TUESDAY, 2O MAY 2003 __

                PROCEEDINGS OF THE NATIONAL ASSEMBLY
                                ____

The House met at 14:02.

The Speaker took the Chair and requested members to observe a moment of silence for prayers or meditation.

ANNOUNCEMENTS, TABLINGS AND COMMITTEE REPORTS - see 000.

                             NEW MEMBERS

                           (Announcement)

The Speaker announced that the vacancies that had arisen as a result of the resignation of Ms S D Mthembi-Mahanyele and Mr T S Yengeni and the death of Mr M Maphalala had been filled, in accordance with item 6(3) of Schedule 6 to the Constitution, 1996, by the nomination of Mr M O Robertsen, Mr M S Moatshe and Mr V D Mabuyakhulu with effect from 13 May 2003. OATH

Mr M O Robertsen, Mr M S Moatshe and Mr V D Mabuyakhulu, accompanied by Mr K A Moloto and Ms J E Sosibo, made and subcribed the oath and took their seats.

                     WISHING BAFANA BAFANA WELL

                         (Draft Resolution)

The CHIEF WHIP OF THE OPPOSITION: Madam Speaker, I hereby move without notice:

That the House -

(1) wishes Bafana Bafana well in their friendly match against England on Thursday, 22 May 2003; and

(2) hopes that they will provide the soccer world with a good advertisement for South Africa in its bid to host the 2010 World Cup.

Agreed to.

                         MEMBERS' STATEMENTS

                      CELEBRATING AFRICAN UNITY

                        (Member's Statement)

Mr G P MNGOMEZULU (ANC): Madam Speaker, leaders of the African continent will gather this Sunday in Pretoria, South Africa, to celebrate the 30th anniversary of the Organisation of African Unity on Africa Day. This celebration occurs exactly a year since the formation of the African Union. This celebration marks Africa’s success in the struggle against slavery and colonialism.

The objectives of this festival are to encourage public participation in SADC events, to highlight the benefits of regional co-operation by presenting a combined multidisciplinary festival with participants from all SADC member states, and to promote culture in the region as a means of promoting co-operation in pursuit of the realisation of the African Renaissance and the New Partnership for Africa’s Development, Nepad.

This festival also provides a platform for the people of the region and the continent to share ideas and engage in cultural exchanges. The artistic expression that will be taking place at this festival will act as a foundation to cement friendships, facilitate economic activity and contribute to the overall struggle to move back the frontiers of xenophobia. We call on all our people to attend all activities, which celebrate the success of Africa’s struggle to break free from the yoke of imperialism, and to celebrate African unity and Africa’s rebirth. Thank you. [Applause.]

                       DA'S ANTICRIME CAMPAIGN

                        (Member's Statement)

Mr D H M GIBSON (DA): Madam Speaker, the DA has launched an anticrime campaign, because crime is getting out of control in parts of our country. South Africa has a weak criminal justice system, despite the billions paid annually to fund it. The SAPS is grossly undermanned, underequipped and undertrained. We need to place 150 000 policemen mainly in neighbourhood police stations to make our streets safe for our children and our people. Every police station needs to be manned by enough policemen who are properly trained, who are properly equipped and who are subject to agreed performance targets, and then those policemen need to be held to account and accept responsibility. The successful cops must keep their jobs and receive recognition and cash. The failures and the corrupt must be fired. It is only when criminals are safely locked inside jail that ordinary, decent South Africans will start feeling safe. We need a criminal justice system that works. [Applause.]

                          DIAMONDS AND WARS

                        (Member's Statement)

Mr E J LUCAS (IFP): Madam Speaker, it is a well-known fact that Africa’s natural resources have often provided the impetus for war, civil strife and general destruction and loss of life. This is particularly true in the case of diamonds which have fuelled wars in Angola, the DRC and Sierra Leone. Recent estimates indicate that illegal diamonds sold on the international market may have funded as much as US$800 million worth of arms purchased to sustain conflict on the African continent. The IFP strongly supports moves to curb illegal trading in so-called blood diamonds and was particularly pleased with the leading role our country took in establishing the Kimberley Process that entails the United Nations- backed certification programme to stop illegal diamond trading.

The certification programme came into force on 31 January 2003 and has been signed by 70 countries up to this point. In essence, the certification programme bans all trade in rough diamonds with countries that have not signed the accord and requires trade in all diamonds shipments to carry special certificates.

Recently, the Kimberley Process was further strengthened by the agreement reached in the World Trade Organisation to underwrite the certification programme and to allow countries to breach trade and to ban the import and export of uncut diamonds and other gems. This agreement allows countries that have signed the certification accord to bypass normal international trade rules to stop the flow of blood diamonds.

The IFP strongly … [Time expired.]

                UNIFEM'S WOMEN, WAR AND PEACE REPORT

                        (Member's Statement)

Ms S D MOTUBATSE-HOUNKPATIN (ANC): Madam Speaker, last Friday a number of women dignitaries gathered to launch Unifem’s report Women, War and Peace on 16 May in the national Parliament. The report follows UN Security Council Resolution 1325 of 2000, which called for a further study on women, war and peace. Unifem appointed Ms Rehn, the former Minister of defence and equality affairs of Finland and Ms Johnson Sirleaf, a former member of the Organisation of African Unity’s Panel of Eminent Persons, to investigate the genocide in Rwanda.

These experts travelled to 14 conflict-ridden countries and interviewed women in these countries in order to bring their concerns to the United Nations and the world. The document covers many areas of concern - from the gender dimensions of violence and displacement during conflict, to the role of peacekeepers and the need for women to play a central part during peace negotiations and reconstruction.

The recommendations of this report include the establishment of an international truth and reconciliation commission on violence against women in armed conflict as a step towards ending impunity, the recognition of domestic violence as systematic and widespread in conflict and postconflict situations and that it be addressed with humanitarian, legal and security responses. This report contributes to the overall struggle for women’s emancipation …

The SPEAKER: Thank you, hon member. Much as I would like you to continue, you still have to stop.

Ms S D MOTUBATSE-HOUNKPATIN: Thank you. [Applause.]

  ALLEGATIONS OF HOW CERTAIN MEMBERS TARNISH CREDIBILITY OF PUBLIC
                           REPRESENTATIVES

                        (Member's Statement)

Mr A Z A VAN JAARSVELD (New NP): Madam Speaker, yesterday in this House we were audience to a typical example of people who throw stones although they live in glass houses. DA member - although I don’t know whether he knows himself - the hon Blanché had the audacity to quote examples of how the New NP and the ANC, according to him, have tarnished the image of this august House and the credibility of public representatives in general. He forgot to mention members of his own party, the DP-DA, as the party was referred to by the hon Leon on national TV last night.

It is important that we complete the list for the hon Blanché, the self- imposed jockey of the moral high horse. [Laughter.] Just last week a DA councillor from Cape Town was banned from a local casino for allegedly stealing; and the leader of the DA caucus in Mogale City is out on R2 000 bail on charges of armed robbery, the pointing of a firearm, malicious damage to property, theft and assault. [Interjections.]

At the slightest hint of impropriety, the DA calls on people to resign or be fired. What the New NP wants to know today is: What has the DA done about these two people? Let us not forget about Morkel for that matter. This is the same party who just yesterday - and you heard today - launched its anticrime campaign. [Interjections.]

We want to say to the DA to stop setting standards that they measure other people against, but that they don’t live up to. We say: Practice what you preach. [Time expired.] [Applause.]

 SLOW PACE OF INTERNATIONAL COMMUNITY TO PREVENT KILLINGS IN THE DRC

                        (Member's Statement)

Adv Z L MADASA (ACDP): Madam Speaker, we in the ACDP are extremely unhappy about the inaction or slow pace of the international community to prevent killings in the face of the slaughter of innocent people in the eastern part of the DRC. These gruesome killings are happening in the same region where millions were killed during the Burundi and Rwanda genocide.

Ironically, these killings are taking place simultaneously with the continued looting and raping of the DRC’s minerals by elements of the same international community that is turning a blind eye to these murders. As in Angola in the past, it seems that peace in the DRC may result in loss of profit for the existing cheap and secretive mining operations of foreign campanies, with the collusion of some corrupt and greedy African leaders and captains of industry who are profiting by riding on the back of these killings. The message is clear: African lives are cheap while Africa is rich in minerals. The continued killings in the DRC are once more an example of the glaring weaknesses of multilateral forums, like the UN especially, when it pertains to African problems.

The African Union has the huge responsibility of speeding up the working of the peace and security commission to prevent loss of life in the future. These killings are another reminder that reliance on external help to solve African problems is not going to help. Sadly, those who made up the cacophony of protest we heard when Iraq was invaded are dead silent on these unnecessary killings. [Applause.]

                     REHABILITATION OF PRISONERS

                        (Member's Statement)

Mr D V BLOEM (ANC): Madam Speaker, the Department of Correctional Services recently hosted the fourth national prisoner choir competition at the Good Hope Centre, Cape Town, at which over 1 400 prisoners from various prisons throughout the country participated.

The department has put rehabilitation at the centre of all its activities. This means that more than ever before, the department is focusing its attention on correcting the offending behaviour of inmates; and on equipping offenders with knowledge, skills and attributes that will enable them to successfully reintegrate into their communities as law-abiding citizens. With this new direction and within this paradigm, the choir competition becomes an important vehicle towards attaining the departmental strategic objective of rehabilitation.

Since its inception in 1977, the competition has grown in size and in popularity among offenders. It started with only three categories, and now has five categories with the inclusion of the mixed and youth categories. The competition has indeed created a platform for offenders to express themselves and showcase their musical talents. It is estimated that over 10 000 offenders participated in this year’s competition at provincial level. [Time expired.] [Applause.] COMBATING OF CRIME

                        (Member's Statement)

Mnr P J GROENEWALD (VF): Mevrou die Speaker, misdaad in Suid-Afrika neem nou sulke afmetings aan dat die publiek vertroue verloor in die Regering se vermoë om misdaad werklik te bekamp.

Die koers waarteen polisielede aan diens in Suid-Afrika vermoor word, is 77 per 100 000 van die bevolking en die hoogste in die wêreld. In die VSA is die koers 21 per 100 000. Moord, roof, verkragtings en kapings word deel van die alledaagse lewe in Suid-Afrika en is vir die VF onaanvaarbaar. Misdaad bekamping is nie net die taak van die SAPD nie, maar die regstelsel en spesifiek strafstelsel speel ‘n kardinale rol daarin.

Die VF ondersteun pogings om meer SAPD-lede aan te stel, maar dit alleen is nie genoeg nie en gaan nie die probleem oplos nie. Die VF is van mening dat die hoë vlak van misdaad nou vereis dat dit tyd geword het om die doodstraf vir moord en verkragting weer in te stel. Die doodstraf word tans in baie lande steeds toegepas. In ‘n moderne demokrasie soos die VSA word dit steeds toegelaat. Die doodstraf word juis toegepas om te verseker dat moord op onskuldige burgers afneem en dien daarom as afskrikmiddel vir die misdadiger.

Die afwesigheid van die doodstraf veroorsaak dat misdadigers moord as ‘n instrument gebruik om hul misdade te pleeg. Die doodstraf sal moordenaars en verkragters twee keer laat dink voordat hulle so ‘n misdaad pleeg en sal ‘n bydrae lewer om misdaad te bekamp. Die DA vra vir meer polisielede; die VF sê: bring terug die doodstraf. Dankie. (Translation of Afrikaans member’s statement follows.)

[Mr P J GROENEWALD (FF): Madam Speaker, crime in South Africa has now taken on such proportions that the public has lost faith in the Government’s ability to truly combat crime.

The rate at which police members on duty are murdered in South Africa is 77 per 100 000 of the population, and the highest in the world. The United States has a rate of 21 per 100 000. Murder, robbery, rape and hi-jackings are becoming part of our everyday life in South Africa and this is unacceptable for the FF. The combating of crime is not only the task of the SAPS, but the legal system and specifically the penal system plays a crucial role in this.

The FF supports attempts to appoint more SAPS members, but that alone is not enough and will not solve the problem. The FF is of the opinion that the high level of crime now demands that it has become time to reinstitute the death penalty for murder and rape. The death penalty is currently still being applied in many countries. In a modern democracy such as the United States it is still allowed. The death penalty is allowed precisely to ensure that murder of innocent citizens decrease and thus it serves as a deterrent to the criminal.

The absence of the death penalty causes criminals to use murder as an instrument to commit their crimes. The death penalty will make murderers and rapists think twice before they commit such a crime, and will make a contribution towards combating crime. The DA asks for more police members, the FF says: Bring back the death penalty. Thank you.]

            VIGILANTE GROUP AT UNIVERSITY OF STELLENBOSCH

                        (Member's Statement)

Dr A N LUTHULI (ANC): Madam Speaker, the University of Stellenbosch acted decisively on reports of a racial incident in one of its hostels.

It was reported that there was a vigilante group that operated in Majuba hostel at the university. This group assaulted black students, Jews and gays. Following reports of the activities of this vigilante group, the institution commissioned an investigation which led to the dismissal of Mr Du Toit, and the suspension of the two students alleged to belong to this vigilante group. The Human Rights Commission is also conducting its own investigation into this incident.

The ANC welcomes the decisive action taken by the university in dealing with this situation. We believe that this will prevent incidents of a racist nature from occurring in the institution. We further condemn those students who assaulted others simply for being black, Jewish or gay. Such actions cannot be tolerated in the new South Africa we are building. These actions are contrary to the national effort of building unity and reconciliation. We support further investigations into this incident, and hope that the outcome of the investigations will assist in building unity and tolerance at the university and in society as a whole. I thank you. [Applause.]

                  NATIONAL ACADEMY OF INTELLIGENCE

                        (Member's Statement)

Mr W J SEREMANE (DA): Madam Speaker, profoundly sad is the decision to name the National Academy of Intelligence after a man who was responsible for human rights abuses in the ANC Quatro torture camps. This betrays the memories of those men and women who were tortured in those camps.

Mr Mzwandile Piliso, head of the ANC’s department of intelligence and security between 1981 and 1986, was singled out by the Skweyiya commission for his involvement in human rights abuses. The academy is supposed to symbolise South Africa’s commitment to a culture of intelligence-gathering which is free of the dirty tricks and torture tactics of the past, but this ideal will now be lost.

Many families, especially those living close to the academy in Mafikeng, still don’t know what happened to their loved ones in the ANC torture camps. Mr Piliso was not very forthcoming in his disclosures to the TRC, and yet the ANC has rewarded him in this inappropriate manner. This is a very sad day. Indeed, equity and justice still bleed. I thank you. [Applause.]

            UNACCEPTABILITY OF SA'S HIGH CRIME STATISTICS

                        (Member's Statement)

Dr A I VAN NIEKERK (VA): Mevrou die Speaker, die gebeure gister in Stellenbosch se strate waar motorkapers ‘n man in die bors geskiet het ná ‘n rooftog, en ‘n skoolmeisie met ‘n rewolwer teen die kop gedreig het, soos op vele ander plekke in Suid-Afrika, is onaanvaarbaar.

