Basic Education A

2015-04-09

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Reply received: June 2015

QUESTION 1496

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 24/04/2015

INTERNAL QUESTION PAPER: 11/2015

1496. Mr W M Madisha (Cope) to ask the Minister of Basic Education:

Whether her department is running any (a) central or (b) regional support services in respect of (i) curriculum matters, (ii) methodology innovation and (iii) test and/or examination setting, so that educators could submit requests for assistance and/or obtain training of any specific type in terms of the specified matters, in order to enable educators to meet the demands of the classroom and thereby achieve professional excellence; if not, why not; if so, what are the relevant details? NW1705E

RESPONSE

(b) (i) and (ii) The Department co-ordinates the National Learner Attainment Strategy (NSLA) with provincial education departments (PEDs). The NSLA is an over-arching plan with sections dealing with Early Childhood Development (ECD), General Education and Training (GET), Further Education and Training (FET), Management and Development, Resource Provisioning, Teacher Development, Maths, Science and Technology (MST), and Inclusive education. The NSLA has the objective of ensuring that PEDs provide support services for curriculum, teaching methods, and test/exams setting. PEDs are expected to implement programmes report on the NSLA indicators on a quarterly basis.

(a) (b) (iii) There are no formal support services rendered to teachers on examinations and assessment, which allows for educators to submit their request for assistance. However, the DBE offers ongoing support to educators in the form of test and examination exemplars of high quality, sample of high quality School-Based Assessment (SBA) tasks and in the last three years the DBE moderates a sample of the preparatory examination question papers. In this case, support is provided to the provincial examiners, which is equivalent to “hands on training” in the setting of high quality question papers. During the moderation of the SBA tasks conducted by the DBE, to the subject advisors, feedback sessions are facilitated and the teachers from the sample schools and this allows for identification of the areas of weakness and the implementation of remedial measures, in a face to face encounter with the moderators.

Reply received: May 2015

QUESTION 1463
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 17/04/2015
INTERNAL QUESTION PAPER: 10/2015
Mr T C R Walters (DA) to ask the Minister of Basic Education:

(a) How many invoices from private contractors to her department currently remain unpaid for longer than 30 days and (b) in each case, what (i) are the details of the (aa) contractor and (bb) services provided and (ii) what is the (aa) date of the invoice and (bb) reason why the invoice was not paid within 30 days? NW1676E

(a) One invoice from a private contractor was unpaid for longer than 30 days, please refer to the attached list as Annexure A.

(b) (i) (aa) Mediro Belay Management Services.

(bb) The Department bought computer hardware systems and Laptops.

(ii) (aa) 17 March 201 5.

(bb) The invoice was not paid within 30 days because there were discrepancies on the invoice regarding the delivered items.

Find here: Annexure

Reply received: May 2015

QUESTION 1392

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 17/04/2015

INTERNAL QUESTION PAPER: 10/2015

1392. Dr M J Cardo (DA) to ask the Minister of Basic Education:

(a) What number of (i) financial, (ii) forensic and/or (iii) other investigations that were commissioned by her department have been completed since 1 April 2013 and (b) in each case, what are the relevant details on the (i) investigation including a synopsis of the facts and findings of each case, (ii) persons or third parties responsible for each investigation, (iii) total cost to date of each investigation and (iv) appropriate steps taken against officials and third parties implicated of wrongdoing in the findings of the investigations? NW1605E

RESPONSE:

(i) There were no financial investigations that were commissioned by the department since 1 April 2013.

(ii) There were no forensic investigations that were commissioned by the department since 1 April 2013.

(iii) There were other investigations.

(i) Departmental Issues pertaining to allegations of Nepotism and contravention of code of conduct.

(ii) The Internal Audit directorate was responsible for investigations conducted internally.

(iii) No costs were involved as investigations were conducted internally.

(iv) Warning letters were submitted to officials involved.

Reply received: May 2015

QUESTION 1364

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 17/04/2015

INTERNAL QUESTION PAPER: 10/2015

1364. Ms D van der Walt (DA) to ask the Minister of Basic Education:

(a) Why is the Siyibane Senior Primary School in the Eastern Cape not on the master list of the Accelerated School Infrastructure Development Initiative Project of her department, (b) what action, if any, will her department take to ensure that (i) this school is provided with (aa) toilets, (bb) water and (cc) proper structures for classrooms and (ii) roads to the school are maintained for easy access of learners and teachers and (b) by when will such action be taken? NW1576E

Reply

(a). The criteria used for schools to be included into the Accelerated School Infrastructure Development Initiative were to address schools that are built entirely out of inappropriate material (wood, mud, corrugated iron and other metals) as well as providing for schools that have never had any form of basic services (water, sanitation and electrification). These schools were selected on the basis of inputs from provincial departments via their districts. The schools that have had a form of basic service and partial inappropriate structures are addressed by the provincially-driven programme. From our information, this school was not recommended to be included in the programme in the submission from the province.

(b) (i) (aa)(bb) (cc) (ii)It has, however, come to our attention, that some schools that qualify, to be included in the programme were inadvertently excluded when planning was concluded. A process has been initiated to identify such schools. On conclusion of the process, funding will be solicited from the National Treasury such that such schools may also be attended to. If the school mentioned conforms to the said criteria, it will be included in the programme. Please note that the school is also in line to receive some form of relief from the provincial infrastructure programme in the current financial year.

Reply received: May 2015

QUESTION 1272

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 17/04/2015

INTERNAL QUESTION PAPER: 10/2015

1272. Ms H S Boshoff (DA) to ask the Minister of Basic Education:

(1) How many (a) public schools and (b) schools for children with special needs in Mpumalanga are affected by school closures when educators attend the SA Democratic Teachers Union (SADTU) meetings;

(2) how many educators in (a) public schools and (b) schools for children with special needs in Mpumalanga belong to SADTU;

(3) what measures have been put in place in Mpumalanga to make up for schooling hours lost due to attendance by educators of SADTU meetings? NW1480E

REPLIES:

(1) How many (a) public schools and (b) schools for children with special needs in Mpumalanga are affected by school closures when educators attend the SA Democratic Teachers Union (SADTU) meetings?

There are:

None of the (a) Public ordinary schools and (b) schools for children with special needs are closed when teachers belonging to unions are granted permission in terms of Chapter G of the Personnel Administrative Measures to attend to union activities.

(2) How many educators in (a) public schools and (b) schools for children with special needs in Mpumalanga belong to SADTU;

There are:

23 313 educators in public ordinary schools who are members of SADTU and

116 educators in Special Education Needs (LSEN) are members of SADTU.

(3) What measures have been put in place in Mpumalanga to make up for schooling hours lost due to attendance by educators of SADTU meetings?

The following measures have been put in place to make up for the loss in school hours:

All schools are aware of the pace setters that need to be complied with to complete the curriculum and have been consistently monitored.

Reply received: May 2015

QUESTION 1271

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 17/04/2015

INTERNAL QUESTION PAPER: 10/2015

1271. Ms H S Boshoff (DA) to ask the Minister of Basic Education:

How many (a) public schools and (b) schools for children with special needs in each (i) province and (ii) district have safety programmes that implement the safety in education partnership protocol between her department and the SA Police Service that address (aa) gender-based violence and (bb) the implementation of a strategy for the management of drug and substance abuse? NW1479E

RESPONSE

The Collaborative Partnership Protocol between the Department of Basic Education (DBE) and the South African Police Service (SAPS) has been implemented in (a) 15 992 public schools (b) inclusive of schools for children with special needs in all (i) provinces and (ii) districts. (aa) Gender based violence is addressed through the implementation of the Sexual Offences and Related Matters Act, Act 32 of 2007 as amended and the Child Justice Act, Act 75 of 2008 as amended; by SAPS officials on reported cases from schools and (bb) the National Strategy for the Prevention and Management of Alcohol and Drug Use amongst Learners in Schools have been printed and distributed to all provinces for implementation.

Reply received: May 2015

QUESTION 1270

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 17/04/2015

INTERNAL QUESTION PAPER: 10/2015

1270. Ms H S Boshoff (DA) to ask the Minister of Basic Education:

How many (a) public schools and (b) schools for children with special needs in each (i) province and (ii) district have policies and programmes in place with regard to Educational Enrichment Services to improve learning in schools? NW1478E

Response

The South African Schools Sport League Programme is an integrated sporting programme which is inclusive in nature, offered in all South African public schools. The National Tournament is a culmination of circuit, district and provincial championships to which provinces reside with the statistics. At the National Championships, a total of 1261 learners with special needs participated in the various sporting codes at the 2014 National Tournament, depicted in the tables below.

The Department of Basic Education also hosts the South African Schools Choral Eisteddfod (SASCE) which is an enrichment programme aimed at improving learning in schools. The learners with special needs compete in their own category, sectioned in three phases: the intermediate phase, senior phase and FET Band. A total number of 908 learners with special needs participated at the 2014 SASCE National Championships. The lists of the SASCE enrichment programme are included, see the link: /files/RNW1270-150515SASCE.docx

Reply received: April 2015

QUESTION 1218

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 27/03/2015

INTERNAL QUESTION PAPER: 09/2015

1218. Ms T Gqada (DA) to ask the Minister of Basic Education:

With reference to Grade R teachers in Limpopo, (a) how many teachers are employed by the provincial department of education, (b) at which schools are these teachers employed, (c) how many teachers (i) moved from teaching other Grades to teach Grade R and (ii) of these, how many moved to other schools to teach Grade R and (d) what salary was paid monthly to each of the Grade R teachers (i) in the 2013-14 financial year and (ii) since 1 April 2014? NW1424E

REPLY

Information required to respond to (a), (b), (c),(i) ,(ii), and d(i) (ii) is not collected by the National Department of Basic Education and is therefore not readily available. It has been requested from the Limpopo Department of Education and will be provided as soon as it is received.

Reply received: April 2015

QUESTION 1217

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 27/03/2015

INTERNAL QUESTION PAPER: 09/2015

1217. Ms D van der Walt (DA) to ask the Minister of Basic Education:

(a) What is the total number of teachers who were employed by the Limpopo Department of Education (i) in the (aa) 2012-13 and (bb) 2013-14 financial years and (ii) since 1 April 2014, (b) what is the total number of teachers who were paid a salary in each month of the specified (i) financial years and (ii) period and (c) what was the salary bill for teachers each month of the specified (i) financial years and (ii) period? NW1423E

REPLY

Information required to respond to (a)(i) (aa) and (bb); (ii) (b) (i) (ii); (c) (i) (ii) is not collected by the National Department of Basic Education and therefore not readily available. It has been requested from the Limpopo Department of Education and will be provided as soon as it is received.

Reply received: April 2015

QUESTION 1216

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 27/03/2015

INTERNAL QUESTION PAPER: 09/2015

1216. Ms D van der Walt (DA) to ask the Minister of Basic Education:

(a) Which schools have benefitted from the Quality Improvement, Development, Support and Upliftment Programme (QIDS-UP) in each province, (b) what are the details of the infrastructure development that took place in each school, (c) how many teachers were (i) part of the teacher training in terms of this programme and (ii) in which subjects were teachers trained, (d) who underwent school management training in terms of this programme at each school, (e) what subject textbooks were delivered as a result of this programme and (f) what IT resources were delivered in terms of this programme? NW1422E

Response:

The QIDS-UP programme targeted quintile 1 to 3 schools however in some provinces like Western Cape the Programme was implemented to all schools. The table below indicates the number of schools per province that benefited from the programme. The reports from Provincial Education Departments 2007-2010 provide the number of schools that were identified.

Province	Number of schools
Eastern Cape	868
Free State	596

Kwa-Zulu Natal

	997
Northern Cape	20
North West
Western Cape

Source: Provincial Education Departments 2007 – 2010

The infrastructure development that were provided through QIDS UP programme includes the following:

Renovation of classrooms or supply of mobile classrooms;
Renovation of ablution facilities or supply of chemical toilets;
Provisioning of water tanks;
Provisioning of Solar panels or wiring of schools;
Burglar guards and alarms systems;
Fencing of school yards;
Equipment for food gardens;
Equipment for Nutrition Programme;
Outdoor play equipment for grade R class;
Classroom furniture: desks, chairs, tables and cupboards; and
Library Furniture

(i) Reports received from provinces showed that a total number of 3514 teachers were trained across the country.

(ii) Training focused on:

School Governance;
School Management;
Teaching Methodology for Mathematics and Language Teachers; and
Computer Literacy

Teachers trained on school management, it was school’s prerogative to choose who should attend training however the recommendation was that teachers serving in the School Management Teams (SMT) should attend trainings. A total number of 1800 SMT members receive training.

Subjects Textbooks provided by the QIDS-UP programme varied:

Reading books
Reading books in a moveable trolley;
Numeracy Kits;
Science kits; and
Literacy and Numeracy teaching resources and microscopes.

IT resources provided by QIDS-UP programme:

Computers,
Printers,
photocopiers,
overhead projectors; and
Soft wares

Reply received: May 2015

QUESTION 1215

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 27/03/2015

INTERNAL QUESTION PAPER: 09/2015

1215. Ms D van der Walt (DA) to ask the Minister of Basic Education:

With reference to the Quality Improvement, Development, Support and Upliftment Programme in respect of each province, what amount was spent (a)(i) at each school which benefitted from the specified programme and (ii) on infrastructure development in respect of each school, (b) on teacher training in each of the relevant schools, (c) on school management training at each school, (d) on textbooks delivered under the specified programme and (e) on IT resources delivered under this programme? NW1421E

Response:

The Quality Improvement, Development, Support and Upliftment Programme (QIDS-UP) was meant to address two broad priorities: dealing with poverty and quality improvement. The programme was meant to enhance the quality of learning and teaching in quintile 1 to 3 schools.

It should be understood that although the programme was derived from the Department of Basic Education, the budget allocation for the programme was located in Provincial Education Departments. The Department of Basic Education has records of provincial budget allocations and resources provided thereof for the period between 2007/08 until 2010/11.

The report on budgets and number of schools that benefitted for infrastructure, teacher training, school management, Numeracy and Literacy resources and IT resources is derived from quarterly reports provided by Provincial Education Departments. This is provided in the tables below:

(i) Table 1: Provincial QIDS UP Budgets:

Province	2007/2008	2008/2009	2009/2010	2010/	Total
	2007/2008	2008/2009	2009/2010	2011	Total
	Budget	Budget	Budget	Budget	Budget
	R'000	R'000	R'000	R'000	R’000
Eastern Cape	10 701	7 347	15 701		33 749
Free State	7 000	19 000	21 000	22 000	69 000
Gauteng	55 199	78 611	182 832	82 379	399 021
KwaZulu-Natal	40 000	24 000	146 000	154 760	364 760
Limpopo	43 521	45 697	182 489	195 263	466 970
Mpumalanga	43 805	46 826	59 601	83 510	233 742
Northern Cape	8 508	12 821	16 155	17 124	54 608
North West	10 500	11 025	11 576	12 156	45 257
Western Cape	71 442	154 246	161 187	170 858	557 733
Total	290 676	400 876	796 541	738 050	2 224 840

(ii) The table 2 below indicates the number of schools per province that benefited from the Programme on Infrastructure:

Province	Infrastructure
Eastern Cape	147
Free State	4
Gauteng	11
KwaZulu-Natal	58
Limpopo
Mpumalanga	100
Northern Cape	15
North West
Western Cape	150

The table 3 below indicates the number of schools per province that benefited from the Programme on Teacher Training:

Province	Teacher Training
Eastern Cape
Free State	137
Gauteng	90
KwaZulu-Natal	200
Limpopo	895
Mpumalanga	500
Northern Cape	120
North West	415
Western Cape

The table 4 below indicates the number of schools per province that benefited from the Programme on School Management Training:

Province	School Management Training
Eastern Cape
Free State	364
Gauteng	229
KwaZulu-Natal	500
Limpopo	895
Mpumalanga
Northern Cape	120
North West	10
Western Cape

There were no textbooks provided by the programme. Instead supplementary materials to enhance learning and teaching were provided

Reading books;
Library books;
Reading books in a moveable trolley;
Numeracy Kits;
Science kits; and
Literacy and Numeracy teaching resources and microscopes.

The table 5 below indicates the number of schools per province that benefited by receiving supplementary materials from the Programme:

Province	Supplementary Material
Eastern Cape	4248
Free State	1295
Gauteng	793
KwaZulu-Natal	3269
Limpopo	2482
Mpumalanga	1118
Northern Cape	1272
North West	358
Western Cape	564

The table 6 below indicates the number of schools per province that benefited from the Programme on IT resources:

Province	IT resources
Eastern Cape
Free State
Gauteng
KwaZulu-Natal	200
Limpopo	328
Mpumalanga	353
Northern Cape
North West	50
Western Cape	100

Reply received: April 2015

QUESTION 1194
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 27/03/2015
INTERNAL QUESTION PAPER: 09/2015

1194. Ms AT Lovemore {DA) to ask the Minister of Basic Education:

(a) When does she intend to preclude unions from involvement in the appointment of principals, other than as observers and (b) what are the details of how she intends to achieve this? NW 1399E

RESPONSE

(a) Section 3.3 of Personnel Administration Measures (PAM) in the Employment of Educators Act of 1998 does not allow the involvement of unions in the appointment of educators in general rather than being observers. It stipulates that "the union representatives shall be observers to the process of shortlisting, interviews and the drawing up of a preference list”.

(b) There is already legislation in place that precludes unions from involvement in the appointment of principals other than being observers.

Reply received: May 2015

QUESTION 1193

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 27/03/2015

INTERNAL QUESTION PAPER: 09/2015

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

(1) What criteria are used to determine the need for (a) special needs schools and (b) full-service schools, including a possible requirement that every child should have access to each specified school within a certain radius of his or her home;

(2) Why is there no special needs school in the Graaff-Reinet education district.

(3) (a) what are the details of full-service schools in the district, including (i) the date on which it was declared as a full-service school, (ii) the reason for declaring each school as a full-service school and (iii) the resources provided to ensure that the school can function as a full-service school;

(4) (a) when does she envisage that a special needs school will be established in the Graaff-Reinet education district, (b) where it will be established and (c) what needs will it cater for;

(5) What are the names of other education districts in each province that have no special needs schools within their area of jurisdiction?

Response:

(a) Provincial Education Departments conduct feasibility studies in certain localities to establish whether or not there is a need for a special school.

(b) Education White Paper 6 advocates all public ordinary schools to be Full Service Schools / Inclusive Schools. The key criterion used by Provincial Education Departments is the functionality of a public ordinary school which is being considered to be designated as a Full Service School.

It must be noted that the distribution of special schools and other resources in the country was determined by the legacy of the past. As a result the majority of rural districts do not have special schools. However Provincial Education Departments (PEDs) are progressively undertaking feasibility studies to establish where additional special schools are to be built. Importantly, consideration is given to provisions of the UN Convention on the Rights of People with Disabilities in terms of educational provisions.

The table below shows the details of Full Service School in the district, that have been physically upgraded in 2014.

Province		No of Full Service Schools / Inclusive Schools	Date declared	(ii) Reason	Resources provided
	Graaf Reinet				Verification in process

Data provided by provinces in August 2014

The establishment of a special needs school in the Graaff-Reinet education district will have to be preceded by a feasibility study that will be conducted in all education districts that do not have special needs schools in the Eastern Cape. Findings of the feasibility study will, in part, establish special needs that exist in each of the districts and will further inform the primary disability that needs to be catered for by the envisaged special needs school.

The table below shows provinces and the name of Districts without Special Schools:

	DISTRICTS WITHOUT SPECIAL SCHOOL
EASTERN CAPE	Butterworth
	Cofimvaba
	Cradock
	Dutywa
	Fort Beaufort
	Graaff Reinet
	Lady Frere
	Libode
	Mount Fletcher
	Ngcobo
	Lusikisiki
	SUB TOTAL:	11
FREE STATE	Xhariep
	SUB TOTAL:	1
GAUTENG
	SUB TOTAL:	0
KWAZULU NATAL
	SUB TOTAL:	0
LIMPOPO
	SUB TOTAL:	0
MPUMALANGA	Bushbuckridge
	SUB TOTAL:	1
NORTHERN CAPE	Pixley –Ka Seme
	SUB TOTAL:	1
NORTH WEST
	SUB TOTAL:	0
WESTERN CAPE
	SUB TOTAL:	0
Total		14

Reply received: May 2015

QUESTION 1192

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 27/03/2015

INTERNAL QUESTION PAPER: 09/2015

1192 Ms A T Lovemore (DA) to ask the Minister of Basic Education:

(1) (a) What is the composition of the National Education Collaboration Trust (NECT), including details of the leadership structure, (b) what rules govern its functioning, including the meeting of its leadership and (c) what are the details of the meetings of (i) the NECT or (ii) its leadership since its inception, including details of the attendees in respect of each meeting;

(2) what are the (a) terms of reference of the NECT, (b) details of the actions implemented by the NECT since its inception to date and (c) what is the plan of action, including targets, for the NECT for the (i) 2015-16, (ii) 2016-17 and (iii) 2017-18 financial years;

(3) (a) what are the details of the funding of the NECT, including contributions by her department, (i) since the inception of the NECT and (ii) up to the 2015-16 financial year, (b) how has her department determined the required quantum of its contribution and (c) (i) how and (ii) to whom her department’s contribution is paid;

(4) whether her department’s contribution is dependent on any level of performance; if so, what are the relevant details? NW1397E

RESPONSE:

- (2)

The questions from 1 and 2 should be sourced from the National Education Collaboration Framework (NECT). As an independent organisation, the details of the leadership structure are publicly available.

(3) (a) (i) The Department of Basic Education‘s contribution is R 78 million which is proportional to 57% of the total NECT funding.

(3) (a) (ii) The Department’s contribution for the 2015-16 financial year will be R60 million.

(3) (b) (ii) The quantum of the Department’s contribution to the NECT is determined by means of the Estimates of National Expenditure proposes as prescribe by the National Treasury.

(3) (c) (i) The Department’s contribution is paid from the Department’s Voted Funds by means of an electronic bank transfer.

(3) (c) (ii) The Department’s contribution is paid to the NECT directly.

(4) Yes, the Department has implemented several performance evaluation mechanisms which include a Memorandum of Understanding that formalise the areas of co-operation, as well as the roles and responsibilities of the Department and the NECT. Detailed business plans have to be submitted by the NECT which embrace the principals of the Education Collaboration Framework. Furthermore Service Level/Grant Agreements are signed with the NECT in respect of each contribution which clearly specifies the purpose and the use of the contributions. The NECT also has to submit monthly progress reports on projects funded by the Department’s contribution which include detailed supporting documentation. Selected site visits are conducted by the Department to confirm the NECT’s activities.

