Basic Education B

2015-07-02

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Reply received: June 2015

QUESTION 2077

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 29/05/2015

INTERNAL QUESTION PAPER: 17/2015

2077. Dr P J Groenewald (FF Plus) to ask the Minister of Basic Education:†

(1) With reference to the reply of the Minister of International Relations and Cooperation to question 825 on 25 May 2015, when did she, on behalf of South Africa, conclude an agreement with the Cuban government according to which Cubans in certain trades/professions can find work in South Africa, (b) when will this agreement expire and (c) if more than one agreement has been concluded, what are the timeframes of each individual agreement;

(2) (a) which trades/professions have been identified in each case and (b) how many Cubans in each specified trade/profession will be coming to South Africa;

(3) whether the qualifications of the Cubans have been evaluated by the South African Qualifications Authority; if not, why not; if so, which qualifications (a) meet and (b) do not meet the requirements;

(4) whether he will make a statement on the matter? NW2340E

RESPONSE:

(1)(a) The Minister of Basic Education has not concluded an agreement with Cuba according to which Cubans in certain trades/professions can find work in South Africa.

(b) Not applicable.

(2) (a) (b) Not applicable.

(3) (a) (b) Not applicable.

(4) No.

Reply received: June 2015

QUESTION 1879

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 22/05/2015

INTERNAL QUESTION PAPER: 15/2015

1879. Ms H S Boshoff (DA) to ask the Minister of Basic Education:

Since 1 January 2015, has her department installed generators at any of (a) its offices or (b) the offices of the entities reporting to her as a result of load shedding; if so, what is the total cost of the (i) installation and (ii) running of these generators? NW2100E

Response:

The Department of Basic Education has not installed any generators at any of its offices.
The Department of Basic Education has not installed generators at any of the offices of entities reporting to the Department.

Not applicable
Not applicable

Reply received: June 2015

QUESTION 1834

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 22/05/2015

INTERNAL QUESTION PAPER: 15/2015

1834. Ms D van der Walt (DA) to ask the Minister of Basic Education:

(1) With reference to her department's National Education Infrastructure Management Statistics (NEIMS) reports, what is meant by and included in the term (a) unreliable sources of water and (b) unreliable sources of electricity;

(2) what are the reasons that are attributed to the increase in the number of schools using unreliable sources of (a) water and (b) electricity between 2009 and 2014? NW2054E

RESPONSE:

(a) (b)

Unreliable source of water refers to unreliable, irregular and intermittent provision of water to a school.
Unreliable source of electricity refers to unreliable, irregular and intermittent provision of electricity to a school.

(a) (b)

Irregular supply by the municipality, faults within a municipal reticulation system, poor rainfall, irregular municipal tanker supply to augment rainwater harvesting, dry borehole, a breakdown in pumping equipment, power supply and load shedding and dry dams reservoirs and non-functional pumping equipment and reticulation can contribute to schools experiencing unreliable supply of water..
Power cuts, load shedding, technical faults in the reticulation system, faulty, broken or stolen generators, solar panels, wind generators and/or batteries can lead to schools experiencing unreliability of supply.

Reply received: June 2015

QUESTION 1802

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 22/05/2015

INTERNAL QUESTION PAPER: 15/2015

1802. Mr W M Madisha (Cope) to ask the Minister of Basic Education:

Whether her department had handed cases of misdemeanors of (a) teachers who are (i) selling promotion posts, (ii) taking goods of value for arranging promotions, (iii) threatening to make the lives of departmental officials a misery and/or (iv) preventing other teachers from carrying out their duties or demoralising them in any way and (b) teachers who use underhand measures to get promotions or swap posts to the Directorate for Priority Crime Investigation, the Hawks, for investigation in the interest of education in our country and the safeguard of the rule of law; if not, why not; if so, what are the relevant details? NW2021E

REPLY FOR BOTH (a) and (b)

The Ministerial Task Team is still conducting investigations and will report its findings to the Minister who will release the report to the public.

Reply received: June 2015

QUESTION 1739

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 15/05/2015

INTERNAL QUESTION PAPER: 14/2015

1739. Dr G A Grootboom (DA) to ask the Minister of Basic Education:

(1) Whether the officials from the Northern Cape Education Department that were implicated in ghost guest payments at Ous Meisies Lodge, Kimberley, have been suspended; if not, what action has she taken with regard to these officials;

(2) what measures will she take to prevent a recurrence of such fraud in the future? NW1957E

Response:

The Northern Cape Department of Education reported that they are awaiting the outcome of the investigation from the South African Police Services (SAPS) in order to make an informed decision regarding sanctions for those officials found to be liable of misconduct. Investigation by the SAPS is still in progress.

Numerous internal controls have been introduced in Supply Chain Management in the past few years to ensure that the possibility of fraud and corruption is kept to a minimum; if it does take place it becomes clearly detectable. The details of the actual transgressions have, however, not yet been shared by the SAPS.

