With reference to her reply to question 735 on 11 May 2020, (a) why is she unable to provide information on construction undertaken and/or commissioned by her department and (b) by what date will she provide the requested information?
(a) The project is implemented by the Gauteng Department of Education and not by the Department of Basic Education; and on receipt of the question, it is referred to the relevant implementing department for a response.
(b) The response received from the Gauteng Department of Education is attached.
(1) What total number of learners have benefited from and/or used online learning that was provided by various schools during the lockdown to curb the spread of the coronavirus;
(2) whether online learning is an option to be used going forward; if not, what is the position in this regard; if so, how will it be implemented?
(1) The Department of Basic Education (DBE) does not keep a record of learners accessing Online Learning, as different approaches are employed by providers of Online Learning.
(2) Yes. Education systems across the world, have adopted remote learning as an approach. The DBE, Department of Communication and Digital Technologies (DCDT), and the Independent Communications Authority of South Africa (ICASA) are in the process of ...
With reference to her reply to question 681 on 18 May 2020,
(a) why is she unable to provide the information on construction undertaken and/or commissioned by her department and
(b) by what date will she provide the requested information?
(a) The project is implemented by the Gauteng Department of Education and not by the Department of Basic Education; and on receipt of the question, it is referred to the relevant implementing department for a response.
(b) The response received from the Gauteng Department of Education is attached.
(a) What number of 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 rendered and (ii) what (aa) is the date of each invoice and (bb) are the reasons that the invoice were not paid within 30 days?
(a) Currently there are no invoices from private contractors that remain unpaid for longer than 30 days
(b) N/A (i) N/A
(aa) N/A (bb) N/A
(ii) (aa) N/A (bb) N/A
(1) Whether any determination has been made of the (a) full cost of running a public ordinary school that is considered adequately resourced with regard to teaching and non-teaching staff, infrastructure, school furniture and equipment, (b) funding supplied by the provincial departments to run such a school and (c) shortfall in funding which must be covered by the school and the school community; if not, why not, in each case; if so, what are the relevant details in each case;
(2) whether such a determination will be made; if so, on what date;
(3) whether any determination has been made of the (a) ability of no-fee schools to cover such a shortfall in funding to achieve adequate resourcing and (b) situation in schools where it has not been possible to cover the shortfall; if not, why not, in each case; if so, what are the relevant details in each case;
(4) (a) which natural or juristic person bears the responsibility for fundraising at a school and (b) how is performance by principals and other employees from the provincial department formally recognised in this regard
(5) whether she has any plans to encourage school communities to assist with the funding of schools; if not, what is the position in this regard; if so, what are the relevant details?
1. (a) Whether any determination has been made of the (a) full cost of running a public ordinary school that is considered adequately resourced with regard to teaching and non-teaching staff, infrastructure, school furniture and equipment, (b) funding supplied by the provincial departments to run such a school and (c) shortfall in funding which must be covered by the school and the school community ...
(1) Whether her department requested the Universal Service and Access Agency of South Africa (USAASA) to assist Grade 12 learners by providing locally-produced 32-inch television sets which saw the USAF-IDTV/01/2020 tender being put out; if not, what is the position in this regard; if so, why was the specified tender cancelled only to be put out again under a different reference number;
(2) why did USAASA deem it fit to provide TV sets to learners instead of other technological devices such as laptops and/or tablets;
(3) which areas in the seven provinces are earmarked to receive the TV sets;
(4) by what date does USAASA envisage to complete the whole process from the bidding to the delivery of the TV sets to households;
(5) (a) what total number of Grade 12 learners have applied to receive a TV set and which schools are the learners from, (b) which company and/or companies won the bid to supply the TV sets to Grade 12 learners and (c) for what total amount, including the relevant breakdown of costs, was the tender awarded to?
(1) - (5) The Department of Basic Education is a beneficiary to a project initiated and implemented by USAASA, an agency of the Department of Communication and Digital Technologies. All the administration and the rollout of the project rest with USASSA. The Honourable Member is therefore advised to direct the question to the Department of Communications and Digital Technologies, which may have all the answers ...
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With reference to Lesbian, Gay, Bisexual, Transgender, Queer or Questioning and Intersex (LGBTQ+) tourism, (a) what processes are in place to grade LGBTQI+ tourist and hospitality establishments, (b) what strategy does her department have in place to attract the LGBTQI+ as tourists to the Republic, (c) how is the strategy being monitored, (d) what results have been yielded from the strategy in the 2016-17, 2017- 18 and 2018-19 financial years and the remainder of this financial year and (e) what economic growth has the strategy yielded in the 2016-17, 2017-18 and 2018-19 financial years and the remainder of this financial year?
a) What processes are in place to grade LGBTQI+ tourist and hospitality establishments
Properties owned and operated by LGBTQ+ individuals are graded using the identical process to all other hospitality establishments. All properties, irrespective of category, are treated equally and are required to provide the same service to all patrons irrespective of sexual orientation in line with the Constitutional foundational value of equality. It ...
Given the impact of the Covid-19 pandemic, how does the future of start-up businesses within the tourism sector look post Covid-19?
How does the future of start-up businesses within the tourism sector look post Covid-19.
The COVID 19 has created a crisis from which many tourism businesses will not recover. Many will also be forced to scale back operations. However, global recovery benchmarks indicate that tourism is typically resilient in the face of pandemics and is able to rebound strongly. Widespread business failures coupled ...
How will the expenditure on personal protective equipment for Covid-19 compliance be funded by
(a) her department and
(b) each provincial department for the
(i) 2020-21 (ii) 2021-22 and (iii) 2022-23 financial years?
(a) (i) Funded by the reprioritising the 2020/21 budget from low-spending items like subsistence and travel to procurement of PPE
(ii) Funded by the reprioritising the 2021/22 budget from low-spending items like subsistence and travel to procurement of PPE
(iii) Funded by the reprioritising the 2022/23 budget from low-spending items like subsistence and travel to procurement of PPE
(b) (i) Will ...
Whether there has been any progress in the introduction of coding and robotics in Grades R to 3 in 200 schools so far; if not, why not; if so, what are the full, relevant details?
The implementation of Coding and Robotics in 2021 in Grade R-3 was to be preceded by piloting of the curriculum in 2020, starting March 2020. The pilot was interrupted by Covid-19, and has been moved to 2021.
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