Reply received: May 2015

QUESTION 1186

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 27/03/2015

INTERNAL QUESTION PAPER: 09/2015

1186. Ms H S Boshoff (DA) to ask the Minister of Basic Education:

(1) How many schools in each (a) province and (b) district have effectively implemented the Inclusive Education Policy;

(2) how many inclusive education schools in each (a) province and (b) district have commenced with the implementation of the Curriculum and Policy Statement for SA Sign Language Curricula;

(3) how many inclusive education schools in each (a) province and (b) district have implemented the Screening, Identification, Assessment and Support Strategy policy for early identification of barriers to learning;

(4) how many inclusive education schools in each (a) province and (b) district have implemented a curriculum differentiation to reduce the dropout rate and increase the retention rate? NW1387E

Response

The schools listed in the table below per province and per district, are schools that have been designated by Provincial Education Departments as Full-service or Inclusive schools which are supported to implement the Inclusive Education Policy:

PROVINCE	DISTRICTS	NUMBER OF FULL-SERVICE/INCLUSIVE SCHOOLS
EASTERN CAPE	Butterworth	1
	Cofimvaba	1
	Cradock	1
	Dutywa	1
	East London	2
	Fort Beaufort	1
	Graaff Reinet	1
	Grahamstown	1
	King Williams	1
	Lady Frere	1
	Libode	1
	Lusikisiki	3
	Maluti	1
	Mbizana	1
	Mthatha	1
	Mt Fletcher	1
	Mt Frere	1
	Ngcobo	1
	Port Elizabeth	1
	Queenstown	1
	Qumbu	1
	Sterkspruit	1
	Uitenhage	1
	SUB TOTAL:	26
FREE STATE	Fezile Dabi	32
	Lejweleputswa	21
	Motheo	29
	Thabo Mofutsanyane	36
	Xhariep	14
	SUB TOTAL:	132
GAUTENG	Johannesburg South	5
	Johannesburg North	5
	Johannesburg Central	5
	Johannesburg West	5
	Johannesburg East	5
	Gauteng North	5
	Gauteng East	5
	Gauteng West	5
	Tshwane North	5
	Tshwane South	5
	Tshwane West	5
	Sedibeng West	5
	Sedibeng East	4
	Ekurhuleni North	5
	Ekurhuleni South	5
	SUB TOTAL:	74
KWAZULU NATAL	Amajuba	6
	Othukela	6
	Pinetown	8
	Sisonke	10
	Ugu	9
	Umgungundlovu	10
	Umlazi	6
	Umkhanyakude	10
	Umzinyathi	10
	Uthungulu	10
	Ilembe	6
	Zululand	10
	SUB TOTAL:	101
LIMPOPO	Capricorn	4
	Giyani
	Mopani	3
	Nkowankowa
	Sekhukhune	4
	Vhembe	3
	Waterberg	3
	SUB TOTAL:	17
MPUMALANGA	Bohlabela	40
	Ehlanzeni	30
	Gert Sibande	30
	Nkangala	40
	SUB TOTAL:	140
NORTHERN CAPE	Frances Baard	1
	John Taolo Gaetsewe	2
	Namaqua	0
	Pixley Ka Seme	1
	ZFM	0
	SUB TOTAL:	4
NORTH WEST	Bojanala	44
	Dr Kenneth Kaunda	34
	Dr RS Mompati	34
	Ngaka Modiri Molema	38
	SUB TOTAL:	150
WESTERN CAPE	Cape Winelands	27
	Central	12
	Eden & Central Karoo	27
	East	17
	North	21
	Overberg	15
	South	9
	West Coast	19
	SUB TOTAL:	147
Total		787

Statistics provided by Provincial Education Departments in February 2015

The table below provides the number of special schools in each province that are implementing the Curriculum and Assessment Policy Statement (CAPS) for South African Sign Language (SASL) Grades R-12:

Province	Number of schools implementing SASL
EC	4
FS	2
GT	7
KZ	7
LP	5
MP	5
NC	1
NW	2
WC	5
National	38

Data provided by provinces during monitoring in February 2015

(3) The table below represents the number of Full Service Schools and Special Schools that are implementing the SIAS Policy per province:

Province	Number of Schools
EC	47
FS	31
GP	75
KZN	46
LP	34
MP	478
NC	8
NW	144
WC	1529
Total	2392

Data provided by White Paper 6 Report 2001 - 2012

It is at this stage not possible to provide the exact number of schools in the country that are effectively implementing the SIAS Policy.

The data on the number of schools that are implementing Curriculum Differentiation is not readily available at DB, however DBE is in possession of data on teachers who have been trained in Curriculum Differentiation which is represented in the table below:

Province	Number of Teachers Trained in Curriculum Differentiation in 2013/14
EC	120
FS	766
GT	6803
KZN	400
LP	1200
MP	1450
NC	3783
NW	1200
WC	405
Total	16 127

Source: Data provided by provinces in 2014/2015

Reply received: April 2015

QUESTION 1184

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 27/03/2015

INTERNAL QUESTION PAPER: 09/2015

1184. Ms H S Boshoff (DA) to ask the Minister of Basic Education:

(1) Whether the first draft of the National School Safety Framework has been completed; if not, (a) why not and (b) when will the specified framework be completed; if so, (i) what are the details of the subsequent developments in this regard and (ii) when is the implementation of the (aa) national and (bb) provincial school safety plans;

(2) what are the (a) statistics related to incidents of school violence and (b) relevant details of the (i) data collection processes and (ii) statistics in respect of each (aa) province and (bb) district? NW1385E

RESPONSE

Yes,

n/a
The National School Safety Framework (NSSF) is in its final draft and has been submitted to the Department of Basic Education’s Legal Services Directorate for approval.

(i) The NSSF has been consulted with all relevant directorates within the Department of Basic Education. Nine Provincial and one National Consultative workshops have been conducted during 2014.

(ii) (aa) and (bb) Subject to the approval of the NSSF, training workshops will be conducted in all nine provinces towards implementation at school-based level. The NSSF provides a framework for provinces to develop safety plans according to their own specific safety needs. It should also be noted that schools will be expected to develop their own context specific safety plans.

(a) (b) (i) (ii) (aa) and (bb) Currently, all statistics related to incidents of school violence resides in provinces and are mostly at school-based level as these incidences are managed directly by principals. In the case of serious incidences of violence it is directly reported to district offices and further reported to the Provincial Heads of Education Department. Incident recording registers are utilised in schools in order to record the details of incidences of violence and is completed by principals or a delegated staff member. Data collection and the processes followed differ from province to province and district to district, hence the Department of Basic Education’s endeavour to standardise reporting throughout the education system by utlising the South African School Administration and Management System (SA-SAMS) and the Learner Unit Record Information and Tracking System (LURITS), which will be implemented in all provinces as from June 2015.

Reply received: April 2015

QUESTION 1163

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 27/03/2015

INTERNAL QUESTION PAPER: 09/2015

1163. Ms S V Kalyan (DA) to ask the Minister of Basic Education:

(a) How many sick leave days were taken by employees of her department in the 2013-14 financial year and (b) what was the total cost thereof in rand? NW1364E

RESPONSE

Out of a total number of 725 employees appointed within the National Department of Basic Education during the 2013/14 financial year, a total number of 551 employees utilised an average of 7 days sick leave per employee.
The total cost was R4 994 000

Reply received: May 2015

QUESTION 1129

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 27/03/2015

INTERNAL QUESTION PAPER: 09/2015

1129. Mr A M Figlan (DA) to ask the Minister of Basic Education:

(a) What amount did (i) her department and (ii) state entities reporting to her spend on each newspaper subscription in each month (aa) in the (aaa) 2011-12, (bbb) 2012-13 and (ccc) 2013-14 financial years and (bb) during the period 1 April 2014 up to the latest specified date for which information is available and (b) how many copies of each newspaper were ordered on each day of the week (i) in each specified financial year and (ii) during the period 1 April 2014 up to the latest specified date for which information is available? NW1294E

Response:

(i) The Department of Basic Education spent on newspaper subscriptions as follows:

2011 – 2012 R222 718.32

2012 – 2013 R346 567.92

2013 – 2014 R347 009.76

– 2015 R179 256.00

(ii)The expenditure is only for newspapers to designated directorates in the Department of Basic Education. Please refer to entities as per question a)(ii)

(aa) (aaa) (bbb) (ccc) and (bb) as well as (b) (i) (ii)

The expenditure is broken down as follows: see the link /files/RNW1129-150515BREAKDOWN.docx

	Subscription	Quantity per day/week	Amount
EDUCATION LABOUR RELATIONS COUNCIL (ELRC)	2014-15
The ELRC did not subscribe for newspapers for 2014-15 financial year.
	2013-14
	Pretoria News	1 Daily	1 205.75
	Business Day	1 Daily	3 213
	Mail and Guardian	1 Weekly	1 249.92
	TOTAL		5 668.67
	2012-13
	Pretoria News	1 Daily	1 137.50
	Business Day	1 Daily	2 700.00
	Mail and Guardian	1 weekly	948
	TOTAL		4 785.50
	2011-12
	Pretoria News	1 daily	1 092
	Business Day	1 daily	2 618.52
	Mail and Guardian	1 weekly	893
	TOTAL		4 603.52
GRAND TOTAL			15 057.69

SOUTH AFRICAN COUNCIL OF EDUCATORS (SACE)
The SACE did not subscribe for newspapers for the financial years referred to in the Question..

UMALUSI	2014-15
	Mail and Guardian	1 per week	1 450
	Sunday Times-Digital subscription for Executive Staff		1 039.92
	Sunday Times newsprint	1 per day	1039.92
	The Star and Pretoria News	1 per day	1 592.50
	TOTAL		5 122.34
	2013-14
	Sunday Times newsprint	1 per week	831.96
	The Star and Pretoria News	1 per day	1 524.25
	Mail and Guardian	1 per day	1 250.00
	TOTAL		3 606.21

	2012-13
	Mail and Guardian	1 per week	948
	The Star and Pretoria News	1 per day	1410.50
	TOTAL		2358.50
	2011-12
	Sunday Times newsprint	1 per week	1 092
	Mail and Guardian	1 per week	892.92
	The Star and Pretoria News	1 per day	1 319
	TOTAL		3 303.92
GRAND TOTAL			14 390.97

Reply received: March 2015

QUESTION 1046

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 20/03/2015

INTERNAL QUESTION PAPER: 08/2015

1046. Prof B Bozzoli (DA) to ask the Minister of Basic Education:

Is she aware of the fact that textbooks have not yet been provided to Oosrand Secondary School, Reiger Park, Boksburg; if not, why not; if so, what steps is she taking to ensure that the textbooks will be provided with immediate effect? NW1206E

Response:

Oosrand Secondary School is a Section 21.1.c school which Gauteng Provincial Education Department transfers fund for the school to procure Learning and Teaching Support Material (LTSM). The school had textbook shortages for Grades 8 & 9 in 2014, and they reported such shortages to the Gauteng Department of Education. The Gauteng Department of Education has managed to procure textbooks for the school to address shortages, and there is no shortage in the current school year.

Reply received: March 2015

QUESTION 971

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 20/03/2015

INTERNAL QUESTION PAPER: 08/2015

971. Mr R A Lees (DA) to ask the Minister of Basic Education:

(1) Whether the Hamilberg Primary School situated in the Harrismith district in the Free State is open for the year 2015; if not, (a) what are the reasons for the school not opening and (b) is the school closed permanently; if so, (i) what is the number of (aa) grades, (bb) learners in each grade and (cc) educators at the school and (ii) does the school have a principal;

(2) (a) what are the details relating to the remaining (i) buildings, (ii) furniture and (iii) equipment at the school and (b) are the remaining (i) buildings, (ii) furniture and (iii) equipment secured and under lock and key;

(3) has any vandalism or theft occurred at the school; if so, what are the relevant details;

(4) what does her department intend to do with the remaining (a) property, (b) buildings, (c) furniture and (d) equipment? NW1130E

RESPONSE

The Free State Provincial Education Department has provided the following response:

Hamilberg Primary School is not open for the year 2015.

The school did not have registered learners.
The school has not yet officially closed.

Grades are from R-6
Grade R started with 6 and only 4 learners remained whose attendance was also very irregular. Grade 1 had 1 learner in July. At the beginning of August the parent withdrew that only learner. There were no registered learners in other grades at school.
There was only one until end of December 2014.

There was a Principal who also served as a teacher until end of December 2014.

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

Minutes of the last meeting with the parents and the District Management were sent to Eskom indicating the intent to close the school as per the request of parents. Eskom had donated mobile classes; mobile toilets and a mobile teacher’s cottage. The facilities are movable and could be transferred to another school. The district is awaiting response from Eskom. It will be transferred to another school that has admitted learners from Hamilberg at the end of March 2015. It will be transferred to other schools at the end of March 2015.

(b) (i) (ii) (iii) Yes.

No vandalism according to Free State Education Department’s knowledge.

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

The Free State Provincial Education Department as indicated in two (2) above intends to transfer all to other schools in line with the policy of the Department. The other old building which is immovable will remain and may be considered for any other utilisation should there be a need.

Reply received: March 2015

QUESTION 946

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 20/03/2015

INTERNAL QUESTION PAPER: 08/2015

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

(1) In respect of each specified (a) province and (b) district (i) how many persons of school-going age, who suffer from special needs that require attention in a special school, are not able to be accommodated in such a special school and (ii) what is the total number of persons who are not accommodated according to each classification of special needs;

(2) whether she has any plans in place to allow accommodation of all persons requiring special school education with regard to each specified (a) province and (b) district; if not, (i) which provinces do not have such plans, (ii) what action will she take to ensure the development and implementation of such plans and (iii) what are the relevant details of the action she is taking to ensure that each special school has a full complement of appropriately qualified staff; if so, what are the relevant details in each (aa) province and (bb) district? NW1104E

Response:

(a) (i) The table below provides the number of learners on Special School’s waiting lists during 2014. It must be noted that the data is not available in disaggregation per district.

Province	Number of Learners in Special School’s Waiting Lists
Eastern Cape	183
Free State	561
Gauteng	155
Kwazulu-Natal	n/a
Limpopo	n/a
Mpumalanga	725
North West	All learners are placed in schools waiting appropriate placement
Northern Cape	1643
Western Cape	147 – most learners identified as needing special school placement are in ordinary/full service schools receiving support while awaiting placement
National Total	3267

Source: Data provided by provinces in August 2014

1 (a) (ii) The data of persons with special needs according to each classification of special needs, who are not accommodated, is not available currently.

Each province has plans to accommodate learners with special education needs which include the following strategies:

Improving the resourcing of the existing special schools;
Provisioning of additional accommodation for learners with special needs in full- service and public ordinary schools;
establishing and developing full-service schools;
establishing and developing special schools as resource centres;
establishing and strengthening district-based support teams (DBST’s) and Institution Level support teams (ILST’s);
re-orientating and re-training officials and educators in the guidelines for special schools ;
Implementing the Screening Identification Assessment and Support (SIAS) policy;
Resource provisioning to selected schools;
Strengthening administrative and curriculum support from districts; and
Appointing professional- and educator support staff.

Reply received: April 2015

QUESTION 944

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 20/03/2015

INTERNAL QUESTION PAPER: 08/2015

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

(1) What is the distribution of (a) special needs schools and (b) learner enrolment figures in each (i) province and (ii) district in respect of the Education Management Information System;

(2) what is the distribution of disabled learners with regard to (a) hearing impairments, (b) physical impairments, (c) sight impairments and (d) multiple impairment in respect of each (i) province and (ii) district;

(3) what is the comparison between the overall incidence of disabilities and number of learners accommodated in each special needs school in respect of each (a) province and (b) district;

(4) what is the annual expenditure on learners with disabilities in respect of each (a) province and (b) district,

(5) how many mainstream schools include multi-level classroom instruction in respect of each (a) province and (b) district? NW1102E

RESPONSES:

Please note that the 2014/15 data is not yet available, hence the 2013/14 data is utilised.

Table 1: Number of Special Needs Education (SNE) schools and learners, by province and district, in 2013

Province	District/Region	Number of Schools	Number of learners
Eastern Cape	EAST LONDON	6	1 497
	GRAHAMSTOWN	2	271
	KING WILLIAMS TOWN	4	758
	LUSIKISIKI	1	60
	MALUTI	1	125
	MBIZANA	3	635
	MT FRERE	1	255
	MTHATA	3	993
	NGCOBO	1	175
	PORT ELIZABETH	13	2 641
	QUEENSTOWN	1	47
	QUMBU	1	244
	STERKSPRUIT	2	402
	UITENHAGE	3	1 062
	Total	42	9 165
Free State	FEZILE DABI	3	893
	LEJWELEPUTSWA	4	1 003
	MOTHEO	12	3 366
	THABO MOFUTSANYANA	2	774
	Total	21	6 036
Gauteng	EKURHULENI NORTH	14	4 786
	EKURHULENI SOUTH	6	2 426
	GAUTENG EAST	8	4 326
	GAUTENG NORTH	2	281
	GAUTENG WEST	8	2 421
	JOHANNESBURG CENTRAL	9	3 635
	JOHANNESBURG EAST	14	2 994
	JOHANNESBURG NORTH	16	4 100
	JOHANNESBURG SOUTH	7	2 915
	JOHANNESBURG WEST	8	2 946
	SEDIBENG EAST	7	1 790
	SEDIBENG WEST	5	1 562
	TSHWANE NORTH	6	2 142
	TSHWANE SOUTH	15	3 925
	TSHWANE WEST	8	2 709
	Total	133	42 958
KwaZulu-Natal	AMAJUBA	7	1 585
	EMPANGENI	6	747
	ILEMBE	2	365
	OTHUKELA	3	620
	PINETOWN	12	2 607
	SISONKE	2	313
	UGU	3	750
	UMGUNGUNDLOVU	9	2 249
	UMKHANYAKUDE	3	477
	UMLAZI	19	5 439
	UMZINYATHI	2	391
	UTHUNGULU	2	627
	VRYHEID	3	615
	Total	73	16 785
Limpopo	CAPRICORN	11	3 018
	LEBOWAKGOMO	3	924
	TZANEEN	2	387
	MOPANI	2	614
	VHEMBE	6	1 915
	SEKHUKHUNE	6	970
	MOGALAKWENA	1	33
	WATERBERG	3	737
	Total	34	8 598
Mpumalanga	BOHLABELA	1	203
	EHLANZENI	3	565
	GERT SIBANDE	7	1 215
	NKANGALA	9	1 835
	Total	20	3 818
Northern Cape	FRANCES BAARD	8	1 530
	JOHN TAOLO GAETSEWE	1	121
	SIYANDA	1	40
	Total	10	1 691
North West	LETLHABILE	2	367
	MADIBENG	3	496
	MORETELE	2	194
	MOSES KOTANE EAST	1	248
	RUSTENBURG	4	1 168
	RUSTENBURG	1	363
	MAQUASSI HILLS	2	131
	MATLOSANA	2	659
	POTCHEFSTROOM	3	1 286
	GREATER DELAREYVILLE	1	220
	GREATER TAUNG	2	290
	KAGISANO MOLOPO	1	91
	KGETLENG RIVER	1	75
	LICHTENBURG	2	463
	MAFIKENG	1	263
	REKOPANTSWE	2	339
	ZEERUST	2	111
	Total	32	6 764
Western Cape	CAPE WINELANDS	10	2 313
	EDEN AND CENTRAL KAROO	6	2 036
	METRO CENTRAL	18	4 528
	METRO EAST	13	4 692
	METRO NORTH	13	2 897
	METRO SOUTH	13	2 896
	OVERBERG	3	414
	WEST COAST	3	913
	Total	79	20 689
National		444	116 504

Source: SNE SNAP Survey, 2013

what is the distribution of disabled learners with regard to (a) hearing impairments, (b) physical impairments, (c) sight impairments and (d) multiple impairment in respect of each (i) province and (ii) district;

Reply:

Table 2: Number of learners in SNE schools, by disability, in 2013

Source: SNE SNAP Survey, 2013

what is the comparison between the overall incidence of disabilities and number of learners accommodated in each special needs school in respect of each (a) province and (b) district;

Reply:

Table 3: Comparison between population of 7 to 18 year old children who are disabled and SNE learners attending school

Province	Population of 7 to 18 year old children who are disabled	Number of SNE learners in Special Schools
EC	60 897	9 165
FS	20 952	6 036
GT	59 174	42 958
KZ	74 251	16 785
LP	44 248	8 598
MP	37 259	3 818
NC	41 147	1 691
NW	12 871	6 764
WC	19 146	20 689
Total	369 945	116 504

Source 1: 2013 General Household Survey, Stats SA, DBE own calculations

Source 2: 2013 Annual School Survey, DBE,

Source 3:2013 SNE SNAP Survey

Note: that table 3 above compares data from two different surveys (Namely, the DBE Annual School Survey and Statistics South Africa General Household Survey) with different classifications of disability. The Department of Basic Education and its instruments define disability based on medical condition, while the General Household Survey (GHS) defines its disability in accordance to the Washington Group Short Set of Questions on Disability. The Washington Group Short Set of Questions on Disability resulted in much higher estimates of disability than the 2001 Census question.

High enrolment in the Western Cape indicates that there are more learners in SNE schools than in the appropriate school-age population, which shows enrolment of over-aged and under-aged learners.

Table 3 shows that, in 2013, there were 253 441 disabled learners who are not attending Special Schools. These learners can be attending mainstream schools or other educational institutions.

what is the annual expenditure on learners with disabilities in respect of each (a) province and (b) district,

Reply:

The table below presents the 2014/15 annual expenditure on learners with disabilities per province:

PROVINCIAL DEPARTMENTS OF EDUCATION: PUBLIC SPECIAL SCHOOL EDUCATION

Provinces	2014/15
Provinces	Main Budget	Adjustments	Adjusted Budget	Actual Expenditure as at 28 February 2015	Projected Expenditure	Projected Expenditure for 2014/15	Projected under / (over)-expenditure	% Spent-February 2015
	R'000	R'000	R'000	R'000	R'000	R'000	R'000	%
EC	541 698	( 3 000)	538 698	478 200	42 081	520 281	18 417	88.8%
FS	387 871	( 4 260)	383 611	341 462	40 885	382 347	1 264	89.0%
GT	1 817 476	21 312	1 838 788	1 663 770	175 371	1 839 141	( 353)	90.5%
KZ	844 012	32 000	876 012	819 859	60 705	880 564	( 4 552)	93.6%
LP	379 607		379 607	351 514	30 288	381 802	( 2 195)	92.6%
MP	219 361	2 300	221 661	200 483	21 178	221 661		90.4%
NC	84 055	9 882	93 937	90 128	7 025	97 153	( 3 216)	95.9%
NW	354 443	11 189	365 632	370 675	( 5 043)	365 632		101.4%
WC	1 042 812	2 719	1 045 531	900 680	144 851	1 045 531		86.1%
Total	5 671 335	72 142	5 743 477	5 216 771	517 341	5 734 112	9 365	90.8%

How many mainstream schools include multi-level classroom instruction in respect of each (a) province and (b) district?

