date and (ii) place of (aa) departure and (bb) arrival and (b)(i) total cost and (ii) breakdown of such costs? NW85E


Response:
Question 1

(a)(i)(aa) and (bb) - Not applicable
(a)(ii)(aa) and (bb) - Not applicable

(b)(i)(aa) and (bb) - Not applicable
(b)(ii)(aa) and (bb) - Not applicable

(a)(i) and (ii)(cc) - Since 1 April 201 3 the Minister of Basic Education undertook 4 return international flights.

(b)(i) and (ii)(cc)- Since 1 April 2013, the Minister of Basic Education undertook 35 return domestic flights.


Question 2

Please see attached table.

Reply received: March 2014

QUESTION 69
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 13/-2/2014
(INTERNAL QUESTION PAPER: 01/2014)
Mrs A T Lovemore (DA) to ask the Minister Basic Education:


(1) With reference to the requirement set out in section 3(3) of the South African Schools Act. Act 84 of 1996 (a) how often are members of the executive council (MECs) required to make this determination and (b) what are the details of the criteria utilised by the MECs to make the required determination;

(2) whether the determination made by the MECs assume that there should be sufficient public schools to be accomodated all learners, regardless of the number of the independent schools in the relevant provinces; if not, why not;

(3) whether all MECs for Education complied with the requirements of section 3(3) of the South African Schools Act . Act 84 of 1996 in the (a) 2012-13 and (b) 2013-14 financial years or appropriate time cycle; if not, which MECs did not comply with the requirement;

(4) whether any MECs have reported any shortage of schools in the (a) 2012-13 and (b) 2013-14 financial years or appropriate time cycle; if so, (i) what are the relevant details of such reports and (ii) whether annual reports on progress have been supplied by each affected MEC as required by section 3(4) of the specified Act;

(5) whether she is aware of the extent of excessively large class sizes being utilised in each province as the only available mechanism to accommodate all learners in the (a) 2012-13 and (b) 2013-14 financial years or appropriate time cycle; if so, what are the relevant details? NW70E

Response

(1)(a)(b) Annually the MEC determines the number of facilities required per school based on the number of learners admitted in all the public schools and the ten day survey statistics that are conducted by provinces. Based on the number of learners and number of existing facilities in a particular province a backlog is determined and provincial infrastructure plans are developed to address, short, medium and long term targets, to achieve the required infrastructure. 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 the infrastructure planning and spending. It assesses both the current status and the trajectory of educational infrastructure issues and needs in each of our provinces. In addition to providing the strategic context within which infrastructure planning is conducted, the document focuses specifically on alignment of the Infrastructure Asset Management Act (GIAMA) highlighting timelines responsibility and accountability for planning and monitoring of infrastructure delivery. Furthermore it examines the demand for and supply of educational infrastructure. In so doing it outlines the nature and extent of the infrastructure backlog and the criteria used to assess, priorities and quantify needs. Thus the U-AMP provides a global estimate of the infrastructure that will be needed over a 10 to 20 year period as well as identifying, scheduling and budgeting a set of programmes and projects to be pursued over the 3 year MTEF cycles.

(2) This determination does not take into consideration the number of learners in independent schools. In terms of the South African Schools Act, determination by MEC's only applies to public schools.

(3) (a)(b) Yes, all the Provincial MECs have compiled the User Management Asset Plans for the 2012/13 financial year and for the 2013/14 period.

(4) Yes, all the MECs have reported on the demand for school infrastructure in their respective provinces. Infrastructure plans have been devised to address necessary shortages.

(5) Yes, the U-AMPs also address the non infrastructure solution to infrastructure challenges .e.g learner transport and or merges.

Reply received: March 2014

QUESTION 68
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 13/02/2014
(INTERNAL QUESTION PAPER: 01/2014)
Mrs AT Lovemore (DA) to ask the Minister of Basic Education
:

(1) For all subjects for which exams were written towards achievement of the National Senior Certificate (NSC), how many learners (a) were registered to study the subject at the commencement of the 2013 academic year, (b) wrote the subject in the 2013 NSC examinations and (c) passed the subject for each of the seven levels of achievement;

(2) for all subject for which exams were written towards achievement of the NSC how many learners (a) were registered to study at the commencement of the 2012 academic year, (b) wrote the subject in the 2012 NSC examinations and (c) passed the subject for each of the seven levels of achievement;

(3) for all subjects for which exams were written towards achievement of the NSC, how many students (a) were registered to study the subject at the commencement of the year 2011 academic year, (b) wrote the subject in the 2011 examination and (c) passed the subject for each of the seven levels of achievement;