Reply received: June 2015

QUESTION 1735

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 15/05/2015

INTERNAL QUESTION PAPER: 14/2015

1735. Ms A T Lovemore (DA) to ask the Minister of Basic Education:

(1) Whether the Ministerial Reading Audit will be made public; if not, why not; if so, when will it be made public;

(2) (a) what are the reading norms implemented for each grade and (b) how will achievement of the norms be expressly measured;

(3) whether non-compliance with the norms will preclude promotion from the relevant grade; if not, why not; if so, (a) for what grades and (b) when will this be implemented;

(4) for each recommendation made in the (a) National Education Evaluation and Development Unit (NEEDU) report on literacy in the foundation phase, (b) NEEDU report on teaching and learning in rural schools and (c) NEEDU report on the state of reading in Grade 5, what are the relevant details of her department’s response;

(5) what are the relevant details of the Drop All and Read programme and its resuscitation, as announced by her on 6 May 2015? NW1953E

Response:

Yes, the Ministerial Reading Audit report has been in the public domain since its release in February 2013. The report is available on request.

a) The reading norms per grade are included in the Curriculum and Assessment Policy Statement (CAPS) for Grades R to 12.

The assessment of key reading and writing components are assessed as oral activities and written tasks in the school-based assessment programme which includes examinations for Grades 4 to 12. In addition, these norms are also assessed in the Annual National Assessments (ANA) for Grades 1 to 6 and Grade 9.

a) Both reading and writing norms that are prescribed in CAPS are assessed in both the Home Language and First Additional Language programmes offered in Grades R to 12. According to the National Policy Pertaining to the Programme and Promotion Requirements of the National Curriculum Statement for Grades R to 12 :

In Grades 1 to 9 a learner must achieve a Level 4 (Adequate achievement) in one of the official languages offered at Home Language and a Level 3 (Moderate Achievement) in the First Additional Language; and
In Grades 10 to 12 a learner is required to obtain a 40% pass in Home Language.

The norms in CAPS are currently utilised.

a) The DBE response to the NEEDU report for the Foundation Phase includes the following:

The release of a National Reading Remedial Plan which was informed by provincial literacy strategies;
The release of a National Reading Plan for Grades R to 12 which focused on the role of the school (the development of classroom reading instructional programmes), district, province and the DBE in enhancing a reading culture and improving reading and literacy outcomes;
Monitoring and evaluation of provincial reading programmes through the submission of quarterly reading reports;
The release of the Reading Promotion and Library Information Services Sector plan;
The release of the National Catalogue for Grades R to 12;
The provisioning of reading resources;
The implementation of the Early Grade Reading Assessment (EGRA) in 1000 schools nationally in Grades 1 to 3;
The resuscitation of the Drop All and Read Programme; and
The launching of national and provincial Book Flood campaigns.

The DBE response to the NEEDU report on teaching and learning in rural schools includes the following:

The piloting of the Learn English Audio Project (LEAP) in partnership with the British Council in two districts (50 schools per district) each in Mpumalanga, KwaZulu-Natal and Eastern Cape;
The development of a Multi-grade Toolkit for all subjects offered in Grades 1 to 9; and
The training of 600 multi-grade teachers nationally on multi-grade teaching methodologies and strategies as well as classroom management.

The DBE response to the NEEDU report on the state of reading in Grade 5 includes the following:

1, 2 million copies of the Grade 4 Sunday Time Storybook titled “South African stories for Children”, have been distributed to all schools offering Grade 4 in February 2015;
National Spelling Bee Competition for Grade 4 to 6 learners nationally;
The implementation of the English Across the Curriculum (EAC) strategy from Grade 4 onwards;
The implementation of the Annual National Assessments (ANA) in Grades 4 to 6 in both Home Language and First Additional Languages.

The Drop All and Read Programme is an initiative that is aimed at enhancing a reading culture by encouraging schools to observe at least 30 minutes per week on recreational reading activities that include uninterrupted silent reading, book club and reading club activities.

Reply received: June 2015

QUESTION 1734

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 15/05/2015

INTERNAL QUESTION PAPER: 14/2015

1734. Ms A T Lovemore (DA) to ask the Minister of Basic Education:

(1) With reference to the Mathematics, Science and Technology (MST) grant, (a)(i) what is the allocation for the 2015-16 financial year to each of the provinces and (ii) on what basis were the provincial allocations calculated, (b) what are the relevant details of the expenses that this grant is expected to cover and (c)(i) what improvements in current teaching and learner outcomes are expected as a result of the allocation of the grant and (ii) how will she measure the impact of the grant;

(2) whether the MST grant is a conditional grant; if not, how will she hold provinces accountable for expenditure of the grant; if so, what are the relevant details of the conditions attached to its allocation to provinces;

(3) whether the concept of the Dinaledi schools has ceased to exist; if not, what are the relevant details of the phasing out of these schools;

(4) what (a) learner outcome targets were set at the inception and during the lifespan of the Dinaledi schools, (b) results were achieved by the Dinaledi schools and (c) are the relevant details of the lessons learnt from the operation of the Dinaledi schools;

(5) since the inception of the Dinaledi schools, what amount was allocated for the funding of these schools, (a) for each province and (b) in each financial year? NW1952E

Response:

(a)(i) The allocation of funds and the transfer dates for each province for the 2015/16 are indicated as follows:

Province	Total Allocation	1st Transfer 15 May 2015	2nd Transfer 14 August 2015	3rd Transfer 13 November 2015	4th Transfer 03 February 2016
Eastern Cape	R'000	R'000	R'000	R'000	R'000
Eastern Cape	45,059	9,012	15,771	13,518	6,758
Free State	32,145	6,429	11,251	9,644	4,822
Gauteng	47,842	9,568	16,745	14,353	7,176
KwaZulu Natal	59,998	12,000	20,999	17,999	9,000
Limpopo	40,979	8,196	14,343	12,294	6,147
Mpumalanga	39,136	7,827	13,698	11,741	5,870
Northern Cape	22,113	4,423	7,740	6,634	3,317
North West	33,378	6,676	11,682	10,013	5,007
Western Cape	26,535	5,307	9,287	7,961	3,980