Reply:

Table 4: Number of Full-Service Schools, by province and District, in 2014

Province	Name of District	Number of Full Service Schools
Eastern Cape	Butterworth	1
	Cofimvaba	1
	Cradock	1
	Dutywa	1
	East London	2
	Fort Beaufort	1
	Graaff Reinet	1
	Grahamstown	1
	King Williams	1
	Lady Frere	1
	Libode	1
	Lusikisiki	3
	Maluti	1
	Mbizana	1
	Mthatha	1
	Mt Fletcher	1
	Mt Frere	1
	Ngcobo	1
	Port Elizabeth	1
	Queenstown	1
	Qumbu	1
	Sterkspruit	1
	Uitenhage	1
	Total:	26
Free State	Fezile Dabi	32
	Lejweleputswa	21
	Motheo	29
	Thabo Mofutsanyane	36
	Xhariep	14
	Total:	132
Gauteng	Johannesburg South	5
	Johannesburg North	5
	Johannesburg Central	5
	Johannesburg West	5
	Johannesburg East	5
	Gauteng North	5
	Gauteng East	5
	Gauteng West	5
	Tshwane North	5
	Tshwane South	5
	Tshwane West	5
	Sedibeng West	5
	Sedibeng East	4
	Ekurhuleni North	5
	Ekurhuleni South	5
	Total:	74
KwaZulu-Natal	Amajuba	6
	Othukela	6
	Pinetown	8
	Sisonke	10
	Ugu	9
	Umgungundlovu	10
	Umlazi	6
	Umkhanyakude	10
	Umzinyathi	10
	Uthungulu	10
	Ilembe	6
	Zululand	10
	Total:	101
Limpopo	Capricorn	4
	Giyani	0
	Mopani	3
	Nkowankowa	0
	Sekhukhune	4
	Vhembe	3
	Waterberg	3
	Total:	17
Mpumalanga	Bohlabela	40
	Ehlanzeni	30
	Gert Sibande	30
	Nkangala	40
	Total:	140
Northern Cape	Frances Baard	1
	John Taolo Gaetsewe	2
	Namaqua	0
	Pixley Ka Seme	1
	ZFM	0
	Total:	4
North West	Bojanala	44
	Dr Kenneth Kaunda	34
	Dr RS Mompati	34
	Ngaka Modiri Molema	38
	Total:	150
Western Cape	Cape Winelands	27
	Central	12
	Eden & Central Karoo	27
	East	17
	North	21
	Overberg	15
	South	9
	West Coast	19
	Total:	147
National		787

Source: Data provided by provinces in August 2014

Reply received: March 2015

QUESTION 943

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 20/03/2015

INTERNAL QUESTION PAPER: 08/2015

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

(1) How many contracts relating to the National School Nutrition Programme in Limpopo were awarded to (a) a certain manager (name and details furnished) and (b) the manager’s close family members (names furnished) or any other relatives (details furnished) (i) in the (aa) 2011-12, (bb) 2012-13, (cc) 2013-14 financial years and (ii) during the period 1 April 2014 up to the latest specified date for which information is available;

(2) in each case, (a) what were the amounts of the contracts, (b) what was the contract period of each contract, including the start and end date, (c) which schools formed part of each contract and (d) in respect of each school, what was the number of learners to benefit from the nutrition programme;

(3) was (a) any disciplinary and/or (b) legal action taken against a certain person (name furnished); if not, why not; if so, what are the relevant details? NW1101E

Response

The Department of Basic Education has requested the above information from the Limpopo Department of Education (LPDoE) as they are responsible for all supply chain processes. The LPDoE General Manager for Special Projects has acknowledged and confirmed that the provincial supply chain management (SCM) unit has been requested to provide information as all files for the 310 companies are kept by the SCM.

Reply received: March 2015

QUESTION 942

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 20/03/2015

INTERNAL QUESTION PAPER: 08/2015

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

(1) Whether any contracts relating to the National School Nutrition Programme in Limpopo were awarded (a) by persons making the awards to themselves in their personal capacity or any business company or closed corporation of which they were part and (b) to any of the partners or family members of certain persons (names furnished) (i) in the (aa) 2011-12, (bb) 2012-13, (cc) 2013-14 financial years and (ii) during the period 1 April 2014 up to latest specified date for which information is available; if so,

(2) in each case, what (a) are the relevant details of each contract, (b) who were the members of the evaluation or adjudication committees awarding the contracts, (c) who was the senior manager in charge of special projects and (d) who was the senior manager of supply chain management in the department at the time;

(3) how many schools had their electricity cut due to unpaid accounts in the (a) 2013-14 financial year and (b) since 1 April 2014? NW1100E

RESPONSE:

(1+2) The Department of Basic Education has requested the above information from the Limpopo Department of Education (LPDoE) as they are responsible for all supply chain processes. The LPDoE General Manager for Special Projects, has acknowledged and confirmed that the provincial Supply Chain Management (SCM) unit has been requested to provide information as all files for the 310 companies are kept by the SCM.

(3) The Department has requested the information from Limpopo Provincial Education Department and the response will be forwarded as soon as it is received.

Reply received: April 2015

QUESTION 941
WRITTEN REPLY
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 20/03/2015
INTERNAL QUESTION PAPER: 08/2015

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

With reference to the refurbishing and construction of school buildings starting in the 2015-16 financial year in each province. (a) what is the number of projects in each province. (b) which companies were awarded the contracts. (c) what is the contract amount in each case and (d) what is the completion date of each contract? NW1099E

RESPONSE:

The question has been referred to all the nine Provincial Education Departments and the responses will be forwarded as soon as they are received.

Reply received: April 2015

QUESTION 940

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 20/03/2015

INTERNAL QUESTION PAPER: 08/2015

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

(1) With reference to her reply to question 309 on 4 March 2015, (a) why do the supplied statistics in the reply refer to the PED Reporting of June 2014 and (b) what the is the level of educator vacancies at the level of (i) principal, (ii) deputy principal, (iii) head of department and (iv) post level 1 teachers, in Eastern Cape schools, as determined for 2015;

(2) whether vacancies are currently being filled from sources other than the pool of educators that are in excess; if not, (a) why not and (b) how many teachers are from the pool of teachers in excess have been placed in posts during the first quarter of 2015; if so, what are the relevant details? NW1098E

REPLY

(1) (a) Reference to June 2014 was a source reference error. The statistics provided were as at 04 February 2015 as stated in 1(b) of question 309.

(b) Available information is as at 04 February 2015 as was previously reported. A total of 4 458 vacancies were identified as follows:

Post	Number of vacancies	Comment
Principal	738	Principal bulletins are issued every month to ensure that these posts are filled permanently
Deputy Principal	320	All posts have been advertised through a single bulletin.
Head of Department	1123	All posts have been advertised through a single bulletin.
Teacher-PL1	2277	Vacancies filled by redeployment of excess teachers and new appointees in cases where there are no suitable matches from the redeployment list.

(2) (a) Vacancies for critical posts such as Mathematics, Physical Science, Accounting & Agriculture for secondary schools are filled through Funza Lushaka graduates and any other suitable qualified educators. Provinces fill vacancies through utilization of the pool of educators additional to the establishment.

Afrikaans and Sesotho subjects have also been classified as scarce subjects in the province at all school levels. Schools with these vacancies have been granted permission to recruit from other sources other than additional educators.

(b) As at 04 February 2015, 646 additional educators had been placed in vacant substantive posts.

Reply received: April 2015

QUESTION 938

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 20/03/2015

INTERNAL QUESTION PAPER: 08/2015

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

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 2014 academic year, (b) wrote the subject in the 2014 NSC examination and (c) passed the subject for each of the seven levels of achievement? NW1096E

RESPONSE:

(b) (c)

Please see attached link for excel spread sheet: files/RNW938A-150401.xlsx

Reply received: April 2015

QUESTION 937

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 20/03/2015

INTERNAL QUESTION PAPER: 08/2015

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

(1) What are the details of her department’s organogram, including the (a) job titles for all funded posts from the Director-General to Chief Directors, (b) names and structure of the units of which the posts are part of, (c) name and contact details, (d)(i) office and (ii) cellphone number and (e) email address of each incumbent within the described organogram;

(2) (a) which of the above posts are currently vacant and (b) in each case, (i) for how long the post has been vacant, (ii) why the post has remained vacant and (iii) what action has been and is being taken to fill each post;

(3) (a) which positions are currently filled by officials assigned in an acting capacity and (b) in each case (i) for how long the post has been filled by an acting incumbent and (ii) in the event that a post has been filled by such an acting incumbent for three months or longer, (aa) why is an acting incumbent in such position for the specified months and (bb) what is the quantum of the acting allowance paid to the acting incumbent since the commencement of his or her acting duties? NW1095E

Response:

1 (a)

Director-General: SG Padayachee (acting)
Deputy Director General: Strategy, Research and Communication: VC Carelse
Deputy Director General: Planning and Delivery Oversight Unit: PT Tyobeka
Deputy Director General: Eastern Cape Intervention Unit: TD Rudman (contract)
Deputy Director General: Curriculum Policy, Support and Monitoring: HM Mweli
Deputy Director General: Teachers, Education Human Resources and Institutional Development: TS Kojana
Deputy Director General: Planning, Information and Assessments: SG Padayachee
Deputy Director General: Social Mobilisation and Support Services: G Whittle
Deputy Director General: Finance and Administration: AG Schoeman
Chief Director: Implementation Monitoring and Support / Delivery Specialist: MC Matthews
Chief Director: Provincial Interventions: DJ Ngobeni
Chief Director: Provincial Monitoring: STE Mlambo
Chief of Staff: Ministerial Services: SP Sehlabelo
Chief Director: Media Liaison and National and Provincial Communication: E Mhlanga (acting)
Chief Director: Strategic Planning Research and Co-Ordination: C Nuga-Deliwe
Chief Director: International Relations and Grant Implementation, Monitoring and Reporting: Vacant
Chief Director: Curriculum Implementation and Monitoring: SP Govender
Chief Director: Curriculum and Quality Enhancement Programmes: AS Tlhabane
Chief Executive Officer: Kha Ri Gude Literacy Project: MM Ramarumo
Chief Director: Education Human Resources Management: S Geyer
Chief Director: Education Human Resources Development: TE Rabotapi (acting)
Chief Director: Curriculum and Professional Development Institute: R Herholdt (seconded)
Chief Director: Financial and Physical Planning, Information and Management Systems: ATB Mpanza
Chief Director: National Assessment and Public Examinations: RR Poliah
Chief Director: Partnerships in Education: Vacant
Chief Director: Care and Support in Schools: F Kumalo
Chief Director: HR Management and Development, Labour Relations and It Services: MS Pillay
Chief Director: Legal and Legislative Services: C Leukes (acting)
Chief Director: Financial Services, Security, Asset Management and Logistical Services and Internal Audit: N Molalekoa
Chief Executive Officer: NEEDU: N Taylor
Chief Director: NEEDU: S Sithole

1 (b)

	BRANCH:	CHIEF DIRECTORATE:	DIRECTORATE:
	Planning and Delivery Oversight Unit Eastern Cape Intervention Unit	Implementation Monitoring and Support / Delivery Specalist Provincial Intervention Provincial Monitoring	QLTC
Office of The DG		Office of the DG Ministerial Services	Internal and External Liaison Business Process Management Technical Support Unit Office of The Minister Office of The Deputy Minister Internal Audit
Strategic, Research and Communication		Media Liaison and National and Provincial Communication Strategic Planning, Research and Co-Ordination International Relations and Grant Implementation, Monitoring and Reporting	Communication and Research Communication, Media Liaison and Intergovernmental Relations
Strategic, Research and Communication			Strategic Planning and Reporting Research Co-Ordination, Monitoring and Evaluation Co-Ordination and Secretarial Support International Relations and Multilateral Affairs UNESCO Project Management Donor Grant Management, Dinaledi/Technical Secondary Schools
Curriculum Policy, Support and Monitoring		Curriculum Implementation and Monitoring Curriculum and Quality Enhancement Programmes Kha Ri Gude Literacy Project	Curriculum, Implementation and Quality Improvement (FET) Curriculum, Implementation and Quality Improvement (GET) Early Childhood Development Inclusive Education Curriculum Innovation and E-Learning Enhancement of Programmes and Evaluation of School Performance LTSM Policy, Development and Implementation
Teacher, Education Human Resources and Institutional Development		Education Human Resources Management Education Human Resources Development	Education Labour Relations and Conditions of Services Education Human Resource Planning, Provision and Monitoring Educator Performance Management and Development and Whole School Evaluation Continuing Professional Teacher Development Initial Teacher Education Education Management and Governence Development
		Curriculum and Professional Development Institute	LTSM Policy Development and Innovation Curriculum Research Teacher Development Research Teacher Development Implementation
Planning, Information and Assessments		Financial and Physical Planning, Information and Management Systems National Assessment and Public Examinations ASIDI	Financial Planning, Economic Analysis and Provincial Budget Monitoring Physical Planning and Rural Schooling EMIS Examinations and Assessment In Schools National Assessments Assessment and Administration ASIDI
Social Mobilisation and Support Services		Partnerships In Education Care and Support In Education	Safety In Education Sport and Enrichment In Education Partnerships Social Cohesion and Equity In Education Health Promotion Psycho-Social Support School Nutrition
Finance and Administration		HR Management and Development, Labour Relations and IT Services Legal and Legislative Services Financial Services, Security and Asset Management, Logistical Services and Internal Audit	Staffing Services and HR Support to Provinces Training and Social Responsibility Labour Relations GITO Legal Services Legislative Services Financial Services Security and Asset Management Logistical Services

1 (c), (d)(i), (ii) and (e): For all matters and responses the acting Director-General will be the point of entry. The acting Director-General will respond to all queries by addressing these with the relevant DDG's and CD's.

2 (a)

CD: International Relations and Grant Implementation, Monitoring and Reporting
CD: Partnerships in Education

2 (b)(i)

CD: International Relations and Grant Implementation, Monitoring and Reporting from 1 July 2013 - this post has however been identified to be used in ASIDI as soon as the need arises.
CD: Partnerships in Education from 1 December 2014

2 (b)(ii) The Department is in the process of a reconfiguring the organisational structure of the Department to align with the strategic intent of the Minister's mandate.

2 (b)(iii) The Department will fill the post when the reconfiguring structure has been approved by the DPSA and fully funded by National Treasury.

3 (a)

CD: Media Liaison and National and Provincial Communication
CD: Education Human Resources Development
CD: Legal and Legislative Services

3 (b)(i)

CD: Media Liaison and National and Provincial Communication from 1 April 2014 to 31 March 2015
CD: Education Human Resources Development: – from 19 August 2013 to 18 August 2015
CD: Legal and Legislative Services – from 11 September 2013 to 19 July 2015

3 (b)(ii)(aa) Once the Department has finalised the reconfiguration the organisational structure to align with the strategic intent of the Minister's mandate and it is approved by the DPSA and funded by National Treasury, can the structure be activated. Once the structure is activated, the post content and duties of each post will be aligned to the revised purpose and functions of the Unit. Once this is finalised can the post be advertised and filled by a suitable candidate.

3 (b)(ii)(bb)

Acting Chief Director: Media Liaison and National and Provincial Communication received an amount of R168 026.00 since the commencement of his acting appointment.

Acting Chief Director: Education Human Resources Development received an amount of R178 443.18.00 since the commencement of his acting appointment.

Acting Chief Director: Legal and Legislative Services received an amount of R168 247.89 since the commencement of his acting appointment.

Reply received: March 2015

QUESTION 905

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 20/03/2015

INTERNAL QUESTION PAPER: 08/2015

905. Dr H C Volmink (DA) to ask the Minister of Basic Education:

What amount was spent by (a) her department and (b) state entities reporting to her on (i) tickets and (ii) sponsorships on The New Age Breakfast Briefings for the last three financial years? NW1054E

Response:

(i) (ii)

The Department of Basic Education has not spent any amount on The New Age Business Breakfast over the mentioned period.

(i) (ii)

The Three entities report to the Department of Basic Education, namely: South African Council of Educators (SACE), Education Labour Relations Council (ELRC) and UMALUSI. Both three entities have not spent any amount on The New Age business breakfast over the mentioned period.

Reply received: April 2015

QUESTION 870

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 20/03/2015

INTERNAL QUESTION PAPER: 08/2015

870. Ms S V Kalyan (DA) to ask the Minister of Basic Education:

(1) Whether her department or the entities reporting to her provides any type of sponsorships; if not, what is her department’s position in this regard; if so, (a) what are the details of each sponsorship, (b) what is the value of each sponsorship, (c) when were each of these sponsorship deals undertaken and (d) when will each of the sponsorship deals end;

(2) whether her department or any of the entities reporting to her intends to enter into any type of sponsorship deal or contract in the (a) 2015-16 and (b) 2016-17 financial years; if not, why not; if so, (i) with whom will each sponsorship deal or contract be made, (ii) what will the terms of each of the sponsorship deals or contracts be, (iii) when will each of the sponsorship deals or contracts (aa) commence and (bb) end and (iv) what is the value of each of the sponsorship deals or contracts? NW1019E

Response

(a) (b) (c) and (d)

The Department of Basic Education and the three entities, namely Education Labour Relation Council, UMALUSI and South African Council of Educators (SACE) do not provide any type of sponsorships.

(a) (b) (i) (ii) (iii) (aa) (bb) and (iv)

The Department of Basic Education (DBE) has not made budgetary allocations for sponsorships or contracts in the 2015-16 and 2016-17 financial years, while the three entities reporting to the DBE, namely Education Labour Relation Council (ELRC), UMALUSI and South African Council of Educators (SACE) do not provide any type of Sponsorships nor have any budgetary allocations been for sponsorships in the (a) 2015 – 16 (b) 2016 – 17 financial years.

Reply received: April 2015

QUESTION 816
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 20/03/2015
INTERNAL QUESTION PAPER: 08/2015
816. Mr W M Madisha (Cope) to ask the Minister of Basic Education:

(1) Whether her department. in conjunction with the provincial departments, was regularly investigating the number of educators that were resigning from the service each year; if not. why not: if so. (a) what were the reasons for such resignations, (b) what was the length of service of each educator and (c) in which areas of the country were each of these educators working:

(2) (a) what has she fwd is the impact it is having on education and (b) what steps is her department taking to deal with the matter:

(3) whether she will make a statement on the matter? NW963E

REPLY
(1) Whether her department, in conjunction with the provincial departments, was regularly investigating the number of educators that were resigning from the service each year; if not, why not; if so, (a) what were the reasons for such resignations, (b) what was the length of service of each educator and (c) in which areas of the country were each of these educators working;

(1) The Department of Basic Education (DBE) is monitoring and reporting on educator attrition including resignations looking at broad national indicators such as the number of educators exiting the system. However, the monitoring does not cover the details regarding (a) specific reasons for resignations since provincial Departments of Education do not capture this information on PERSAL (b) the length of service of each educator and (c) areas of the country where each of these educators are working. The Department's analysis is done taking into account the total figures captured per province to reflect the national totals of educator attrition.

(2) (a) what bas she find is the impact it is having on education and (b) what steps is her department taking to deal with the matter;

(a) Overall attrition in the public education sector ranges between 3.5% and 5% annually and resignations alone constitute approximately half of all terminations. The other half is mainly accounted for b) retirements and deaths. This is reasonably low by any standards including international standards, and the sector should be able to supply replacements. The Department is, however. concerned with educators who resign from the system with the intention to return within a few months after receiving their pensions. This practice amounts to abusing the pension fund and has been addressed extensively by the Department in an attempt to prevent this practice. The Council of Education Ministers (CEM) has advised the Department to consider revising current policy in order to limit any educator from abusing the system by leaving and immediately returning at the same level of salary as was previously earned. The advice is being considered and the Departments Legal Services Directorate is looking into the matter.

(b) The Department is focusing on increasing the supply and absorption of young and qualified educators into the system through initiatives such as the Funza Lushaka Bursary Scheme. This is critical given the observation that the age distribution of educators shows an inclination towards an ageing workforce. Furthermore, initiatives such as the Occupation Specific Dispensation (OSD), aimed at improving remuneration of educators as well as incentives for educators, aimed at attraction and retention of educators in areas of need. are seen as critical in ensuring the retention of educators.

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

At this stage. there is no need to make a statement.

Reply received: March 2015

QUESTION 809

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 20/03/2015

INTERNAL QUESTION PAPER: 08/2015

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

(1) Are there any posts vacant within her department; if so, (a) how many and (b) why have they not been filled;

(2) is the position of director-general still vacant; if so, when is it expected that the position will be filled;

(3) (a) what is the position and status of a certain person (name and details furnished) and (b) why has this post not yet been advertised? NW826E

REPLY:

(1) (a) There are currently 46 vacant posts in the Department of Basic Education (DBE).

(b) General staff turnover as well as budgetary constraints contribute to the vacant posts not being filled.

(2) The post of Director-General is occupied by Mr PB Soobrayan and will be advertised and filled after 21 April 2015.

(3) (a) Mr Soobrayan is an employee of the Department until his contract expires on

21 April 2015.

(b) The post will be advertised during March/April 2015.

Reply received: March 2015

QUESTION 802

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 13/03/2015

INTERNAL QUESTION PAPER: 07/2015

802. Ms C N Majeke (UDM) to ask the Minister of Basic Education:

(1) Whether, with reference to safety and security at schools and with particular reference to the report from Attwell Madala High School in Mthatha, Eastern Cape (details furnished) she intends to work with other relevant law enforcement agencies and professional bodies to eradicate violence amongst learners and educators in schools; if so, what are the relevant details;

(2) whether relationships between learners and educators that result in pregnancy is being monitored; if so, what are the results thereof? NW952E

RESPONSE

Whether, with reference to safety and security at schools and with particular reference to the report from Attwell Madala High School in Mthatha, Eastern Cape, (details furnished), she intends to work with other relevant law enforcement agencies and professional bodies to eradicate violence amongst learners and educators in schools; if so, what are the relevant details;

Yes. A Collaborative Implementation Partnership Protocol was signed with the former Minister of Police, Mr Nathi Mthethwa, in April 2011 and has been implemented in all provinces. My Department is also working closely with the relevant professional bodies, e.g. Department of Social Development, Justice, Universities, Centre for Justice and Crime Prevention (CJCP), United Nations Children's Fund (UNICEF), Faith Based Organisation, etc. to eradicate violence amongst learners and educators in schools.

Whether relationships between learners and educators that result in pregnancy is being monitoring; if so, what are the results thereof?

The monitoring is being conducted in provinces. At National level, SACE receives complaints, but the challenge is that it does not have the the authority to request DNA should the said educator deny the allegation. For the current year, SACE has received only 4 cases that alleges a relationship that led to the learner being pregnant.

1 – Gauteng;

1 – Limpopo; and

2 – Mpumalanga

Reply received: March 2015

QUESTION 764

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 13/03/2015

INTERNAL QUESTION PAPER: 07/2015

764. Mr A G Whitfield (DA) to ask the Minister of Basic Education:

(1) Is she aware that a group of 26 Grade 9 learners who elected to do physical science as one of their Grade 10 subjects for 2015 have been denied this opportunity as of 29 January 2015 at Mary Waters High School in Grahamstown;

(2) has her department taken any steps to ensure that the specified learners can pursue physical science as their subject of choice; if not, why not; if so, what are the relevant details? NW914E

Response:

The Minister is aware of the situation at Mary Waters High school regarding the Grade 10 learners who were denied opportunity to study Physical Sciences at this school.

The Eastern Cape Education Department (ECED) reported that the situation has been resolved. The ECED has taken steps to ensure that learners will be offered Physical Sciences in Grade 10 this year and that the school was also given an extra teaching post for a Physical Sciences teacher.

Reply received: March 2015

QUESTION 763

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 13/03/2015

INTERNAL QUESTION PAPER: 07/2015

763. Mr A G Whitfield (DA) to ask the Minister of Basic Education:

What steps is her department taking to (a) address the teacher shortages at Riebeeck East Combined School in the Eastern Cape, (b) investigate the actions of the principal who allegedly unilaterally issued transfer notices to the 2015 Grades 10 to 12 pupils at the end of 2014, (c) encourage retired local educators to fill posts at the specified school and (d) ensure that a succession plan is in place for the principal who is retiring at the end of March? NW913E

REPLY

In terms of 2015 post establishment of the Riebeeck East Combined School, the school qualifies for five (5) educators. Currently, they have seven (7) educators appointed and therefore they should identify two (2) educators who are additional to their staff establishment. There is therefore no teacher shortage at the school.

The District office conducted an investigations on this matter and discovered that there were three (3) Grade 12 learners and four (4) Grade 10 learners registered for 2015. After the investigation, the District office then proposed that the learners be transferred to nearby schools or be accommodated in some schools around Grahamstown to ensure that they are receiving quality tuition. Only one (1) Grade 12 learner came back in January 2015, and has been placed in another high school as proposed by District office with the consent of the parent. The other learners did not return in January 2015 as they were taken away by their parents.

There is currently no vacant post at the school in terms of the 2015 post establishment issued to the school by the Eastern Cape Department of Education. As indicated above, the school already has two (2) additional educators. Any additional posts can be created by the School Governing Body (SGB) in which case it will appoint and pay for the services of the additional educators.

There is no specific succession plan in place. However, the process for preparation for the replacement is underway. The Principal and the School Governing Body (SGB) have been instructed to profile the principal post and submit to the Eastern Cape Department of Education for advertisement of the post. An acting Principal will be appointed while the process of recruitment and selection of the new Principal is undertaken.