(4) for all subjects for which exams were written towards achievement of the NSC how many learners (a) were registered to study the subject at the commencement of the 2010 academic year, (b) wrote the subject in the 2010 NSC examinations;

(5) for all subjects for which exams were written towards achievement of the NSC, how many learners (a) were registered to study the subject ate the commencement of the 2009 academic year, (b) wrote the subject in the 2009 NSC examinations (c) passed the subject for each of the seven levels of achievement? NW69E

RESPONSE:

(1)(2)(3)(4)(5)

The response to the question is provided in form of composite data from 2009 to indicating the following for each NSC subject offered during the period:

a) Number of candidates registered (enrolled) per subject (all subjects)
b) Number of candidates who wrote (per subject)
c) Number of learners that passed per level (per subject)

Attached: Copy of 2009-2013 NSC Subject Data.xls
: RNW 68 A

Reply received: March 2014

QUESTION 58
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 13/02/2013
(INTERNAL QUESTION PAPER: 01/2014)
Mr S Mokgalapa (DA) to ask the Minister of Basic Education:


(1) How much does her department plan to spend on (a) advertising, (c) communication and (c) marketing between 1 January 2014 until 30 April 2014 (i) in total and (ii) as a breakdown on the amount:

(2) what medium is her department going to use in each case and (b) who is the service provider to be used;

(3) what is the main message that her department plan to communicate during this time? NW59E

RESPONSE

South Africa is celebrating 20 Years of Freedom in 2014 and government department are mobilising South Africans around social cohesion for the monuments occasion.

Costs associated with advertising and communication plans to highlight 20 years of freedom will be funded from the existing budgets but in line with government's cost saving initiatives.

However, messaging around 20 years of freedom is funded in partnership other sectors, including civil society and business and will be wide-spread across community, national and regional media through print, broadcast and online. Reports on government advertising expenditure will be made available at the end of the financial year 2013/2014.

Reply received: July 2014

QUESTION 43
DATE OF PUBLICATION OF INTERNAL QUESTlON PAPER: 17/06/2014
(INTERNAL QUESTlON PAPER: 01/2014) FIFTH PARLIAMENT
Ms D
van der Walt (DA) to ask the Minister of Basic Education:

(1) Whether she has taken action to ensure the outstanding undelivered textbooks are delivered to the relevant schools in Limpopo and other provinces: if not, why not: if so, what are the relevant details;

(2) does her department have an accurate audit of the outstanding textbooks which includes the (a) grades (b) subjects (c) schools and (d) number of learners affected; if not, what steps is she taking to develop an accurate audit of the outstanding textbooks: if so, what arc the relevant details with regard to each category? NW49E

Response

1) The Department of Basic Education (DEE) is closely monitoring the delivery of reported textbooks shortages. The Department attends weekly Learner and Teacher Support Material (LTSM) meetings with the Limpopo Department of Education (LDoE) officials in Limpopo to monitor progress. The LDoE placed an additional textbooks order with publishers of 406 527 in January 2014. This constituted textbook shortages which were only reported by schools at the beginning of the 2014 academic year. The LDoE again placed an additional textbooks order with publishers of 387 040 books on 20 March 2014. This order was made up by schools that neglected to inform the LDoE of learner numbers or of shortages in December 2013. These have been delivered by publishers and subsequently delivered to schools.
The LDoE has further placed additional top-up orders amounting to 1 181 942 textbooks for Grades 1-6, 10 and 11 with publishers in preparation for the 2015 school year

1) The DBE in collaboration with SlTA is currently in the process of developing a national ILTSM management system to track the provision of LTSM in provinces. This system will be able to monitor the procurement and delivery of textbooks and workbooks per grade per subject for all public schools.

Currently the delivery of textbooks in Limpopo is audited using the online system (LithoTech) of The South African Post Office (SAPO) which provides details of the quantities ordered and delivered per subject and grade per school. The system therefore provides real time exception reports for variations between quantities ordered and delivered. I4owever. the correctness is dependent on the data provided by school principals.