Total	347,185	69,437	121,515	104,156	52,077

(ii) The allocations are based on the previous allocations for each province for the Dinaledi and Technical Secondary Schools Conditional Grants. The allocations for the previous two grants, that have been combined to form the MST Conditional Grant, were based on the number of learners enrolled at each province for the Dinaledi. For the Technical Secondary Schools Conditional Grant, the allocations were based on the results of an audit that was conducted in 2009. Both grants prioritised the support for under-resourced and quintile 1-3 schools. The listing of schools to benefit from the grants was done by provincial departments because they know the schools’ conditions and needs.

(b) The grant will incur expenses for the following items:

30% (R104 million) for ICT resources to be delivered at schools;
20% (R69 million) for workshop equipment, machinery and tools to be supplied at technical schools;
15% (R52 million) for laboratories and workshop apparatus and consumables;
10% (R34.7 million) for learner support, including registration of learners to participate in local and international subject related competitions;
25% (R86.7 million) for the following:

Technical schools CAPS teachers and subject advisors training and orientation;
Teacher training in teaching methodologies and subject content in Senior Phase interventions; and
Training and support in ICT integration for end-users.

(c)(i) It is envisaged that the supply of resources to schools will improve the teacher capacity to use modern teaching methodologies especially the integration of ICT into subject relevant teaching. The training of teachers will also improve the teaching methodologies while ensuring that subject contents gaps are eliminated. The general support provided to participating schools is aimed at improving learner performance in overall MST subjects, with special priority given to the implementation of CAPS for technical schools and Senior Phase Mathematics interventions at Grades 8 and 9.

(ii) The outcomes of the grant will be assessed on an annual basis through a summative evaluation process in line with the provisions of the Division of Revenue Act, 2015, as amended. This evaluation is aimed at assessing the level of delivery of outputs and achievement of the objectives of the grant. The Department will also use the results of the Annual National Assessments (ANA) and the NSC results for Grade 12 to assess the impact of the grant on an annual basis. The National Treasury will also review the achievement of the outcome of the grant in line with the MTEF period in order to determine the future of the conditional grant.

(2) The MST grant is a Schedule 5 conditional grant as prescribed by the Division of Revenue Act, 2015, as amended. The conditions for the allocations are that provinces must use the grant funds for the purposes indicated within the grant framework. The grant purpose being to supply resources to schools, train teachers in subject content and teaching methodologies and provide specific support to learners to improve success rate in MST subjects at selected schools. Any deviation and non-compliance by provinces from these conditions will result in misconduct that will be dealt with in line with the provisions of the Division of Revenue Act, Public Finance Management Act, and the Treasury Regulations, as amended.

(3) The Dinaledi schools are still in existence. The Dinaledi Schools Grant has ceased to exist with effect from 31 March 2015. The introduction of the new MST Conditional Grant aims to support other schools that will be capacited to be at the same level as the current Dinaledi Schools. This will therefore result in the gradual increase of the number of Dinaledi schools.

(a) The purpose of the grant was to improve the quality of Mathematics, Science and Technology education by providing support to and monitoring the performance and participation of 500 Dinaledi schools in these subjects over the MTEF period to increase the number of learners passing Grade 12 with bachelors from 17 000 in 2011 to 26 000 in 2013 and to 35 000 in 2015 and Grade 12 Physical Sciences university passes from 8 000 in 2011 to 14 000 in 2013 and to 18 000 by 2015.

(b) The following indicates the 2012 NSC candidates passing Mathematics and achieving a Bachelor pass:

Dinaledi target : 17 000
Achieved : 24 478

The following indicates the 2012 NSC candidates passing Physical Sciences and achieving a Bachelor pass

Dinaledi target : 8 000
Achieved : 13 651

The following indicates the 2013 NSC Mathematics Targets and performance

Dinaledi target : 28 189
Achieved : 30 719

The following indicates the 2013 NSC Physical Sciences Targets and performance

Dinaledi target : 24 006
Achieved : 25 811

The following indicates the 2014 NSC Mathematics targets and performance

Dinaledi target : 33 176
Achieved : 26 736

The following indicates the 2014 NSC Physical Sciences targets and performance

Dinaledi target : 28 581
Achieved : 22 186

(c) The principal impact on quality improvement is due to the additional subject content training for teachers, training for school managers and their Management Teams, including Parent functions as Governing Body members. Well managed schools with capable and motivated teachers lie at the heart of successful schools. Provision of physical resources is an important contributor to improved performance but their impact is not quantifiable in terms of improved learner performance.

(5) (a)(b)The Dinaledi schools received funding for the first time in 2011.