Net so onaanvaarbaar is die feit dat daar in Suid-Afrika elke dag 60 kinders as verkrag aangemeld word, 59 mense per dag vermoor word, 139 vrouens verkrag word en 817 inbrake per dag by huise plaasvind. Daarom steun die FA die aksie van die DA dat iets daadwerkliks daaromtrent gedoen moet word, en dat 50 000 meer polisiemanne en -vroue se ontplooing op ons strate ‘n noodsaaklikheid is. Ek dank u. [Applous.] (Translation of Afrikaans member’s statement follows.)

[Dr A I VAN NIEKERK (FA): Madam Speaker, the events yesterday in the streets of Stellenbosch, where car-hijackers shot a man in the chest after a robbery and threatened a schoolgirl with a revolver held against her head, such as occur in many other places in South Africa, are unacceptable.

Equally unacceptable is the fact that daily 60 children are being reported as having been raped in South Africa, that 59 people are murdered, that 139 women are raped and that 817 houses are burgled. For this reason the FA supports the action of the DA that something concrete should be done about this, and that the deployment of another 50 000 policemen and policewomen in our streets is essential. I thank you. [Applause.]]

              TOUGH MEASURES TO MINIMISE ROAD ACCIDENTS

                        (Member's Statement)

Mr M V NGEMA (IFP): Madam Speaker, at the beginning of September 2003 the national Department of Transport will introduce tough measures to minimise road accidents by introducing the Australian model demerit system.

In terms of this system, each driver is allocated 12 points in a year. Through omission or the breaking of traffic laws, points are deducted depending on the nature and extent of the offence. Certain offences may result in the suspension or revocation of the driver’s licence. The demerit system will address speeding, failure to wear a seat belt, unoperational tail-lights and failure to produce or carry a driver’s licence. However, the driver who remains penalty-free in a year will carry over his or her merit points and receive an extra point on top of the 12 points allocated annually.

It is also going to be stipulated that accumulated points will not work in cases in which a driver engages in drunken driving, excessive speeding or running over a pedestrian while inebriated.

We in the IFP welcome this move by the Department of Transport, and hope that it will help to reduce the carnage on our roads, thus inculcating sensible driving aimed at securing the lives of drivers, passengers and pedestrians. Thank you, Speaker.

                      2010 SOCCER WORLD CUP BID

                        (Member's Statement)

Ms N E LAMANI (ANC): Madam Speaker, the South African national soccer team, Bafana Bafana, play England in Durban on Thursday. We note that the soccer match between these two countries marks the international launch of our country’s 2010 soccer World Cup bid. We wish to state that we are encouraged and pleased with the manner in which the bid campaign - led by Irvin Khoza and Danny Jordaan - to host the prestigious soccer World Cup has been handled thus far.

We, furthermore, commend Safa for the role it is playing in the bid campaign. We also commend the Government and business for the support they continue to give to the 2010 soccer World Cup bid. We believe that hosting the soccer World Cup will benefit the country and Africa immensely. We hold the view that South Africa’s success in hosting this event will impact positively on the African Renaissance, as championed by President Thabo Mbeki.

We realise that our country’s success in bidding to host this popular international soccer showpiece will also be determined by the co-operation and cohesion displayed by all the role-players. It is for this reason that we are concerned about the negative events surrounding the staging of this match. We therefore urge that those concerned co-operate and resolve all issues which might impede the positive projection of South African football. Thank you. [Time expired.] [Applause.]

                       SHORTAGE OF AMBULANCES

                        (Member's Statement)

Dr S J GOUS (Nuwe NP): Mevrou die Speaker, die aanvaarde sisteem van primêre gesondheidsorg berus grootliks op ‘n verwysingsisteem wat primêr afhanklik is van goeie ambulans- en vervoerdienste.

In die uitgebreide platteland is dit nog meer van toepassing as in stedelike gebiede. Om hierdie rede is die Nuwe NP geskok oor die Minister van Gesondheid se antwoord op ‘n vraag oor ambulansdienste in Suid-Afrika, waarin sy onder andere die volgende kommerwekkende tekorte in die onderskeie provinsies bekend maak: In die Oos-Kaap is daar ‘n geraamde tekort van 160 ambulanse, en slegs 26% van hul ambulanse is bruikbaar en is gemiddeld 10 jaar oud; KwaZulu-Natal het ‘n tekort van 600 ambulanse en slegs 50% van die huidige ambulanse is bruikbaar. Volgens die Minister benodig al die provinsies bykomende ambulanse om te voorsien in huidige behoeftes.

Die Nuwe NP glo dat omdat die Regering verbind is tot dienslewering, hulle hierdie skrynende tekorte in samewerking met die provinsiale regerings onmiddellik sal aanspreek, want dit is veral die arm mense wat die swaarste getref word deur hierdie tekorte. Ons kan nie toelaat dat die openbare gesondheidstelsel ons mense so faal nie. Dankie. (Translation of Afrikaans member’s statement follows.)

[Dr S J GOUS (New NP): Madam Speaker, the accepted system of primary health care rests largely on a referral system that depends primarily on good ambulance and transport services. This is even more applicable in the extensive rural areas than in the urban areas. For this reason the New NP is shocked by the answer of the Minister of Health to a question about ambulance services in South Africa, in which inter alia, she announced the following distressing shortages in the various provinces: There is an estimated shortage of 160 ambulances in the Eastern Cape and only 26% of their ambulances are useable and are on average ten years old. KwaZulu-Natal has a shortage of 600 ambulances and only 50% of the present ambulances are useable. According to the Minister, all the provinces require additional ambulances in order to fulfil their present needs.

The New NP believes that since the Government is committed to service delivery, they can with the assistance of the provincial governments, immediately address this dire shortage, because it is the poor people in particular who are the most severely affected by these shortages. We cannot allow the public health system to fail our people like this. Thank you.]

             VIGILANTE GROUP AT STELLENBOSCH UNIVERSITY

                        (Minister's Response)

The MINISTER OF EDUCATION: Madam Speaker, I must thank the ANC comrade who raised the issue of racism and intimidation at the University of Stellenbosch. I think this House should be quite clear about this - in that at places of learning there can be no place at all for intimidation based on threats of violence or the carrying out of violence.

It is a sad day when one of our principal places of learning gives rise to such ill-mannered and dangerous behaviour. In particular, you may have seen in the last day or so that the Vice Chancellor, Prof Brink, received a letter full of obscenities and racial obscenties enclosed with white powder in the envelope. In other countries the insertion of white powder in an envelope is treated as an act of terrorism, regardless of whether the powder is anthrax spores or not.

I think that this House and the whole of South Africa are right behind Prof Brink who has, in fact, opened up Stellenbosch University, and, at the same time, showed that under the stones there are slippery creatures who still want a place in the world. Prof Brink requires and demands, in my view, our best wishes and support for what he is doing there. [Applause.]

                       PRISONER REHABILITATION

                        (Minister's Response)

The MINISTER OF CORRECTIONAL SERVICES: Speaker, in appreciation of the hon member Bloem’s statement, I would like to support what he said and add that rehabilitation is, in fact, a fundamental factor in reducing crime in our country.

Also, in appreciation of his statement which was interrupted by Madam Speaker, I would like to complete what he was saying. [Laughter.] The last paragraph says - I didn’t write this, Madam Speaker - that the Minister of Correctional Services, Mr Ben Skosana, MP, and his department have to be commended for successfully hosting this occasion … [Laughter] [Applause] … and also for the excellent security arrangements which were put in place; and he hopes that the next competition in 2005 will receive even greater public support. That completes his statement. [Laughter.] [Applause.]

Coming to the point raised by hon member Gibson and speaking on behalf of the Ministers in the security cluster, I think we would be the first to accept the fact that there are areas in the criminal justice system that still present some problems. However, on the whole and comparatively speaking, a lot of progress has been made on many, many fronts, as would be evidenced in the forthcoming budgets of the police, justice and correctional services. Thank you. [Applause.]

The SPEAKER: Thank you, Minister. Hon members, may I urge you, when you intend commending Ministers, to begin your statement by doing so. [Laughter.] This would prevent me having to cut you short.

                         APPROPRIATION BILL

                  Debate on Vote No 15 - Education:

The MINISTER OF EDUCATION: Madam Speaker, hon Deputy President, who seems to have owned the most improved school award, the chief patron, hon members of the National Assembly, pupils from Harold Cressy High School and Gardens Commercial High School from the inner city of Cape Town, invited guests, ladies and gentlemen, I have entitled my address and my budget speech as the following: ``From Baa baa black sheep to the second law of thermodynamics: Education for development’’. The person who most personified development was a person we said our sad farewells to on Saturday.

We said our sad farewells to a great South African, gentle and understanding, determined and disciplined, a person whose love for this country, and particularly for all its children, knew no bounds. I wish, therefore, to dedicate this debate to the memory of Ntate Walter Sisulu.

Because he had little education, Walter Sisulu was passionate about it. He believed that education was a route to freedom and self-expression. Over the past two weeks, many tributes have evoked from people whom Walter Sisulu encouraged to study, whether they were still in their youth or advancing in age. He was most concerned, he told Thenjiwe Mtintso, one of our intellectuals, that education should be used for the bettering of the lives of people''. He concluded,Never forget who you are and where you come from’’. This, therefore, should be our guiding principle. We shall not let him down.

If there were more Walter Sisulus in this world, we would not have to live at a time where there is little progress towards the realisation of our common humanity and which recognises and embraces the extraordinary diversity of this world. As we move towards developing an inclusive identity for our country, many countries in the North, especially developed and rich ones, have become more racist, xenophobic and intolerant of difference. And then, of course, in other parts, ethnicity has raised its ugly head. This has resulted in increased tensions and conflict.

The moral authority of our nation, exemplified by leaders such as the late Walter Sisulu and President Mbeki, compel us to play a leading role in reversing these tendencies. We have demonstrated to the world our ability to overcome major political challenges. We must now demonstrate the same fortitude and leadership in tackling the social and economic problems of our country to push back the frontiers of poverty, as we enthusiastically embrace the UN Millennium Development Goals, the Dakar Declaration on Education, and the resolutions of the World Summit on Sustainable Development.

Education is a key instrument for this. In the present age of struggle and strife, conflict and confrontation and terrorism, education for development is the most relevant and necessary issue for contemplation and action by all nations. Education in South Africa therefore embraces the full range of educational activities from early childhood development - where we are making good progress - a new curriculum for general and further education, to special needs education, to adult basic education and higher education. We therefore have a firm commitment to lifelong learning, and the development of all our people.

In so doing, we contribute to the national development by shaping the nature and character of the society in which we live through the values provided within the education system by educating young people about the nature and beauty of our diverse cultures and backgrounds through providing skills that fill shortages in the labour market and building entrepreneurial spirit to support the creation of new jobs.

This is why we needed to overhaul completely the system we inherited in

1. Nine years ago, almost to this day, we took responsibility for the education of over 12 million children in schools and colleges, and another half million students at universities and technikons. The system was a chaotic collection of 19 departments``nogal’’, defined by apartheid’s racial geography and ethnic illogic, with huge discrepancies in the resourcing, curriculum and administration of each. I believe only South Africa, under the leadership of the ANC, could have achieved the goals of this monumental restructuring.

Despite a complex constitutional framework under Schedule 4 of the Constitution, but guided by a spirit of co-operative governance, we have established national legislation and policy in all areas of the system. I should say that this is part of the delivery - to have the right policy. We begin with the teaching and understanding of nursery rhymes such as ``Baa baa black sheep’’ in early childhood development, and offer a full range of the curriculum, service and facilities all the way through to the complex issues such as the second law of thermodynamics and nuclear medicine. This is the essence of what education for development is all about. All our people, for the first time, now have access to this development model.

Schools are financed according to national norms for the first time, and children in public and independent schools follow the national curriculum statement. Matric exams are increasingly set at a national level to maintain standards, and are now being re-organised - the whole of the matric - to meet the needs of a new South Africa. Teachers are paid according to common pay scales, and all teachers are registered with the SA Council of Educators, possibly a first in the whole of the continent. National policies on school safety, drug abuse and a variety of other aspects have been introduced successfully into our schools.

The achievement of establishing a national system of education must not be underestimated. It is a powerful contributor towards the development of a national identity, and the determination of our national character. National consciousness is'', as the famous writer Frantz Fanon put it, the most elaborate form of culture.’’ My mentor and teacher, Nobel Laureate, Chief Albert Luthuli pre-empted these words when in 1962 he wrote that, and I quote:

Education creates common attitudes and norms for citizens. It is an important unifying factor in building national consciousness and pride and a healthy community spirit.

So, in building a united education system, many sacrifices have had to be made in the long struggle for freedom, democracy and human rights, which have cost the lives of some and ruined the productive livelihood and capacity of many more.

The first to be recognised are the many thousands of teachers who have gone well beyond the usual call of duty and showed enormous resilience often in the face of trying circumstances, especially those driven by the imperatives of equity. With us today, representing women teachers, particularly from rural areas - the unknown part of South Africa - who form the real backbone of the education system is Mrs Nobathwa Makamba, a mathematics teacher from Matatiele, who has corresponded with me on a number of occasions about the benefits and the advantages of outcomes-based education - an outstanding example of how cultural, educational concepts and ideas can change to embrace new needs. Teacher development, therefore, is now the key focus of our work, and I am pleased to announce that I have appointed three senior education academics, who are here, to a ministerial task team that will advise and assist the department with, and give new impetus to teacher development, particularly with regard to the needs for the future.

One of the key elements in our progress to date has been the important role that school principals and other managers have played recently. The importance of leadership at all levels of the system, but especially at district and schools levels, where the teaching and learning is directly effected, must be recognised and strengthened. For many years, schools principals did not receive the credit and recognition due to them. They have now been restored to their rightful place. They have played an important part in curriculum development and the Government spends over R200 million a year to improve the management of schools, and to improve the instructional leadership to teachers.

We must also acknowledge the voluntary efforts and work of parents and community members. In the spirit of Letsema and vukuzenzele, large numbers of people have come forward, which is a first, to assist schools and students. They have painted and cleaned school buildings and grounds. They have maintained school food gardens, and used the produce to feed children. In some schools, parents come in to listen to children reading, so that each gets the individual attention that the teachers cannot provide to each one of them.

Over 18% of our children attend farm schools, another of our dismal inheritances. But now these schools fulfil an important need, and there are shining examples of farmers who are working with us to improve the system of farm schooling. I am therefore pleased to acknowledge the presence today of three Free State farmers up there in the gallery - they are very large, I must say - Mr Apie Smith, Mr de Wet Ferreira and Mr Danie le Roux who so impressed the portfolio committee in their visit to the Free State, that they compelled me to invite them, because they have contributed time and resources to the development and improvement of farm schools in their areas. [Applause.]