Reply received: March 2015

QUESTION 722

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 13/03/2015

INTERNAL QUESTION PAPER: 07/2015

722. Ms S P Kopane (DA) to ask the Minister of Basic Education:

What action has been taken against the contractor for poor workmanship at the Welamlambo Primary School situated in Tembisa, Gauteng? NW870E

RESPONSE

The Gauteng Department of Education has informed the Department of Basic Education that:

the work was satisfactorily completed by the contractor and was inspected and signed-off by a qualified technical Gauteng Department of Education official, on an approved works order. There was no need to take action against the contractor.

Reply received: March 2015

QUESTION 721

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 13/03/2015

INTERNAL QUESTION PAPER: 07/2015

721. Mr M Waters (DA) to ask the Minister of Basic Education:

(a) What repairs were conducted at the Welamlambo Primary School situated in Tembisa in Gauteng in 2014, (b) who were the contractors, (c) what amount was paid to each contractor, (d) who from the district office inspected the quality of the workmanship and (e) who signed off on the quality of the work in each case? NW869E

Response

The Gauteng Department of Education has provided the following responses to the Department of Basic Education:

Plumbing and building work to the toilet blocks were undertaken in 2014 at Welamlambo Primary School
There was one contractor, namely Nomthandazo and Tamie Construction that did the work.
An amout of R407 626, 66 was paid to the contractor.
The work was inspected and signed off by a qualified technical Gauteng Department of Education official.
Please see (d) above.

; margin-left:70.9pt;text-align:justify;text-indent:-34.9pt;tab-stops:42.55pt'> (5) The Engineering Council of South Africa has been part of the process and it formed part of the delegation to Cuba. SAQA did conduct an evaluation of the qualifications of the Cuban Specialists. The Washington Accord came into being under a hostile relationship between Cuba and the United States of America, so the Cubans would automatically not be covered on the basis of the accord. However, Cuban specialists continue to render their services even in other countries other than South Africa.

Reply received: March 2015

QUESTION 720

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 13/03/2015

INTERNAL QUESTION PAPER: 07/2015

720. Mr M Waters (DA) to ask the Minister of Basic Education:

What amount did her department pay to the Ekurhuleni Metropolitan Council for (a) water and electricity arrears and (b) rates arrears in 2014? NW868E

RESPONSE:

The Gauteng Department of Education reported that they have paid a total of R38, 046,136.60 to the Ekuruleni Metropolitan Council on the water and electricity bills of Section 20 schools (which have not been allocated the function to manage the payment of services themselves). Section 21 schools pay their own water and electricity bills. The Gauteng Department of Education paid a total of R8, 088,738.52 for the bail-out of Section 21 schools;

The rates and taxes of all public schools (section 20 and 21) were paid by Gauteng Department of Education Infrastructure Development Directorate

Reply received: March 2015

QUESTION 719

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 13/03/2015

INTERNAL QUESTION PAPER: 07/2015

719. Mr M Waters (DA) to ask the Minister of Basic Education:

(1) (a) When does she expect the renovations to Block B of the Siphiwe Primary School in Tembisa in Gauteng to be completed and (b) where will the learners from the eight classrooms in Block B be accommodated while their classrooms are being renovated;

(2) why was no contingency plan put in place with regard to mobile or temporary classrooms while the renovations are taking place;

(3) when will the mobile or temporary classrooms be delivered to the specified school? NW867E

RESPONSE

The Gauteng Department of Education has provided the following responses to the Department of Basic Education:

(a) The renovation to Block B of the Siphiwe Primary School is scheduled to be completed on the 30th April 2015. The renovation of this block is part of the works that are underway for the restorative repairs of this school. The entire restorative repairs project is scheduled to be completed on the 17th July 2015.

The Gauteng Department of Education realized that it is a challenge to adjust the school programme and for contractors to work only when learners are not at school (afternoons, weekends and holidays). It was therefore decided to include Alternative Construction Technology (ACT) classrooms in all future rehabilitation projects to minimise the impact on teaching and learning, whilst renovations is carried out.

This specific renovation will be concluded in April 2015 and no ACT classrooms will be delivered before work is completed. The Gauteng Department of Education will, in collaboration with the Gauteng Department of Infrastructure Development assist the school and the contractor to carry out the remaining work with minimal disruption to teaching and learning.

Reply received: March 2015

QUESTION 718

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 13/03/2015

INTERNAL QUESTION PAPER: 07/2015

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

(1) In respect of each specified province, which (a) primary schools and (b) secondary schools will be targeted for the roll out of the deworming programme to prevent Soil-Transmitted Helminths (STH) in learners;

(2) in respect of each specified province, how many learners in (a) primary schools and (b) secondary schools (i) have already been tested and (ii) are infected with STH since April 2014;

(3) in respect of each specified province, what is the expected expenditure for this programme for the (a) 2014-15 and (b) 2015-16 financial years;

(4) in respect of each specified province, how many (a)(i) primary schools and (ii) secondary schools are (aa) running or (bb) are part of the Integrated School Health Programme and (b) learners have benefitted from this initiative? NW866E

Response:

(1)(a) The deworming programme will target all learners in Grades R-7 in quintiles 1-3 schools across all provinces as the highest infection rate and intensity of infection occurs primarily amongst children between 5 and 14 years[1].

(1) (b) There are no secondary school learners targeted for the roll out of the deworming programme at this stage.

(2)(a) Research indicated that STH infections are most prevalent amongst disadvantaged children who live in densely-populated and under-serviced areas such as informal settlements. High levels of infection with STH have been documented amongst children in all provinces of South Africa, especially in low-altitude, coastal areas, including KwaZulu-Natal, Eastern Cape, Mpumalanga, Western Cape and Gauteng. Research indicates that[2] [3]:

In 1999, 90% of children attending 12 primary schools in Cape Town were infected with worms;
In 2001, the prevalence of round worms and whipworms were 89.2% and 71.6% respectively in children aged 2-10 years old in an informal settlement in Durban;
In 2003, 45% of children in a study conducted in the Free State were infected with pinworms;
In 2005, the overall STH infestation rate was 55.8% in a large, non-selective sample of children attending nine schools in Cape Town. The study estimates that where families live in shacks in densely-populated areas without effective sanitation, more than 90% of children can be infected by STHs;
Hookworm prevalence in children are close to 100% close to the Mozambique border and 40% in the extreme south of KwaZulu-Natal ; and
Significant prevalence of whip worm does occur in dry localities[4].

(2) (b) No (a) primary school or (b) secondary school learners have been tested for STH during the 2014-2015 financial year. However, the National Department of Health is planning a national prevalence study which will provide the baseline and inform implementation of the programme.

(3) (a) There has been no expenditure incurred for deworming in the 2014-2015 financial year.

(3) (b) For the 2015-2016 financial year, the medication will be provided by the National Department of Basic Education through a donation of 7 million mebendazole (vermox) 500mg tablets by the World Health Organisation. The allocated budget for the deworming programme (including training, advocacy, recording, distribution of medication and material) is provided in the table below:

Table 1: Budget for deworming programme per province, 2015-2016 FY according to the approved business plans of provinces

Province	Budget for deworming
Eastern Cape	The approved business plan was not yet submitted
Free State	No allocation for deworming on the approved business plan
Gauteng	The approved business plan was not yet submitted
KwaZulu-Natal	The approved business plan was not yet submitted
Limpopo	R2 576 998
Mpumalanga	R1 478 893
Northern Cape	The approved business plan was not yet submitted
North West	R 100 000
Western Cape	R1 197 175

(4)(a) For 2014/15, the ISHP targeted learners in grade 1 (all quintiles), as well as learners in grades 4, 8 and 10 in quintile 1 and 2 schools. Learners in special schools and learners repeating grades in quintile 1 and 2 schools also received the health services package.

The Health Services Package for the ISHP includes a large component of health education (such as leading a healthy lifestyle), health screening (such as screening for vision, hearing, oral health and tuberculosis) and a limited package of onsite services (such as de-worming, immunization and treatment of minor illnesses) for each of the four school phases.

(4)(b) Data of learners benefitting from the programme since its inception is provided in Table 1 below:

Table 1: Targets and reach per year (source: Department of Health)

YEAR	TARGETS	REACHED
2010-2011	50 000	150 000 (estimated)
2011-2012	250 000	506 268
2012-1213	500 000	652 258
2013-2014	750 000	749 537
2014-2015	510 000	333 949 340 871 X 2 (grade 4 girls received HPV vaccinations twice per year)
TOTAL	2 060 000	2 732 883

Note: Data for quarters 3 and 4 for 2014/15 is not yet available.

[1] World Health Organisation. Helminth control in school-age children, A guide for managers of control programmes. Second edition, 2011.

[2] Fincham J, Dhansay A. Worms in SA’s children. MRC Policy Brief, 2006, No 2, April.

[3] Adams VJ1, Markus MB, Adams JF, Jordaan E, Curtis B, Dhansay MA, Obihara CC,Fincham JE. Paradoxical helminthiasis and giardiasis in Cape Town, South Africa: epidemiology and control. Medical Research Council of South Africa. Afr Health Sci. 2005 Sep;5(3):275-80.

[4] Fincham JE, Evans AC, Dhansay MA, Yach D, Schoeman S. December 1996. The Case for Mass Deworming: the case for mass treatment of children endemically infected by worms. HST Update, Issue no 20:4-9.

Reply received: March 2015

QUESTION 717

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 13/03/2015

INTERNAL QUESTION PAPER: 07/2015

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

(1) In respect of each specified province, how many (a)(i) primary schools and (ii) secondary schools spent their (aa) 2013-14 and (bb) 2014-15 National School Nutrition Programme grants in line with the national and provincial business plans and (b) quintile 1 to 3 schools on (i) primary level and (ii) secondary level have kitchens equipped according to the relevant health standards and norms;

(2) in respect of each specified province, (a) how many (i) primary schools and (ii) secondary schools distributed their 2013-14 budget allocation in terms of, (aa) school feeding including cooking utensils, (bb) administration and (cc) deworming and (b) what was the (i) percentage spending and (ii) amount spent for each category;

(3) in respect of each specified province, how many (a) quintile 1 to 3 (i) primary schools and (ii) secondary schools did not feed all the learners in the (aa) 2013-14 financial year and (bb) since 1 April 2014 and (b) of these schools provided their relevant provincial education departments (PEDs) with a letter requesting deviation from this norm and have kept this on record in their respective offices;

(4) in respect of each specified province, how many quintile 1 to 3 (a) primary schools and (b) secondary schools received funds (not foodstuffs) in the 2013-14 financial year from their respective PEDs for meals and have reconciled these expenditures against budget transfers;

(5) in respect of each province, (a) how many quintile 1 to 3 (i) primary schools and (ii) secondary schools registered their food handlers in the (aa) 2013-14 financial year and (bb) since 1 April 2014 and (b) what was the honorarium expenditure for these food handlers? NW865E

Question:

(1) in respect of each specified province, how many (a)(i) primary schools and (ii) secondary schools spent their (aa) 2013-14 and (bb) 2014-15 National School Nutrition Programme grants in line with the national and provincial business plans and (b) quintile 1 to 3 schools on (i) primary level and (ii) secondary level have kitchens equipped according to the relevant health standards and norms;

Response:

(1)(a)(i) & (ii) Four provinces are transferring funds to their respective schools, namely, Eastern Cape (EC), Free State (FS), Northern Cape (NC) and North West (NW), thus enabling the schools to procure their own food. The other five provinces procure via tender for the majority of their schools.

Province	Q1–3 Primary and Secondary
EC	3 968
FS	1 157
NC	456
NW	948

(1)(a)(bb)

Province	Q1–3 Primary and Secondary (2014/15)
EC	9 437
FS	3 446
NC	1 526
NW	4 222

In both financial years, provincial quarterly reports and national monitoring confirmed that funds were generally spent in line with requirements.

(b) Historically, public schools were not built with kitchens that cater for bulk food preparation as in the NSNP. Through partnerships with business, non-governmental organisations and school communities, the built or container kitchens are progressively provided to schools. New schools that are built through the Accelerated School Infrastructure Development Initiative incorporate a Nutrition Centre (with kitchen and storage facilities) in their design.

Response:

(2)(a) The Department transfers funds to provinces that, in turn, transfer the funds to schools. This applies to the provinces that transfer to all schools (EC, FS, NCN and NW) as well as those that are either piloting the decentralised funds model (Western Cape) or those that are transferring a portion of the funds (Mpumalanga and Limpopo).

The budget distribution for the funds transferred to schools is determined by provinces. The procurement of equipment (including cooking utensils), deworming and administration are a provincial and district competency. The deworming programme is a new priority in the 2015/16 financial year.

(b) The Department receives reports on aggregate expenditure per province as required by the Division of Revenue Act. Expenditure per line item is kept at provincial level. This is in line with the Division of Revenue Act, which requires national transferring officers to certify to National Treasury that frameworks are reasonable and do not impose excessive administrative responsibility on receiving provincial departments beyond the provision of standard management information

Question:

(3) in respect of each specified province, how many (a) quintile 1 to 3 (i) primary schools and (ii) secondary schools did not feed all the learners in the (aa) 2013-14 and (bb) 2014-15 financial years and (b) of these schools provided their relevant provincial education departments (PEDs) with a letter requesting deviation from this norm and have kept this on record in their respective offices;

Response:

(3)(a) According to the Business Plans for the 2013/14 and 2014/15 financial years, provinces targeted to feed all learners in quintile 1 to 3 primary and secondary schools.

(b) The Department is not aware of Q1-3 schools that deviated in terms of not feeding all their learners.

Question:

Response:

(4) Number of schools that received funds in 2013/14 and reconciled expenditure against budget transfers

Province	Q1–3 Primary and Secondary	Reconciled or not reconciled expenditure
EC	3 968	expenditure reconciled
FS	1 157	expenditure reconciled
NC	456	no evidence of reconciliation
NW	948	expenditure reconciled

Question:

(5) in respect of each province, (a) how many quintile 1 to 3 (i) primary schools and (ii) secondary schools registered their food handlers in the (aa) 2013-14 and (bb) 2014-15 financial years and (b) what was the honorarium expenditure for these food handlers?

Response:

(5)(a)(aa) & (bb) The Department recommends that all Volunteer Food Handles should sign Terms of Engagement (ToE) with School Governing Bodies. Provinces, districts and schools were provided with relevant templates for the ToE. The number of food handlers is provided below:

Province	2013/14		2014/15 (3rd quarter report)
Province	Q1 – 3 Primary and Secondary	VFH	Q1 – 3 Primary and Secondary	VFH
EC	3 968	9 437	5508	11520
FS	1 157	3 446	1 133	3441
GP	1 445	5 622	1 390	6517
KZN	5 051	10 257	4 948	10113
LP	3 287	10 368	3 811	10408
MP	1 633	5 268	1 694	5282
NC	456	1 526	354	1599
NW	1 438	4 222	1 439	4246
WC	948	2 852	718	2900
Total	19 383	52 998	20 995	56026

(b) In 2013/14 Volunteer Food Handlers were paid a stipend of R840 per person, and in 2014/15, R900. The Department collects reports on aggregate expenditure as explained in the response to question 2(b). NW865E

Reply received: March 2015

QUESTION 714

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 13/03/2015

INTERNAL QUESTION PAPER: 07/2015

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

(1) With reference to public schools in each district, (a) how many teachers are currently employed on a temporary basis, (b) how many teachers are and have been employed on a temporary basis (i) for three months or less, (ii) in excess of three months up to one calendar year, (iii) in excess of one calendar year up to two calendar years, (iv) in excess of two calendar years up to five calendar years and (v) in excess of five calendar years;

(2) what are the main reasons for the employment of temporary teachers for the relevant periods;

(3) how she will address the temporary nature of the employment of these teachers in light of the requirements of fixed-term contracts contained in the Labour Relations Amendment Act, Act 6 of 2014? NW862E

REPLY

a), (b), (i), (ii), (iii), (iv),and (v) see the link for REPLY: /files/RNW714-150326PROVINCE.docx

Reply received: March 2015

QUESTION 713

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 13/03/2015

INTERNAL QUESTION PAPER: 07/2015

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

(1) By what date does she intend to achieve the target of having every child, who is mentally and physically capable of doing so, reading at an internationally benchmarked, grade-appropriate level by the end of Grade 3;

(2) what are the details of her plans to achieve the target? NW861E

Response:

No exact date can be provided, with any degree of accuracy as the question refers to “every child”. However, the targets, which are internationally benchmarked and grade appropriate have been set for English at 65 words a minute by the end of Grade 3. Various initiatives are in place in the sector directed to the achievement of this target.

The National Reading Plan for Grades R-12 was developed in 2013 which gives guidance on the planning of effective reading Programmmes and is currently being implemented. In addition, Reading Norms and Standards have been developed, the Early Grade Reading Assessment (EGRA) is being implemented, and Workbooks have been distributed in all languages. NW861E

Reply received: March 2015

QUESTION 712

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 13/03/2015

INTERNAL QUESTION PAPER: 07/2015

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

Whether she is considering the inclusion of the Annual National Assessment (ANA) marks in the mark that determines grade promotion; if not, (a) why not and (b) how she will overcome the apparent lack of commitment to the ANAs by all role players; if so, what are the relevant details? NW860E

RESPONSE:

No, not immediately.

Currently ANA serves a largely diagnostic purpose. However, a new model is being considered. The aspects that are currently being discussed relate to the introduction of two tests in the diagnostic and systemic version and the possible inclusion of ANA marks i.e the progression marks. This is a policy matter that must be consulted widely, agreed upon before implementation can take place and is therefore a long term consideration.

There is no empirical evidence about lack of commitment by the role players. Role players are involved in different ways and all of them have been discharging their respective responsibilities as required. Each school is issued with a diagnostic report in Language and Mathematics which provides clear description of problem areas, strategies to address them as well as diagnostic tools that are available at classroom level, for use in the analysis of their assessments. The diagnostic reports have been well received and have been mediated through road shows at provincial and district levels to the subject advisors and other officials. The ANA is a significant driver of teaching and learning in the system and the DBE is not aware of any lack of commitment by schools to ANA.

Reply received: April 2015

QUESTION 700

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 13/03/2015

INTERNAL QUESTION PAPER: 07/2015

700. Mr I M Ollis (DA) to ask the Minister of Basic Education:

(1) Are any (a) teachers and/or (b) principles that are employed by her department currently under suspension; if so, (i) how many, (ii) what is the duration of the suspension in each case, what are their (iii) names, (iv) positions and (v) schools;

(2) (a) how many of those suspended are still receiving salaries in each case and (b) what are their salaries, respectively? NW848E

REPLY

The information requested has been sourced from provinces and such a request has been made to the Provincial Departments of Education. Once the information has been received, it will be submitted.

Reply received: March 2015

QUESTION 678

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 13/03/2015

INTERNAL QUESTION PAPER: 07/2015

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

In light of the 646 civil servants who have been found to have faked their qualifications, (a) how many are from her department and (b)(i) action (aa) will be or (bb) has been taken against the implicated individuals and (ii) measures are in place to ensure that individuals who fake their qualifications are no longer hired? NW824E

RESPONSE:

The Department is not aware of any of its officials being amongst the 646 officials mentioned.
The Department however, verifies all qualifications as and when submitted by its officials.

Reply received: March 2015

QUESTION 662

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 13/03/2015

INTERNAL QUESTION PAPER: 07/2015

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

Whether she will furnish a timetable to project how (a) each of the 510 unsafe school structures that her department has identified will be demolished in the months ahead and replaced with structures that will meet the basic minimum standard and (b) the backlog in conditional allocation of R7 billion will be drawn down to ensure that scarce money, which has been made available in the budget with narrowing fiscal space, will be utilised transparently, accountably, efficiently and cost effectively to meet the target dates for construction; if not, why not; if so, what are the relevant details? NW792E

RESPONSE

Schools are not demolished during construction. There is a decanting process that is employed in which children are housed in existing structures or in mobile classrooms in cases where the new school structures are built wholly on the existing school site, so that teaching and learning are not interrupted. The old structure is demolished once construction has been completed. Currently, the Department of Basic education has completed the construction of 98 schools and there are 102 schools at different phases of construction and 93 schools are at planning, design and procurement phase.

The allocation was given over a three year period and the Accelerated Schools Infrastructure Delivery Initiative (ASIDI) financials are audited every year by the office of the Auditor-General which ensures accountability and transparency.

Reply received: March 2015

QUESTION 661

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 13/03/2015

INTERNAL QUESTION PAPER: 07/2015

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

Whether her department had begun awarding any of the (a) 38 000 bursaries for which R3,1 billion was set aside in the budget over the medium term and (b) Funza Lushaka bursaries to ensure the recruitment of highly suitable young teacher trainees to meet the demand for skilled and properly qualified teachers in (i) public and (ii) private schools; if not, why not; if so, what is the situation of bursary awards (aa) at present and (bb) over the next two years? NW791E

REPLY:

(a) Yes. The Department of Basic Education administers the Funza Lushaka bursary programme to ensure an adequate supply of young and well qualified teachers. Over the MTEF period, an amount of R3 130.487 million has been allocated for the awarding of Funza Lushaka bursaries. This translates into approximately 38,000 bursaries that can be awarded over the MTEF period. The Department estimates that it will be awarding 14,000 bursaries to successful applicants for the 2015 academic year.

(b) (i) Recipients of a Funza Lushaka bursary are required to teach in a public school identified by a Provincial Education Department for the same number of years that they received the bursary.

(ii) The Funza Lushaka bursary programme does not provide teachers for private schools.

(aa) Approximately 14,000 bursaries will be awarded during 2015.

(bb) Approximately 24,000 bursaries will be awarded over the next two years.

Reply received: March 2015

QUESTION 657

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 10/03/2015

INTERNAL QUESTION PAPER: 06/2015

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

(1) How many educators have applied to retire before their official retirement date (a) in 2014 and (b) from 1 January 2015 up to the latest specified date for which information is available;

(2) what steps has she taken to (a) address the rumour of problems with the Government Employee Pension Fund resulting in an exodus of teachers and (b) ensure that vacancies created by the early retirees are filled? NO755E

REPLY:

(1) How many educators have applied to retire before their official retirement date (a) in 2014 and (b) from 1 January 2015 up to the latest specified date for which information is available;

(a) In 2014, 2 177 educators retired before the normal retirement age of 60 years; and (b) 810 from 1-31 January 2015. It must be noted that early retirement date of exit is set to ensure that a replacement teacher is immediately available. Therefore, a high proportion of these exits will be at the end of the months of December and January.

(2) What steps has she taken to (a) address the rumour of problems with the Government Employee Pension Fund resulting in an exodus of teachers and (b) ensure that vacancies created by the early retirees are filled?

(a) It must be noted that the matter affected the whole public sector. The focus was therefore on communicating with all the employees, hence my Department collaborated with the Government Communications and Information System (GCIS) and the Government Employees Pension Fund (GEPF) to produce a communication strategy. This resulted in GEPF producing a communique/brochure addressing the rumours and misconceptions. Provincial Education Departments (PEDs) were advised to place it on their websites, send the information via circulars to schools, place it as a broadcast on the Human Resource Management System (HRMS) and as agenda items of meetings with teachers and principals. It was emphasised that PEDs use any and all means to get the message across to teachers to stabilise resignations from the sector.

(b) As indicated above, early retirement exits are, as much as possible, set and timed to ensure that they do not occur at the time when such exits may lead the disruptions at schools and that there is always a replacement teacher available immediately. The posts were filled as part of the normal processes for the filling of vacant posts, noting that the exits were not that radically different or higher from the previous trends.