The Dinaledi schools annual allocation by province from 2011 to 2015

ALLOCATION R'000
Province	2011- 2012	2012-2013	2013-2014	2014-2015	TOTAL 2011-2015
EASTERN CAPE	8 400	11964	12620	13342	42 966
FREE STATE	5 040	7179	7573	8006	36 898
GAUTENG	14 140	20139	21244	22458	76 161
KWAZULU-NATAL	12 320	17547	18509	19568	62 764
LIMPOPO	7 140	10169	10727	11340	38 676
MPUMALANGA	6 440	9172	9675	10228	31 455
NORTHERN CAPE	2 380	3391	3577	3782	18 170
NORTH-WEST	7 420	10568	11147	11785	40 220
WESTERN CAPE	6 720	9571	10096	10673	100 340
TOTAL	70 000	99700	105168	111182	324 450

Reply received: June 2015

QUESTION 1732

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 15/05/2015

INTERNAL QUESTION PAPER: 14/2015

1732. Ms S P Kopane (DA) to ask the Minister of Basic Education:

(1) When did the Moduop Primary School, situated in Tembisa, Gauteng (a) apply for an additional teaching post and (b) when will the school receive their additional teacher;

(2) when will the two mobile classrooms be connected to the (a)(i) sewerage system and (ii) water system and (b) electricity grid;

(3) have the (a) 100 learner tables, (b) 210 learner chairs and (c) 25 teachers tables, that were requested on 2 December 2014 been delivered; if not, when will they be delivered? NW1950E

RESPONSE:

(a) All schools made requests in January 2015 after the 10th day Headcount survey including Moduopo Primary School.

The school has only grown by 26 learners in 2015 from 953 – 979 which is lower than the ratio of 1:40 required for the school to qualify for a growth post. Therefore, in line with the GDE policy on allocation of the growth posts within the GDE, the school did not meet the criterion.

The service connections (water, sewerage and electricity) will be done during June 2015 and will be ready by the time schools reopen in July 2015.
The Department of Basic Education has requested response from the Gauteng Provincial Education Department and is still awaiting the response.

Reply received: June 2015

QUESTION 1706

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 15/05/2015

INTERNAL QUESTION PAPER: 14/2015

1706. Ms H S Boshoff (DA) to ask the Minister of Basic Education:

(1) With reference to her reply to question 78 on 19 March 2015, in each province and each district, how many (a) educators who are teaching at public ordinary schools are employed by school governing bodies (SGBs) and (b) of the teachers so employed are (i) unqualified and (ii) underqualified to teach;

(2) whether professional registration with the SA Council for Educators (SACE) is a prerequisite for employment as a teacher by an SGB; if not, why not; if so, how will she enforce such registration;

(3) in respect of each province and each district, how many (a) educators are employed by independent schools and (b) of the teachers so employed are (i) unqualified and (ii) underqualified to teach;

(4) whether professional registration with the SACE is a prerequisite for employment as a teacher by an independent school; if not, why not; if so, how will she enforce such registration? NW1891E

REPLY

With reference to her reply to question 78 on 19 March 2015, in each province and each district, how many (a) educators who are teaching at public ordinary schools are employed by school governing bodies (SGBs) and (b) of the teachers so employed are (i) unqualified and (ii) underqualified to teach;

(a) and (b)(i) and (ii) Information on SGB appointees for 2015 is currently not available. It is being collated in the Provincial Education Departments (PEDs) as it was collected as part of the survey conducted on the 10th school day. It will be forwarded once it is available.

Whether professional registration with the SA Council for Educators (SACE) is a prerequisite for employment as a teacher by an SGB; if not, why not; if so, how will she enforce such registration;

In terms of the SACE Act, registration with the South African Council of Educators (SACE) is a pre-requisite for every person in order to be employed as a teacher in schools regardless of the sector. The School Governing Bodies cannot appoint a teacher without a SACE certification.

In respect of each province and each district, how many (a) educators are employed by independent schools and (b) of the teachers so employed are (i) unqualified and (ii) underqualified to teach;

(4) Whether professional registration with the SACE is a prerequisite for employment as a teacher by an independent school; if not, why not; if so, how will she enforce such registration?

In terms of the SACE Act, registration with the South African Council of Educators (SACE) is a pre-requisite for every person in order to be employed as a teacher in schools regardless of the sector. Independent schools cannot appoint a teacher without a SACE certification.

Reply received: May 2015

QUESTION 1676

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 08/05/2015

INTERNAL QUESTION PAPER: 13/2015
1676. Ms D van der Walt (DA) to ask the Minister of Basic Education:

(1) How many (a) departmental employees and (b) family members of departmental employees received tender awards and/or contracts from the province or municipality during the period that the Limpopo Department of Education was placed under section 100(1)(b) administration from December 2011 until 2015;

(2) (a) how many of these employees were (i) teachers and (ii) principals and (b) in each case, (i) under which supplier name did these employees do business with the state, (ii) what was the amount of each tender award and/or contract and (iii) what actions were taken against these employees?
NW1896E

Response:
The Limpopo Education Department has been requested to provide information, once this is received it will be provided.

Reply received: May 2015

QUESTION 1606
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 08/05/2015
INTERNAL QUESTION PAPER:
Ms H S Boshoff (D.4) to ask the Minister of Basic Education:

(1) Whether she is aware of a report of the assault on two learners by a teacher at a secondary school in Tembisa on the East Rand, which went viral on social media in the week of 13 to 17 April 2015: if so.

(2) what (a) are the details of' the assault. (b) action was taken by (i) officials of the Gauteng provincial department of education and (ii) other organs of state subsequent to the assault and (c) is the current status of the assault allegation?
NWIS23E

REPLIES:
(1) Whether she is aware of a report of the assault on two learners by a teacher at a secondary school in Tembisa on the East Rand. which went viral on social media in the week of 13 to 17 .April 2015; if so,

(1) (a) Yes. the Gauteng Department of' Education is aware of the report.