A further contributor to improve quality has been the massive upgrading, in the past year, of teachers through Government intervention and with the assistance from the Education and Labour Relations Council, and their professional registration with the SA Council of Educators. This development of teachers has included the basics to ensure that every teacher has at least a three-year qualification as well as professional development informed by the code of ethics which was propounded by the SA Council of Educators. This is also supported by the acceleration of the implementation of our whole school evaluation programme, together with the development appraisal system which will enable us, over the next four or five years, to know exactly what is happening in each one of the 27 000 schools in our country.

All our efforts have undoubtedly led to an improved quality of education. I would like to detail some indications of this. The revised national curriculum statements, first of all, for Grades R to 9 which emerged out of an unprecedented consultation process, have been widely accepted by teachers and parents, and provide significantly more direction for teachers in regard to what can be expected at each Grade level.

Madam Speaker, as you know, I have set up a body to review the effectiveness and functioning of the system of school governing bodies, a system central to education and ANC and Government policy, with a view to making improvements where necessary. I intend, therefore, to touch very briefly on the matter that has not brought out the best in all our people, who should have known better. There has been considerable distortion about our intentions around additional payments to teachers by school governing bodies. Let me make it quite clear that we prefer a system of self- management of this issue, but it does require policy guidelines and regulations by the employer of teachers, which is the province. The Employment of Educators Act already makes it unlawful for teachers who are appointed by the state to earn additional remuneration without the necessary authority. This does not apply to teachers who are appointed by the school governing bodies. Our current efforts are simply designed to infuse a degree of flexibility in this global proscription and banning. We will work with the parties concerned to ensure that this happens with due regard to issues of incentive, equity and fairness.

Let me reiterate, hon members, that there is no place in education for the continued maintenance of historical privilege. Nothing should work to the disadvantage of schools that suffered under apartheid, and which now should be receiving additional assistance, which the Government is committed to. Any continuation of privilege will contradict the equity imperative.

We have also begun to transform the nature of our classrooms through our values in education initiative, which has promoted the constitutional values central to our nation. This programme includes an increased attention to history through the SA History Project which we established so that our children know more about our past and the struggle for freedom, which covers the entirety of South Africa, including Afrikaners, and to develop an ethusiasm for the future.

In further education and training, we have made substantial progress in revising the curriculum for Grades 10 -12 in schools. This outcomes-based curriculum will be phased in from 2006, once the preparations, including teacher training and materials development have been enthusiastically and satisfactorily completed. Without that, there will not be an introduction thereof.

Technical colleges, the Cinderella of our education system, which are the responsibility of provinces, have been sadly neglected. A national intervention was therefore required to build a coherent and, we hope, vibrant further education and training sector. In the past year, unnoticed and unheralded, 150 dispersed institutions, some good, some bad, have been amalgamated into 50 new and more professional further education institutions headed by new and capable leadership, with responsive programmes which will ensure that students are properly equipped for the world. We must double this in the next five years, from 120 000 till there is a quarter million of our young people attending these colleges.

Let me now turn to higher education. Just under R9 billion has been allocated to higher education. This level of investment, as a percentage of GDP, is close to the OECD, the 30 richest countries in the world. This is an indication of the importance we place on higher education and its contribution to the social, economic, political and human resource developments in our country.

This development have been greatly helped by the National Student Financial Aid Scheme. This year, it will use R850 million in loans and bursaries to support students from the poorest communities and to improve their life chances by being able to access the opportunities offered by higher education study. Of this R850 million, I am pleased to report that R210 million comes from repaid loans, an amount which will grow annually. Since 1994, a quarter of million of the poorest of our people, including whites, Indians and coloureds, have been able to enter higher education.

I am also pleased to report that our transformation and reconstruction agenda is unfolding with increasing support from the higher education sector. There are remaining merges. ML Sultan Technikon and Natal Technikon had their first year of celebration of the merger. The merger of the QwaQwa campus of the University of the North was incorporated into the University of the Free State.

The remaining mergers and incorporations approved by the Cabinet are due for implementation in January 2004 and 2005, supported by budget provisioning for the restructuring. I have also this week constituted a reference group, some of whom are here, of distinguished persons with experience and knowledge of higher education to assist me to monitor the restructuring processes and to try and ensure that our policy objectives are not compromised by the mergers. Before I leave the matter of higher education, I raise a point that I have made. I owe this to the hon Dene Smuts. I referred wrongly to the Vice Chancellor receiving a white envelope with white powder. It was one of the Pro Vice Chancellors, Prof Botman. There is a special resonance, if you know who Prof Botman is, but he is the one who received the envelope.

Members will be pleased to hear that a new framework policy for language in higher education including indigenous languages has received wide approval, notwithstanding some highly inflammatory insults and abuse aimed at the Government and to this Minister. Universities and technikons have been revising their own language policies to ensure that these are in line with the national framework. I must thank them for their efforts in this regard. This is the ANC in action, fulfilling its mandate for the reconstruction of our country.

One of the most significant investigations carried out by the Department of Education to date has been the cost of education study, which is currently open for public comment. The report identified, firstly, key ways in which we could enhance the system more or less within current budgets and, secondly, where budgetary shifts are vital for improving the situation in our public schools.

We have, of course, to make sure that schools get their textbooks and the stationery they have ordered on time. Engagement between the Government and the textbook and clothing industries will assist in countering inefficient odering processes, and monopoly situations that push up prices and compromise our provisioning of resources to students. Textbook cost and retrieval is something that we will be paying special attention to during the current year. I should add that the MTEF budget for this year makes provision for nearly R2 billion to spent on learning materials and school laboratories, an enormous increase from R350 million just four years ago.

We will also be taking stronger action against those who disregard the basic human rights and dignity of students, and particularly orphans. We will act against those principals, teachers and governing bodies that marginalise children whose parents cannot afford to pay school fees and other fees.

We should be improving the way in which we target the poor with our substantial infrastructure budgets, which have increased from R600 million to over R3 billion in just three years for school building and maintenance, water, sanitation, and electrifiction to add to the many billions already spent in these areas since 1994.

Two critical areas requiring healthier budgets are the school allocations in terms of school funding norms and school feeding schemes. Under our studies, it is quite clear that the poorest are not getting adequate resources per head for their schools. Currently, we are in discussion with National Treasury for an approach to funding schools which recognises that provinces are not equally poor or rich as well as the differing status of schools. We want a national norm that will apply throughout the country, so there will not be deficiencies in the costing and payment for children in the Northern Province or Limpopo compared to the Western Cape.

As far as the integrated nutrition programme serving young pupils is concerned, this has increased to R800 million in the current year, and is set to increase to over R1 billion in the current MTEF. All poor primary schools must receive their nutrition from this programme. The entire administration and the budget are to be transferred to the education departments in the next financial year, and this fact underlines the needs for very careful planning.

Over the past year, the education response to HIV/Aids has gained momentum. The education sector has assumed its role at the heart of the national response to HIV/Aids, in the process of reflecting the commitments made in a very important conference that we held last year on the prevalence, effect and impact of HIV/Aids in the education sector.

I should add also, of course, that one of the great triumphs has been the work of Takalani Sesame, and let us not forget Kami, the puppet who has been accorded the status of an Aids ambassador for the UN. I am delighted that I can announce today that last week, Takalani Sesame was the winner of the Grand Prix award, the highest form of recognition for the media, at the World Media Festival in Germany. [Applause.] My compliments to the SABC and Sanlam, the principle sponsor involved in the enterprise, for this major achievement. [Applause.]

Many members are not aware of the enormous changes that have taken place in education in our country, the spirit and the content. We are not, and cannot be, prisoners of either our past or our prejudices. To illustrate that education is not being ``dumbed down’’ - this is a terrible and offensive phrase used by our journalists - I have detailed just some of our more significant achievements.

We can rejoice in the wonderful diversity of our nation, and at the same time, celebrate our unity and pursuit of nation-building. Our draft policy on religion in education is such a case, where people have confused an attempt to promote nation-building and celebrate diversity in the school context with an attack on religious freedom and diversity. This is not the case. We are not expelling or banning religion from schools. In fact, if you look at the programme, we are advocating the strengthening and recognition of the role of religion in education.

On Monday, I will be meeting with the National Forum of Religious Leaders - you couldn’t go higher than that, because it was convened by the President

• to discuss the draft policy with them, and to seek their views on how we can best fulfil our constitutional obligations. Let me say to this House that everything we have done up to now has been the result of close collaboration with the National Standing Advisory Body on Religion in Education, representing all the religious faiths, but largely the Protestant faith, because they are in the majority in our country. Everything we have done has been the result of an interesting interaction between government department and the national advisory body, which I am told, by the way, by educationists, is the first such body in the world.

They say you can give children two things: Roots and wings; roots to hold them to the ground, to their heritage, to their family, and the wings to fly beyond all of these, beyond our expectations and current possibilities.

In establishing a national system of education, we are beginning to till and prepare a fertile soil for the roots of our children to develop. Whatever their circumstance, the souls of the children of South Africa are at last fed by the same soil, nurtured within a common state, and their roots will inevitably be intertwined. We are developing South Africans. We are trying to ensure that their roots are strong enough to bind them to this wonderful land.

Our young people are beginning to dream again. In one classroom recently, young people were asked to emulate Martin Luther King’s ``I have a dream’’ speech, and one child wrote:

I have a dream that blacks and whites should love and trust one another as brothers and sisters. We have brown skins - they have white skins. We are different in colour but we have to same colour of blood. We are the same but not in colour. I wish we can respect one another. I wish we can all be equal because we are all human beings.

It may be an oversimplification, but there is a truth emerging from this extraordinary dream of young people.

Before I conclude, I want to thank the Portfolio Committee on Education; the provincial MECs for education in the provinces who are here in strength; the teachers, the managers and other staff; higher education and other educational institutions, including many NGOs and, of course, our associated family in education, such as the SA Council For Higher Education; the SA Qualification Authority; Umalusi, the accreditation body for examinations, and of course, the National Financial Aids Scheme who are represented here today for their hard work in ensuring that South Africa continues to learn. Without all your efforts, there would be no meaningful educational development in this country.

In particular, our relationship with the private sector has brought in so much value, not only for the national business initiative, but for the private businessmen and women who are here and who are putting into education quietly, undramatically, what they think the schools deserve.

During my current term of office, we have worked collectively in managing the work of the Department of Education and the Ministry. I would therefore like to record my gratitude and appreciation to the Director-General, Mr Thami Mseleku - you can’t miss him - and all his staff who have contributed so much and have often gone beyond the call of duty to ensure that education is normalised and improved in South Africa. We also bid farewell, unfortunately - lost to another government department - to our Deputy Director-General for Monitoring and Planning, Mr Bobby Soobrayan, who has played such an important part in the cost of education study that he, in fact, brought out last December.

I would also like to thank my personal office staff - some of whom have been with me, remarkably, through most of the last nine years of this Government - for their commitment, dedication and loyalty. Thank you also to the various organisations who provided assistance for today’s Budget Vote events, to which you are invited at 5:30.

It is appropriate to end with a quotation from one of South Africa’s great philosophers, and in doing so, dedicate my contribution, again, to Walter Sisulu. With wisdom beyond his age and time, Steven Bantu Biko wrote:

We reject the power-based society that seems to be ever more concerned with perfecting their technological know-how, while losing out on their spiritual dimension. We believe that in the long run, the great gift still has to come from Africa, giving the world a more human face.

Education is helping to create that gift, and we join with all Africans in the giving of the great gift.

I therefore commend Budget Vote No 15 for your approval. Siyabonga. Thank you. [Applause.]

Mr W P DOMAN: Hon Deputy Speaker, the DA congratulates the Minister on the quantitative progress that has been made in education. Access has been opened up to all, the provision of school infrastructure has been accelerated, unified administrations have been set up and the maximum budget possible has been secured. We also welcome the initiatives announced by the Minister today. The development of teachers will be very important.

In Parliament the Minister is always available and ready to answer questions and engage in debate. He understands the cut and thrust of debate. He is clever - if he cannot convince you he will try to confuse you. [Laughter.]

We, however, on the DA side have significant problems with the quality of much of the education that is delivered. It should be noted that our concerns are increasingly being reflected in official documents. For instance, in the Minister’s recent review of the financing, resourcing and costs of education in public schools we find the following on page 101: There is considerable evidence indicating that quality of education in South African schools is worryingly low, relative to what South Africa spends on education.

The review then, of course, blames much of this on the history of South Africa. While we have a great understanding of the huge backlogs that existed, I must point out to the Minister that many of the qualitative shortcomings of education in South Africa are demonstrated by learners who entered formal schooling after 1994. Could this be the result of poor policies and poor implementation, post-1994, from a department that has increased significantly in size in the past few years with the creation of all sorts of directorates - for example one for human rights in the curriculum?

However, what is the quality of the roll-out? Let’s examine a few examples. The new curriculum for Grade R to Grade 3 kicks in next year. We are now in mid-May and, with the exception of one province, there has been no training of teachers in the revised curriculum to teach this important phase. In fact, my information is that the Teacher’s Guide for the Development of Learning Programmes, on which all teacher training must be based, is not yet available to teachers.

The success of this training becomes doubly important when we realise that there has been little, if any, testing or piloting as some form of quality control. A systemic evaluation of the literacy and numeracy competency of learners at Grade 3 level was, however, conducted some time ago. Why is the Minister so hesitant to publicly release these results? Is he afraid that this will indicate the failure of outcomes-based education as it is implemented at present? It is alleged that the literacy and numeracy competencies across the board are only within the 30% range. That would represent a disturbing drop.

The third international mathematics and science study placed South Africa - which was 48th out of 50 countries - now in the last position. Another example: The Minister had the sense to delay the implementation of a new Further Education and Training, FET, curriculum from 2004 to 2006. However, the subjects to be offered are already known. Some of these are new subjects and, in order to prepare teachers by 2006, universities and colleges should already have known what the new curriculum would entail - both in form and in content. Nothing final has been forthcoming, so they do not know for what they should prepare their students.

Apart from the documented need to train 20 000 teachers a year for the next few years, does the department know how many teachers are in training, how many of these are South African, and how many will be needed in different subjects for the new FET curriculum?

In die Wes-Kaap is bevind dat slegs 40% van die toetreders in Graad 1 uiteindelik matriek slaag. Is dit nie ‘n geval dat die ander 60% deur die kurrikulum in die steek gelaat word omdat dit té akademies en net op toegang tot hoër onderwys gerig is nie? Die uitdaging vir die Minister se department is om die kurrikulum relevant te maak vir toegang tot werk. In Duitsland word net 20% van leerders opgelei vir hoër onderwys en die ander 80% vir beroepsonderwys. Dit is wat ons ekonomie ook verlang. (Translation of Afrikaans paragraph follows.)

[In the Western Cape it has been found that only 40% of the entrants to Grade 1 eventually pass matric. Is it not a case of the other 60% being let down by the curriculum because it is too academic and only aimed at access to higher education? The challenge to the Minister’s department is to make the curriculum relevant for access to work. In Germany only 20% of the learners are being trained for higher education and the other 80% for vocational education. This is also what our economy requires.]