Reply received: July 2014

QUESTION 43
DATE OF PUBLICAQTION OF INTERNAL QUESTION PAPER: 17/06/2014
(INTERNAL QUESTION PAPER: 01/2014) FIFTH PARLAIMENT

Ms D van Walt (DA) to ask the Minister if Basic Education:


(1) Whether she has taken action to ensure the outstanding undelivered textbooks are delivered to the relevant schools in Limpopo and other provinces; if not, why not; what are the relevant details;

(2) does her department have an accurate audit of the outstanding textbooks which includes the (a) grades (b) subjects (c) schools and (d) number of learners affected; if not, what steps is she taking to develop an accurate audit of the outstanding textbooks; if so, what are the relevant details with regard to each category? NW49E

Response

(1) The Department of Basic Education (DBE) is closely monitoring the delivery of reported textbooks shortages. The Department attends weekly learner and Teacher Support Material (LTSM) meeting with the Limpopo Department of Education (LDoE) officials in Limpopo to monitor progress. The LDoE placed an additional textbooks order with publishers of 406 527 in January 2014. This constituted textbook shortages which were only reported by schools at the beginning of the 2014 academic year. The LDoE again placed an additional textbooks order with publishers of 387 040 books on 20 March 2014. This order was made up by schools that neglected to inform the LDoE OF learner numbers or of shortages in December 2013. These have been delivered by publishers and subsequently delivered to schools.
The LDoE has further placed additional top-up orders amounting to 1 181 942 textbooks for Grade 1-6, 10 and 11 with publishers in preparation for the 2015 school year.

(2) The DBE in collaboration with SITA is currently in the process of developing a national LTSM management system to track the provision of LTSM in provinces. This system will be able to monitor the procurement and delivery of textbooks and workbooks per grade per subject for all public schools.

Currently the delivery of textbooks in the Limpopo is audited using the online system (LithoTech) of The South African Post Office (SAPO) which provides details of the quantities ordered and delivered per subject and grade per school. The system therefore provides real time exception report for variation between quantities ordered and delivered. However, the correctness is dependent on the data provided by school principals.

Reply received: July 2014

QUESTION 42
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 17/06/2014
(INTERNAL QUESTION PAPER: 01/2014) FIFTH PARLIAMENT
Ms D van der Walt (DA) to ask the Minister of Basic Education:


Whether her department (a) has any plan or (b) is providing any assistance to ensure that provincial departments of education are able to order and deliver textbooks for all learners and schools before the opening of the 2015 academic year; if so, what are the relevant details; if not, (i) why not and (ii) what is the department's involvement in provinces currently still under administration with regard to this matter? NW48E

Response:

(a) and (b) The DBE has developed a Sector Plan to guide the procurement and delivery of textbooks and stationery in provinces by the end of October 2014 in preparation for the 2015 school year. The plan includes performance targets, activities, timeframes and performance indicators and specify the responsibilities of each level in a province. It should also be noted that provinces will only be procuring top-ups for 2014/15 and beyond.

(b) (i) Not applicable

(ii) The department has regular LTSM visits planned to Eastern Gape Department to monitor progress on procurement and delivery of textbooks. Monthly reports on progress indicate that the province is well on track.

The Department attends weekly LTSM meetings with LDoE officials in Limpopo to monitor progress. The department has already placed top-up orders in addition to surplus buffer stock for all grades in preparation for 2015.

Reply received: July 2014

QUESTION 28
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 17/06/2014
(INTERNAL QUESTION PAPER: 0112014) FIFTH PARLIAMENT

Ms H S Boshoff (DA) to ask the Minister of Basic Education:


1. When will her department's draft policy on home schooling be available for public comment? NW33E

Response:

1. The draft policy on Home Education is envisaged to be available for public comments in January 2015

Reply received: September 2014

QUESTION 27
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 17/06/2014
(INTERNAL QUESTION PAPER: 01/2014) FIFTH PARLIAMENT
Ms H S Boshoff (DA) to ask the Minister of Basic Education:


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

(2) what percentage of the operational budget of the Department of Education of (a) Limpopo and (b) the Eastern Cape has keen allocated for compensation of employees in the 2013-14 financial year? NW32E

Response

Question 1

(a) Limpopo Department of Education

(b) Easter Cape Department of Education

(i) Total

77 391

62 54

(ii)(aa) - Provincial Level

886

666

(ii)(bb) – District of Circuit Level

7 872

4,488

(ii0(cc) – School Level

68 653 (School & ECD practitioners)

57 400

Source: Information supplied by the Limpopo and Eastern Cape Education Department s

Question 2

(a) The 2013/14 financial year adjusted budget of Limpopo Department is R23, 948 billion and compensation of employees budget is R19, 582 billion, therefore, the percentage allocated to the compensation of employees is 82% including conditional grant

Source: Limpopo Department of Education 2013/14 In-Year-Monitoring (IYM)