(2) what (a) are the details of' the assault. (b) action was taken by (i) officials of the Gauteng provincial department of education and (ii) other organs of state subsequent to the assault and (c) is the current status of the assault allegation?

(2) (a) An educator assaulted the learner and used vulgar language against the learner.

(b)(i) The educator has been placed on precautionary transfer, pending the disciplinary proceedings: and

(ii) It is currently not clear whether other organs of state have taken any action against the educator.

(c) Yes. the investigation has been completed and the educator will be served with charges regarding the alleged assault and the use of vulgar language

Reply received: May 2015

QUESTION 1604

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 08/05/2015

INTERNAL QUESTION PAPER: 13/2015

1604. Ms H S Boshoff (DA) to ask the Minister of Basic Education:

(1) In respect of each province and each district, (a) which schools benefitted from the Scholar Patrol Kits programme and (b) how many learners were provided with these kits;

(2) will this programme be rolled out to affected schools in the event that not all provinces and districts have benefitted; if not, why not; if so when? RESPONSE

RESPONSE

1. The Department of Basic Education in partnership with Road Traffic Management Corporation (RTMC) as well as Active Education (supported by Imperial and Regent Insurance) is implementing the Scholar Patrol Team Programme in schools.

Since 1 April 2014 the following Provinces have benefited from the programme:

Province	Number of schools with scholar patrol teams established
Gauteng	519
KZN	88
Western Cape	50
Mpumulanga	16
Eastern Cape	10
North West	34
FreeState	7
Limpopo	7
TOTAL 738

Scholar Patrol teams consist of 6 members (learners) plus two educators. Prior to the training of the Scholar Patrol Teams all learners are addressed at the identified schools on pedestrian safety.

2. Yes, the programme will be implemented through the Department’s collaborative partnership with RTMC and Active Education in 1970 schools during this financial year (2015-2016).

Reply received: May 2015

QUESTION 1603
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 08/05/2015
INTERNAL QUESTION PAPER: 13/2015
1603. Ms AT Lovemore (DA) to ask the Minister of Basic Education:

(1) Whether, with reference to her reply to question 309 on 4 March 2014. All teacher vacancies in Eastern Cape schools have been filled as she envisaged they would be by the end of the first school quarter; if not, (a) why not and (b) as at the start of the second quarter in respect of each district. how many vacancies existed at the level of (i) principal. (ii) deputy principal, (iii) head of department and (iv) post level I teachers;

(2) in respect of each district since 4 February 2015. how many (a) vacancies have been filled through the utilisation of (i) teachers previously in excess of the establishment. (ii) Funza Lushaka bursars, (iii) temporary teachers. (iv) new graduates who were not Funza Lushaka bursars and/or (v) other sources:

(3) (a) what are the relevant details of the shortage of(i) Afrikaans teachers and (ii) SeSotho teachers. identified for each educator level in respect of each district and (b) what measures are implemented to address the identified shortages;

(4) (a) how many Funza Lushaka bursars assigned to the Eastern Cape in 2014 were not placed in 2014. (b) why were the specified bursars not placed and (c) whether these bursars are now free of their contractual obligations:

(5) (a) how many (i) Funza Lushaka bursars have been assigned to the Eastern Cape in 2015, including any allocation rolled over from 2014 and (ii) have been placed in substantive posts and (b) what strategy exists to ensure the placement of the entire allocation? NW1820E

Find here: Reply

Reply received: June 2015

QUESTION 1602

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 08/05/2015

INTERNAL QUESTION PAPER: 13/2015

1602. Ms A T Lovemore (DA) to ask the Minister of Basic Education:

(1) (a) When did the SA Qualifications Authority do the accreditation of the SA Council for Educators (SACE) as a professional council and (b) what are the (i) reasons for and (ii) implications of this accreditation;

(2) whether the SACE applied for such accreditation; if not, how did this accreditation come about; if so, (a) why and (b) what argument did the SACE use to assure SAQA of its capability;

(3) whether this accreditation grants the SACE the power to exercise a quality assurance function with regard to offerings of education faculties of South African universities; if so, (a) will the SACE have the power to determine university offerings to be unsuitable for teacher training, (b) when does she anticipate that the SACE will commence the exercise of this function and (c) what are the relevant details of the plan to equip the SACE to fulfill this role? NW1818E

Response:

(1) (a) When did the SA Qualifications Authority do the accreditation of the SA Council for Educators (SACE) as a professional council and (b) what are the (i) reasons for and (ii) implications of this accreditation;

(1)(a) The South African Council for Educators (SACE) is not an accredited body. The SACE is in the process of applying for professional recognition by the South African Qualifications Authority (SAQA) and development and development and registration of the professional designation in line with sections 28 – 30 of the National Qualification Framework (NQF) Act.

(1)(b)(i) Section 6 of the NQF Act requires that all professional councils must do the following:

28. Co-operation with Quality Councils

Despite the provisions of any other Act, a professional body must co-operate with the relevant QCs in respect of qualifications and quality assurance in its occupational field.

29. Recognition by SAQA

A statutory or non-statutory body of expert practitioners in an occupational field must apply in the manner prescribed by the SAQA in terms of section 13(1)(i)(i) to be recognised as a professional body in terms of this Act.