Reply received: March 2015

QUESTION 655

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 13/03/2015

INTERNAL QUESTION PAPER: 07/2015

655. Dr M J Figg (DA) to ask the Minister of Basic Education:

Whether her department delivered all textbooks to schools by November 2014; if not, (a) which textbooks were not delivered, (b) to which schools and (c) for what reason(s)? NW662E

Response:

The Department of Basic Education is not responsible for the procurement and delivery of textbooks. Provincial Education Departments (PEDs) in which budgets reside, are responsible for this. Each year the DBE develops a Sector Plan to guide and set timelines for provinces to procure LTSM in readiness for the new school calendar year by November of the previous school year.

The plan is sent to provinces; provinces align their Plans to that of the DBE. The process of textbook delivery is as follows: Schools place orders based on projected numbers in June - July; PEDs place orders with publishers July – August; Publishers deliver to PED warehouses in September - October; Managing agents deliver to schools in October - November; Schools declare shortages as a result if there is inward migration in January -February; Mop up orders are placed by PEDs in January - February; Mop up deliveries to schools take place from February to March.

Reports from provinces indicate that textbooks ordered for the top up and mop up phases have been delivered.

The Department has not received any reports of schools where textbooks have not been delivered by provinces.

The only reason of non-delivery will be if a school has not reported shortages in time. A further reason will be that a school has not retrieved books from learners at the end of each school year.

Reply received: March 2015

QUESTION 543

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 06/03/2015

INTERNAL QUESTION PAPER: 05/2015

543. Ms S P Kopane (DA) to ask the Minister of Basic Education:

Whether any employees in her department have been on suspension with full salary since 1 January 2014; if so, (a) how many employees and (b) what is the total cost thereof? NW623E

Response

There are no officials on suspension with full pay since 1 January 2014.

Reply received: March 2015

QUESTION 523

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 06/03/2015

INTERNAL QUESTION PAPER: 05/2015

523. Ms E R Wilson (DA) to ask the Minister of Basic Education:

(1) When will additional teachers be allocated to the Bojelong Primary School situated in Tembisa, Gauteng, in view of the fact that some classes have 60 learners;

(2) how many additional teachers will be allocated to the school? NW603E

REPLY

(1) When will additional teachers be allocated to the Bojelong Primary School situated in Tembisa, Gauteng, in view of the fact that some classes have 60 learners;

Bojelong Primary School experienced growth after the formal establishment for 2015 was issued. The Gauteng Department of Education (GDE) has 500 additional posts to cater for schools that experienced growth after the issuing of the post establishment. In terms of the criteria, priority is given to schools with the Learner to Educator ratio of 70:1, 65:1, and 45:1 for Secondary, Primary and Special schools respectively. The overall Learner to Educator ratio for the school in question is lower than the cut-off for primary schools.

(2) How many additional teachers will be allocated to the school?

The Gauteng Department of Education has indicated that no additional teachers will be provided to this particular school.

Reply received: March 2015

QUESTION 522

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 06/03/2015

INTERNAL QUESTION PAPER: 05/2015

522. Ms E R Wilson (DA) to ask the Minister of Basic Education:

(1) Whether, with regard to the Bojelong Primary School situated in Tembisa, Gauteng, any requisition for additional (a) classrooms and (b) desks and chairs have been received; if so, (i) on what date and (ii) how many were requested in each case;

(2) when will the above be delivered to the school? NW602E

RESPONSE:

(a) Yes

(b) No, once the district identifies the recipients of classrooms and schools, the Department allocates the required desks and chairs. (i) During the process of the infrastructure needs analysis in 2014, (ii) the school indicated that it needed 2 Grade R Classrooms.

The school was allocated one alternate Construction Technology classroom for Grade R classes to assist with the accommodation challenges. The classroom will be delivered by 25 March 2015. The school already received 30 desks and chairs on 08 August 2014.

Reply received: March 2015

QUESTION 521

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 06/03/2015

INTERNAL QUESTION PAPER: 05/2015

521. Ms M I Tarabella Marchesi (DA) to ask the Minister of Basic Education:

(1) When will her department repair the structural damage to the Bojelong Primary School situated in Tembisa in Gauteng;

(2) whether any inspection has been conducted to ensure that the structure of the building is safe for learners and teachers; if so, what are the findings of the report? NW601E

RESPONSE:

The Gauteng Department of Education has informed the Department of Basic Education that there is no structural damage reported by the school through their call centre.
In the absence of a complaint/ report, the Gauteng Department of Education (GDE) will send a civil engineer to assess the entire facility. If any structural problems are identified, the GDE will affect the necessary repairs. It must, however, be noted that an engineer’s report exist for the toilet blocks and no structural defects were identified.

Reply received: March 2015

QUESTION 520

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 06/03/2015

INTERNAL QUESTION PAPER: 05/2015

520. Ms N I Tarabella Marchesi (DA) to ask the Minister of Basic Education:

(1) (a) Who was the contractor that recently fixed the gutters, ceilings and roofs of the Bojelong Primary School situated in Tembisa in Gauteng and (b) what amount was the contractor paid;

(2) (a) what are the reasons for the principal not signing off on the work being done and (b) on what basis did her department pay the contractor regardless;

(3) (a) on what date was an inspection conducted by her department on the work done and (b) by whom was the inspection conducted;

(4) what steps is her department taking against the contractor for poor workmanship (details furnished)? NW600E

RESPONSE:

(a) Work to the gutters, ceilings and roofs was not done recently, but completed in June 2013 by Maleka & Sons Plumbing and Cleaning.

Amount paid: R 432 165.90

(a) The principal allegedly held an opinion that the work could have been done for a lesser amount.

(b) The work was satisfactorily completed by the contractor and was assessed and signed-off by a qualified technical departmental official based on an approved works order.

(a) An inspection was conducted on the 18 June 2013, by a departmental Chief Works Inspector.

(b) Please see (a) above.

Please see (2b) above

Reply received: March 2015

QUESTION 519

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 06/03/2015

INTERNAL QUESTION PAPER: 05/2015

519. Ms N I Tarabella Marchesi (DA) to ask the Minister of Basic Education:

(1) When will her department deliver more classrooms to the Peter Zongwane Primary School in Phomolong, near Tembisa in Gauteng, in order to ensure that the specified school complies with the department’s norms and standards with regard to class sizes, in view of the fact that they currently have two classes in one classroom, resulting in 90 learners in one classroom;

(2) how many classrooms will be delivered? NW599E

RESPONSE:

The Department assessed the need to deliver more classrooms at Peter Zongwane Primary School and advised the Principal to manage the admissions in line with the schools capacity and that the over-enrolled learners should be accommodated at the nearby O. R Tambo Primary School where 5 classrooms are vacant.

Please see (1) above.

Reply received: March 2015

QUESTION 518

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 06/03/2015

INTERNAL QUESTION PAPER: 05/2015

518. Ms S V Kalyan (DA) to ask the Minister of Basic Education:

(a) How many teachers should be allocated to the Phomolong Primary School near Tembisa in Gauteng in order to ensure that they comply with her department’s norms and standards and (b) when will these teachers be allocated to the specified school? NW598E

REPLY

The school was originally allocated 26 posts and has since been allocated an additional three (3) posts to address the growth in learner numbers after the issuing of the post establishment in September 2014. This is to ensure that the school is allocated an equitable share of posts relative to other schools.

As indicated above, the three (3) additional posts have already been allocated to the school in line with the Gauteng Department of Education criteria for allocating additional posts. In terms of the criteria, priority is given to schools with the Learner to Educator ratio of 70:1, 65:1, and 45:1 for secondary, primary and special schools respectively.

Reply received: March 2015

QUESTION 517

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 06/03/2015

INTERNAL QUESTION PAPER: 05/2015

517. Ms S V Kalyan (DA) to ask the Minister of Basic Education:

Whether her department is aware that class sizes at the Charlotte Maxeke Secondary (number 2) School in Phomalong, near Tembisa, Gauteng are up to 66 learners; if so, by which date will the school receive the necessary teachers in order to bring all classes in line with the department’s norms and standards? NW597E

REPLY

Charlotte Maxeke Secondary School is a new school. The school was originally provided with 19 posts. The school experienced growth in learner numbers after the original post establishment was issued in September 2014. The school has since been allocated four (4) additional posts as it qualified in terms of the Gauteng Education Department criterion for providing additional posts to schools.

Reply received: March 2015

QUESTION 516

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 06/03/2015

INTERNAL QUESTION PAPER: 05/2015

516. Ms S V Kalyan (DA) to ask the Minister of Basic Education:

(1) When will the permanent building of the Charlotte Maxeke Secondary (number 2) School in Phomalong, near Tembisa, Gauteng (a) commence and (b) when is it envisaged to be completed;

(2) (a) how many toilets does the school need in order to ensure that it complies with the department’s norms and standards and (b) when will these toilets be delivered? NW596E

RESPONSE:

(a)(b)

The Gauteng Department of Education (GDE) embarked on a programme to replace asbestos structures in line with the requirement of the Minimum Norms and Standards. Other prefabricated structures not consisting of asbestos, are only considered for replacement when the structures are deemed to be inappropriate. Although the buildings are relatively old, the buildings are in a functional state

(a) According to GDE, based on the current enrolment, there are sufficient toilet seats for boys. There is however a shortage of 4 toilet seats for girls.

(b) The Gauteng Department of Education procured an additional toilet block (consisting of 5 seats) for girls which should be delivered before reopening of schools for the second term.

Reply received: March 2015

QUESTION 515

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 06/03/2015

INTERNAL QUESTION PAPER: 05/2015

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

When will the permanent building of the O R Tambo Primary School, Phomalong, near Tembisa, Gauteng (a) commence given that all their classrooms are currently prefabricated buildings and (b) when is it envisaged to be completed? NW595E

RESPONSE:

The Gauteng Department of Education has embarked on a programme to replace asbestos structures, in line with the requirement of the Minimum Norms and Standards. Other prefabricated structures not consisting of asbestos, are only considered for replacement when the structures are deemed to be inappropriate. This not the case with O R Tambo Primary School.

Reply received: March 2015

QUESTION 514

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 06/03/2015

INTERNAL QUESTION PAPER: 05/2015

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

(1) When will the structural cracks on the supporting wall of the Edleen Primary School in Kempton Park be repaired;

(2) when will the school receive more toilets in order to ensure it complies with her department’s norms and standards;

(3) (a) whether it is the Government’s policy to allow school governing bodies (SGBs) to (i) buy and (ii) install additional toilets at their expense; if not, (b) when will her department repay the Edleen Primary School’s SGB the money it spent on additional toilets? NW594E

RESPONSE

According to the Implementing Agent (Department of Infrastructure Development), the construction will commence in September 2015.

According to the departmental records, the school complies with Norms and Standards in terms of the existing number of toilets at the school. The school therefore requires no additional toilets.

(a) In terms of the South African Schools Act (1996), SGB’s are allowed to buy/install/build new toilets at their expense subject to prior approval by the department.

(b) N/A

Reply received: March 2015

QUESTION 513

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 06/03/2015

INTERNAL QUESTION PAPER: 05/2015

513. Mr M Waters (DA) to ask the Minister of Basic Education:

(1) Is the O R Tambo Primary School near Tembisa, Gauteng, legally situated on Erf 731 Phomolong; if so, what agreement was reached with the owners of the property for the establishment of the school;

(2) is her department aware that Eskom intends to establish a substation on the said property; if so, has there been any consultation with her department in this regard? NW593E

REPLY

Yes. The school is legally situated as permission to occupy was granted by the Ekurhuleni Metropolitan Municipality as legal owners.

Yes. Gauteng Education Department of Education is aware that the Municipality intends to share the property with the school for construction of a sub-station. There have been various consultations between the Gauteng Department of Education and the Municipality.

Reply received: March 2015

QUESTION 512

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 06/03/2015

INTERNAL QUESTION PAPER: 05/2015

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

How many (a) accessible transport facilities that are utilised for the transportation of learners are in possession of the certification of roadworthiness, (b) learners are transported by (i) midibus and (ii) minibus, and (c) modes of transport are accessible for learners with disabilities in Mpumalanga? NW592E

RESPONSE

The responses below were provided by the Mpumalanga Education Department as they are responsible for the above mentioned learner Transport matters:

696 Vehicles are accessible transport facilities that are utilised for the transportation of learners and are in possession of the certification of roadworthiness. They are categorised as follows

30 Train busses are transporting 6240 learners and 574 standard busses are transporting 48 884 learners.

(i) 2450 learners are transported by 70 Midibusses.

(ii) 460 learners are transported by 22 minibuses.

05 Vehicles used as a mode of transport are accessible for learners with disabilities in Mpumalanga and are classified according to the following categories.

02 Standard Buses
02 Midi Buses
01 Mini bus

The nature of disabilities has not necessitated the vehicles (on the full subsidy contract) to be modified (to be fully accessible).

Reply received: March 2015

QUESTION 511

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 06/03/2015

INTERNAL QUESTION PAPER: 05/2015

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

(1) Which public schools in each specified province receive electricity from (a) Eskom and (b) municipalities;

(2) (a) how many schools are in arrears with their electricity accounts as at 3 March 2014 and (b) what is the amount owed;

(3) how many schools had their electricity cut due to unpaid accounts (a) in the 2013-14 financial year and (b) from 1 April 2014 up to the latest specified date for which information is available? NW591E

RESPONSE:

The question has been referred to all the nine Provincial Education Departments and the response will be forwarded as soon as it is received and consolidated.

Reply received: March 2015

QUESTION 510

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 06/03/2015

INTERNAL QUESTION PAPER: 05/2015

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

(1) How many contracts of the school infrastructure projects were awarded to the Independent Development Trust (a) in the (i) 2009-10, (ii) 2010-11, (iii) 2011-12, (iv) 2012-13 and (v) 2013-14 financials years and (b) from 1 April 2014 up to the latest specified date for which information is available;

(2) (a) in which provinces were each of these contracts and (b) what are the contract amounts in each case;

(3) in each specified case, were the contracts completed by the due date; if not, (a) why not, in each case and (b) what steps were taken in each case of non-compliance of the contract; if so, what are the relevant details? NW590E

RESPONSE:

(1)(a)

The contracts awarded to Independent Development Trust (IDT) by Department of Basic Education (DBE) through ASIDI are as follows:

(i) In financial year 2009-10, 0 were awarded,

(ii) In financial year 2010-11, 0 were awarded,

(iii) In financial year 2011-12, 0 were awarded,

(iv) In the financial year 2012-13, 2 contracts of eradication of inappropriate schools were and 2 contracts of provision of basic services were awarded to the IDT,

(v) In the financial year 2013-14, 1 contract of eradication of inappropriate schools were and 1 contract of provision of basic services were awarded to the IDT

(1)(a)

The contracts awarded to IDT by DBE through DBE Intervention programme in Limpopo for water and sanitation are as follows:

(i) In financial year 2009-10, 0 were awarded,

(ii) In financial year 2010-11, 0 were awarded,

(iii) In financial year 2011-12, 0 were awarded,

(iv) In the financial year 2012-13, 1 contract for provision of water and sanitation in Limpopo was awarded to the IDT,

(v) In the financial year 2013-14, 1 contract for provision of water and sanitation in Limpopo was awarded to the IDT.

(1)(b)

ASIDI Programme

From 1 April 2014 to date, 0 contracts were awarded to the IDT

(1)(b)

DBE – Intervention programme

From 1 April 2014 to date, 0 contracts were awarded to the IDT

(2)(a)

(a) For ASIDI programme - In financial year 2012-13, 3 contracts were awarded in the Eastern Cape, 1 was awarded in KwaZulu Natal and 1 was awarded in the Free State. In financial year 2013-14, 2 contracts were awarded in the Eastern Cape.

(a) For DBE Intervention programme - In financial year 2012-13, 1 contract was awarded in Limpopo. In financial year 2013-14, 1 contract was awarded in Limpopo.

(2)(b)

(b) ASIDI programme – value of contracts awarded to IDT per financial year

Contracts	Contract value per financial Year
Contracts	2012-13	2013-14
Eradication of 12 inappropriate schools Eastern Cape	R317,454m
Provision of basic services in Eastern Cape - Batch 1	R239,094m
Provision of basic services in Kwazulu Natal	R101,254m
Eradication of 10 inappropriate schools (FS)	R504,476m
Eradication of 36 inappropriate schools in Eastern Cape		*R617,143m
Provision of basic services in Eastern Cape - Batch 2		*R299,175m

*pre-tender estimate

(b) DBE Intervention Programme – value of contracts awarded to IDT per financial year

Contracts	Contract value per financial Year
Contracts	2012-13 (Inc. VAT excl management fees)	2013-14 (Inc. VAT excl management fees)
Provision of water and sanitation in Limpopo	R51, 314m
Provision of water and sanitation in Limpopo		R357, 185, m

*pre-tender estimate

(3) (a)

ASIDI

The 2012-13 eradication of inappropriate schools in the Eastern Cape were completed by the due date, and the 2012-13 provision of basic services in the Eastern Cape contracts were not completed by the due date.
The 2012-13 Free State contracts were not completed by the due date. So far, 1 new school has been completed.
The IDT will not be able to complete the Eastern Cape contracts awarded in 2013-14 by due date.

(3) (a)

DBE Intervention programme

The 2012-13 schools were provided with services by due date.
The 2013-14 the implementation of the second phase is in progress.

(3) (b)

As per the contracts entered into between the DBE and IDT, various sanctions can be imposed where there is non-performance. In the case of the Free State contract, IDT was issued with notices of non-performance and subsequently the scope of work awarded to the IDT in the Free State was reduced by 4 schools out of the 10 allocated to them. The IDT has also been issued with notices of default on the 2013-14 Eastern Cape contracts.

Reply received: April 2015

QUESTION 509

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 06/03/2015

INTERNAL QUESTION PAPER: 05/2015

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

(1) With reference to her department’s Accelerated Schools Infrastructure Delivery (ASIDI) Programme, in respect of each specified province, please provide a list of (a) all 527 inappropriate school structures that are to be eradicated and (b) schools that have been replaced;

(2) what is the (a) total number of learners in each of 527 inappropriate school structures that are to be eradicated and (b) cumulative total of learners in all 527 schools;

(3) what is the (a) total number of learners in each of the schools that have been replaced and (b) cumulative total of learners in all schools that have been replaced? NW589E

RESPONSE:

(1)(a)

The attached table at Annexure A indicates all the schools that have been allocated from the inception of the Accelerated Schools Infrastructure Delivery (ASIDI) Programme. The table also indicates the schools that have been added, merged or cancelled and the total enrolments of learners of each school. Annexure A link: /files/RNW509A-150324.pdf

(b) See Annexure B link: /files/RNW509B-150324.pdf

(2) (a) See Annexure A referred to in 1(a) above

(2) (b) The cumulative total of learners in all 527 schools is 121 282

(3) (a) See Annexure B referred to in 1 (b) above

3(b) The cumulative total of learners in all schools that have been replaced is 31 232

Reply received: March 2015

QUESTION 508

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 06/03/2015

INTERNAL QUESTION PAPER: 05/2015

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

(1) Whether provincial education departments have been instructed to complete the curricula for grades participating in the Annual National Assessments (ANAs) by August of each year, in preparation for the ANAs; if so, how is the teaching of a curriculum designed to be taught over a school year achieved within less than eight months without compromising effective learning;

(2) (a) why the cycle of the ANAs is timed to take place during a school year, rather than at the start or at the end of a year and (b) how she plans to minimise the disruption to schooling precipitated by the writing of the ANAs;

(3) whether she has considered replacing the ANAs with the independently administered systemic testing utilised in the Western Cape; if not, why not; if so, what are the relevant details;

(4) whether all (a) teachers and (b) subject advisors active in the grades participating in the ANAs will be required to write the examinations administered to learners during 2014; if not, why not, in each case; if so, what are the relevant details in each case? NW588E

RESPONSE:

No. Teaching in all schools is paced in terms of the Curriculum and Assessment Policy Statement (CAPS), which clearly stipulates the sequence and duration of the content areas, and therefore teaching is not programmed based on the Annual National Assessment (ANA). ANA tests learners on the work they would have covered at the point of testing. This implies that the ANA is based on the work covered in the three quarters, and does not include aspects of the curriculum not covered, post the test date.

(a) ANA is an external assessment that is administered at the end of the third quarter of the school year, a convenient point when at least 75% of the work for the year has been covered. Writing at the end of the third quarter allows enough time for the administration of tests and marking of the 7 million scripts by teachers before they embark on administering the final examinations/assessments, and process learner promotions and progressions at the end of the fourth quarter.

(b) ANA has never precipitated disruption of schooling.

No, replacing ANA is not one of the options considered by my Department. ANA in its current form is intended to, among other things, model good assessment in schools and serve as a diagnostic instrument and, as such, cannot be replaced by any assessment that may not achieve these purposes. In addition, the current design of ANA includes an independent component where tests are administered, marked and processed by an independent agent. Therefore, the independence alluded to in the question is already accommodated in the current design. Further, my Department is reviewing the design of ANA so that eventually we can have separate assessments that serve different purposes.

(a) Yes, the testing of teachers in ANA is in the Action Plan to 2014 Towards the Realisation of Schooling 2025. However, it will be preceded by proper consultation with relevant role-players and formulation of relevant policy to support teacher testing. When it happens, the names of the participating teachers will be anonymous and the results will be used only for research purposes.

(b) No, because the Department has a comprehensive strategy of developing and supporting subject advisors and empowering them for effective delivery of the curriculum, not only for ANA per se.

Reply received: March 2015

QUESTION 507

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 06/03/2015

INTERNAL QUESTION PAPER: 05/2015

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

(1) Whether the country will be participating in the 2015 Trends in International Mathematics and Science Study; if not, why not; if so,

(2) whether Grade 4 learners will complete the Grade 4 assessments and Grade 8 learners will complete the Grade 8 assessments; if not, (a) why not and (b) what targets has she set for achievements in the 2015 assessment?

NW587E

RESPONSE

Yes, South Africa is participating in the 2015 Trends in International Mathematics and Science Study (TIMSS).

South African Grade 9 learners will participate in 2015 TIMSS. The country will also participate in the new TIMSS-Numeracy study which will involve Grade 5 learners; because (a) in the last TIMSS study, South African Grade 9 learners were sampled to participate, on the advice of TIMSS, considering that our Grade 8 national scores were too low to fit on the TIMSS international scale. For consistency, Grade 9 learners will participate in the 2015 TIMSS. For the same reasons, we have opted to sample Grade 5 learners to participate in TIMSS-Numeracy, (b) the set target at Grade 9 level is 340 points in Mathematics and Science (from a baseline of 260 points in 2007) on the TIMSS Scale by 2015, while the 2015 Grade 5 TIMSS-Numeracy results will serve as a baseline to be followed with targets in subsequent studies.

Reply received: March 2015

QUESTION 506

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 06/03/2015

INTERNAL QUESTION PAPER: 05/2015

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

Whether (a) provinces, (b) districts and/or (c) schools have any discretion in allowing children to commence school in the year in which they turn six; if so, in each case, (i) under what circumstances is this permitted and (ii) how is it determined whether the younger child is equipped to cope with the demands of Grade 1 before the decision is made to admit him or her? NW586E

Response:

Yes, provinces use Section 5(4) of the South African Schools Act to allow children to commence school in Grade 1 in the year that they turn six, on or before 30 June in that calendar year.

(b) The same legislation applies to districts and/or schools.

(i) The legislation permits schools to admit children who are turning six on or before 30 June in that calendar year.

(ii) There is no nationally regulated assessment or test that is administered to admit children to Grade 1. The only criterion that is used is age. NW 586E

crease depending on operational requirements.

(3) The water needs and entitlements of all users, including farmers, in the Crocodile River West catchment (both (a) the Hartbeespoort Dam and (b) users next to the Crocodile River and its tributaries), have been fully accounted for in assessing the availability of water for transfer towards Lephalale. This is documented in the Crocodile River West Reconciliation Strategy.

