What was the status quo in each province for delivering infrastructure projects through the Accelerated Schools Infrastructure Delivery Initiative as at the latest date for which information is available?
(1). Whether her department has begun to develop a policy for home- schooling and virtual learning; if not, why not; if so, what are the relevant details;
(2). whether, in light of the fact that COVID-19 has highlighted the need for more flexible and innovative teaching and learning methods, her department foresees online schools in the near future; if not, what is the position in this regard; if so, what are the relevant details?
(1). There is a Policy on Home Education, which was promulgated in 2018.
(2). The department has developed a draft framework for the establishment of the online private and public schools. The purpose of the framework is to address the policy gap and provide guidance on the procedure for the establishment of the Online School. The framework has been shared with Provincial Education ...
1. Whether, noting that school learners should be taught about the importance of the sanctity and integrity of the human body (details furnished), her department’s Colloquium on Comprehensive Sexuality Education under the main theme the Key to Gender Responsive and Socially Inclusive Education with regard to the curriculum for 2022 will consider supporting views on fatherhood as expressed by leaders such as the late Chief Albert Luthuli; if not, why not; if so, what are the relevant details;
2. whether her department has refrained from accepting Eurocentric ideas in the curriculum for 2022; if not, why not; if so, what are the relevant details;
3. whether her department has ever considered that the school curriculum should rather be based on true African, Islamic, Christian, Jewish and Hindu values, instead of Eurocentric values; if not, why not; if so, what are the relevant details?
- The Comprehensive Sexuality Education (CSE) content in Life Orientation (LO) covers fatherhood, responsibility and accountability when addressing issues of early and unintended pregnancies to indicate that pregnancy is not just a burden for girls, but a collective responsibility of both girls and boys when it occurs. The fatherhood work is extended outside the curriculum in the implementation plan of the prevention and management ...
(a) What is the total number of young persons who have dropped out of school over the past 20 years, (b) at which grade do most dropouts take place and (c) what interventions has her department made to curb the rate of school dropouts?
- While dropping out is a matter that the Department of Basic Education monitors closely, it would be difficult to provide a response to question (a) for two reasons. Firstly, how the Department has monitored dropping out over the years, has changed as methodologies and data have improved; meaning that there is no comparable number for each of twenty years which can simply be ...
In view of the submission by her department in Centre for Child Law and Others v Minister of Basic Education and Others (2840/2017) 2020 (3) SA 141 that there were 830 698 learners of South African origin admitted, subject to the condition that they will be excluded should they not produce the requisite documents at the expiry of 12 months, what (a) number of the specified learners were able to produce the necessary documents within the provided 12-month period, (b) is the current number of learners of South African origin admitted subject to the specified condition (i) in total and (ii) in each province and (c) engagements have been held with the Department of Home Affairs in order to address the challenge of learners of South African origin who do not have a birth certificate?
Response: (a)
Please note that the department does not have comparison of learners without IDs between 2020 and 2021. However, the number of learners uploaded on LURITS were verified with the Department of Home Affairs. This analysis is not specific for the last 12 months. About 91.3% of learners with ID’s were verified with the Department of Home Affairs.
Table 1: Number of ...
What (a) are the reasons that the same exam leakage report has not been tabled and (b) happened to the two staff members working at the Government Printing Works who were implicated in leaking the exam question paper?
- The finalisation of the report on the National Investigation Task Team, was delayed by the outstanding forensic investigation report that was carried out on the cell phones that were voluntarily submitted by candidates. The final Report has since been submitted to the Portfolio Committee.
- The investigation relating to the Government Printing Works as well as the other components of the investigation are part ...
What (a) is the total staff component at the (i) Helen Franz and (ii) Tshilidzini Special Schools in Limpopo and (b)(i) number of vacancies are there currently in each school, (ii) for how long have the vacancies existed and (iii) by what date is it anticipated that the specified vacancies will be filled;
whether there are any therapists at the specified schools; if not, why not; if so, what are the relevant details;
on what date (a) did she last undertake an oversight visit to the schools to ensure that our learners with special needs are being catered for appropriately and (b) does she intend to report the findings of her oversight visit to the schools to the Portfolio Committee on Basic Education?
1(a) (i)(ii) and 1(b)(1). The table below shows the information on the staff component of all non-teaching posts including professional staff (Therapists, Social Workers and Nurses)
|
School Name
|
Number of posts-1 (a)(i)(ii)
|
Vacant -1(b) (I)
|
|
Helene Franz Special School
|
78
|
32
|
|
Tshilidzini Special School
|
109
|
50
|
1(b) (ii) The vacancies reported have accumulated since 2015, which was the last time posts were filled ...
On what date is it envisaged that a primary school will be built for the community of Ward 13, Carousel View, in Moretele Local Municipality, where learners currently travel the long distance from Hammanskraal to Pienaars?
The question has been referred to the North West Department of Education and a response will be submitted as soon as it is received.
What are the details of the interventions that have been put in place to address the challenges and/or problems related to learner admissions and placement in schools for the 2022 school year?
Learner admission, is a provincial competency. The Department of Basic Education (DBE) developed Business Processes that all provinces should implement in the management of the admission process. The DBE has ensured that all provinces have:
- developed Circulars to guide the admission process in the admissions in line with the Business Process;
- used various media platforms to conduct advocacy to inform parents and stakeholders ...
(1) Whether her department has concluded any work exchange and/or employment agreements with any entity of the Republic of Cuba from the 2010-11 financial year up to the 2020-21 financial year; if not, what is the position in this regard; if so, what (a) total number of Cuban nationals (i) have been employed in each of the specified financial years and/or (ii) are due to be employed in the 2021-23 Medium-Term Expenditure Framework period, (b) are the details of the work that each of the specified Cuban nationals was and/or will be employed to perform, (c) are the details of the specific skills sets that each of the specified Cuban nationals possessed and/or will possess that South African nationals did or will not possess and (d) are the details of the total cost of employing each of the specified Cuban nationals in each case;
(2) whether her department took any steps to ensure that the specific skills set of the specified Cuban nationals were and/or will not be available in the Republic amongst South African citizens; if not, in each case, why not; if so, what are the relevant details of the (a) steps taken and (b) outcomes of the steps taken in this regard?
- The Agreement on Collaboration Between the Government of the Republic of South Africa and the Government of the Republic of Cuba on Professional Services in the Field of Basic Education was concluded in November 2016, valid for five years from 2017-2022. The Agreement is for the DBE to employ 20 Cuban Subject Specialists in Maths and Science. The break-down has been as follows: ...