30. Registration of professional designation.

(1)(b)(ii) A professional body that is recognised in terms of section 29 must apply to the SAQA, in the manner determined by the SAQA in terms of section 13(1)(i)(ii), to register a professional designation on the NQF.

(2) Whether the SACE applied for such accreditation; if not, how did this accreditation come about; if so, (a) why and (b) what argument did the SACE use to assure SAQA of its capability;

(2 )(a) Not applicable because SACE is not accredited yet.

(b) The application for accreditation has provided information in line with sections 28-30 of the NQF.

(3) Whether this accreditation grants the SACE the power to exercise a quality assurance function with regard to offerings of education faculties of South African universities; if so, (a) will the SACE have the power to determine university offerings to be unsuitable for teacher training, (b) when does she anticipate that the SACE will commence the exercise of this function and (c) what are the relevant details of the plan to equip the SACE to fulfill this role?

(3) No.

(3)(a) The function lies with the Department of Higher Education and Council for Higher Education’s Higher Education Quality Council.

(3)(b) Not applicable

Reply received: June 2015

QUESTION 1591

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 30/04/2015

INTERNAL QUESTION PAPER: 12/2015

1591. Mr A M Shaik Emam (NFP) to ask the Minister of Basic Education:

With reference to her reply to question 1748 on 10 October 2014 and in view of new schools countrywide that have just been completed and other schools that are in the process of completion, where no provision has been made for sport to form part of the school curriculum (details furnished), (a) why has her department not taken the necessary steps to (i) ensure that sport is included in the school curriculum and (ii) provide the necessary sporting facilities and (b) what steps will she take to rectify the relevant issues? NW1801E

Reply

(i) The provinces have been provided with the list of the new schools and have engaged with the schools to assist them in drawing up the sport programme as part of the school plan. The schools have been registered in the 2014 School league programme and are participating in the cluster competitions. The codes and federations are providing coach training to educators and special attention is paid to these new schools.

(ii). The Regulations Relating to Minimum Uniform Norms and Standards for Public School Infrastructure, regulates the provision of sporting facilities, as with all other spaces that constitute a school. However, in some instances, due to topography or lack of sufficient space, it is not possible to provide such facilities. (b) In such instances, schools make arrangements to use community facilities or to share with neighbouring schools that have such facilities.

Reply received: May 2015

QUESTION 1570

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

INTERNAL QUESTION PAPER: 11/2015

1570. Ms H S Boshoff (DA) to ask the Minister of Basic Education:

(1) How many farm schools in Mpumalanga employ only one teacher who fulfils the duty of (a) teacher, (b) administrative officer and (c) principal;

(2) whether other provinces who have farm schools also only have one educator; if so, how many such schools exist in other provinces;

(3) whether her department has put any measures in place to preclude the existence of one-teacher schools; if not, how does her department intend to address this situation; if so, what are the relevant details of the plan? NW1782E

REPLIES:

How many farm schools in Mpumalanga employ only one teacher who fulfils the duty of (a) teacher, (b) administrative officer and (c) principal;

The Mpumalanga Department of Education has reported 20 (twenty) existing farm schools which – in accordance with post provision norms – only qualify for one Educator post i.e. a post of Principal S1. The said principal would then also have to render all duties related to teaching and administration. It should be noted that the Mpumalanga Department of Education has since 2006 drastically reduced the single-educator schools in the Province from 84 to the 20 farm schools that are still remaining.

Whether other provinces who have farm schools also only have one educator; if so, how many such schools exist in other provinces;

As reported by Provincial Departments of Education

	Number of One teacher schools
Eastern Cape	186
Free State	314
Gauteng	0	Gauteng provides a minimum of four (4) educators to a school irrespective of learner numbers.
KwaZulu Natal	Information currently not available
Limpopo		Mpumalanga allocates one (1) additional post (adhoc) over and above the one post allocated in terms of the post provisioning norms.
Mpumalanga	20
North West	0	North West allocates one (1) additional post (adhoc) over and above the one post allocated in terms of the post provisioning norms.
Northern Cape	Information currently not available
Western Cape	Information currently not available

Information from KwaZulu-Natal, Northern Cape and Western Cape is still being gathered.

Whether her department has put any measures in place to preclude the existence of one-teacher schools; if not, how does her department intend to address this situation; if so, what are the relevant details of the plan?

Currently, Provincial Education Departments (PEDs) are using different approaches to address the one-teacher schools. These include ongoing attempts to reduce the number of small schools by introducing boarding school facilities, mergers, and closures of schools wherever it is feasible. Some provinces that have already reduced the numbers of one-teacher schools drastically are able to provide an additional teacher on an ad-hoc basis. In all cases, the imperative to provide quality education to all learners in a cost-effective manner is a key consideration.

Reply received: May 2015

QUESTION 1569

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

INTERNAL QUESTION PAPER: 11/2015

1569. Ms H S Boshoff (DA) to ask the Minister of Basic Education:

(1) Whether any criteria has been put in place to combat over-sized classes in Mpumalanga; if not, (a) why not, (b) when will any criteria be developed and (c) what are the relevant details;

(2) whether these criteria will be incorporated into the national provisioning norms; if not (a) why not and (b) by when will this be achieved? NW1781E

REPLY

Whether any criteria has been put in place to combat over-sized classes in Mpumalanga; if not, (a) why not, (b) when will any criteria be developed and (c) what are the relevant details;

There are two main factors that determine class sizes and these are: the availability of teachers and classroom space. Any criteria to combat large classes should take both factors into consideration. The Learner: Educator Ratio (LER) for the Mpumalanga province, over the last five years, has averaged 1:32 and 1:30 when excluding and including School Governing Body-paid educators respectively. Both LERs are equal to the national average.