The plan to outlaw additional remuneration and perks by school governing bodies for excellent and hard-to-replace teachers will lead to an exodus of good teachers from the public education system. This plan may appear as a convincing argument for equality across all schools, and that is the issue which the Minister is driving - equality. However, we must warn the Minister that the poorest schools are going to suffer the most, as they will be stripped of their best teachers who will just move to greener pastures within the system. We view this proposal as an attack on the poor as well. This reminds me of what Ngujen Ko Thack, the foreign Minister of Vietnam, said in 1982 of the communist regime: ``We were not without success. We managed to spread poverty evenly.’’

It is clearly documented in the School Finance Review that hundreds of millions of rand of private money is drawn into public education, which frees money for redress. Everyone benefits, including the many disadvantaged children who attend so-called advantaged schools. As the DA we applaud the efforts, skills and time of governing bodies and parents made available in the spirit of volunteerism in the interests of their own and other children.

Only last week the Minister issued a statement to call on parents to take part in the upcoming school governing body elections, which he rightly referred to as the third biggest democratic elections in the country. But what a smack in the face this Government gives them by not trusting them with the most important matter to them, namely the appointment and retention of quality teachers for their children. This Government thanks them by eroding their autonomy.

Now the Government is also planning to ban any religious observances from the official business of schools. I heard what the Minister said this afternoon. However, if he frames one of his rules in terms of not being allowed in the official business of schools, it is made impossible for the governing bodies to allow this at all at school during school hours. This, apart from other policies of the Minister, clearly indicates that learners are viewed - I am afraid it seems so - as the property of the state, the teachers as his master’s voice and governing bodies not as partners, but as state agents. This violates everything we find in the various White Papers issued by the same Ministry. We say: Trust governing bodies with these important matters.

Mr Minister, if there is a flat tyre you are aware of, fix it; do not deflate all the others. I never thought that I would say this, but follow the example of the Minister of Health. Last week she announced incentives to retain doctors. You should do the same as far as teachers are concerned.

Ek wil na ‘n uiters belangrike saak verwys, naamlik dat die Minister nog nie die Nasionale Onderwysraad se lede benoem het nie. Die Huis moet kennis neem dat volgens die Minister se eie wegewing hy daardie raad moet raadpleeg oor alle beleide voordat hy dit uitvaardig. Ek wil die Minister beskuldig dat hy hierdie bepaling omseil. Geen wonder hy kom baie keer met ondeurdagte beleid nie. Geen wonder hy het die saak ten opsigte van die minimum toelatingsouderdom van kinders tot skole in die hof verloor nie. Dit sal ook geen wonder wees as al sy beleide sedert 1996 ongeldig bevind word weens hierdie versuim nie.

Ek dink in elk geval onderwys word dikwels oorlaai met allerhande beleide. Op die ou end beland daardie beleide op die lessenaar van die skoolhoof en die personeel, wat dit moet uitvoer. Onderwys kan nie alles regmaak wat in die samelewing verkeerd is nie en ons sal baie versigtig moet wees hiermee.

Wat hoër onderwys betref, is dit vir ons baie belangrik om the hoor wat die kwantifisering van die poste vir die inkorporering en amalgamering is, wie dit gaan dra en of solvente inrigtings ook insolvente inrigtings sal moet dra.

Ons is bekommerd dat onderrig se gehalte kan ly weens die ekstra take wat op die bestuurslede en raadslede geplaas word. Die Minister het verlede jaar erken ‘n spesifieke inheemse taal sal nie gedy sonder ‘n taalstoel by ‘n universiteit nie. Ons stem saam en ons wag op inisiatiewe van die departement sodat PANsat se aanbevelings in hierdie verband ook uitgevoer kan word. Ontbreek die politieke wil by die Minister om dit te doen?

Om hierdie redes kan ons ongelukkig nie hierdie begrotingspos steun nie. [Tyd verstreke.] [Applous.] (Translation of Arikaans paragraphs follows.)

[I want to refer to an extremely important matter, namely that the Minister has not yet appointed the members of the National Education Council. The House should note that according to the Minister’s own legislation he has to consult that council about all policies prior to issuing them. I want to accuse the Minister of circumventing this provision. No wonder that he often comes up with ill-considered policies. No wonder that he lost the case regarding the minimum school entry age for children in court. It will also be no wonder if all of his policies, since 1996, are found to be invalid because of this failure.

I think, in any case, that education is often overloaded with all sorts of policies. In the end those policies land on the desk of the principal and staff who have to implement it. Education cannot fix everything that is wrong in society, and we will have to be very careful with this.

With regard to higher education, it is very important that we hear what the quantification of the posts is for incorporating and merging, who will carry it, and whether solvent institutions will also have to carry insolvent institutions.

We are concerned that the quality of education might suffer as a result of these additional tasks that are being entrusted to the members of management and council. Last year the Minister acknowledged that a specific indigenous language will not flourish unless it is represented in the language department of a university. We agree, and we are waiting on initiatives from the department so that PANsalb’s recommendations in this regard can also be implemented. Is there a lack of political will on the side of the Minister to do this?

Unfortunately for these reasons we can not support this Budget Vote. [Time expired.] [Applause.]]

Prof S M MAYATULA: Madam Deputy Speaker, hon Deputy President, hon Ministers, Deputy Ministers, colleagues, invited guests, before addressing you on the topic at hand, I would like to give a special welcome to one of the team members who will take the podium as a member of the ANC for the first time today. I’m referring to a newborn baby in the person of Comrade Tommy Abrahams. He has left the shackles of the UDM and joined the camaraderie and the free spirit of the ANC. [Applause.] He is now a free man indeed. Welcome home, comrade!

I’d also like the House to think about hon Mahlawe, who was billed to be one of the speakers today. Unfortunately, her house in Kokstad burnt down to ashes last Saturday. Fortunately, nobody was hurt. Though traumatised, her heart is with us. She even phoned me just after one o’clock this afternoon.

I can only add a word of appreciation to the Minister for inviting the farmers from the Free State, because they really made an impression on those members of the committee who visited that part of the country. For them I’d like to borrow words of wisdom from Henry Ward Beecher, who said, and I quote:

There was never a person who did anything worth doing that did not receive more than he gave.

I hope the Lord will bless you even more.

From the 11th to the 14th of this month I was privileged to attend the Stockholm Plus Five Conference, hosted by the Swedish National Commission for Unesco, on cultural policies for development. What made me proud to be a South African was the constant reference to South Africa, the rainbow nation, by many speakers as a shining light to be followed by other countries. Some faced with the problem of child abuse at schools would like to emulate us and establish their own statutory bodies like the SA Council for Educators.

South Africa is part of the African continent. As such we need to relate its plans and programmes to those of the New Partnership for Africa’s Development, Nepad. Nepad’s main goal is to ensure that the continent achieves the agreed international development goals, which are: one, to reduce the proportion of people living in extreme poverty by half by 2015; two, to enrol all children of school age in primary schools by 2015; three, to make progress towards gender equality and empowering women by eliminating gender disparities in enrolment in primary and secondary education by 2005; four, to reduce infant and child mortality rates by two thirds by 2015; five, to reduce maternal mortality rates by three quarters by 2015; and six, to provide access for all who need protective health services by 2015.

On the world front, at the World Education Forum held in Dakar in April 2000, the objectives were stated as follows: one, expanding and improving comprehensive early childhood care and education, especially for the most vulnerable and disadvantaged children; two, ensuring that by 2015 all children, particularly girls, in difficult circumstances and those belonging to ethnic minorities have access to and complete free and compulsory education of good quality; three, to ensure that learning needs of all young people and adults are met through equitable access to basic and continuing education for all, achieving a 50% improvement in levels of adult literacy by 2015; four, eliminating gender disparities in primary and secondary education by 2005; and five, improving all aspects of the quality of education and ensuring excellence for all so that recognised and measurable learning outcomes are achieved by all.

I’m happy to report that according to Unesco, South Africa falls in the category of those ``countries that have almost achieved the target, or that need to do moderate efforts’’.

According to the statistical document, Minute F8: Universal Primary Education Goal for All, on the access rate to Grade 6 in 2000, out of 45 African countries South Africa achieved 94%, which was second only to Botswana, which achieved 98%. The secondary education gross enrolment rate in 2000 was 90%, and we were second only to Mauritius.

The Tirisano programme of the department was meant to address these issues. My colleagues will expand on some of these areas to illustrate the ground this ANC-led Government has covered in addressing them. Notable achievements include improved access, as reflected in the sharp growth in enrolment figures. These peaked at a historical high of in access of 12 million in 2002; improved learner-educator ratios, in some instances from 40:1 to 32:1 in 2002; enhanced efficiency by curtailing out-of-age enrolments; a more equitable distribution of resources within this sector; strengthening of parent and community involvement through school-governing bodies; the successful transition from 17 departments to a unified system of school education under the auspices of the nine provinces; and accelerated provision of infrastructure, which was reinforced through the school-building programme.

Ndivumele, Somlomo, ndithethe isiXhosa.

Emva kokuba uRhulumente ezithabathile iintambo zolawulo ngo-1994, zininzi izikolo ezakhiwa ezilalini. Yaba kokokuqala ukuba abantu babone izikolo zabo zakhiwe ngezitena ze-face brick, namatanki amanzi kwanombane. Babona izinto ngezinto ababengazange bazibone ngaphambili, abanye bade bangafuni kukholelwa ukuba le nto iyenzeka.

Kambe nangona kunjalo, kufuneka sivume ukuba ngenxa yengxaki yezikolo ezininzi ezingekakhiwa, sisenomgama omde ekufuneka siwuhambile. Ndikhumbula isikolo saseNaki eDutywa, esimke namanzi kulo nyaka uphelileyo. Abantwana njengokuba ndithetha nje bafundela ezindlwini zabantu.

Esase-Hermanus isikolo, kwaphaya eDutywa, naso semka namanzi ngonyaka ka- 1997, kodwa asikakhiwa njengokuba ndithetha nje. Kanti izikolo ezininzi azinazo izindlu zangasese. Kufuneka uvale amehlo xa ubona abantwana abangamantombazana bethe dwadwalala ethafeni ngexesha lekhefu. Kambe ke, njengokuba ebetshilo uMongameli, uRhulumente uzimisele ukuzijika ezi meko. Ngoko abo bakwezi ngxaki mabangalahl’ ithemba.

Ezinye zezinto athe lo Rhulumente wazenza, ukubonisa ukuba xa sisithi siya kuzenza izinto siya kuzibekela nemali yokuzenza, zezi zilandelayo: (Translation of Xhosa paragraphs follows.)

[Prof S M MAYATULA: Madam Speaker, please would you allow me to address myself in isiXhosa.

After the new Government took control in 1994, a lot of schools were built in rural areas. It was for the first time that people saw schools built with face brick, that have water tanks and electricity. They started seeing things they never saw before, some would not believe that really such things are happening.

Even though it is so, we must accept that because there are still a big number of schools that still need to build, we still have a long way to go. Just now I am reminded of a school at Naki in Idutywa that was destroyed by heavy rains last year. Learners of that school are placed in people\rquote s homes at the moment. Another one at Hermanus still in Idutywa was also destroyed by heavy rains in 1997, but has still not been built yet. Many schools do not have toilets. You feel like closing your eyes when you see girls relieving themselves in the open fields during breaks. But, as the hon the President has said, the Government is committed to changing these conditions. Therefore, those that are faced with these conditions should not lose hope.

Some of the things that this Government has succeeded doing as a way of showing that when we promise to do things we even allocated money for them, are the following:]

From 1996-97 to 2003-04 transfer payments to universities and technikons increased from R4,9 billion to R8,9 billion. A total of R100 million of this will have something to do with the restructuring of higher institutions of education.

Xa ndisiya kwezabantwana, ii-preschool, uRhulumente ubeke ecaleni imali engange-R100 million. Ngale mali uRhulumente uzimisele ukuba kuwo lo nyaka umiyo uza kuqeqesha ootitshala abangama-4 500. Izinto zokudlala zabantwana kwezo-preschool ezingama-4 500 nazo ziza kuthengwa. Izikolo ezingama-4 500 ziza kubhaliswa ukuze abantwana abancinci nabo baxhamle. (Translation of Xhosa paragraph follows.)

[Government has allocated an amount of R100 million for pre-schools. With this money Government is going to train 4 500 pre-school teachers. Games for children in these pre-schools will be bought from that sum. The 4 500 pre-schools are going to be registered so that small children can benefit too.]

An amount of R13 414 000, representing an increase of R10 million, has been made available to improve financial management in the education system and to enhance the quality of education in schools. The Ikhwelo Project has been allocated R50 million, an increase of R10 million. This is an expansion of the Department of Education’s agriculture and SMME pilots. This is what we refer to as literally trying to fight back against the problem of poverty in our country.

The Sithuba Makote Project has been allocated R64 million, an increase of R30 million, and will be used for building 20 schools in our provinces.

The MTEF spending includes R1,7 billion more for higher education and further skills development funding.

Now I come to some important policy considerations of the department. The draft White Paper on e-education envisages that every South African learner, all 12 million of them, in general and further education and training will be ICT-capable by 2030. All 28 000 schools in general and further education and training must transform into e-schools by 2030.

Regarding guns, the department has decided that our schools should be gun- free zones. For sporting purposes, it is envisaged that the schools will be using air guns, which are created specifically for this sport.

On smoking, the department and the Government say that this is one area that our kids should not go into. Smoking is a slow poison. Smoking kills. I’d like to make a special appeal to the youth: Please, do not start. This is not happening only in our country, but worldwide, because smoking is habitual and it’s a killer.

The mood and the status of the reconstruction of institutions of higher learning is summed up in the following statement by Prof Dasaraj Chetty, and I quote:

The Universities of Durban-Westville and Natal are set to merge in January. As a result, an institution with five campus sites catering for 40 000 students, with all faculties, will be created.

The same spirit prevails on other campuses.

On the department’s side, the Ministry is committed to ensuring that the appropriate human and financial resources are leveraged and that mechanisms are put in place to support the mergers. In this regard a merger unit has been established within the higher education section of the department to manage the merger process.

Among other things, the merger unit will assess and make recommendations on requests from institutions for financial assistance in terms of the Ministry’s framework for financial support, including requests to employ independent consultants to carry out specific tasks in relation to mergers, such as audits of physical assets and infrastructure, identifying legal and financial obligations, and many others.

I would like to take this time to thank the members of the portfolio committee. We have been working together well as a team, irrespective of parties, in order to drive this important programme of education in our country.

I’d also like to thank the Minister and officials of the Department of Education, because whenever we call on them, they are ready to respond and assist us. Though our responsibility is that of oversight, we don’t have to be enemies to do that, because we have one goal. I appreciate that. As the ANC, we want to support this Budget Vote. Thank you. [Applause.]

