Mhlonishwa Kganare uyayilahla manje. [Hon Kganare, you are out of order.]
I will allow the Minister to respond if she wishes to do so, because in this question there is nothing that relates to Cuba.
LETONA LA THUTO YA MOTHEO: Ntate Kganare, bonnete ke hore o bua nnete empa se teng ke hore dikolong tsena, thutadipalo ha e etswe feela dikolong tsa Dihodi-naledi, e etswa dikolong kaofela. Kahoo, hore ha di a ata ho ba makgolo kapa sekete ha se tsietsi hakaalo mme dinaledi re e etsa dikolong tsa batho ba kobo di mahetleng mme palo ya makgolo a mahlano ha o e bapisa le dikolo tse ding tse ikgonang tseo di ntseng di etsa thutadipalo, o tla fumana hore ha re a ema hampe hakaalo.
Seo re sa batleng ho se etsa, ke hore re atise lenane la dikolo tsena re e so tebe ho fumana dintho kaofela tseo re di hlokang lenaneng lena. Kahoo le tla teba, re sa ntsane re etsa diphuputso re utlwisise hore di kgonneng jwang ho atleha. Ha re se re fumane maele ana kapa tsebo eo, lenane le tla ata ka tsela e nepahetseng. O se ke wa kgathatseha, le tla ata ntate. [Mahofi.] (Translation of Sesotho paragraphs follows.)
[The MINISTER OF BASIC EDUCATION: Hon Kganare, what you are saying is true, but maths is taught in all the schools and not only the ones that are part of the Dinaledi Schools Project. So, whether they do not increase to hundreds or thousands is not really a problem, because we carry out this project at previously disadvantaged schools with poor resources. If you look at the figure of 500, as compared to that of well-resourced schools that also do maths, you will find that it is really not that bad after all.
We don't want to increase the number of schools without knowing exactly what is needed in the project. We are still conducting research to understand how others have succeeded and then the project will expand. It will expand accordingly once we have received the necessary advice or knowledge. It will expand, sir, don't worry. [Applause.]]