The Mpumalanga Department of Education has therefore reported that the focus has been on provisioning of infrastructure which involves:

provision of additional classrooms, including upgrading and additions; and
building of new schools.

The Mpumalanga Department of Education has reported that the following is planned for 2015/16 regarding the provisioning of infrastructure:

the number of classes to be provided from Upgrades and Additions are 199 from 12 schools; and
the number of classes to be provided from New Schools are 64 from 3 schools.

Whether these criteria will be incorporated into the national provisioning norms; if not (a) why not and (b) by when will this be achieved?

As indicated above the average LER in the Mpumalanga province is within the range of the national average.

The Mpumalanga Department of Education has reported that its focus is on provisioning of classroom space and that the criteria above are in line with the national provisioning norms for infrastructure provisioning which the province has planned to achieve by December 2020 (7 year Norms and Standards target).

Reply received: May 2015

QUESTION 1568

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

INTERNAL QUESTION PAPER: 11/2015

1568. Ms H S Boshoff (DA) to ask the Minister of Basic Education:

(1) Whether, in respect of (a) each province and (b) each district, every school complies with (i) all the relevant requirements of the Occupational Health and Safety Act, Act 85 of 1993 and (ii) all the regulations gazetted in terms of the specified Act; if not, why not; if so, what are the relevant details of the compliance measures that are in place;

(2) in respect of (a) each province and (b) each district, which programme and/or directorate within her department assumes responsibility for the implementation of the specified Act and oversight? NW1780E

REPLY

In the Basic Education environment, the field of Occupational Health and Safety (OHS) embraces two essential areas of impact, (i) during the provision (construction) of educational infrastructure and (ii) thereafter during the occupation and use of completed educational infrastructure. In both a nationally driven and provincially driven programme, responsibility for OHS compliance is divested to implementing agents appointed by either the Department of Basic Education (DBE) in the case of the Accelerated Schools Infrastructure Delivery Initiative (ASIDI) Programme, or by each of the nine provincial Departments of Education in their respective provincial schools projects. During the implementation of its ASIDI programme the following clause is standard in agreements with the DBE:

“The work conducted under the supervision of the Implementing Agent and Principal Agent must be compliant with the laws, regulations and by-laws of relevant municipalities having jurisdiction regarding the execution of the works (JBCC definition) and the implementation of the Infrastructure Programme Management Plan (IPMP) and shall also comply to, but not limited to, the:-

National Building Regulations;
Regulations Relating to Minimum Uniform Norms and Standards for Public School Infrastructure No 37081 of 2013;
Occupation Health & Safety (OHS) Act, No 85 of 1993; and
National Environmental Management Act (NEMA), No. 107 of 1998.”

The Implementing Agents are to ensure that all preferred contractors submit their OHS plans before occupation of sites. The appointed professional service providers are responsible for monitoring compliance. At a provincial level responsibility for compliance will rest with the implementing agent which in many cases is the Provincial Department of Public Works. These departments ensure compliance with OHS requirements by their appointed principal agents and contractors.

At occupation, the responsibility for adherence to the requirements of the OHS Act rests initially with the relevant provincial Department of Education to whom the completed school has been handed over by the contractor and implementing agent. Once the school (asset) has been registered on the asset register of the relevant provincial Department of Public Works, responsibility then rests with that Department as this Department is assigned the custodianship role for the ongoing maintenance of government assets in terms of the Government Immovable Assets Management Act (GIAMA).

Each provincial Department of Education will, however, have its own structures to conduct both a liaison and monitoring function with its appointed implementing agents as well as with its district offices and School Governing Bodies. Incidents of non-compliance are through quarterly reporting, forwarded to the DBE for a collaborative response.

During both phases, namely the construction and occupation of educational assets, the Department of Basic Education has a responsible role to monitor directly adherence to OHS requirements in the case of its nationally driven programme and indirectly it will be informed of incidents of serious non-compliance via quarterly reporting by the nine provincial Departments of Education in the case of provincially driven schools projects.

(a) and (b) Relevant sections of the OHSA are dealt with by a number of Directorates within the Department of Basic Education in programme planning and implementation, e.g.

Nutrition;
Health in Education;
Gender;
Curriculum;
School Safety; and
Physical Planning and Rural Schooling.

The following constitutes an example of school safety structures established to address safety issues at the four levels, namely national, provincial, district and school:

DBE-Safety in Education;
Provincial Structure- Provincial School Safety Coordinators;
District Structure-District School Safety Coordinators; and
School based-Safe School Committees.