Mr A M MPONTSHANE: Ngiyabona mhlonishwa, Somlomo. Mhlonishwa Sekela Mongameli Msholozi, Ngqongqoshe wezeMfundo, ozakwethu … [Thank you, Madam Deputy Speaker. Hon Deputy President Msholozi, Minister of Education and colleagues …]

… the debate on the Education Vote is not just a debate about education, but a debate about the transformation process itself. Because it is about transformation, the debate is bound to generate different views about what needs to be done, when and how.

We come from a terribly painful past, where the majority of our people were denied equality of opportunities in many spheres of life, including education. It is proper that right from the beginning I give credit to both Ministers who, since 1994, have achieved a lot in the transformation of the hitherto fragmented system of education. No child can now be refused entrance to a public school because of his or her accident of birth. No child can now be refused entrance to any public school on the grounds of nonpayment of school fees. This is at least true in theory.

The report by the Human Rights Commission concluded that racism in South African schools and universities was flourishing. Of course, we must admit that there are no quick fixes. In certain instances, racial discrimination is being replaced by social class discrimination.

Governing bodies can set school fees which are prohibitively high, to disallow entrance to public schools by learners from poor backgrounds. We welcome the fact that the hon Minister has set up a Funding Review Committee which has made its proposals public. We also welcome the hon Minister’s intention to set up a monitoring section within his department. The gulf between education standards in previously white and black schools is still very, very wide.

School governing bodies can set school fees and raise additional money to top up state funding. Whilst this is a good thing, on the other hand it can and does in fact perpetuate inequalities. Until black communities are empowered, both socially and economically, these inequalities will remain with us for a long time to come. However, it is self-destructive to try to tear down the rich in order to empower the poor. Let us try to raise the standards of our poor communities.

We still need more classrooms, and better trained teachers, especially in rural areas. In this regard one must commend the Japanese-South African agreement on the basis of which about 365 classrooms were built in the Ingwavuma district alone. We applaud this effort by the Department of Education.

Much more, as I have said, still needs to be done. In my office, for instance, I have a pile of letters from principals whose learners still learn under trees. I am saying this, being aware of the fact that the building of classrooms is a provincial competence, but the national budget does have important implications for provincial budgets. About 90% of provincial budgets go to personnel expenditure. We must commend the department for its decision to continue its support to provinces through conditional grants, at least for this current financial year, because these conditional grants do help provinces in fulfilling other departmental responsibilities.

I have always been puzzled by the number of newly qualified teachers who cannot be absorbed by our system, whilst some teachers have to handle more learners than the officially recognised learner-educator ratio. Perhaps now is the time to visit the provincial provisioning norms in order to alleviate this problem.

The greatest chunk of this year’s budget goes to the institutions of higher learning, the National Student Financial Aid Scheme and the CHE through transfer payments. This is in line with the proposals of the Higher Education Plan. We have to increase our skills base, especially in the fields of commerce, science and mathematics.

We are, however, concerned about the way in which the National Student Financial Aid Scheme is currently being handled. It is sometimes used to buy certain favours from a particular gender of the university population, and this has led to widespread corruption. Corruption has become the cancer which continues to eat deep into our system. There are those who in the past have leaked examination papers to learners for some kind of payment. Others have bribed their way into leadership positions because they were politically well connected, even though they lacked the necessary qualifications to be there. In some instances money has been paid to ghost teachers and managers. These are all forms of corruption which must not be supported. Corruption breeds incompetence and leads to some form of political decay. The system in turn becomes dysfunctional. Delivery of services then suffers.

We have not yet arrived. We still face some problems in our education system. The Funding Review Committee noted quite recently that some of the problems are caused by policy mistakes and others are caused by inappropriate implementation.

We have always supported the transformation of our education system. But transformation is not a neutral process. The present Government, the ANC- led Government, must and does have a tranformation agenda which informs its policy choices. Writing in 1993, in a document entitled ``The ANC Inside and Outside of the New Parliament’’, the ANC had this to say:

When we elect representatives to Parliament we will expect them to make major contributions in developing the new Constitution and helping develop legislation that will transform South Africa into a democratic state and reconstruct it socially and economically.

It may be argued that the only transformation agenda is the democratisation of the system. We cannot fool ourselves into believing that there is only one brand of democracy. We acknowledge the fact that some of the policy mistakes have arisen because of the pressure to redesign the whole society.

The introduction, for instance, of outcomes-based education was a good thing. We needed to shift from the banking type of education, where the teacher deposited all the knowledge into a passive, uncritical young mind, a mind which was expected to reproduce exactly what the teacher had deposited, sometimes much more than what the teacher himself had deposited.

We needed a paradigm shift. But Curriculum 2005, which is part of OBE, was introduced without having prepared the ground. The hon Minister had to intervene. The result was a simplified version of Curriculum 2005. But in spite of the Minister’s intervention, Curriculum 2005 is still not being taught effectively. Because of the lack of resources which are necessary for the implementation of Curriculum 2005, teachers resort to the old way of teaching. Who can blame them? Is it not true that one cannot pour new wine into old vessels?

Some of the Minister’s policy choices are problematic. We are uneasy about the transfer payments to what is called …

… ngiyaxolisa Msholozi ukukubiza ngegama … [I apologise Msholozi for calling you by your name …]

… the Jacob Zuma Trust Fund for parents of schoolgoing children identified through the Truth and Reconciliation Commission. The IFP is on record for having opposed some of the distorted findings of the commission, which included the question of who was the perpetrator and who was the victim. How do we explain this to those victims who, for some reason, were not identified by the TRC process, and who would not be entitled to such advantages?

The DEPUTY SPEAKER: Order! I regret your time has expired, hon member.

Mr A M MPONTSHANE: The IFP, in spite of all this, does support this Budget Vote. [Applause.]

Mrs M E OLCKERS: Deputy Speaker, there are many issues pertaining to education in South Africa today that one could discuss in a debate like this, but owing to time constraints I will only cover some topical issues of the day - some good, some bad.

The first issue is the latest intention of the hon Minister to amend the South African Schools Act by outlawing extra remuneration for educators employed by the state either in money or in kind by governing bodies, unless prior approval of the provincial department is obtained. However, the hon Minister quoted from the Schools Act yesterday in Parliament, saying that this was already in the Act. So how confused can we become? This is so often the problem we have in portfolio committees when discussing draft Bills, because often we do not need new Acts, but rather proper monitoring and good management.

I was a guest on a phone-in programme on Radio 702 on Thursday evening when a headmaster of a poor school in a rural area called in to say that his governing body, consisting mainly of poor parents, decided to raise funds so that they could give three teachers R100 extra each per month, because they voluntarily teach extra classes on Monday and Wednesday afternoons and Saturday mornings.

This governing body sincerely wanted to thank those teachers in their small way for the extra work they put into education. These teachers, like so many others, have to travel to the schools at their own expense, and they give freely of their time. They have extra car expenses to get to these schools for the extra hours they work. The governing body then received a circular from its department stating that it was not allowed to show its appreciation to these teachers. This is a case in point, because the Minister maintains that it is only the rich schools that are able to thank teachers in whatever way they see fit.

The department so often still speaks about Model C schools, while there are no Model C schools in our system. There are schools that perform well and there are schools which do not. That is the difference.

Many of the more affluent schools have sports facilities, libraries, etc, which were paid for by the extra efforts of the governing bodies and the enthusiasm of good principals. Through the system of adopt-a-school, these facilities are being made available to less privileged schools. This is a positive attitude towards nation-building, and the department now wants to negatively influence the positive steps and attitudes of these principals and governing bodies. Hon Minister, we all know that the schools that perform in an exemplary way are usually run by good principals. Why does the Government want to suppress excellence? All countries need excellence, because excellence has a snowball effect. South Africa needs citizens of excellence to assist in, inter alia, creating jobs. We need innovative thinkers. Yes, we must level the playing field as soon as possible, but we must not create new obstacles in the process. Our aim must be to be equal in excellence and not equal in mediocrity.

Democracy must be acknowledged at grass-roots level as it is acknowledged in the highest corridors of power. Democracy is for all the people, not only for the poor or the rich.

The governing body was democratically elected and they should decide on the ethos of the school. We must remember that they were elected by the parents. If the Minister persists with this issue, then I would like to know what is happening with teachers who are earning extra income by becoming councillors and mayors of local government.

The Minister replied to a written question from the New NP recently that there were five principals in KwaZulu-Natal and four in Limpopo who were also mayors. Mpumalanga did not reply to this question, so we must assume that the provincial department does not know what their teachers are doing.

Furthermore, there are 75 principals who are local government councillors and 280 teachers who are councillors. Again, Mpumalanga did not give any figures, so the numbers could, in fact, be bigger.

Have all these teachers been given permission to earn the extra income and perform their council duties during school hours? And what about the principals who are full-time mayors? When are they in their school offices?

While these people attend to their council duties with extra remuneration, other teachers give of their time, effort and petrol for free and incur other expenses. If a headmaster, with the assistance of his or her democratically elected governing body, wants to show his or her appreciation to these teachers, he or she may not do so unless the department gives permission. This sounds like Alice in Wonderland.

How long will the governing bodies wait for the department to respond, if we are to believe what is happening in some provinces like the Eastern Cape for instance, where teachers often do not receive their salaries for months while other ghost teachers have been paid for years, and where only 30% of the education budget was spent in the previous year.

Another worrying issue is that the Easten Cape education department is losing R5,3 million a day owing to teacher absenteeism. This means that of the 74 000 teachers, 16 700 were absent during a head count done by the Auditor-General with the assistance of the provincial department. That accounts for 23% of the teachers - almost a quarter were absent. We wish the MEC of education in that province, Nomsa Jajula, well with the huge task of tracing these teachers and if they do, in fact, exist. We thank the Minister for sending an interim management team there to try to assist with the management.

Another worrying issue the Minister is driving at the moment is the big debate about religion in schools. According to a world-renowned expert on this issue and on human rights, Prof Johan van der Vyver, currently at the School of Human Rights at Emory University, Atlanta, and who is also involved in a research project about religious freedom in Trier, Germany, this is against the Constitution of South Africa and will not stand up in the Constitutional Court.

The teachers, who will have to teach religious studies, will have to be very well educated in all the religions they have to teach, and also be so even-handed about this that their jobs will be made almost impossible. I do not think that even a minister of religion, after studying the subject for six to eight years, would be able to know everything about a large number of religions. Where, then, will the teachers come from, because a crash course will not equip them for this post?

However, the New NP knows that education is a very tough portfolio to manage. There have also been huge successes. The SA National Literacy Iniative, a programme set up by the Government to address adult basic literacy, reached some 80 000 adults in 2001.

Project Literacy was established 30 years ago. It is estimated that there are 15 million South Africans who are illiterate. There is therefore a massive task ahead for projects like this one.

The New NP wants to assure the Minister of our understanding of his difficult portfolio and we appeal to him to listen to the sincere appeals of and take note of the assistance offered by well-meaning parents and teachers. We want to assist to build, not to break down.

Education has a way of creating its own crises. The department must not look for causes, which it can use to create artificial crises. They have a way of presenting themselves daily, these crises, so if something works without a lot of trouble, leave well alone.

Thank you teachers of South Africa for continuing with the building process of our country and our children, with which you keep yourself busy while the storms are breaking around your heads. Thank you. [Applause.]

Ms M P MENTOR: Madam Deputy Speaker, my speech today is dedicated to the generations that came before us and to the children of South Africa, their mothers and their caregivers. Particularly, I want to remember Comrade Amanda Kwadi who hailed from Letlhabile and was a sound and progressive academic, a cadre for change.

My speech is based on the 8th clause of the Freedom Charter, which says that the doors of learning and culture shall be opened. It is also based on the ``Ready to Govern’’ document of the ANC and on the UN Convention on the Rights of the Child.

I would like to thank the SA Democratic Teachers’ Union, because on the front page of the calendars and diaries they gave educators this year they gave a quote by Che Guevara:

Let me say, with the risk of appearing ridiculous, that the true revolutionary is guided by strong feelings of love. It is impossible to think of an authentic revolutionary without this quality.

This quality of love is what I would like to highlight as one principle we must try to inculcate in our students, in those who are within our institutions of learning. However, I would like to declare our historic mission and our historic perspective on education. Suddenly, after Tata Sisulu passed away, the media began to argue that this was the end of an era. They said so many things, for instance that there would be nobody else as dedicated, diligent and committed as the generation of Comrade Tata Sisulu.

Now, firstly, I want to salute that generation, the generation of Anton Lembede, Comrade Nelson Mandela, O R Tambo, Govan Mbeki, Tata Sisulu and others. Even before that generation, the ANC had already laid a foundation, a succession plan and a vision for education through the likes of Z K Matthews and others. So, I do not think that we are at a crisis point. We must ask right now: What is the historic mission, the objective, that education must achieve to fulfil the mission that we laid down many years ago?

After the generation that was the founder generation of the Youth League, there came the generation of the Luthuli detachment, the generation of Chris Hani and Stanley Mabizela, the generation of Comrade Thabo Mbeki, Max Sisulu, Welile Nhlapo, Barney Pityana and others. Firstly, again, we laid the foundation, through that generation, for an alternative education and for better education for South Africa.

After that generation, the June 16 detachment and the youth section of the ANC continued, together with the Monkhada detachment - Comrade Bachana Mokoena who is no more, Comrade Jackie Selebi, Billy Masetlha, Puso Tladi, Lyndall Shope-Mafole and others.

Consciously, the ANC impressed on them the need to prepare the way for governing South Africa, putting the issue of education central to that preparation. Hence, the people of the world, such as the Swedes, contributed to the development of this detachment, preparing them for service excellence. It is no mistake that they are now the very shining directors-general of our departments.

After that there came the generation of the ’80s, the generation of Peter Mokaba, Fawcett Mathebe and Parks Mankahlana. So the baton was passed on regarding the need to prepare South Africa by using education as a necessary tool and link to lay the foundation for governing South Africa and bringing about social transformation and change.

Therefore I maintain that there is no crisis currently. The need to love our country and to serve our people with diligence and commitment, that conciousness, I think, is inculcated in the youth. It is there. I think the generation of the ’80s did not fail us and even the current generation will not fail us now.

Education should serve as a link between the previous generations and the current one. It should serve as a link between the foundation that we laid in the past and the challenges of the present.

Minister Kadar Asmal and the chairperson Prof Mayatulu correctly outlined the achievements so far in terms of systemic changes in education, redress, equity and all those things. Therefore I will not dwell on them. I would like to say what exactly the challenge is that is facing us now. When you put any learner or any human being, young or old, into a learning institution or a learning process, the first thing that you need to attain is to enhance that person’s personality and to develop that person’s talents and abilities, to harness respect in that person for human rights, freedom and justice, to inculcate a sense of national, continental and international values in that person, and to raise an awareness and respect in that person for those values. If you put a person in an education system, you would have failed if, in the end, you have not sensitised this person to leading a responsible life that shows compassion for the weak, the needy, the poor and the vulnerable.