Reply received: March 2015

QUESTION 487

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 06/03/2015

INTERNAL QUESTION PAPER: 05/2015

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

Whether she had been interacting with business leaders and their representatives to ascertain whether (a) the education system given in our schools was training learners adequately and suitably for the market and (b) such education was adequate and suitable from the point of learners with respect to enhancing their prospects of employability; if not, why not; if so, in each case, what are the (i) relevant details and (ii) agreed outcomes thereof? NW566E

Response:

Yes, the Minister has been interacting with business leaders and their representatives through stakeholder collaboration to support the training of learners for the market.

Yes, such education is adequate.

In Grades R – 6, learners are exposed to the work environment through the subject Life Skills through role play, interviews with families on the kind of work they do, and show-and-tell activities;

In Grades 7 – 9, the subject Life Orientation introduces learners to the “World of Work”; and

In Grades 10 -12, learners are taught about “Careers and Career Choices”, as one of the six topics taught in Life Orientation.

The agreed outcomes of the above are:

Learners are equipped with knowledge, skills and values to make informed decisions about subject choices, careers, access to higher education opportunities and entry into the world of work.

This affords the learners opportunities to engage in the development and practice of a variety of life skills to solve problems, to make informed decisions and choices, and to take appropriate actions to live meaningfully and successfully in a rapidly changing society. NW566E

Reply received: March 2015

QUESTION 433

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 27/02/2015

INTERNAL QUESTION PAPER: 04/2015

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

(1) In respect of each specified province, what is the total number of learners in (a) primary and (b) secondary schools who fell pregnant (i) in the 2013-14 financial year and (ii) from 1 April 2014 up to the latest specified date for which information is available;

(2) in respect of each specified province, how many of these learners in (a) primary and (b) secondary schools have returned to school;

(3) in respect of each specified province, (a) which 10 (i) primary and (ii) secondary schools have recorded the highest number of pregnancies and (b) in each specified case what was the number of pregnancies in the (i) 2013-14 financial year and (ii) from 1 April 2014 up to the latest specified date for which information is available;

(4) in respect of each specified province, how many pregnancy cases have been reported by schools to the SA Police Service due to sexual abuse or statutory rape (a) in the 2013-14 financial year and (b) from 1 April 2014 up to the latest specified date for which information is available? NW509E

In respect of each specified province, what is the total number of learners in (a) primary and (b) secondary schools who fell pregnant (i) in the 2013-14 financial year and (ii) from 1 April 2014 up to the latest specified date for which information is available;

RESPONSE: Provided in table 1 below:

Table 1: Number of learners who fell pregnant, by province and grade

	2013-2014 FY*		2014 to latest
Province	Learners in primary schools	Learners in secondary schools	Data for 2014/15 is not yet available
EC	232	3 898
FS	13	325
GT	64	5 209
KZ	84	2 993
LP	32	1 009
MP	130	3 196
NC	65	775
NW	14	278
WC	83	2 433
National	717	20 116

Source: Education Management Information System

*Note: DBE collects and reports data according to the calendar year, and not per financial year as it has been asked in the Parliamentary Question.

In respect of each specified province, how many of these learners in (a) primary and (b) secondary schools have returned to school;

Reply: This information is currently not available. The Department does not collect data on pregnant learners that return to school.

In respect of each specified province, (a) which 10 (i) primary and (ii) secondary schools have recorded the highest number of pregnancies and (b) in each specified case what was the number of pregnancies in the (i) 2013-14 financial year and (ii) from 1 April 2014 up to the latest specified date for which information is available;

RESPONSE

3. The response is provided in Tables 2 and 3 below:

Table 2: Primary schools with the highest number of pregnant learners, by province

	(i) Primary Schools	(b) (i) 2013-2014	(b) (ii) 2014-2015
Province	School Name	Number of learners	Data is not yet available
EC	Tienbank Primary School	7
EC	Governor's Drift Primary School	5
EC	St Judes Primary School	5
EC	Rietberg Primary School	4
EC	Vusumzi Primary School	4
EC	Emmanuel Primary School	4
EC	Bekisizwe Junior Primary School	3
EC	Zilinyama Junior Primary School	2
EC	Jubilee Park Primary School	2
EC	Lukhanyo Senior Primary School	2
FS	Ditholwana Primary School	1
FS	Lovedale Primary School	1
FS	Kearabetswe Primary School	1
FS	Mofulatshepe Primary School	1
FS	Poonyane Primary School	1
FS	Matima-Lenyora Primary School	1
FS	Le Roux Primary School	1
FS	Bothobapelo Primary School	1
FS	Adeline Meje Primary School	1
FS	Boliba Primary School	1
GT	Mpumelelo Primary School	4
GT	Thabotona Primary Farm School	4
GT	Thembelihle Primary School	2
GT	Sazakhela Primary School	2
GT	Umtholo Primary School	2
GT	Tamaho Primary School	2
GT	Tshepisa Primary School	2
GT	Kulani Primary School	2
GT	Balebogeng Primary School	1
GT	West Rand Primary Mine School	1
KZ	Kandaspunt Primary School	12
KZ	Enyathi Primary School	5
KZ	Kosi Bay Primary School	4
KZ	St Pauls Primary School	2
KZ	Kwaphuza Senior Primary	2
KZ	Khethamahle Senior Primary	2
KZ	Emngqobelweni Primary School	2
KZ	Lootshoek Primary School	2
KZ	Ebuhlenibenkosi Primary School	2
KZ	Mandlakazulu Primary School	2
LP	Faza Primary School	5
LP	Makushu Primary School	5
LP	Valdezia Higher Primary School	3
LP	Khomisani Primary School	2
LP	B.B. Matlaila Primary School	2
LP	Spa Park Primary School	2
LP	Tshikonela Primary School	1
LP	Mphakati Primary School	1
LP	Pembelani Primary School	1
LP	Totwana Primary School	1
MP	Matimba Primary School	11
MP	Laerskool Elandslaagte	5
MP	Inkhambeni Primary School	4
MP	Phakani Primary School	4
MP	Sizuzile Primary School	4
MP	KT Twala Primary School	13
MP	Khokhovela Higher Primary School	3
MP	Sukumani Primary School	3
MP	Violet Jiyane Junior Primary School	4
MP	Rorobhani Primary School	4
NW	Vaal Reefs Technical	5
NW	Morokweng Primary School	1
NW	Tlhabane West Primary	1
NW	Rantebeng Primary School	1	Data is not yet available
NW	Retshegeditse Primary School	1
NC	Dl Jansen Primêre Skool	1
NC	Rietrivier Primary School	1
NC	Letshego Primary School	1
NC	Beacon Primary School	1
NC	Laerskool Vooruitsig	1
NC	Philipvale Primêre Skool	1
NC	Laerskool Groblershoop	1
NC	Asmandia Primary School	2
NC	Assmang Primêre Skool	1
NC	Deben Primêre Skool	1
WC	Moshesh Primary School	4
WC	Trevor Manuel Primary School	2
WC	Prins Albert Primary School	2
WC	Vlottenburg Primary School	2
WC	St. Michael's Primary School	2
WC	Northwood Primary School	2
WC	Wallacedene Primary School	2
WC	Noxolo Xauka Primary School	2
WC	Academia Primary School	1
WC	Sunray Primary School	1

Source: Education Management Information System

Table 3: Primary schools with the highest number of pregnant learners, by province

	(ii) Secondary schools	(b) (i) 2013-2014	(ii) 2014-2015
Province	School Name	Number of learners	Data is not yet available Data is not yet available
EC	Sophathisana Secondary School	74
EC	Toli Secondary School	56
EC	Lutshaya Senior Secondary School	51
EC	Sinolwazi Senior Secondary School	31
EC	John Noah High School	32
EC	Sandi Senior Secondary School	34
EC	E N Seku Secondary School	35
EC	Ngangolwandle Senior Secondary School	39
EC	Elliotdale Tech Senior Secondary School	40
EC	Mosa Sibi Senior Secondary School	40
FS	Sediba-Thuto Senior Secondary	17
FS	Phetogane Senior Secondary	17
FS	Strydom Senior Secondary	17
FS	Sehunelo Senior Secondary	17
FS	Mamellang-Thuto Senior Secondary	16
FS	Ntsu Senior Secondary	15
FS	Ithabiseng Senior Secondary	15
FS	Seemahale Secondary Secondary	15
FS	Bloemfontein Senior Secondary	12
GT	Davey Secondary School	51
GT	Botebo-Tsebo Secondary School	48
GT	Esokwazi Secondary School	51
GT	Ivory Park Secondary School	48
GT	Winile Secondary School	41
GT	Kwabhekilanga Secondary School	37
GT	Hofmeyr Secondary School	36
GT	Reshogofaditswe Secondary School	33
GT	Strauss Secondary School	32
GT	Jabulile Secondary School	32
KZ	Mahlabathini Secondary School	45
KZ	Langazela High School	45
KZ	Umfolozi High School	35
KZ	Mayville Secondary School	34
KZ	Matamzana Dube Secondary School	33
KZ	Ngali Secondary School	29
KZ	Thathunyawo Secondary School	29
KZ	Woodhurst Secondary School	28
KZ	Bonguzwane Secondary School	27
KZ	Phumanyova High School	27
MP	Mathipe Secondary School	49
MP	Seme Secondary School	77
MP	Msinyane Combined Secondary School	47
MP	Makause Combined School	43	Data is not yet available
MP	Lambalati Secondary School	42
MP	Chayaza Secondary School	41
MP	Camalaza Secondary School	41
MP	M.L. Nkuna High School	39
MP	Sitintile Secondary School	37
MP	Amadlelo Aluhlaza Secondary School	36
NC	Remmogo Secondary School	40	Data is not yet available
NC	Aj Ferreira Sekondêre Skool	27
NC	Boresetse Secondary School	27
NC	Kegomoditswe Secondary School	24
NC	William Pescod Secondary School	23
NC	Langberg High School	20
NC	Weslaan Sekondêre Skool	20
NC	Gariep High School	20
NC	Ba Ga Lotlhare Intermediate School	20
NW	G.S.Phoi High School	14
NW	Maselwanyane High School	9
NW	Mmankala Tech & Comm	8
NW	Phatsima High School	8
NW	Alabama Secondary School	7
NW	Danville Secondary School	6
NW	Bopaganang Secondary School	5
NW	G.S.Phoi High School	5
NW	Noto Secondary School	5
NW	Tlhapi Moruwe Secondary School	5
WC	Worcester Sekondere Skool	38
WC	Wolseley Sekondere Skool	36
WC	Forest Heights High School	31
WC	Thembalethu Secondary School	30
WC	Voorbrug Sekondere Skool	30
WC	Lavender Hill Secondary School	27
WC	Schoonspruit Sekondere Skool	26
WC	Zola Senior Secondary School	25
WC	Indwe Secondary School	25
WC	Ihlumelo Junior Secondary School	24

Source: Education Management Information System

In respect of each specified province, how many pregnancy cases have been reported to the SA Police Service due to sexual abuse or statutory rape (a) in the 2013-14 financial year and (b) from 1 April 2014 up to the latest specified date for which information is available?

RESPONSE

4. This information is currently not available. The Department does not collect data on reported cases of sexual abuse or statutory rape in both financial years. NW509E

Reply received: March 2015

QUESTION 432

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 27/02/2015

INTERNAL QUESTION PAPER: 02/2015

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

(1) In respect of each specified province, what was the total expenditure for the National School Nutrition Programme (NSNP) (a) in the 2013-14 financial year and (b) from 1 April 2014 up to the latest specified date for which information is available;

(2) in respect of each specified province, how many learners benefitted from the NSNP (a) in the 2013-14 financial year and (b) from 1 April 2014 up to the latest specified date for which information is available;

(3) in respect of each specified province, how many schools who implement the NSNP have kitchens in line with the necessary health regulations;

(4) in respect of each specified province, what is the expenditure of her department on stipends paid to the volunteers preparing the food? NW508E

RESPONSE:

1. The total expenditure on the National School Nutrition Programme per province is shown in Tables 1 and 2 below, for the 2013/14 and 2014/15 financial years respectively:

Table 1: Total Expenditure on NSNP per province: 2013-14 FY

Province	Expenditure R’000
Province	Expenditure R’000
Eastern Cape	943 456
Free State	273 717
Gauteng	616 164
KwaZulu-Natal	1 283 933
Limpopo	872 786
Mpumalanga	484 947
Northern Cape	119 859
North West	354 160
Western Cape	258 328
TOTAL	5 207 350

Table 2: Total Expenditure on NSNP per province: 1 April 2014 to 31 December 2014

Province	Expenditure R’000
Eastern Cape	718 263
Free State	290 169
Gauteng	567 643
KwaZulu-Natal	992 361
Limpopo	741 285
Mpumalanga	421 827
Northern Cape	103 379
North West	277 322
Western Cape	216 443
Total	4 328 692

2. The number of learners benefitting from the NSNP is depicted in Table 3 and 4 below:

Table 3: Learners who benefitted from NSNP in 2013-14 FY

Province	Number of leaners (2013/14)
EC	1 646 142
FS	533 252
GP	1 262 749
KZN	2 044 596
LP	1 536 449
MP	874 197
NC	197 696
NW	613 654
WC	423 103
Total	9 131 836

Table 4: Learners benefitting from NSNP from 1 April 2014 to 30 September 2014

Province	Number of learners as at 30 September 2014
EC	1 741 171
FS	543 055
GP	122 2852
KZN	2 058 449
LP	1 575 734
MP	882 809
NC	177 632
NW	632 929
WC	381 633
Total	9 216 264

(3) Historically, public schools were not built with kitchens that cater for bulk food preparation as in the NSNP. Through partnerships with business, non-governmental organisations and school communities, built or container kitchens are progressively provided to schools. New schools that are built through the Accelerated School Infrastructure Development Initiative incorporate a Nutrition Centre (with kitchen and storage facilities) in their design.

4. The allocated budget for volunteer stipends per province is shown in Table 4 below:

Table 4: Stipend for Volunteer Food Handlers for the 2013/14 FY

Province	Number of Volunteers	Budget
EC	9437	R95 124 960
FS	3446	R34 735 680
GP	5622	R56 669 760
KZN	10257	R103 390 560
LP	10368	R104 509 440
MP	5268	R53 101 440
NC	1526	R15 382 080
NW	4222	R42 557 760
WC	2852	R28 748 160
Total	52 998	R534 219 840

Reply received: March 2015

QUESTION 431

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 27/02/2015

INTERNAL QUESTION PAPER: 04/2015

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

(1) What is the (a) percentage and (b) numerical value of the decrease of dropouts since the inception of the hostel school project in Mpumalanga;

(2) what is the hostel cost per child for (a) primary school learners and (b) secondary school learners in Mpumalanga;

(3) how many Special Needs Schools in Mpumalanga are equipped with boarding facilities;

(4) how many learners in (a) primary school and (b) secondary school receive free clothing and shoes in Mpumalanga? NW507E

RESPONSE:

The Mpumalanga Education Department informed the Department of Basic Education as follows:

Considering the schools that closed for amalgamation with the boarding schools, the drop-out rate decreased as follows; (a) Percentage: 10.3% to 3.2% and (b) Numerical:318 to 99.
Hostel cost per child in Primary and Secondary schools for Gert Sibande, Ehlanzeni and Nkangala districts is R1500.00
Nine (9) Special Needs Schools have boarding facilities in the Province

Estralita Special School
Jim Van Tonder Special School
Masinakane Special School
Platorand Special School
Silindokuhle Special School
Wolvenkop Special School
Vaalrivier Special School
George Hofmeyr Special School
Ethokomala Special School

(a) The total number of Primary School learners receiving free clothing in Mpumalanga is 2510 (two thousand, five hundred and ten).

(b) The total number of Secondary School learners receiving free clothing in Mpumalanga is 622 (six hundred and twenty-two).

Reply received: March 2015

QUESTION 430

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 27/02/2015

INTERNAL QUESTION PAPER: 04/2015

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

(1) With reference to educators who are teaching in small rural schools and living in a nearby town, and commuting to and from the rural school regularly or each day, (a) whether any policy or guidelines allow for financial assistance with regard to transport costs that these teachers incur; if not, why not, (b) what action will be taken to rectify the situation, (c) by whom and (d) when will such action be taken; if so, (e) what are the relevant details of the (i) policy or guidelines and (ii) assistance;

(2) with reference to educators teaching in small rural schools, and commuting weekly from their homes to live in rented accommodation in the rural towns;

(3) whether any policy or guidelines allow for financial assistance with regard to accommodation rental costs that these teachers incur; if not, (a) why not, (b) what action will be taken to rectify the situation, (c) by whom and (d) when will such action be taken; if so, what are the relevant details of the (i) policy or guidelines and (ii) assistance? NW506E

REPLY

(1) With reference to educators who are teaching in small rural schools and living in a nearby town, and commuting to and from the rural school regularly or each day, (a) whether any policy or guidelines allow for financial assistance with regard to transport costs that these teachers incur; if not, why not, (b) what action will be taken to rectify the situation, (c) by whom and (d) when will such action be taken; if so, (e) what are the relevant details of the (i) policy or guidelines and (ii) assistance;

(a) No. There is currently no policy providing for financial assistance for commuting teachers to rural schools. However, the policy on teacher incentives that is currently being implemented in seven (7) provinces provides for the payment of a monthly rural allowance. Although this allowance is not necessarily for transport, it provides a relief for educators that are in posts that qualify for an incentive allowance.

(b) The Department is currently reviewing the policy on teacher incentives. Provision of transport or transport assistance is also under consideration as one of the measures

(d) The policy proposals are still subject to internal discussions and consultation with the provinces through Heads of Education Committee and Council of Education Ministers

(e) (i) and (ii) the details of the policy guidelines and the nature of assistance, if any, will be made available once the proposals have been finalised and all internal stakeholders have been consulted.

With reference to educators teaching in small rural schools, and

commuting weekly from their homes to live in rented accommodation in

the rural towns; whether any policy or guidelines allow for financial assistance with regard to accommodation rental costs that these teachers incur; if not, (a) why not, (b) what action will be taken to rectify the situation, (c) by whom and (d) when will such action be taken; if so, what are the relevant details of the (i) policy or guidelines and (ii) assistance?

(a) No. As stated above, the rural allowance currently implemented does provide a relief for educators that occupy posts that qualify for a monthly allowance.

(b) Provisioning of accommodation is also one of the areas being considered in the policy review

(d) (i) and (ii) the details of the policy guidelines and the nature of assistance, if any, will be made available once the proposals have been finalized and all internal stakeholders have been consulted.

Reply received: March 2015

QUESTION 429

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 27/02/2015

INTERNAL QUESTION PAPER: 04/2015

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

(1) With reference to the imminent training of grades 8 and 9 mathematics teachers, (a) why she insists that training should be done during school hours, (b) how she will enforce this plan when she has no authority over teachers who are provincial education department employees and (c) why (i) it has been deemed necessary to consult with the unions before the commencement of such a plan and (ii) have directly affected stakeholders such as the SA Principals’ Association not been consulted;

(2) (a) on what basis the determination has been made that grades 8 and 9 are the critical focus areas and (b) why interventions are not being implemented at an earlier stage;

(3) (a) what informs her confidence that this training will succeed where other training has not, (b) who designed the training programme, (c) who will conduct the training, (d) whether subject advisors will be trained along with the teachers, (e) who will provide support to those teachers who are found to be lacking in the knowledge of the curriculum they are employed to teach and (f) what action will be taken in the case of teachers who do not achieve 80% as required in the assessments despite developmental attempts;

(4) (a) who will fund the logistics surrounding the training, such as (i) transport, (ii) venue hire and (iii) stationery costs and (b) how she will ensure that the plan reaches all mathematics teachers who need help;

(5) whether the 1+4 Model is the only intervention her department has developed to improve mathematics learning outcomes; if not, what are the details of the additional interventions? NW505E

Response:

1(a) The Sector has conducted training of teachers over weekends and/or one or two hours after school. This approach has not managed to draw the levels of attendance that were envisaged. We believe that since teachers were going to report for work anyway, they would be obliged to report at a venue that would be identified.

The training of teachers is the responsibility of the entire Sector; therefore the Department of Basic Education (DBE) will be working with provinces, districts and schools (School Management Teams (SMTs) and teachers) to ensure success in the rolling out of the teacher training.

(c)(i) Teacher Unions are, and will continue to be, critical partners in the delivery of

quality education in our country. The DBE has engaged with them in the past and we will continue to engage with them in critical areas of policy development and strategy development. Unions are members of Departmental Structures such as the Teacher Development and Curriculum Management (TDCM) sub-committee of Heads of Education Department Committee (HEDCOM).

(ii) The SA Principals’ Association (SAPA) was consulted on the 12 February 2015. In the meeting, it was agreed that SAPA will make further submission to strengthen the implementation of the Plan.

2(a) Since the inception of ANA in Grade 9 learner performance has been very low. The lowest performance was experienced in 2014. Evidently poor performance in mathematics in the Senior Phase impacts negatively in FET – both in participation rate in Grade 10 and performance in the National Senior Certificate examinations. It is for these reasons that Grades 8 and 9 were identified as requiring immediate and urgent intervention.

(b) In the last three years, the Senior Phase has not performed as well as the Foundation and Intermediate Phases. Although the two lower Phases do not perform as badly as the Senior Phase, the Department recognizes that these low levels of performance in the Senior Phase have their roots in the two lower Phases. There are other interventions that the Department is planning for the lower Phases. For example, the teaching and learning materials are currently being developed in partnership with Sasol-Inzalo Foundation to train Intermediate Phase Subject Advisors, Heads of Departments (HODs) and Lead Teachers to capacitate them to deliver curriculum effectively.

(3)(a) The Models that the country has implemented in the past have not yielded the desired results. This Model will be rolled out over 23 sessions as opposed to the previous Models which had a maximum of 10 sessions. This presents teachers with contact time during the sessions that is more than 2 times what has been the tradition. Unlike the previous interventions that based the training on certain topics, the current training programme targets all the topics over a minimum of 23 days spread over the entire school year. In addition, the intensified monitoring of the utilization of the knowledge and skills acquired during training will further enhance the success of this training.

(b) The DBE, together with Provincial Education Departments (PEDs) and partners, developed the Framework for Improving Learner performance in Mathematics and Languages in the Senior Phase. This Framework was presented to HEDCOM and CEM for approval.

Though DBE promotes the implementation of the 1+4 Model, there are other two Models (the 1+5 which was proposed by the Western Cape and the 1+9 which was proposed by the Free State).

There are different views on the need to standardise the Model to be implemented by all provinces. The Parliamentary Portfolio Committee (PPC) is of the view that consideration should be made to standardise the Model to be implemented. According to the PPC, leaving each province to adopt and implement their preferred Model will create problems with regard to measuring the impact, as there would have been different Models that would have been implemented. This view is also shared by South African Democratic Teachers Union (SADTU) which says that this approach would promote federalism.

Provinces on the other hand prefer that the 1 + 4 Model should not be prescriptive and that they should be allowed customise the Model to suit their own unique dynamics and contexts. From the DBE perspective, 1 + 4 and 1+9 Models could be implemented and 1 + 5 Model should only be considered as the last resort.

(c) The training takes place at three phases: In Phase 1 the DBE in partnership with Sasol-Inzalo Foundation trained Mathematics Senior Phase Subject Advisors on content and methodology, This was done in partnership with experts from Universities and leading NGOs; In Phase 2 Districts and Provinces trained Heads of Departments (HoDs) and Lead teachers on content and methodology; and in Phase 3 HoDs and Lead Teachers will train all Grade 8 and 9 teachers in their respective Districts/Circuits. The training will further be strengthened during the weekly 1+4 Cluster sessions to prepare teachers adequately to deliver mathematics content to the learners.