Reply received: May 2015

QUESTION 1555

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

INTERNAL QUESTION PAPER: 11/2015

1555. Ms A T Lovemore (DA) to ask the Minister of Basic Education:

(1) What she meant by her statement in her department’s Annual Performance Plan that a country that chooses to hide its heritage and history from its children takes the risk of having them repeat the mistakes, especially her claim that history has been hidden from our children;

(2) on what bases did she make the statement in her department’s Strategic Plan for 2016 to 2020 that there exists an emerging priority to offer history as a compulsory subject in all grades;

(3) (a) who is undertaking the research on countries offering history as a compulsory subject and the impact thereof, (b) what is the time frame for the specified research, (c) what are the terms of reference for the research and (d) what are the details of the research findings on which she based the statement made in her department’s Annual Performance Plan for 2015-16 that research indicates that when taught as a subject, history has a number of positive effects including contributing to nation building, national pride, patriotism, social cohesion and cultural heritage;

(4) whether she will commit to undertaking (a) public consultation and (b) quality assurance by Umalusi before (i) making any changes to the history curriculum or history textbooks, and/or (ii) making history compulsory in Grades 10, 11 and 12, if so, what are the relevant details of this planned consultation and (c) by when does she envisage to make a decision on this matter;

(5) whether she has costed the process that might result in new history textbooks and compulsory learning of history; if not, whether such costing will be done; if so, what are the relevant details of her findings? NW1766E

Response:

The Minister’s assertion meant that History as a subject is taught as compulsory only in Grades R-9 while in Grades 10-12 it is optional. As a result it remains hidden from certain groups of young people who might not choose it as an option. The subject is very crucial in that it can contribute towards nation building, national pride, patriotism, social cohesion and cultural heritage.

The Minister’s statement is based on the Medium-Term Strategic framework (MTSF), the National Development Plan (NDP) and the Basic Education Sector Plan, which form the basis of why the sector needs to rethink policy imperatives that will support the implementation and realisation of the mandates that must be achieved in the current five year term and the future, if necessary.

3. (a) The subject specialist for History in the Department of Basic Education has done a mini desktop research that kick-started the discussion on the implementation of compulsory History in Further Education and Training (FET) schools. This work will be strengthened by the work of a History Ministerial Task Team that the DBE is in the process of establishing. The team is to comprise of History experts from Higher Education Institutions and Provincial Education Departments. It is this team that will advise the Minister based on the findings of their work.

(b) The research work will have to be completed in 2015.

(c) The research conducted thus far considered the status of History curriculum in African (especially those in Southern African Development Community (SACD) and European countries. The research looked at whether the subject is offered as compulsory or optional, taught as part of wider subject such as humanities or social science or a stand-alone subject. The general aim of implementing History as a compulsory subject in the school curriculum was also important.

(d) The research indicates that the main objective of the History curriculum in most countries is to forge national identity and appreciation of diverse cultural and national values.

(4) (a) The DBE is in the process of planning a History Round-table discussion where a number of stakeholders will be invited to provide inputs to guide the work of the Ministerial Task Team.

(b) (i) The Task Team will review the current History curriculum to ensure that it is representative and gather the inputs from various stakeholders. Based on these findings, the current curriculum will be reviewed and textbooks amended accordingly. The whole process will involve Umalusi as the quality assurance body and very important partner in education.

(ii) The preparations and discussions of making History compulsory in Grades10-12 are still evolving and that all proposals for change will have to be endorsed by Heads of Education Department Committee and Council of Education Ministers, thereafter gazetted for public comment before the Minister regulates and legislates. All these details will be shared with Umalusi and the public through various consultative forums by the DBE.

(c) The Minister’s decisions will be informed by the work and advice of the History Ministerial Task Team to be established by the DBE.

(5) The DBE has drafted a costed plan that is estimated at R17 million rands.

Reply received: May 2015

QUESTION 1553
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 24/04/2015
INTERNAL QUESTION PAPER: 11/2015
1553. Ms A T Lovemore (DA) to ask the Minister of Basic Education:

( 1 ) What number of Grade 11 learners in each district (a) progressed to Grade 12 in terms of the fail-once-per-phase policy at the end of the (i) 2013 and (ii) 2014 academic years and (b) who progressed to Grade 12 failed (i) 2 subjects. (ii) 3 subjects, (iii) 4 subjects. (iv) 5 subjects and (v) more than 5 subjects at the end of the (aa) 2013 and (bb) 2014 academic years:

(2) what number of Grade 11 learners in each district who progressed to Grade 12 at the end of the 2013 academic year passed the National Senior Certificate examinations (a) at the end of2014

(3) whether any province arranged (a) Easter camps and/or (b) other targeted interventions aimed specifically at learners who have been progressed to Grade 12: if so. (i) which (aa) provinces and/or (bb) districts. (ii) what is the nature of the interventions that (aa) have taken and (bb) will still take place. (iii) what is the cost of each intervention which has been planned and (iv) how will the impact of such interventions be measured:

(4) (a) what total number of submissions were received in response to the call for written submissions from stakeholder bodies and members of the public on the Draft Amendment Regulations Pertaining to the National Curriculum Statement Grades R-12. published in the Government Gazette 38225 on 19 November 2014. (b) from whom have the submissions emanated. (c) what portion of the submissions made reference to promotion requirements and (d)(i) what steps will she take with respect to these submissions and (ii) when will she lake these steps? NW1764E

Find here Response

Attached Annexures for responses from 1(a) (i) (ii) (b) (i) (ii) (iii) (iv) (v) (aa) (bb) see the links: /files/RNW1553-150520AnnexureA.docx

/files/RNW1553-150520AnnexureB.docx
/files/RNW1553-150520AnnexureC.docx

/files/RNW1553-150520AnnexureD.xlsx

2015-07-02

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