(a) The 2013/14 financial year adjusted budget of Eastern Cape Department of Education is R27, 538 billion and compensation of employees budget is R22, 124 billion, therefore, the percentage allocated to the compensation of employees is 80% including conditional grant

Source: Eastern Cape Department of Education 2013/14 In-Year-Monitoring (IYM)

TOTAL NUMBER OF EMPLOYEES IN LIMPOP DEPARTMENT OF EDUCATION AS AT APRIAL 2014

PROVINCIAL OFFICE

666

DISTRICT AND CIRCUITS

4 488

SCHOOL LEVEL

57 400

TOTAL EMPLOYEES

62 554


COMPILED BY MAPHETO MG
13-Jun-14

Attached, please find here:
Information as reflected on PERSAL as at 30 April 2014

Reply received: September 2014

QUESTION 26
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 17/06/2014
(INTERNAL QUESTION PAPER: 01/2014)
Ms H S Boshoff (DA) to ask the Minister of Basic Education:


(1) How many full service schools exist in each of the 81 education districts;

(2) What plans are in place to ensure the development of full service schools in those education districts currently without such schools, including (a) time frames and (b) areas of responsibility? NW31E

Response:

1. There are currently 86 districts in the country. There are a total of 626 designated full service schools in 83 of the 86 districts. These schools have been physically upgraded, teachers have been trained or additional resources have been made available.

The table below provides the number of full-service schools per district:

PROVINCE

DISTRICT

NUMBER OF FULL SREVICE SCHOOL

EASTERN CAPE

BUTHERWORTH

1

COFIMVABA

1

CRADOCK

1

DUTYWA

1

EAST LONDON

2

FORT BEAUFORT

1

GRAAFF-REINET

1

LADY FRERE

1

LIBOE

1

LUSIKISIKI

3

MBIZANA

1

MF FRERE

1

NGCOBO

1

PORT ELIZABETH

1

QUEENSTOWN

1

STERKSPRUIT

1

MT FLETCHER

1

MALUTI

1

UITENAGE

1

MTHATHA

1

QUMBU

1

KING WILLIAMS TOWN

1

GRAHMSTOWN

1

TOTAL

26

Attached please find here other Province (number of full-service schools per district)

Reply received: July 2014

QUESTION 25

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 17/06/2014
(INTERNAL QUESTION PAPER : 01/2014) FIFTH PARLIAMENT

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

(1) Whether the National Education Infrastructure Management System (NEIMS) report for 2013 has been completed: if not, (a) why not and (b) when is it expected that the report will be complete: if so, when was the report completed:

(2) whether the report will be made public; if not: why not: if so. (a) when and (b) through what mechanisms? NM'30E

RESPONSE:

1. Assessments have been completed and the report is in the process of being finalized.
(a) The report is only being completed after extension was given to the appointed service provider to complete the assessments of schools ant1 the electronic upload or data by SITA

(h) The report will be completed by the 15 July 2011.

2. (a) (b) On completion of the electronic upload and verification, standard NEIMS reports will be made available on the DBE website by August 2011.

Reply received: July 2014

QUESTION 24
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER 17/06/2014
(INTERNAL QUESTION PAPER: 01/2004) FIFTH PARLIAMENT

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


(1) (a) How much funding was made available to each union to conduct professional development activities foe educators in the 2013-14 financial year (b) what activities were conducted by each union, and (c) how many educators were reached by each activity;

(2) whether any union training has been accredited by the SA Council for Educators as part of the Continuous Professional Teacher Development programme; if not (a) why not and (b) what quality control was carried out to ensure suitability; if so, what are the details of the (i) training that has been accredited and (ii) the accreditation, including points scored, for each relevant training unit or module;

(3) whether the presenters of training modules were required to comply with any qualification criteria; if not, why not; if so, what are the details of these criteria:

(4) whether the focus areas for the training developed and delivered by unions in the 2013-14 financial year were prescribed or approved by her department; if no, why not; if so, what are the relevant details;

(5) whether funding will be made available to unions to conduct professional development activities for educators during the 2014-15 financial year, if not, why not; if so, what are the details of funding ? NW29E


REPLY

(1) (a) How much funding was made available to each union to conduct professional development activities for educators in the 2013-14 financial year, (b) what activities were conducted by each union, and (c) how many educators where reached by each activity?