(d) The training programme is premised on the knowledge that subject advisors too require regular training and support to capacitate them to support teachers effectively, and this has been responded to in ( c ) above.

(e) Heads of Department in all schools will provide additional support to teachers.

In addition intensive and focused individualised support will be provided during onsite visit by subject advisors to increase their mathematics content knowledge and methodology.

(f) Teachers obtaining less than 80% will be identified and support during the implementation in the week will be provided. HODs and Subject Advisors will be expected to assist these teachers through Classroom Support Visits to deepen their content knowledge to be provided that week

(4)(a) The DBE will fund the activities taking place during the rest of the 2014/15 financial year. PEDs will allocate funds for the activities taking place in the next financial year within the newly reconfigured MST Conditional Grant and if necessary through the equitable share allocations.

(i) Transport will be provided for as part of the funding allocated through the Conditional Grant;

(ii) The intervention’s sessions will be held on premises of identified schools, teacher centers and other district offices and therefore no funding will be required in this regard; and

(iii) Stationery will not be required.

(b) The programme has been designed in such a way that all Grade 8 and 9 mathematics teachers will have an opportunity to attend the 1 + 4 sessions.

Although 1+4 Intervention Model features prominently in the Framework to Improving Mathematics performance in the Senior Phase, is NOT the only intervention aimed at improving mathematics learning outcomes. The DBE has partnered with the Sasol-Inzalo Foundation to develop high quality teaching and learning materials and train teachers on content and methodology. The training is currently taking place in different provinces/districts/circuits.

In addition individual provinces/districts/circuits continue to train mathematics teachers on the topics that were revealed in the ANA Diagnostic Report as being challenging for learner. NW505E

Reply received: March 2015

QUESTION 428

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 27/02/2015

INTERNAL QUESTION PAPER: 04/2015

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

(1) Whether, with reference to learners completing Grade 7 at no-fee rural primary schools in areas where no secondary schools exist, any policy exists requiring financial assistance with or the subsidisation of the transport of these learners to the nearest secondary school hostel each week and home each weekend; if so, what are the relevant details of the (a) policy and (b) assistance; if not, (i) what action will be taken to correct the situation, (ii) by whom and (iii) when;

(2) whether, with reference to the costs incurred by learners for their hostel fees, any policy exists requiring financial assistance with or the subsidisation of the hostel fees of these learners; if so, what are the relevant details of the (a) policy and (b) assistance; if not, (i) what action will be taken to correct the situation, (ii) by whom and (iii) when;

(3) whether any policy or guideline exists that allows a hostel to refuse re-entry to a learner who has failed his or her grade in the previous year; if not, what recourse do parents have in the event of a learner being refused a place in a hostel based on that learner’s previous grade failure; if so, (a) what are the relevant details and (b) why does such a guideline exist? NW504E

RESPONSE:

There is no national policy that provides for financial assistance for weekly transportation of learners from hostels. Provincial Education Departments (PEDs) are responsible for arranging transportation of learners from home to boarding facilities.

(2) (a) The National Norms and Standards for School Funding, 2006 policy determines that Provincial Education Departments must set aside a budget for hostel subsidies and that (b) schools should be paid pro-rata out of this budget for each of the learners whose transport time is more than 1½ hours, do not have available school places near their parents’ place of residence and whose parents cannot afford the per-learner hostel cost.

There is no policy or guideline that allows a hostel to refuse re-entry to a learner who has failed his or her grade in the previous year. Admission, required as per the South African School Act, 84 of 1986, has no reference to passing a grade as a condition for admission or readmission to a school. Schools with hostels do not have separate admission criteria outside of those contained in the Act. That is the reason why such a guideline does not exist. All learners need to be given equal opportunities to access education irrespective of their academic performance in a given year.

Reply received: March 2015

QUESTION 317
DATE OF PUBLICATION OF INTERNAL OUESTION PAPER: 20/02/2015

INTERNAL OUESTION PAPER: 02/2015
317. Ms H S Boshoff (DA) to ask the Minister of Basic Education:

(1) With reference to farm schools in Mpumalanga, (a) how many private properties that have public farm schools on their premises have been turned into state-owned properties and (b) how many public farm schools on private properties are operational in terms of an agreement in accordance with section 14 of the South African Schools Act, Act 84 of 1996, between the Member of the Executive Council and the owner of the private property in Mpumalanga;

(2) how many (a) learners in (i) primary school and (ii) secondary school are amending rural or farm schools and (b) of these schools lack basic facilities such as piped water, toilets and electricity in Mpumalanga;

(3) (a) how many learners in (i) primary school and (ii) secondary school whose rural or farm schools have been closed are being transported to merger schools due to limited capacity at the hostel of the respective merger school and (b) what is the percentage of parents of learners whose rural or farm schools have closed, who serve on the school governing bodies of merger schools in Mpumalanga;

(4) whether the Mpumalanga provincial education department has produced a provincial draft budget document for the rural farm school hostel project;

(5) what number of child support grants have been transferred along with learners who have been transferred to boarding schools following the closure of their rural or farm school in Mpumalanga? NM'342E

RESPONSE:
The question has been referred to the province and the response will be forwarded as soon as it is received.

Reply received: March 2015

QUESTION: 316
QUESTIONS FOR WRITTEN REPLY
Ms H S Boshoff(DA) to ask the Minister of Basic Education:

(1) What is the number of reports of (a) drug possession, (b) drug dealing, (c) alcohol possession. (d) firearm possession and (e) possession of knives and other weapons at (i) primary and (ii) secondary schools (aa) in the (aaa) 2011-12, (bbb) 2012-13 and (ccc) 2013-14 financial years and (bb) since 1 April 2014 in each province;

(2) What mechanisms have been put in place to ensure that (a) principals report any such incidents to the district offices and (b) district offices report these incidents to the provincial departments of education?
NW341E

REPLY
I . My Department does not have such detailed and disaggregated information of schools as you have requested in your questions. The possession of drugs, alcohol. firearms. knives and other weapons would be serious transgressions in terms of the Code of Conduct for Learners at schools and will be managed at a school level in collaboration with SAPS.

2. All schools have Incident Reporting Registers to record incidents related to the use and abuse of illegal substances. This information remains with the school for the purposes of District Monitoring. The Department is not in a position to determine the number of learners affected nationally by substance abuse.

Reply received: March 2015

QUESTION 315

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 20/02/2015

INTERNAL QUESTION PAPER: 02/2015

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

(1) What is the (a) number and (b) percentage of (i) primary and (ii) secondary school learners that have been (aa) threatened with violence, (bb) assaulted, (cc) robbed and (dd) exposed to sexual violence at school by their fellow students in each province (aaa) in the (aaaa) 2011-12, (bbbb) 2012-13 and (cccc) 2013-14 financial years and (bbb) from 1 April 2014 up to the latest specified date for which information is available;

(2) what is the (a) number and (b) percentage at (i) primary and (ii) secondary schools of learner-on-educator (aa) verbal abuse, (bb) physical abuse and (cc) sexual abuse or assaults in each province (aaa) in the (aaaa) 2011-12, (bbbb) 2012-13 and (cccc) 2013-14 financial years and (bbb) from 1 April 2014 up to the latest specified date for which information is available;

(3) what is the number of cases of (a) physical assault/abuse, (b) verbal assault or abuse and (c) sexual assault/abuse on learners by educators that have been reported to (i) schools, (ii) district offices, (iii) provincial departments and (iv) the SA Council of Educators in each province (aa) in the (aaa) 2011-12, (bbb) 2012-13 and (ccc) 2013-14 financial years and (bb) from 1 April 2014 up to the latest specified date for which information is available;

(4) how many learners in (a) primary schools and (b) secondary schools in each province have reported any form of violence by (i) fellow students and (ii) educators on more than one occasion (aa) in the (aaa) 2011-12, (bbb) 2012-13 and (ccc) 2013-14 financial years and (bb) from 1 April 2014 up to the latest specified date for which information is available? NW340E

Response:

My Department does not have such detailed information on school violence as requested in Question1.

See above.

(3) What is the number of cases of (a) physical assault/abuse, (b) verbal assault/abuse and (c) sexual assault/abuse on learners by educators that have been reported to (i) schools, (ii) district offices, (iii) provincial departments and (iv) the South African Council of Educators in each province (aa) in the (aaa) 2011-12, (bbb) 2012-13 and (ccc) 2013-14 financial years and (bb) during the period 1 April 2014 up to the latest specified date for which information is available;

3 (a), (b), (c), (i), (ii), (iii), (iv), (aa), (aaa),

Total number of complaints for all types of offences and breaches received from 1 April 2011 to 30 March 2012 is 525. The breakdown per province is:

KZN: 84; NC: 05; EC: 31; LDoE: 22; MP: 57; NW: 18; GP: 100; FS: 25; WC: 183

The Types of offences or breaches reported are as follows:

Verbal Abuse, Victimization, Harassment, Defamation- 79
Sexual Misconduct including Rape- 116
Fraud, Theft, Financial Mismanagement-58
Racism- 3
Corporal Punishment, Assault- 164
Unprofessional Conduct, Alcohol Abuse, Absenteeism, Insubordination- 68
Negligence- 13
Murder – 0
No Jurisdiction- 3

3 (a), (b), (c), (i), (ii), (iii), (iv), (aa), (bbb)

Total number of complaints received from 1 April 2012 to 31 March 2013 is 524.

Complaints Received per Province

KZN: 105; NC: 2; EC: 33; LDoe: 20; MP: 45; NW: 33; GP: 65; FS: 21; WC: 200.

The Types of offences or breaches reported are as follows:

1. Verbal Abuse, Victimization, Harassment, Defamation- 69

2. Sexual Misconduct including Rape- 97

3. Fraud, Theft, Financial Mismanagement- 63

4. Racism- 3

5. Corporal Punishment, Assault- 189

6. Unprofessional Conduct, Alcohol Abuse, Absenteeism, Insubordination- 105

7. Negligence- 03

8. Murder – 1

9. No Jurisdiction- 3

3 (a), (b), (c), (i), (ii), (iii), (iv), (aa), (ccc)

Total number of complaints received from 1 April 2013 to 31 March 2014 is 600.

Complaints Received per Province

KZN: 78; NC: 4; EC: 33; LDoe: 36; MP: 29; NW: 37; GP: 79; FS: 21; WC: 295.

The Types of offences or breaches reported are as follows:

1. Verbal Abuse, Victimization, Harassment, Defamation- 98

2. Sexual Misconduct including Rape- 82

3. Fraud, Theft, Financial Mismanagement- 42

4. Racism- 5

5. Corporal Punishment, Assault- 209

6. Unprofessional Conduct, Alcohol Abuse, Absenteeism, Insubordination- 146

7. Negligence- 5

8. Murder – 1

9. No Jurisdiction- 0

3 (a), (b), (c), (i), (ii), (iii), (iv), (aa), (bb)

Total Number of Complaints Received from 1 April to 27 Feb 2015 is 525

Complaints Received per Province

KZN: 92; NC: 5; EC: 38; LDoe: 16; MP: 30; NW: 25; GP: 79; FS: 18; WC: 222.

The Types of offences or breaches reported are as follows:

1. Verbal Abuse, Victimization, Harassment, Defamation- 81

2. Sexual Misconduct including Rape- 86

3. Fraud, Theft, Financial Mismanagement- 30

4. Racism- 6

5. Corporal Punishment, Assault- 244

6. Unprofessional Conduct, Alcohol Abuse, Absenteeism, Insubordination- 93

7. Negligence- 2

8. Murder – 0

9. No Jurisdiction- 0

My Department does not have such detailed information on school violence as requested in Question4.

Reply received: March 2015

QUESTION 314
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 20/02/2015
INTERNAL QUESTION PAPER: 02/2015

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

(1) With reference to the building of Selowe Primary School in Blouberg, Limpopo, (a) why is this building project not completed, (b) who was the contractor, (c) what amounts have been paid to the contractor and (d) what action has been taken to finish this building project;

(2) whether any legal processes are pending against the contractor; if not, why not; if so, what are the relevant details?
NW339E
RESPONSE
1. (a) According to information received from the province, the contractor who was appointed in May 2013 and had been progressing slowly eventually abandoned the site and all the works stopped in June 2014. He was behind on the project and was facing penalties according to the Joint Buildina Contracts Committee contract (JBCC). The implementing agent (IDT) terminated the contractor after the site was abandoned at the roof level in July 2014. The implementing agent then re-advertised the project and has replaced this contractor.

(b) The initial contractor was Shota Engineering cc.

(c) The initial contractor (Shota Engineering cc) was paid R 2,151,727.42.

(d) The contract was terminated and the implementing agent then re-advertised the project and has replaced this contractor.

Reply received: March 2015

QUESTION 313

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 20/02/2015

INTERNAL QUESTION PAPER: 02/2015

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

With reference to the recent protests in Malamulele, (a) which schools were set alight, (b) what buildings were burnt in each specified school, (c) what is the (i) damage and (ii) cost of the damage in each case, (d) what steps will be taken in each case to repair these schools and (e) when will these repairs commence? NW338E

RESPONSE:

which schools were set alight:

Xikundu Secondary
Johannes Ramavhoya
Malamulele Secondary
Nkatini High School
Gijana Secondary

what buildings were burnt in each specified school:

At Xikunda Secondary there was an attempt to set alight an admin block.
At Johannes Ramavhoya 6 classrooms were burnt. One of the classrooms was used as an admin office
At Malamulele Secondary a large admin block - equivalent to 6 classrooms-was burnt.
At Nkatini High School a block of 4 classrooms was burnt.
At Gijana an administration block was burnt.

what is the (i) damage and (ii) cost of the damage in each case

(i) A list of the affected schools and damages per school is attached.

(ii) The LDOE is currently conducting assessments to determine the cost of the

damage.

what steps will be taken in each case to repair these schools

The LDOE is currently conducting assessments to determine the rehabilitation requirements and associated costs. As a temporary relief to the affected schools, mobile classrooms have been identified that will be relocated to make up for the accommodation shortfalls.

When will these repairs commence?

Repairs will be implemented in the 2016/17 financial year due to current financial constraints experienced by Limpopo Department of Education. Mobile classrooms will be relocated to these schools with effect from 28 February 2015.

Reply received: March 2015

QUESTION 312

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 20/02/2015

INTERNAL QUESTION PAPER: 02/2015

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

(1) When will the Asiphumelele Special School in Limpopo be provided with (a) water, (b) sufficient toilets, (c) electricity, (d) classrooms that meet the basic norms and standards and (e) transport for all learners with disabilities;

(2) when will this school receive all its learner teacher support material? NW337E

RESPONSE

(1) The Limpopo Department of Education has been requested to provide information relating to the question and are yet to respond.

(2) Special Schools are provided with funds by the Limpopo Provincial Education Department to address stationery and textbooks needs.

Asiphumelele is a special school in Limpopo, situated in the Sekhukhune district that consists of 4 educators and 79 learners who are severely mentally and physically disabled. This requires the school to follow a curriculum that mainly consists of Life Skills Programs. In lieu of the specialized programme that this school follows, the Department of Basic Education (DBE) does not procure LTSM; the school procures LTSM itself from the allocated norms and standards budget.

Reading, story and pictured books are bought at the level of learners specific needs as assessed by the educators. The Principal (Mrs. Dimakatso Matseke) confirmed telephonically to the DBE on 23 February 2015 that the required LTSM has been bought by the school for the 2015 academic year.

Reply received: March 2015

QUESTION 310

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 20/02/2015

INTERNAL QUESTION PAPER: 02/2015

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

(1) With reference to her reply to oral question 49 on 8 September 2014 and the commitment made by the President, Mr Jacob G Zuma, on 20 June 2014, in his reply to the debate on his State of the Nation Address, that all posts for mathematics teachers and subject advisors would be filled as a matter of urgency in all provinces, (a)(i) what grades she concluded the commitment to cover and (ii) how did she reach this conclusion, (b) how many vacancies existed at the time the President made the commitment, in total (i) nationally and (ii) provincially at the time of his commitment, (c) what are the relevant details of the steps she has taken to fulfil the commitment and (d) how many of the vacancies referred to by the President currently exist;

(2) (a) how many secondary school mathematics teaching posts are currently filled and (b) of these, how many are filled by teachers qualified to teach mathematics to the relevant grade in each (i) province and (ii) phase;

(3) in respect of each specified province, (a) how many additional mathematics teachers were required to accommodate the requirement that all schools must offer mathematics in the Further Education and Training phase, at least at Grade 10 level in 2015 and (b) how have these teachers been sourced? NW335E

REPLY

(a)(i) All grades in which mathematics, science and accounting are taught, that is, grade 4-12.

(ii) The commitment was part of the discussion and agreement with Provincial Education Departments (PEDs).

(b) (i) nationally and (ii) provincially

PROVINCE	TEACHER VACANCIES
Eastern Cape	252
Free State	0
Gauteng	124
KwaZulu-Natal	Available information not per specialisation
Limpopo	Available information not per specialisation
Mpumalanga	Available information not per specialisation
North West	0
Northern Cape	Available information is not per specialisation
Western Cape	2450 PL1 and 3 subject advisor vacancies existed at the time of reporting. The PED could not identify vacancies by specialisation.

(c) The need to ensure that all posts are filled and that no class should be without a teacher is an ongoing matter discussed at both HEDCOM and CEM. HEDCOM receives quarterly progress reports on the filling of posts. The Mathematics, Science and Accountancy were prioritised as was indicated by the President and were therefore filled as they occurred either by matching and placement of new entrants in permanent or temporary appointments. The deadline for the filling of subject advisor posts in all PEDs was 31 December 2014. It must be noted that different PEDs have different strategies and approaches to filling of vacancies and prioritisation of certain posts. The following were the different approaches used

Eastern Cape- A database of critical vacancies was compiled. They included Mathematics, Science and Accounting posts. These vacancies were prioritised for filling by 31 December 2014.

Free State- Mathematics, Science and Accounting posts at schools are a priority and are being filled through the Employment of Educators Act, Paragraph 6A, which means that incumbents of such posts are not being appointed on a temporary basis, but permanent with immediate effect (if fully qualified) – thus, no vacancies. HRA Circulars 9 of 2012 and 37 of 2013 have been issued to ensure that Mathematics, Science and Accounting posts are being filled with priority and permanently with immediate effect (only fully qualified teachers are appointed permanently). However, those who are graduates in these subjects, but without teaching qualification (not professionally qualified), are appointed as temporary educators and assisted with bursaries to study PGCE to enable them to be fully qualified.

Gauteng- Vacant post level one (PL1) posts are immediately filled with temporary educators while the formal process of filling of posts is undertaken.

North West- There were no vacancies. Posts in Mathematics, Science and Accounting are either filled with qualified educators recruited from the Funza Lushaka Bursary Scheme graduates or academically qualified graduates with on BSc and BCom degrees. Academically qualified educators are then offered bursaries to complete a Post Graduate Diploma in Education (PGCE). The PED has already started engaging with self-funded students from the UNW for possible taking up posts in areas of acute need

Western Cape- All Post Level 1 posts were advertised in a closed vacancy list, ring-fenced for excess teachers and new entrants. The new entrants were matched and placed in vacant substantive posts.

(d) The vacancies referred to at the time were filled. Vacancies that currently exist are in terms of the 2015 post establishment.

(a) The information on teacher specialisation by post is currently not readily available as part of single database that can be accessed at provincial and national levels. This information is currently being collected and utilised at operational or district level by subject advisors, curriculum specialists and human resource officials for operational activities. The Department is currently busy with a project to profile all teachers in terms of what they are qualified to teach and to ensure that this information is captured on the PERSAL system so that it can be accessible at all levels of the system to enhance planning and reporting.

Only the Eastern Cape Department of Education was able to provide collated figures collected through the provincial processes. 13 999 mathematics posts are currently filled in the in the Eastern Cape.

(b) (i) 13 107 in the Eastern Cape (ii) GET Phase 6 284 and FET 6823

(a) Eastern Cape has identified 174 mathematics posts required.

(b) Funza Lushaka Bursary Scheme recipients will be used to fill the posts.

Reply received: March 2015

QUESTION 309

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 20/02/2015
INTERNAL QUESTION PAI)ER: 02/2015
309. Ms A T Lovemore (DA) to ask the Minister of Basic Education:

(1) With reference to her reply to oral question 48 on 5 September 2014, how many teacher vacancies exist relative to (a) the actual requirements and (b) gazetted post establishments currently in schools in the Eastern Cape in each post level in each education district;

(2) (a) how and (b) by what date will she ensure that each child in an Eastern Cape school classroom has a teacher? NW334E

REPLY

(1) With reference to her reply to oral question 48 on 5 September 2014, how many teacher vacancies exist relative to (a) the actual requirements and (b) gazetted post establishments currently in schools in the Eastern Cape in each post level in each education district;

(1) (a) The provisioning of posts to schools is detem1incd in terms of the Post Provisioning Norms and distributed through the post provisioning model to schools. Vacancies can only be determined in relation to the gazetted post establishment as determined by the norms.

Attached find here: 3 720 vacancies in the gazetted post establishment of schools in the Eastern Cape.

Reply received: March 2015

QUESTION 241

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 20/02/2015

INTERNAL QUESTION PAPER: 02/2015

241. Mr M Hlengwa (IFP) to ask the Minister of Basic Education:

(a) What is the total number of schools in the country and (b) how many schools need (i) buildings to replace (aa) mud constructions, (bb) wood prefabricated structures and (cc) metal structures, (ii) sanitation and basic toilets, (iii) electricity, (iv) access to water, (v) sports facilities, (vi) computer centres, (vii) libraries, (viii) multipurpose rooms, (ix) nutrition centres, (x) administration blocks and (xi) laboratories? NW253E

Response

a) According to the Education information Management System (EIMS) as at February 2015, the total number of schools in the country amounts to 25741. This figure is composed of 24060 public schools and 1681 Independent schools across the country.

b) (i) The number of schools built out of inappropriate materials (mud, wood/”plankie”, metal & asbestos) amounts to 431. All these schools are in the process of being replaced and projects are at various stages of the construction pipeline within the schools build programme.

(ii) According to the National Education Infrastructure Management System (NEIMS) as at February 2015, there are 129 schools that need to be provided with basic sanitation facilities;

(iii) 1 005 that need to be electrified;

(iv) 505 that need access to water;

(v) 10 010 need sports facilities;

(vi) 8 102 that need to be provided with computer centres; (permanent physical structure)

(vii) 8 980 without libraries; (permanent physical structure)

(viii) 17 715 schools without multipurpose classrooms;

(ix) 13 491 schools that need nutrition centres;

(x) 5 147 schools need administration blocks; and

(xi) 16 732 schools need laboratories.

Reply received: March 2015

QUESTION 178

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 12/02/2015

INTERNAL QUESTION PAPER: 01/2015

178. Dr A Lotriet (DA) to ask the Minister of Basic Education:

(1) With reference to the reply of the Minister of Communications to question 1031 on 27 November 2014, what was the total amount that (a) her department and (b) each of its entities (i) spent on and/or (ii) budgeted for advertising for each month between 1 January 2013 and 31 July 2014, excluding expenditure transferred through the Department of Communications for advertising;

(2) does such figure for each month represent the (a) total value of advertising that appeared in the media in that month, (b) amount paid in that month for advertising that may have appeared previously or (c) amount paid in advance for advertising that appeared at a later date;

(3) in each specified case, what amount did (a) her department and (b) each of its entities spend on advertising in (i) print, (ii) radio, (iii) television, (iv) online and (v) outdoor;

(4) in each specified case, what is the breakdown of advertising by (a) her department and (b) each of its entities in terms of (i) name of and (ii) amount spent on each (aa) publication, (bb) radio station, (cc) television station, (dd) website and (ee) billboards location in each province? NW186E

(a) Department of Basic Education

R 3 250 098.61
January 2013 - R 360,080.40

February 2013 - R 416,793.07

March 2013 - R 154,834.56

April 2013 - R 86,419.29

May 2013 - R 151,233.76

June 2013 - R 248,455.46

July 2013 - R 435,697.28

August 2013 - R 61,213.66

September 2013 - R 284,463.50

October 2013 - R 226,850.65

November 2013 - R 165,636.98

December 2013 - R 82,818.50

February 2014 - R 378,685.19

April 2014 - R 196,916.31 and no advertisements were placed for the months of May, June and July 2014.