That universal mission of education is a mission for South Africa as well, but because we inherited the legacy of apartheid and apartheid education, we have special responsibilities. We have to make sure that after addressing the problems that Minister Bhengu and Minister Kader Asmal addressed, we check whether the product that we are producing right now is desirable for South Africa and for the challenges that are facing us now in terms of social transformation, turning around the economy, etc.

We face a huge challenge in terms of human resource development. The President, time and again, correctly reiterates that the problem with our country is not that there are no jobs, but that the people do not have the relevant skills to occupy those jobs. That is the current challenge for education. We need to address this as a matter of urgency. We need to ensure that we do not produce learners who send white powder with threats to rectors of universities, learners who, under cover of darkness and wearing balaclavas, attack other learners simply because of how they look or what they believe in.

We need to produce learners that are second to none in the world, and have a passion for knowledge and a quest for lifelong learning, learners that are sensitive to the needs of the country and will prepare themselves to address those needs and challenges. We should produce learners, through our schooling system, our further education training and our higher education training, that are patriotic and willing to serve with excellence. I want to argue that we must make sure that we instil those ideas of excellent service and those abilities that are now demonstrated by those who were consciously trained to take the reins of leadership and management in the new South Africa, like the generation of the June 16 detachment and the Luthuli detachment, the conscious process of which our President Thabo Mbeki is a product.

I do not think we are moving in terms of hastily producing that type, that calibre of cadre, a new person that is politically conscious every day, alert and ready to lead, to manage and to solve the problems of society.

In closing, I would like to quote Comrade Thabo Mbeki, from Africa, the Time is Now. But before I do that, I think my message to the youth today and to education as a whole, to parents, communities, educators and stakeholders in education, teacher unions, etc, is this: In ``Ready to Govern’’ we said that there would be central participation of organs of civil society in education. I do not know if we are really achieving that goal and mission that we set. Consultation has become very minimal. [Time expired.] [Applause.]

The DEPUTY MINISTER OF EDUCATION: Madam Deputy Speaker, when you ask our children sitting behind desks in their classrooms in Mogwase, Thohoyandou, Malamulele, Nongoma, Phuthaditjhaba and Mamelodi what they want to be when they finish school, some will tell you that they want to become actuaries, computer fundis of one shade or another, chartered accountants, pilots and engineers of different descriptions.

They have never heard of the human resource development strategy of Government. They have never heard of the drive by our nation to bridge the digital divide, but that doesn’t matter. What matters is that they are advancing the HRD strategy and that the Department of Education is playing its role in bridging the digital divide and building the skills that are necessary for our economy to grow.

Most of the children do not know that their parents had no opportunity to follow those fields of study. They do not know the relationship between their elegant academic aspirations and pursuits on the one hand, and the national outpourings of love for Walter Sisulu on the other. They cannot make a connection between the heroic deeds of Xhamela, Steve Biko, Mangaliso Sobukwe and many other heroes of our people, and their freedom to study to become whatever they want. But that is not their fault. It is our responsibility and duty as adults to help the children to make that connection.

A solid foundation has been laid for the struggle to eradicate the vestiges of colonial and apartheid education. Our policies and legislative frameworks serve to broaden access to education and training, and thus put us in a strong position to play a vital role in the National Human Resource Development Strategy.

Allow me to focus on only two programmes of the Department of Education - areas that are at opposite ends of the spectrum, but which serve a common purpose of development. On the one hand, we have special projects that target the development of our people in the fields of mathematics, science and technology, in pursuit of high skills growth. On the other, we have a renewed attention to literacy, to a culture of reading and to language development - especially African languages - to support and build the many communities where basic needs are not yet in place.

Just five years ago, information and communication technologies, or ICTs, were not part of the mainstream in education and even some higher education institutions lacked access to the essential features of Internet-based research. Today they are regarded as a critical part of the delivery infrastructure for a modern education system.

South Africa has a broadly favourable environment for ICT. The enabling legislative and policy frameworks are in place and education policies, since White Paper 1 in 1995, have emphasised the development of innovative methods of education, including the appropriate use of technologies which give practical expression to open learning principles.

Linked to ICT is the concept of e-education, which aims to accelerate the achievement of national education goals. E-education enables us to connect learners to other learners, as well as teachers and professional support services. E-education will connect learners and teachers to better information sources, to ideas and to one another through effective combinations of face-to-face learning and technology. The challenge is to transcend the mere exchange of information and to transform the technology into a range of learning activities that meet our educational objectives.

E-education includes the development of computer literacy and the skills necessary to operate various technologies. This is essential for everybody, or soon will be. But e-education must also encourage the ability to apply ICT skills to access, manage, integrate, evaluate and create information. We must add value through technology, and not just do the same things more efficiently. A learning society both uses and creates new knowledge and we must encourage innovation in this field. Without doubt, e-education has the potential to greatly enhance access to lifelong education and training opportunities, which will in turn contribute towards improving the quality of life. A draft White Paper on e- education is in the final stages of approval and it will declare our aim to ensure that every South African learner in general and further education is ICT capable by the year 2013, which is a mere 10 years from now.

The National Strategy for Mathematics, Science and Technology Education, or Dinaledi, is geared towards creating tomorrow’s stars today. As a starting point, we identified 102 schools from historically disadvantaged backgrounds to provide dedicated attention to mathematics and science. The aim was to both increase participation in these subjects and improve the pass rates. These schools have now written two Senior Certificate examinations and we are happy to announce that during this period the enrolment in mathematics increased by 5%, while that for science increased by 11%. We are also pleased that there were more girls than boys who enrolled for mathematics. [Applause.]

The performance in these subjects also surpassed our 10% target. The pass rate for physical science improved by 13,7% and for mathematics by 10,7%. However, the performance by female learners in these subjects still falls below that of males, especially on higher grade.

We intend building on the progress we have made thus far. We have again increased the participation and performance targets for this year and devised accountability mechanisms to monitor and support these schools. We are looking forward to an exciting period, which will coincide with the introduction of the new National Curriculum Statement in schools, and our experience in Dinaledi will come in handy when the new curriculum is implemented in the FET schools.

However, we cannot focus on mathematics, science and technology at the expense of all else. There is a need for these to also be infused with values. We have seen too often, including in recent times and also in South Africa, the havoc that can be wrought through dramatic advances in technology without a moral code which will guide its use.

That is why we have placed such a strong emphasis on human rights, on history and on values in the revised curriculum. It is our belief that every learning area, including science and mathematics, has the capacity to promote tolerance and respect, and the appreciation of diversity, and none should be exempted from these underlying principles of the curriculum. In order to appreciate and embrace the values of our Constitution, which are equality, democracy and dignity, we must locate all that we do within these beliefs. We must understand where the freedoms of today - the freedom to vote, to freely associate and to express oneself - have come from, and how hard they were fought for.

The continued economic and social health of our nation and our democracy depend on building a literate nation that is able to read widely both for practical purposes and for pleasure. This means making the current generation more aware of the pleasure and importance of reading in daily life, and ensuring that they have the level of literacy skills required in modern society.

Regrettably, one of the most serious factors, which continues to prejudice African children and adult learners in particular, is the use of a second language as the medium of instruction and assessment. This prejudices their view of reading and compromises their development of skills and concepts. Recent research conducted in this country has shown that one of the crucial barriers to achievement by African children in particular is the language of instruction. Indeed there are very few people who are able to successfully read and study in a language that is not their home language. That same research shows that the higher the mark a learner obtains in English in matric, the greater are the chances that that student will do well in higher education studies.

It is unfortunate that some schools use language as a barrier to access. Children are excluded because the school is said to be of a particular language. Schools are reminded of the requirement that if a sufficient number of children require tuition in another language they must take the necessary steps to provide this.

Regrettably, where this has happened some schools have done so very reluctantly - met lang tande, as they say. They have effectively opened up a school within a school, with separate teachers and facilities for the so- called English stream, which in effect constitutes black learners in the school. The recent case in Groblersdal, where black members of the school governing body - that is, pupils and parents - were seated apart from the others for their inauguration, is an illustration of the pervasive tendency of the purportedly separate but equal ideology that destroyed so many lives and nearly ruined this country.

Language and literacy have been and remain areas of concern. In December 2000 the Ministry launched the Masifunde Sonke project to promote reading in schools, libraries and homes. Through Masifunde Sonke we promote and expose ourselves through our own literature - all the forms of text around us. This happens through sharing literature - especially African literature

• the adaptation of literature setworks, library awards, a festival of books competition and numerous reading promotion roadshows.

In this financial year we will provide start-up libraries for 450 schools in the nine provinces and group reading materials for the 102 Dinaledi schools. The matter of reading will be profiled at the International Association of School Librarianship Conference in 2003, and we will participate in the South African International Festival of Books in 2004.

The department is implementing a comprehensive language in education policy, even though the powers given to school governing bodies to determine language policies limit our capacity to pursue national goals. Parental choice is exercised regarding the medium of instruction. But despite the proven educational benefits of home-language tuition, at least in the formative years, most parents still choose English as the medium of instruction. This is unfortunate, and an advocacy campaign should be embarked upon. Also, in support of the development of all official languages, we have published the revised national curriculum statement for Grades R-9 in all languages, as well as a Braille version. These are small steps, but they can help to change the consciousness of a teacher, a parent or a child, who will feel more confident and proud of his or her home language.

We have sketched a map of two important fronts that we believe will contribute towards building a better and more equal society. As people living in a democratic dispensation, all voices must find a space through which they can contribute towards education. There are very few topics indeed besides education on which every person holds a view and has an interest. The debates around the nature and purpose of our education system must continue in our country. I thank you. Mr L M KGWELE: Madam Deputy Speaker, hon Minister and hon members, I rise on behalf of the ANC to support the Education Budget Vote.

The ANC Government, in partnership with our people, and in particular school governing bodies, parents, educators, officials at different levels of the education system and parties represented in the Education Labour Relations Council, has set a track record of delivering on our nation’s education needs over the past nine years that will remain unsurpassed. What is even more gratifying is the extent to which we have increased delivery through expanded policy implementation and legislative measures.

Our vision as the ANC is of a South Africa in which all our people have equal access to lifelong learning, education and training opportunities, which will contribute towards improving their quality of life and building a peaceful, prosperous and democratic South Africa.

As the ANC, we believe, and are working towards ensuring, that the poor should have access to quality education that will ensure that they are able to remove the shackles of poverty. The funding model for schools should ensure that schools serving the poor are adequately provided for in terms of infrastructure and basic educational resources.

In this regard, we have identified our core programmes that will guide the activities of the Department of Education with regard to school effectiveness over the medium-term years. Through Tirisano we have achieved greater stability in our schools, as evidenced by increased basic educational functionality, the ability of provincial educational systems to manage both human resources and financial policy, and a clearer focus on delivery and implementation.

Under apartheid, the education system was racially divided, with no single schools Act. There were 19 separate education departments, each with its own bureaucracy, work culture, etc. School attendance was not mandatory for children between the ages of six and 15, and, in rural areas, where most black people resided, the onus on funding schooling provision was largely passed on to the parents and the community. The requirement to pay for schooling was not met with the representation of an elected, representative, governing body in place in the public schools.

The teaching force was divided and was not governed by one Act of Parliament and one provincial council. This meant that teachers could not organise or bargain freely with their employers. Equally, teachers could not consult, criticise, propose and argue as they saw fit without fear or favour. In fact, many teachers were punished for expressing a point of view that was not in tune with their employers’ views.

There was no unifying national qualifications framework to create the sinews of a national learning system, integrating education and training at all levels. This was compounded by an artificial division between training and schooling and the deliberate undertraining of most black educators.

Underlying all of this was a divisive education philosophy of fundamental pedagogics propagated through schools based on the the narrow viewpoint of Christian nationalism. This began with the assumption that all learners were sinful. This was the basis on which rote learning, corporal punishment, differentiation based on ability or disability and so on were advanced.

The policy framework we established between 1995 and 1998 made clear that there would be one unified state schooling system, based on democratic principles, with considerable community and parent input and with a focus on quality. This has, to a large extent, been achieved. To this end, we congratulate the Department of Education on a new curriculum with texts and other resources to support it, which fully responds to the needs of a democratic society that aims to develop critical thinking adults who are fully engaged with the world of work and have key skills rather than rote- learned knowledge.

The Department of Education, in partnership with the Education Labour Relations Council, is offering unqualified and underqualified educators the opportunity to upgrade their qualifications and competencies. This is being advanced by the National Professional Diploma in Education in terms of which 12 617 educators have registered at various higher education institutions. This programme ensures that learners will no longer be taught by underqualified and unqualified educators.

The maths, science and technology programme in both general and further education and training addresses the shortage of maths, science and technology educators.

To enhance the status of the teaching profession, the Minister of Education introduced the National Teaching Awards scheme in 1999 to accelerate excellence in education. This contributes to improvement in the morale and commitment of educators to their profession.

We call on all our people to make themselves available to serve on structures of governance currently under way in order to contribute towards our goal of quality public education for all. We congratulate the North West province on its leading role in this regard.

Since the promulgation of the South African Schools Act, schools have had access to considerable decentralised powers. Funds are devolved to the schools which applied for and received these powers, that is section 21 schools. These now make up about 50% of all our schools in most provinces, and nearly 100% in two provinces - Mpumalanga and the Northern Cape.

Increasingly, school managers are working with their school management teams - SMTs - to develop the school in an inclusive, participatory manner. These SMTs are critical to the success of effective schools. They are being supported by increasingly well-trained district officials. As section 21 school management teams, they are taking up new responsibilities and learning new skills. This focus on site-based management is important and puts South Africa at the forefront of thinking on school management.

The department is also formulating and standardising training of principals and SMTs so that we do not have educators running schools without adequate organisational development, administrative management and financial management training.

Schools in South Africa have been unsafe environments for decades. The authorities ignored this problem until after 1994, but it is now a major focus within the department. I should emphasise that in the Western Cape, particularly in areas such as Manenberg, Belgravia, Hanover Park and on the Cape Flats, drastic measures need to be taken to protect our children and communities from gang-related violence that spills over into schools. We commend the department for the initiatives and many successful programmes to prevent sexual and other forms of abuse, backed by documentation. However, the main factor reducing abuse in schools is the steadily decreasing number of dysfunctional schools. We congratulate parties in the Education Labour Relations Council on finally reaching agreement on the quality assurance structures - the whole school evaluation policy - the developmental appraisal system, performance management and development appraisal. This bipartisan approach to labour and quality issues is an exciting new dimension in education.

The new salary restructuring programme will ensure that those educators who excel in the classroom, and who wish to remain in the classroom, are afforded the necessary recognition, with a concomitant increase in salary, without having to leave the classroom in search of promotion opportunities.