(a) No funding was allocated to the Union for the 2013-14 financial year due to DBE financial constraints.
(b) Although no new funding was available for 2013-14 financial year, the following activities took place:
SAOU and NAPTOSA launched their Institutes with the involvement of the Ministry of Basic Education;
The DBE conducted training of 60 union lead teachers in English First Additional Language at the request of the unions;
Unions submitted their training programme for endorsement to the South African Council for Educators (SACE) as per policy requirements at the request of the DBE ; and
Unions conducted training in priority areas as agreed with the DBE; and PEDs.

(c) Unions conducted training without DBE funding.

(2) whether any union training has been accredited by the SA Council for Educators as part of the Continuous Professional Teacher Development programme; if not (a) why not and (b) what quality control was carried out to ensure suitability; if so, what are the details of the (i) training that has been accredited and (ii) the accreditation, including points scored, for each relevant training unit or module;

(1) Yes
(a)(i) N/A
(b)(i) The DBE has requested unions to submit their programmes for SACE endorsement as per policy requirements; and
(ii) SACE has endorsed and awarded points to union programmes as follows

PEU (Professional Educators Union):
Activities or programme
: Policy & Policy formulation
Summary of report: The activity supports system transformation and outcomes are clearly spelled out and aligned to the purpose. The activity will strengthen professional commitment and responsibility.
Points allocated: 5 points

SADTU CNPDI
Activity or programme: EFAI & MATH Foundation Phase lesson planning
Summary of report: the activity will improve educator's capacity to develop lesson plans for the teaching of EFAL and Maths in the Foundation phase. This will contribute to improvement in classroom practice.
Points allocated: 10 points

Activity or programme: Assessment for learning
Summary of report: The activity will strengthen professional practice of the target audience. It is a good programme for continuing professional development. It targeted an important issue of assessment
Points allocated: 10 points

Activity of programme: Institutional Leadership School Governance and Management
Summary of report: Leadership and Management. Not evaluated as yet, received April 2014
Points allocated: 10 points

NAPTOSA
Activity or programme: Demystifying Assessment (GP)
Summary of report: Demystifying
Points allocated: 10 points

Activity or programme: The skinny on subject grade and phase leadership (WC)
Summary of report: Not evaluated received April 2014
Points allocated: 0 points

Activity programme: Brave Leadership (WC)
Summary of report: Leadership and Management. Not evaluated, received April 2014
Points allocated: 0 points

SAOU (Suid Afrikaanse Onderwys Unie)
Activity or programme: Reading Development in the Foundation Phase
Summary of report: To empower teachers in their understanding of reading development and to provide them with skills and strategies to teach reading.
Points allocated: 10 points

Activity or programme: Concession for Learners?
Summary of report: To empower educators in the implementation of concession for learner with special education needs.
Points allocated: 10 points

Activity or programme; The principal as curriculum manager
Summary of report: This programme is aimed at school management teams, especially principals, to provide guidance in the management of the curriculum through implementation of four principles: planning, organizing, directing and controlling to ensure quality learning and teaching in a school.
Points allocated: 10 points

(3) whether the presenters of training modules were required to comply with any qualification criteria; if not, why not; if so, what are the details of these criteria:

Since there was no funding allocated, no training was done hence no details are available.

(4) whether the focus areas for the training developed and delivered by unions in the 2013-14 financial year were prescribed or approved by her department; if no, why not; if so, what are the relevant details;

Since there was no funding allocated, on training was done hence no details are available

(5) whether funding will be made available to unions to conduct professional development activities for educators during the 2014-15 financial year, if not, why not; if so, what are the details of funding ?

No allocations have been made for the 2014/15 financial year. This is due to financial constraints within the DBE hence no details are available

Reply received: July 2014

QUESTION 23
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 17/06/2014
(INTERNAL QUESTION PAPER: 01/2014) FIFTH PARLAIMENT

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


(1) Whether the Ministerial Committee appointed to investigate the current promotion requirements and other related matters that impact on the standard of the National Senior Certificate, as gazetted in Government Notice 504 of 18 July 2013, has (a) completed its work and (b) submitted its report to her; if not, (i) why not and (ii) when will the (aa) work and (bb) report of the committee be completed; if so. when was the (aaa) work completed and (bbb) report submitted to her;

(2) whether the report will be made public; if not. why not; if so, (a) when and (b) through what mechanisms? NW28E

RESPONSE:

(1) The Ministerial Committee completed its work at the end of May 2014 and submitted the final Report to the Minister on 12 June 2014

(2) The Minister will be at its next meeting presenting the Report to the Council of Education Ministers (CEM). Based on the outcome of the discussions at CEM, the Heads of Education Departments Committee (HEDCOM) will take forward the recommendations emanating from the Report. The Report will be made public after the above processes have been followed.