(b) ENTITIES

Umalusi

Umalusi Advocacy Expenditure

Item	Amount	Month
Print	Post matric magazine (DPS) = R35 000	April 2013
	Achiever magazine (DPS) = R35 000	September 2013
	Public Sector magazine (DPS) = R30 000	May 2014
	R100 000
Radio	Soshanguve: R10 000 per month X 6 = R60 000	Contract from 01 September 2013 to 28 February 2014
The University of Limpopo (Turfloop Campus) 2013 Career Expo	R25 000	11-15 March 2013
6th Annual Soweto Career Expo	R25 000	19-20 March 2013
eMalahleni Government Expo	R20 000	05 April 2013
2013 Mangaung Youth Empowerment Week	R35 000	24-26 April 2013
2014 University of VENDA careers exhibition	R15 000	March 2014
Shine in the Dark & Dutywa Education District Career Day	R30 000	6-10 May 2014
Total	R310 000

SACE South African Council for Educators (SACE)

DATE	UNIT	DESCRIPTION	AMOUNT
1/22/2013	Corporate services	VACANT POST: ASS Manager registration	25,133.92
2/25/2013	Corporate services	VACANT POST: Call centre operators	25,670.52
4/25/2013	Corporate services	VACANT POST: Call centre operators/Cleaners	24,021.12
6/21/2013	Procurement	Invitation of service providers	8,202.93
6/1/2013	CPTD	CPTD Provider advert	89,122.29
4/17/2014	CPTD	CPTD Management System Activities	111,288.17
4/22/2014	Corporate services(m)	VACANT POST: Finance/CPTD/Registration	70,552.78
4/22/2014	Corporate services	Corporate advert; diamond field	67,801.15
4/22/2014	Corporate services	CPTD Provincial Corodinators	30,717.25
2/10/2014	CPTD	CPTD Provider advert	152,657.14
2/4/2013	CPTD	CPTD Provider advert	70,303.56
12/4/2013	CPTD	CPTD Provider Forum Advert	95,966.49
1/23/2013	CPTD	CPTD Provider advert	64,687.70
6/10/2014	CPTD	CPTD Provider advert	33,158.38
4/16/2014	CPTD	CPTD System Launch	126,518.00
3/25/2014	CPTD	CPTD Provider Forum Advert	10,730.92
4/3/2014	CPTD	ELECTRONIC SIGN-UP STEPS	261,479.06
10/1/2013	CPTD	SABC Radio airtime schedule	352,661.28
10/4/2013	CPTD	CPTD-Radio interviews	214,358.08
4/3/2014	CPTD	CPTD Provider Forum Advert	20,624.20
Total Cost			1,855,654.94

ELRC

R492 359

(a) Department of Basic Education

(b) (c) Costs reflect total value for the month

(b) ENTITIES

Umalusi

(a) (b) (c) this information is difficult for Umalusi to obtain because of the media platforms used e.g. magazines and a community radio station

ELRC

(a) Department of Basic Education

(i) print N/A

(ii) radio N/A

(iii) television N/A

(iv) online N/A) and

(v) outdoor N/A

(b) ENTITIES

(i) print = R100 000,

(ii) radio = R60 000),

(iii) television N/A

(iv) online N/A and

(v) outdoor - exhibitions = R150 000

(i) Print – R492 359 (Advertisement of positions for procurement with Agents, and not directly with newspapers)

(ii) Radio – N/A

(iii) Television – N/A

(iv) Online – N/A

(v) Outdoor – N/A

(a) Department of Basic Education

(aa) Sunday Times and City Press Career24

(bb) radio station N/A

(cc) television station N/A

(dd) website N/A

(ee) billboards N/A

(b) ENTITIES

Umalusi

(i) Post Matric Magazine, Achiever Magazine, Public Sector Magazine

(ii) R100 000 - total amount spent on publications

(bb) radio station (Soshanguve FM = R60 000),

(cc) television station N/A

(dd) website N/A and

(ee) billboards location in each province N/A

ELRC

(i) Pretoria News newspaper, The Star Workplace, Sunday Times, Diamonds Fields Adverts, The Sowetan and The Daily Sun.

(ii)(aa) publication,

01 January 2013- 31 March 2013 –R 100 727

01 April 2013-31 March 2014 – R 340 688

01 April 2014-31 July 2014 –R50 944

(bb) radio station, -N/A

(cc) television station, -N/A

(dd) website and -N/A

(ee) billboards location in each province?-N/A

Reply received: March 2015

QUESTION 60
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 12/02/2015

INTERNAL QUESTION PAPER: 01/2015

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

When will her department conduct an inspection at the Dowerglen High School in order to determine whether any learners qualify to participate in the school feeding scheme?
NW62E

Response:
In terms of the National School Nutrition Programme Conditional Grant Framework in the Division of Revenue Act (DORA), the Department has a mandate to provide meals to all learners in quintile I to 3 primary and secondary schools, as well as identified special schools in line with the specified budget allocated by National Treasury. Dowerglen High School is a quintile 5 school and currently falls outside the mandate of the NSNP.

Reply received: March 2015

QUESTION 59

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 12/02/2015

INTERNAL QUESTION PAPER: 01/2015

59. Mr M Waters (DA) to ask the Minister of Basic Education:

(1) Which schools in the (a) Tembisa, (b) Kempton Park and (c) Edenvale areas have been inspected by her department in order to have their school readiness reports signed off;

(2) whether any of the schools failed any aspect of the school readiness report; if so, (a) what are the names of the schools and (b) what aspects of the school readiness report did they fail? NW61E

RESPONSE

The Department of Basic Education sampled a total of 841 schools nationally to monitor the level of readiness for the 2015 academic year. Of the three areas identified in Ekurhuleni only Tembisa was visited by the DBE national monitors. The assessment of readiness focused on the following key areas:
- Admissions and learner registration; Planning;
- Teacher Availability;
- Availability of LTSM;
- Curriculum Management Planning;
- Infrastructure;
- SGB Readiness and QLTC Committees and their readiness; and

The following five schools were visited in Tembisa: Dr Mathole Motshekga, Ebony Park Primary, Emfundisweni Primary, Iphutheng Primary and JB Matabane Primary School.

(a) All schools visited were relatively ready for the new academic year.

(b) Below are some of the areas picked up where improvements were

Dr Mathole Motshekga Primary School

Admission and registration of learners was not yet finalised;
The admission register was not updated;
Individual learner profiles were not available; and
Period attendance registers had not yet been prepared.

Ebony Park Primary School

The school time table was not yet finalised;
Period attendance registers were not available;
The Learner and Teacher Support Material (LTSM) inventory was not available; and
SGB year plan was not ready.

Emfundisweni Primary School

Learner profiles for the individual learners were not available.

Iphutheng Primary school

Admissions and registrations had not been finalised; and
Individual learner profiles were not available.

JB Matabane Primary School

The LTSM inventory was not available;
The School Improvement Plan was not in place; and
An analysis of the 2014 learner performance for the 2014 Annual National Assessments had not yet been done.

Reply received: March 2015

QUESTION 58
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 12/02/2015
INTERNAL QUESTION PAPER: 01/2015
58. Mr M Waters (DA) to ask the Minister of Basic Education:

(1) How many learners attending schools in the Edenvale area were caught (a) in possession of drugs and (b) dealing in drugs in the (i) 2012 and (ii) 2013 academic years;

(2) at which schools did the above learners attend;

(3) what were the consequences for the learner in each case?

RESPONSE
The Department of Basic Education (DBE) has entered into a Collaborative Partnership Protocol with the South African Police Service (SAPS) in 2011. The Protocol is an acknowledgement that safety is a shared responsibility between both the Departments. Officials from both Departments have committed themselves to promote the safety of everyone at school and to combat school violence as captured in the delivery agreement of both Ministries. Action Plan 2019 (Goal 10) is also enhanced through this partnership as it ensures that children remain effectively in schools until they turn 15 years old. One of the commitments of the Partnership Protocol is to prevent and manage alcohol and drug use amongst learners in schools.

1. According to information received from SAPS two learners were arrested (a) for the possession of illegal drugs (b) and none for dealing in illegal substances (i) during 2012 and (ii) 2013 academic years.

2. The two learners were from Edenglen High School and Don Materra Child and Youth Care Centre.

3. Both learners were arrested for possession of illegal drugs and both cases were withdrawn at Court. The learner from Edenglen High School was suspended and the learner from Don Materra Child and Youth Care Centre was transferred to another institution.

Reply received: March 2015

QUESTION 57
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 12/02/2015
INTERNAL OUESTION PAPER: 01/2015

57. Mr M Waters (DA) to ask the Minister of Basic Education:

(a) What are the reasons that the Dowerglen High School situated in Edenvale, Gauteng, receives an inadequate budget from the department given that all the learners are from disadvantaged communities and (b) when will this issue be rectified?
NW59E

RESPONSE:
(a) Dowerglen High School is a fee-charging school ranked in quintile 5 with an enrolment of 422. The school has been ranked by the Gauteng Department of Education according to the relative poverty of the community surrounding the school. The school received an allocation of R530 per learner for 2014/15. This allocation was above the national 2014 quintile 5 per learner benchmark of R183. The total allocation paid to the school for 2014/15 is R223.660.

The school can apply to the Gauteng Department of Education to be re-ranked, or to be voluntarily declared a no-fee school in order for their allocation to be more than what they are receiving now.

Reply received: March 2015

QUESTION 55

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 12/02/2015

INTERNAL QUESTION PAPER: 01/2015

55. Mr J H Steenhuisen (DA) to ask the Minister of Basic Education:

(1) How many learners in each province (a) qualify for government-subsidised school transport and (b) are being provided with such transport to and from school;

(2) what are the reasons for the inability of each specified province to provide such transport to every qualifying learner;

(3) whether her department sees the solution to this as building more schools to bring schooling closer to where learners live; if not, what are her proposed solutions; if so, how many new schools are needed in each specified province to reduce the need for daily transport? NW57E

RESPONSE

(1)

PROVINCE NAME	TOTAL NUMBER OF LEARNERS THAT QUALIFY / REQUIRE LEARNER TRANSPORT IN 2014/15	Actual number of learners transported in Q 2	Learners not transported in Quarter 2
EC	94938	57176	37762
FS	8965	8893	172
GP	81490	79420	2070
KZN	71000	22231	48769
LP	19344	18471	873
MP	66613	63287	3326
NC	27235	23420	3815
NW	61 950	33 334	28 616
WC	50 000	52 051	0
TOTAL	481535	358283	125403

481535 learners are in need of learner transport throughout the nine provinces. 358283 are transported and 125403 not transported due to financial constraints.

(2) Budgetary constraints.

(3) The planning and provision of new schools is not meant to only address the need to reduce the provision of learner transport, but mainly to ensure access, reduce overcrowding, address population growth and other policy imperatives. All these, are intertwined in the process of planning for new schools. As a result, the provision of new schools cannot be disaggregated to addressing scholar transport only. The table below indicates the number of new and replacement schools planned to be provided.

Source: Provincial U-AMPS

Reply received: March 2015

QUESTION 47
DATE OF PUBLICATION OF INTERNAL OUESTION PAPER: 12/02/2015
INTERNAL QUESTlON PAPER: 01/2015
47. Ms D van der Walt (DA) to ask the Minister of Basic Education:

(1) Which schools in Malamulele? Limpopo, were prevented from opening for the 201 5 academic year as a result of protests;

(2) In each school, what is the number of affected learners in each grade;

(3) in each school, what measures will be taken to ensure that all learners who have not attended schools since the beginning of January 2015 will be provided with an opportunity to attend a catch-up programme, and (b) when will she start taking these measures:

(4) When will the catch-up programmes begin?

( 5 ) What measures will be taken to prevent protestors from closing schools in Malamulele in the future? NW48E

RESPONSE:
(1) Which schools in Malamulele, Limpopo, were prevented from opening for the 2015 academic year as a result of protests;

Approximately 149 schools were prevented from opening for the 201 5 academic year. A list ofthe affected schools is attached. The impasse at Malamulele has, however, now been resolved. Schools in the area have opened for the first time in 201 5 allowing for learning and teaching to commence in the hundred and forty nine (149) schools that were affected.

(2) In each school, what is the number of affected learners in each grade?

A list of schools and the number of learners that were affected per grade is captured in the table attached. The information on learners is however based on 2014 statistics as the schools have only just reopened and statistics for 2015 are currently being verified.

(3) in each school, what measures will be taken to ensure that all learners who have not attended schools since the beginning of January 2015 will be provided with an opportunity to attend a catch-up programme, and (b) when will she start taking these measures;

The Provincial Department of Education has developed a catch up plan to make up for lost time.

(4) When will the catch-up programmes begin?

The commencement date for the Catch-up Programme is not yet finalised.

(5) What measures will be taken to prevent protestors from closing schools in Malamulele in the future? NW48E

The Department of Basic Education will continue to work with School Governing Bodies and communities to ensure that all schools are protected at all times. The situation in Malamulele is however unique in that the community is at the centre of the activities that pose a threat to schooling and schools.

Reply received: March 2015

QUESTION 45
DATE OF PUBLICATION OF INTERNAL OUESTION PAPER: 12/02/2015
INTERNAL OUESTION PAPER: 01/2015
45. Ms A T Lovemore (DA) to ask the Minister of Basic Education:

(1) Whether primary schools in the Eastern Cape have had one of their assigned posts allocated for a teacher of an African language and for isixhosa, in particular; if so, does this post assignment apply to all primary schools in the province;

(2) whether these appointees will be responsible for the teaching of an African language as part of the Incremental Introduction of African Languages (IIAL) programme: if not, why are schools required to appoint an isiXhosa teacher; if so, why is it necessary to appoint a full-time educator at this stage in the implementation of IIAL;

(3) why these posts have not been allocated in addition to the number of posts that would ordinarily have been required at affected primary schools;

(4) whether the llAL programme will operate as planned in the 2015 academic year; if not, (a) why not and (b) what are the detailed plans for the programme; if so, what are the relevant details? NW46E

REPLY
(1) Whether primary schools in the Eastern Cape have had one of their assigned posts allocated for a teacher of an African language and for isiXhosa, in particular; if so, does this post assignment apply to all primary schools in the province;

The introduction of IsiXhosa in Grades 1 and 8 in 201 5 in the Eastern Cape is a provincial initiative which complements the national HAL programme. The posts are only allocated to schools that are currently not offering an African Language or isixhosa, that is, mainly the former Model C schools. The number of posts to be allocated is determined in terms of the post provisioning process. Affected schools are allocated an additional post(s) from the pool of ad-hoc posts, determined as part of the total post basket of the province.

Reply received: March 2015

QUESTION 44

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 12/02/2015

INTERNAL QUESTION PAPER: 01/2015

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

(1) With reference to the right of the head of a provincial department of education (HOD) to force a school to accept a child or children in excess of the number determined by the school’s governing body to be the school’s capacity, (a) what is the name of the policy or set of procedures utilised to guide the HOD’s decision making and (b) where is this policy or set of procedures available;

(2) whether such policy or set of procedures are in place; if not, (a) why not and (b) when will the guidelines be compiled;

(3) (a) whether the ratio of learners to teachers of (i) the relevant class, (ii) the grade or (iii) the school is taken into account when making such decision and (b) if the ratio is determined for any unit other than the relevant class; if so, why;

(4) whether teachers employed by the relevant school’s governing body are considered in determining the capacity of the school when making the decision; if so, why;

(5) whether the (a) availability of classrooms, (b) capacity of classrooms and (c) number of toilets for the relevant gender are taken into account when making the decision; if not, why not in each case? NW45E

Response:

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

With reference to the right of the head of a provincial department of education (HOD) to force a school to accept a child or children in excess of the number determined by the school’s governing body to be the school’s capacity, (a) what is the name of the policy or set of procedures utilised to guide the HOD’s decision making and (b) where is this policy or set of procedures available;

(i) South African Schools Act 84 of 1996;

(ii) Admission Policy for Ordinary Public Schools;

(iii) Regulations Relating to Minimum Uniform Norms and Standards For Public School Infrastructure determined in terms of section 5A of the South African Schools Act; and

(iv) Provincial Admission Regulations.

(i) Proclamation R77 in Government Gazette 17690 of 27 December 1996;

(ii) Notice No 2432 in Government Gazette 19377 of 19 October 1998;

(iii) Notice No 920 in Government Gazette 37081 of 29 November 2013; and

(iv) Provincial government Gazettes.

whether such policy or set of procedures are in place; if not, (a) why not and (b) when will the guidelines be compiled;

See 1 above.

(a)(i)-(iii) Yes, in terms of Regulation 5 and Regulation 9(2)(a) and (b) of the Regulations Relating to Uniform Norms and Standards for Public School Infrastructure read with section 58 C(6)(a) of the South African Schools Act.

(b). No.

(4) Whether teachers employed by the relevant school’s governing body are considered in determining the capacity of the school when making the decision; if so, why;

No, this is not being considered.

(a)-(c) Yes, this must be taken into account in terms of the Regulations Relating to Uniform Norms and Standards for Public School Infrastructure read with section 58C(6)(a) of the South African Schools Act.

Reply received: March 2015

QUESTION 43

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 12/02/2015

INTERNAL QUESTION PAPER: 01/2015

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

(1) Whether the Framework for Improving Learner Performance in the Senior Phase, as developed in December 2014, is available for public scrutiny; if not, (a) why not and (b) what do the contents comprise, in detail; if so, where is the document available;

(2) who formed the team that was responsible for compiling the specified framework;

(3) whether all provinces have been instructed to implement the framework; if not, why not; if so, what are the relevant details? NW44E

(a) Yes
The Framework for Improving Learner Performance in Maths and Science in the Senior Phase is available at the Department of Basic Education (DBE). It comprises short, medium and long term activities including:

Training of subject advisors on content and methodology using SASOL - INZALO titles for Grade 7-9.
Establishment of PLC Clusters
Curriculum Coverage and Assessment (1 + 4 MODEL).
Strengthening the Language of Teaching and Learning
Training School Principals On Curriculum Management
Developing and Issuing of Lesson Plans
Giving special attention and support to the Senior Phase by school managers.
Refining school timetables to support the 1+ 4 Model. Developing and Issuing examples for timetables
Issuing of circular to PEDs, districts and schools to accommodate extraordinary measures to intervene in the SP.
Strict monitoring of the implementation of the extraordinary measures to intervene in the SP by establishing and getting the Specialized Support Team functional.
Delineating roles and responsibilities of DBE, PEDs, Districts and schools
Addressing the resourcing for all interventions.
Utilising various ICT platforms to support focus in the Senior Phase

Medium Term

Utilise Multifarious ICT Platforms to support focus in the Senior Phase
Investigate the establishment of the National and Provincial MST Institutes for Teacher Professional Development
Investigate the possibility of increasing Time Allocated for Mathematicsteaching in the Senior Phase.
Proper Matching and Placing of Mathematics Teachers and Subject Advisors
Finalisation of Provincial Training Plans for Grades 4-7 Teachers.

Long Term

Address all weakness identified in the Initial Teacher Development programmes
Institute a National Curriculum Review Process.
Investigate the possibility of allocating Subject Advisors per phase.
Annual training of MST Subject Advisors in all Phases to deal with identified problematic content areas
Annual training of HODs and Lead teachers in identified problem areas
Annual training of Principals with a focus on identified area of management

The DBE together with Provincial Education Departments developed a Framework for Improving Learner Performance in Mathematics and Science in the Senior Phase. This framework was presented to TDCM at an extraordinary meeting held 03 December 2014 and HEDCOM held on 08 December 2014 for input and comment. Key milestones were identified for improving learner’s performance in the Senior Phase.

Provinces were mandated to implement the 1+4 Intervention through circular S1 of 2015. Through this circular, provinces were required to adjust their Time Tables to ensure that teachers attend the cluster sessions on one day in the week.

This decision was further discussed with teacher unions, school SGBs and the South African Principals association

Reply received: March 2015

QUESTION 9
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 12/02/2015
INTERNAL QUESTION PAPER: 01/2015
9. Mr W M Madisha (Cope) to ask the Minister of Basic Education:

(1) Whether the intensive investigation that she promised on 4 December 2014 to remedy the serious and alarming deficits that the 2014 annual national assessments (ANA) showed in respect of Grade 9 mathematics were now in place and communicated to all schools for implementation; if not, why not; if so, what were these radical interventions;

(2) Will she make a statement on (a) which interventions she is seeking from individuals in society and (b) the private sector that were in a position to dramatically improve the perennially hopeless situation of mathematics in our state schools? NW10E

RESPONSE:
(1) The Department of Basic Education (DBE) conducted an intensive diagnostic analysis of learner performance in the Grade 9 Mathematics ANA tests. The findings have been succinctly documented in the 2014 ANA Diagnostic Report.

Copies of the 2014 Diagnostic report highlighting challenges that learners are experiencing in terms of Grade 9 Mathematics content have been printed and distributed to all public and independent schools.

The DBE is currently conducting roadshows with all provincial and district officials involving the mediation of the 2014 ANA diagnostic report in Mathematics.

Further, the DBE is currently hosting General Education and Training (GET) Mathematics subject committee meetings to focus on subject improvement plans in grade 9 Mathematics based on the findings of the 2014 ANA Diagnostic Report in Mathematics.

The DEE in partnership with the Sasol lnzalo foundation has developed material in key content areas of Grade 9 Mathematics which has been mediated to all Senior Phase Mathematics subject advisors.

The 1+4 Intervention Model is one of the key features of the Framework for improving performance in the Senior Phase.

(2) (b) There is an MST Roundtable that is scheduled for the 19 March 2015 in the Department of Basic Education. A total of 80 representatives from the NGO sector, universities, DHET, DST and DBE that support and/or have interest on issues relating to the MST in Education in the country are envisaged to be invited to attend the 3d MST in Education Roundtable. The purpose of the MST Roundtable is for the Minister to outline the Strategic Direction of Government in Enhancing MST Performance.

Reply received: March 2015

QUESTION 7
DATE OF PUBLICATION OF INTERNAL OUESTION PAPER: 12/02/2015
INTERNAL OUESTION PAPER: 03/2015
7. Mr W M Madisha (Cope) to ask the Minister of Basic Education:

( I ) Whether, in view of the public controversy surrounding a certain person (name furnished) arising from the finding of the Public Protector that the said person had not been truthful about having matriculated and notwithstanding the kind of role model such a person may project, she proceeded to invite the person to speak to successful matriculants at the launch of the 2014 matriculation results; if not. what is the position in this regard, if so, (a) how and why did she arrive at the decision to invite the said person and (b) what is her position with regard to the person's statement to the matriculants at the launch that there are certificated people and educated people in the world;

(2) whether it is her position that matric certification is unnecessary to one's education and should therefore not be striven for? NWRE

REPLY
(a) The SABC owns the venue that was used for the announcement of the NSC 2014 results. The SABC, as a host organisation, therefore determines who represents the SABC at the event.

(b) The statement, in this particular instance, is taken out of context and therefore the Minister has no position on it.

(2) The National Senior Certificate is the most important qualification in the schooling sector and the Department of Basic Education is the custodian of this qualification and therefore the question posed in this case is irrelevant.

2015-04-09

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