Finally, it is important to note that as part of the overall focus on children’s rights, the school nutrition programme was established. Through this programme the ANC has demonstrated the importance we attach to both human and children’s rights issues. A cup of nourishing hot soup, served consistently, feeds a hungry child, tells the child that he or she is loved and encourages the child to come to school regularly - every child has the right to have access to food and education.

Beyond the principle of access, school nutrition has been supported because of the role it plays in strengthening the core business of education, that is enhancing the capacity of poor children to learn and succeed. Even with the best educators and acclaimed curricula, hunger remains a major threat to the learning capacity of children in their formative years.

School nutrition is therefore one of the critical pillars supporting the wellbeing of children. To this end, the Departments of Health and Education, as co-managers, are busy preparing the transfer of the school nutrition programme to the Department of Education.

Comrade Minister, we would wish to argue as the ANC that the department speed up the implementation of the resolutions of the district support programme conference to ensure that the officials of the department respond to the challenges of Batho Pele-centred development. As the ANC we endorse the position of the Ministry of Education that, for effective district level governance, it is imperative for officials at this level to be accountable for service delivery in the areas they are supposed to service. Too often when we visit schools, as elected public representatives, we discover that the district is not aware of problems experienced by schools. Worse still is that officials have never visited some of the schools. Such was the situation, hon Minister, at Osaletseng Primary School in Letlhabile until the your much-appreciated decisive intervention.

Baagi ba Block C kwa Letlhabile na neseditse ditiro tsa gago, Uthingo le Seaparankwe Motlotlegi Nelson Mandela pula. Re a leboga. Tota bana ba rona ga se masiela. [The residents of Block C at Letlhabile welcome the work done by you, Uthingo and the hon Nelson Mandela. We thank you. Really our children are not orphans.]

We wish to further encourage learners this particular year - 2003 - to work hard so that they achieve a 100% pass rate. Indeed, hon Minister, the tide has turned. You have indeed restored public confidence in our education system.

In particular I wish to congratulate the Michael Modisakeng High School in the village of Majakaneng in my constituency, which was dubbed ``the school of shame’’ by certain sections of the media, for registering a pass rate which improved from 14,22% in 2001 to a staggering 82% in 2002. Indeed, they have defied sceptics and critics alike. [Time expired.] [Applause.]

Mr L M GREEN: Chairperson, I wish to use the time at my disposal to respond to the Minister and the Department of Education’s new draft policy on religion education.

The ACDP believes that the school governing bodies reserve the right to choose by democratic process the type of religious ethos at their particular schools. The choices may include a single faith; a multifaith, simular to that proposed by the policy document on religion education; a secular faith as promoted by secular governments; or no religion education classes at all.

We also agree with the idea that religion can help address the decline in moral standards in our country, the high rates of crime and the apparent lack of respect for human life. We believe the notion that religious instruction is necessary if schools are to develop the whole person including their spirituality is correct, and we agree with the notion that religion goes beyond the confines of a church building and impacts on every area of life, acting as a philosophical and theological foundation for all of reality.

The ACDP fundamentally disagrees with the present Government’s notion that schools are an extension of the state. This presupposition is very dangerous as it opens all children, who happen to also be the country’s future voters, to exploitation and indoctrination into a secularism that is consistent with that adopted by a self-proclaimed secular state.

Schools are not an extension of the state; schools are an extension of the family. Parents have and raise children, not the state, and the responsibility rests on parents to send their children to schools of their choice. Schools are to be an extension of the values taught in the home and should not contradict them. To do otherwise, the state would be forcing a wedge between the family and the child through the agency of the public school.

It would, however, be discriminatory and therefore unconstitutional on the part of the state to disallow parents and the religious community to access and give input to their children during school and school hours. To ask parents to send their children to school to be indoctrinated into another religion, such as secular humanism, and then remove their right and power to intervene is unacceptable.

Currently, our Government allows ministers of religion to visit prisons, which are state institutions, to minister to prisoners. Not only are they allowed to preach and teach in prisons, but they are also allowed to proselytise, and they do that. Similarly, in our Defence Force, ministers of religion are allowed to preach and teach from the Bible. However, it is now the intention of the Minister of Education, or should I say the Minister of Religion, to ban prayer, religious singing and devotional scripture reading from school assemblies in the name of freedom of religion and tolerance.

Every time we open our mouths to sing the national anthem, Nkosi Sikelel’ iAfrika, which is a Christian hymn, we pay tribute to the God of the Bible. So pupils are allowed to sing the national anthem, to sing about Christ, to sing about the Holy Spirit when they sing the national anthem, but they are not allowed to sing other anthems or other songs that promote the very same thing.

The Minister preaches tolerance, but practices bigotry. If the school governing body has accepted a particular religious culture for a particular school, why is the Minister adopting a top-down approach to force all schools to accept his format of a weekly assembly and uniformity in terms of multifaith prayer and instruction? The ACDP will never accept these restrictions placed on school assemblies, and we call on all parents and teachers to stand by their convictions.

The department’s recent statement to prevent school governing bodies from employing subject specialists at their schools spells disaster for education in this country. The ACDP, therefore, will vote against this Budget Vote. I thank you.

Dr P W A MULDER: Mnr die Voorsitter, die ANC en Minister Asmal is baie krities teenoor dr Verwoerd en die instelling van Bantoe-onderwys. Hulle hoofrede vir dié kritiek is dat skole deur die staat gebruik is as instrumente om die staat se agenda op die swart bevolking af te dwing sonder dat hulle seggenskap of beheer daaroor gehad het. ``Social engineering’’ is dit destyds genoem.

Dit was presies die kritiek van die Afrikaners ná die Anglo-Boereoorlog teen Lord Milner. Hy wou die skoolstelsel gebruik om Afrikaanse kinders vir sy nasiebeoefening voor te berei. Nou die vraag, en dít kan die Minister self besluit: as die Minister dieselfde besluit met die skoolstelsel, is hy ook besig met ``social engineering’’ en dan kan sy kritici hom met reg Milner noem en ek weet hy is baie sensitief daaroor. Maar dit hang van hom af.

Milner wou ook Afrikaans en moedertaalonderrig vernietig, en ek kan hom aanhaal:

Milner wished to ensure the dominance of the British element, politically and culturally after 1902. Therefore instruction through the Dutch language was not to be allowed in the government schools.

``Dutch should only be used to teach English and English to teach everything else’’, volgens Milner. Nou is Minister Asmal is op rekord waar hy hom sterk ten gunste van moedertaalonderwys uitgespreek het. Nou sê ek solank hy moedertaalonderrig bevorder, sal die VF hom nie ‘n Milner noem nie. Die feit is egter dat onderwys deur medium van Afrikaans geleidelik al hoe dieper in die moeilikheid raak.

In 1994 was daar 2 700 skole wat Afrikaans as die enigste onderrigtaal gebruik het. Volgens ‘n onlangse artikel in die media is daar tans slegs

1. Van 2 700 tot 310 in nege jaar het ons agteruit gevorder. Dit beteken dat minder as die helfte van die huidige ongeveer 700 000 Afrikaansprekende skoliere dus nog hul onderrig in enkelmediumskole ontvang. Dit beteken nie dat die meerderheid skole nou skielik dubbelmedium is nie, want dan sou ons in ‘n sekere rigting gevorder het. Dit beteken dat meer as 90% van die 27 000 skole in Suid-Afrika enkelmedium-Engels is. Wat ‘n swak rekord vir moedertaalonderrig in ‘n land met elf amptelike tale!

Maar dit is ook ‘n aanklag teen die ouers en ook ‘n aanklag teen die verskillende taalgemeenskappe. Die Afrikaanse taalgemeenskap het daarom ook ‘n verantwoordelikheid. Daar is tans reeds ‘n groot tekort aan Afrikaanssprekende onderwysers. ‘n Tekort nie net in vakke soos wiskunde en natuur-en-skeikunde nie, maar ook in ander vakke. Prof Beckmann van die Universiteit van Pretoria sê dat in 2010 daar ‘n verwagte tekort van 10 000 Afrikaanse onderwysers gaan wees. Dit gaan Afrikaanse skole geen ander keuse laat as om sekere vakke slegs in Engels aan te bied nie, wat tot ‘n verdere verswakking sal lei. Die Afrikaanse gemeenskap sal moet besluit daaroor al dan nie. (Translation of Afrikaans paragraphs follows.)

[Dr P W A MULDER: Mr Chairman, the ANC and Minister Asmal are very critical of Dr Verwoerd and the introduction of Bantu education. Their main reason for this criticism is that schools were used by the state as instruments to enforce the state’s agenda upon the black population without their having any say in or control over it. It was called ``social engineering’’ at the time.

That is exactly the criticism of Afrikaners of Lord Milner after the Anglo- Boer War. He wanted to use the school system to prepare Afrikaans children for his national practises. Now the question, and this the Minister himself can decide: If the Minister makes the same decision regarding the school system, he is also involved in social engineering and then his critics can rightly call him Milner and I know that he is very sensitive about this. But that depends on him.

Milner also wanted to destroy Afrikaans and mother tongue instruction, and I can quote him:

Milner wished to ensure the dominance of the British element, politically and culturally, after 1902. Therefore instruction through the Dutch language was not to be allowed in the government schools.

According to Milner: ``Dutch should only be used to teach English and English to teach everything else’’. Now Minister Asmal is on record as having expressed himself strongly in favour of mother tongue education. Now I say that as long as he promotes mother tongue instruction the FF will not call him a Milner. However, the fact of the matter is that education through the medium of Afrikaans is gradually running into deeper trouble.

In 1994 there were 2 700 schools that used Afrikaans as the only language of instruction. According to recent article in the media there are at present only 310. We have progressed in reverse from 2 700 to 300 in nine years’ time. This means that less than half of the present 700 000 Afrikaans-speaking pupils are therefore still receiving their instruction in single medium schools. This does not mean that the majority of schools have suddenly become dual medium, because if that were the case we would have progressed in a certain direction. It means that more than 90% of the 27 000 schools in South Africa are single medium English. What a poor record for mother tongue instruction in a country with eleven official languages!

But this is also an indictment against the parents and also an indictment against the various language communities. The Afrikaans language community therefore also has a responsibility. At present there is already a grave shortage of Afrikaans-speaking teachers. A shortage not only in subjects such as mathematics, science and chemistry, but also in other subjects. Prof Beckmann from the University of Pretoria says that in 2010 there will be an estimated shortage of 10 000 Afrikaans teachers. This will leave Afrikaans teachers no choice than to present certain subjects only in English, which will cause a further deterioration. The Afrikaans community will have to decide about this or not.]

How do we see the relationship between the community and the state? Where does education and the school as an institution fit in? I think this is one of the main differences between the FF and the Department of Education.

Religious people do not see their lives as being compartmentalised. You are not a Muslim only on Fridays or only at the mosque. You are not a Christian only on Sundays. They believe that you cannot separate the two. From that perspective school and education is an extension of the parents’ responsibility in raising their children. The governing body at a school thus becomes very important in making the right decisions in representing the parents. Because the parents pay taxes, they see it as their money that the Government makes available to the school and their right to make decisions on the ethos of the school. I think that is where our debate comes in.

From the Minister and the department’s perspective, school is a government institution paid for by the state. Therefore the Government may prescribe and decide how schools will be used for achieving whatever goals the Government may decide on for the children.

The Government’s present proposals on religion are largely based on this perspective and also on Western models differentiating between state and private schools. In state schools no religion is then allowed. From this perspective, parents must send their children to a private school if it is important to them that their children attend a school with a religious ethos.

The present proposal of the Department of Education will therefore force parents who prefer a specific religious approach to send their children to private schools. This will be discriminatory and unfair, because these parents will then have to pay twice. They have to pay taxes for Government education, which they will not make use of, as well as school funds for private schools. Most parents cannot afford this.

The FF proposes that Government could solve the problem of religion in schools by having a completely new approach towards education. Why don’t we look at some other models in an effort to solve the problem to everybody’s satisfaction? Be less prescriptive. Give more choices, not fewer.

I gave the Dutch and Indian models as examples that may prove to give some better solutions and that we recommend you can learn from. For peace and harmony in a diverse society you need accommodation, not forced assimilation or prescribed solutions. Wasn’t that part of the problem with Bantu education?

The present reaction of religious groups in South Africa was to be expected. I ask this question against this background: Do we really need, at this moment, new models for religion in schools? In Afrikaans there is a saying: ``Moenie krap waar dit nie jeuk nie’’. Do not scratch where it does not itch. The Minister’s proposals have already led to emotional student marches and communities planning to go to court over this issue. Surely there are many other important priorities in South Africa that need our attention and energy at this moment? Thank you, Sir.

Mr I S MFUNSDISI: Chairperson and hon members, the Education budget is one of the highest that this Parliament has to approve. This is not surprising as education has to be provided to all, from the cradle to the grave, though we have yet to see the back broken of illiteracy, as promised by the Minister in 1999 after his appointment. The greater chunk of the budget is allocated to transfer payments to higher education institutions. Some R100 million has been set aside for the restructuring of these institutions. It is gratifying that the heads of some of these institutions have taken the lead in ensuring that restructuring succeeds. This, we have seen in the media, and some of us have personal communication to that effect.

The R35 million increase added to early childhood education is most welcome as it will assist in providing access to quality education for children in the reception year. One big question, however, is whether there are enough educators qualified to mount the task. Another question is whether this will be rolled out to reach even the remotest parts of our country where such financial injection is in great need, as even the regular classrooms are in short supply.

On the surface it appears that the National Student Financial Aid Scheme has sufficient funds for deserving students, but because the assistance is subjected to a means test some students are unable to realise their dreams. However, we take note that past students are paying back to irrigate the fund. Poverty relief projects, such as Thuba Makote and Ikhwelo, have to be clarified. May this house, Mr Minister, be informed as to how the 450 educators due for training and employment in driving the Ikhwelo project will be selected and which areas they will come from. The question of the governing bodies due to be capacitated in this project should also be clarified. On the question of Thuba Makote, we hope the Minister will be able to indicate where the 20 multifunctional schools being built are situated.

The debate around religion in schools will remain on the agenda of most political parties, civil society and ecumenical bodies for a very long time. While the Minister has opted for the American model in handling this matter, there are other schools of thought. A South African model has to be unique as we already have a basis. Most of the African leaders have been to these denominational schools and their leadership has never been put to question. We, however, appreciate that more time has been set aside by the Minister to have informed debates on the issue.

Some R5 million has been earmarked as a once-off transfer to the Jacob Zuma Trust Fund. This, we are told, is meant to cater for the educational needs of victims identified through the Truth and Reconciliation process. Of interest is whether this will cover the entire country, or whether it is for some specific area or areas. Which criteria will the department apply in identifying those students?

We have noticed with interest that the department is preparing to scrutinise the programmes and credentials of institutions that offer MBA degrees. The UCDP welcomes this move. We believe that South Africans deserve the best tuition to be able to render service that will be second to none.

Our position is that teaching is a labour of love. Those involved in teaching should do so passionately. We applaud the Minister for having put his foot down that he runs the department, allows administrators to administer it, and puts it clearly to educators that their business is to educate our children and not to run provincial departments of education let alone the national one.

It is unfortunate that our universities are left reeling in damage control. In recent weeks we noticed that there was racial intolerance at the Universities of Stellenbosch and Pretoria. At Stellenbosch, students of Afrikaner origin make life difficult for other racial groups, such as those of African and Jewish origin. Thank you. [Time expired.] [Applause.]

Mr T ABRAHAMS: Hon Chairperson, comrades, friends and others, as a proud member of the ANC, the only party which has been able, is able and will be able to steer South Africa away from chaos and disaster, I offer no excuses for having served in the opposition, because I served in that capacity out of conviction and on the basis of that which my party of the time offered the electorate in 1999.

However, in the course of time, the enormity of the challenges facing South Africa became increasingly clear to me. Questions arose in my mind about what positive contribution I was making towards democratising South Africa, towards changing the mindset of those who fight to hold onto the ugly past, towards improving service delivery to the public, towards ensuring that South Africa would have an abundant, well balanced, suitably skilled and literate human resource base.

The realisation grew in me that, instead of honouring the mandate of our electorate, I was merely fulfilling the role of a critical assessor of the initiatives of the ruling party and seeking reasons to oppose them. Someone once said that it is in the darkroom that negatives are developed. When ANC members spoke of creating a better life for all, I had to find specific examples of how life was not better for some. When comrades spoke about rolling back the frontiers of poverty, it was crucial to the survival of the opposition to show that great poverty existed. [Applause.]

Thus, I stand before you, convinced that I am doing the right thing by following the great leaders of the ANC, like the late Comrade Walter Sisulu, who sacrificed so much to save South Africa from the abyss. I am happy to be out of the darkroom and that I have the light of the ANC all around me. [Applause.]

Allow me to make it very clear that I speak in support of the Budget Vote. Golfers say that driving is for show, but it is putting that brings the dough. In a grand sense, this analogy can be related to education as a whole. All of education is ineffective if it does not ultimately produce graduates with the appropriate skills, competencies, knowledge and research required to contribute to economic and social improvement. Therefore, while important and wide-ranging changes have been effected across the spectrum of education, the sector upon which I wish to focus in this debate is that of higher education, and the vital role it has to play in rolling back the frontiers of poverty. Higher education is a key function in the successful conversion of South Africa from a racially divided land of inequality to an egalitarian and thriving land of opportunity for all.

While institutional changes were brought about in the last decade, it is important to note that the ANC had returned South Africa to the world arena and that these institutional adjustments merely constituted a response to the demands of a rapidly globalising world more than anything else. Increased competition amongst institutions carried the prospect of further fragmentation. The system remained ineffectual and fragmented, with a throughput too pathetic to meet the requirements for growth of South Africa as a country.

It became clear for all to see that the system was in desperate need of a complete overhaul. It required a conversion into one that would meet the needs of all South Africans while simultaneously fulfilling the key function of enhancing competitiveness in the global economic arena. It is towards these ends that the Higher Education Act was promulgated in 1997. This Act provides for a unified and nationally planned co-ordinated system of higher education. It also provides for a statutory council of higher education to advise the Minister.

White Paper 3 of 1999 clearly enunciates the objectives that must be reached in the transformation of the higher education system. Implicit in the requirements set out in this White Paper is the need to meet the demands of social justice. The system must also be tranformed into one that produces quality graduates - people equipped with the skills that are necessary. The system must further be transformed into one which reflects the effective and efficient utilisation of resources in the face of competing priorities in other social sectors.

The Higher Education Act and Education White Paper 3 on Higher Education of 1999 together form the basis for the transformation of the higher eduction sector. I need to refer to the consultation process. I need to mention that the national working group, which was appointed, brought forward its report, and that the hon Minister embarked on extensive consultation across the board with anyone who cared to make a contribution. Out of that developed the plan that was finally approved by the Cabinet towards the end of that year.

Boldly, we have now graduated to the more practical aspects of restructuring. In this regard, recognition must be given to all the stakeholders involved in the merger of the M L Sultan Technical College and Natal Technikon in Durban for their endeavours. This includes academia, students, parents, nonacademic staff and especially the departmental officials. Effecting a merger at the best of times is not an easy operation, and it is to be expected that there will be anxieties, misinterpretations and even blind resistance.

Despite all these difficulties these South Africans have experienced, it is evident that collective wisdom has prevailed and that they have triumphed over the impediments to restructuring and renewal created in some quarters. Here we have indisputable proof that where there is a commitment to the future of South Africa, rather than an unbending adherence to narrow self- interest or even institutional interests, success can be achieved.

The hope is expressed that the osmosis of minds will allow for the hard experiences of the Durban Institute of Technology in their merger process to permeate the efforts of all those tertiary institutions that are in the throes of discussions. It is prudent to keep in mind that restructuring, in itself, is but the beginning of the process of transformation. If the goals and objectives outlined in the national plan are to be achieved, the work has only just begun. However, we know and we trust that our department especially is up to the task.

One of the objectives outlined in the White Paper is that each province should eventually have at least one modern, leading tertiary institution. The restructuring is therefore pivotal to and imperative for the consolidation of access to quality higher education in all provinces within the boundaries of South Africa. A noteworthy step in this direction is the planned opening of national institutes for higher education in the Northern Cape and Mpumalanga in 2004.

We would like the hon Minister, if he has the time when he replies, to give us a little more information on how he envisages these institutions working, particularly in the Nothern Cape which is such an unusual province

• the largest in the country with the smallest population scattered in little settlements all over, with its capital off-centre geographically.

While these positive and consolidating efforts proceed within our country, it is critical that we take cognisance of the role South Africa must play on the continent of Africa. Under the aegis of the African Union and in the context of Nepad, it is of great consequence that we tap into the reservoir of knowledge, skills and expertise available in Africa. By the same token, it is important that we continue to avail our halls of academia to our sister states so that, ultimately, we can collectively ensure that Africa takes its rightful place in the global arena.

Our African leaders have pledged to work at eradicating poverty, as Prof Mayatula has indicated, and to strive for sustainable growth and development. A new mood is growing, and the awareness is manifesting itself that the salvation of Africa lies within Africa. African solutions are being sought for the challenges of Africa. The pressing urgency of this need for the continent to elevate itself into the global economy demands heightened performance from our collective higher education institutions.

The underdevelopment of Africa will persist or even grow worse if our tertiary institutions fail to shape the minds of our future leaders of this continent. Indifference towards educational self-advancement among the young and lackadaisical attitudes among students on campuses must be combated, and every adult in the country must pitch in to remotivate the youth of South Africa.

I wish to place on record my appreciation for the unstinting work delivered by the hon Minister, Dr Kader Asmal; the Director-General, Mr Thami Mseleku; the Chief Director of Higher Education, Mr Ahmed Essop; the rest of the sectors and department heads who have also been very helpful; the Deputy Director-General of Higher Education, Ms Nasima Badsha; the members of the SA Council on Higher Education; Mr Saki Macozoma; and the national working group.

My comrades and colleagues on the portfolio committee, under the chairmanship of Prof Mayatula, have my appreciation for their unwavering interest in education. I thank you, Sir. [Applause.]

Mr P J NEFOLOVHODWE: Chairperson, it is common knowledge that the educational institutions we inherited from the apartheid system were designed to further the interests of the privileged, and, to the extent that black people were brought into this system, with the specific purpose of making them spanner boys and girls of the racist apartheid system that dominated our country.

It is therefore pleasing to note that the department has embarked on a transformation process to get rid of the legacy of apartheid racist education. Azapo supports this process despite some of the obstacles it is experiencing at the moment. To us a transformation process, particularly the one that seeks to dismantle past power relations, is bound to experience some of the problems we have witnessed so far.

Hon members would remember that black people were not integrated into the then education setup in our country. It is in this context that I want to address this gathering about the poor’s position in our education system. The challenge is: How do we transform our institutions of learning in such a way that they can adequately serve the interests of the majority who are poor? Do we do this by reducing the number of institutions that are accessible to the poor, or by increasing access to them by the poor?

Azapo believes that owing to past practices by the racistÿapartheid regime, in which most well-funded institutions were accessible mostly to whites and in which most government support went to these institutions, it is now time that we redress this imbalance. In our view, the poor, in this instance, must receive a greater portion of the funding in this regard.

To this end, we suggest that more and more children from poor families be enabled by the department to access institutions of higher learning. The fact that poor parents cannot afford the school fees demanded by these institutions should not be used to deny children and their parents their right to decent education. They did not choose to be poor, apartheid did.

Azapo has always held the view that the objective and precondition of a transformation process at these institutions of higher learning were to make sure that they were liberated from the racist apartheid bondage and, at the same time, making these institutions more accessible to the poor. In other words, the transformation of these institutions of learning should be of such a nature that the majority of our people, who are poor, are able to find a home in them. The majority should begin to see these institutions articulating their wishes and desires and their world outlook.

We say the poor’s world outlook should find room in institutions of learning, because we have come to the conclusion that every class or group in society has the responsibility of sustaining its own interests and development. The entry point of the poor to the present-day institutions of learning is therefore through transforming these institutions so that the body of knowledge developed at them is consistent with the poor’s objectives and their future. Azapo supports the Budget Vote. Thank you. [Time expired.] [Applause.]

Miss S RAJABLLY: Chairperson, Minister, this department mirrors our future as it moulds our future leaders, professionals, artisans and society. The aims and plans the Education department has set for this sphere is crucial as an educated nation makes for a stronger nation. In a country where more than 50% of the citizenry is illiterate, this is challenging. However, the MF applauds the department’s efforts to reach the corners of South Africa to achieve a literate South Africa.

With the division in education that came with the apartheid regime, it is indeed a hard task that the department has been entrusted with. Over the past few months and periods, visits were made to various provinces to examine situations in schools. Sadly, many were found to be almost impossible learning environments - poor sanitation, a lack of resources, no textbooks and furniture, and some schools had no solid structure but a tree. These are but some of the sad circumstances that still exist because of the past. But we have noted the priorities, which it is hoped that this year’s budget will facilitate.

From hon Minister Trevor Manuel’s Budget Speech, this appears to be quite promising, with additional funds being made available for textbooks and higher education concerns and skills. We need schools as much as we need teachers. It is shocking to note that throughout South Africa schools face possible closure, such as recently in KwaZulu-Natal where 100 schools faced possible closure, mainly as a result of water and electricity debts. This is a general cause of illegal electricity connections and theft of water. Although it is has been decided that these debts will be recovered through the annual allocation, something needs to be done. We cannot afford the closure of schools here or elsewhere in the country.

Government cannot work alone in these sectors. Parents need to be urged to participate in school governing bodies to ensure the best for their children. The dissatisfaction and concerns parents voice should be heard and acted upon, and the means to do so is through these school governing bodies. It is a constitutional right, and our hon Minister of Education has taken the initiative to have parents involved in the printing of the school handbook. This is further supported by the South African Schools Act.

Good news, though, sprouts from tertiary educations, such as the University of Natal, Durban, known for its strict admission criteria and the University of Durban-Westville, known for admitting those below criteria. They have taken on the challenge of breaking institutional barriers. They are working and formulating progressive access policies that will enable poor but deserving students to have accommodation.

It is hoped that the department will utilise its budget wisely to fulfil the educational needs of our people.

The CHAIRPERSON OF COMMITTEES: Order! Hon member, your time has expired.

Miss S RAJBALLY: Chairperson, may I take this opportunity to congratulate the Minister of Education on his efforts and hard work and on trying to level the playing field. Minister, keep up the good work. Thank you. [Applause.]

Nk P N MNANDI: Sihlalo woSihlalo, oNgqongqoshe abahloniphekile, Sekela Ngqongqoshe wezeMfundo, bahlonishwa, maqabane nezihlobo, ngiyabonga ukuthola leli thuba lokubamba iqhaza kule nkulumompikiswano yohlelo lwesabiwozimali zemfundo yakuleli. Futhi ngisho ngingananazi ukuthi thina singuKhongolose, siyalweseka lolu hlelo lwesabiwozimali lwezemfundo lwanamhlanje.

Le nyanga kaNhlaba kulo nyaka, ibe yinyanga enefu elimnyama kumzabalazo waseNingizimu Afrika. Sohlala sibakhumbula njalo abasebenzi abalala edamini laseBhetlehema, okuthe sisakhungathekile kwagoduka iqhawe lesizwe, ubaba uWalter Sisulu. Sizobakhumbula ngokuthi siwuqhube njalo umzabalazo wokushabalalisa ububha nobuphofu ezweni lonkana.

Namhlanje ngizokhuluma ngemfundo ephakeme. Okokuqala, ngabe ngiyibhimbi namhlanje uma ngingabongi kuHulumeni oholwa nguKhongolose ngomsebenzi asewenzile kule minyakana nje eyisishiyagalolunye ephethe izintambo zombuso. Awu bakwethu, umehluko mkhulu ngendlela emangalisayo. Awu wema! Sonke siyazi ukuthi besinjani isimo semfundo ephakame ngaphansi kukahulumeni wamabhunu. Umuntu omnyama ubeya enyuvesi ukuyofunda izifundo ebezimenza angakwazi ukuzimela. Bezimenza ukuthi ahlale njalo eyisicashalala sabamhlophe. Kubona ubufunde waqeda uma ube uthisha, umhlengikazi, usonhlalakahle kumbe umfundisi.

Isimo siyaphoqa kwesinye isikhathi ukuthi sikhumbuze le Ndlu ukuthi le mfundo esikhuluma ngayo namhlanje yathengwa ngegazi lezingane zabantu abamnyama. [Ihlombe.] Le mfundo yazatshalazelwa izingane zabhadla emajele, ezinye zaya ekudingisweni zincane. Izingane zaziba ukudla komthetho wesimo esibucayi mihla namalanga. Kwakunzima, kwakujuluka umnsinsila nasemadodeni imbala. [Ihlombe.]

Mangikhulume ngesikhwama sikaHulumeni sokusiza abafundi emfundweni ephakeme. Lesi sikhwama inhloso yaso ukusiza ikakhulukazi abafundi abaqhamuka emiphakathini entulayo, emiphakathini yakithi ebincishwe amathuba ngaphambilini. Ngalowa nyaka, sakhala la singuKhongolose, sisho ukuthi sinezinkinga ngemali yokubhalisa emanyunivesi ngoba phela umfundi ontulayo uba nethemba lokungena enyunivesi uma ezwa ngalesi sikhwama. Kodwa uma efika enyunivesi kuthiwa cha, qala ukhokhe imali yokubhalisa ngaphambi kokuthi ukwazi ukubhalisa kulesi sikhwama. Lokho nje bese kuba yisihibe kumfundi ongazi ukuthi uzothathani ahlanganise nani.

Awu, ngabe senza iphutha bakwethu uma singabongi kulezi zikhungo zemfundo ephakeme, eziye zasabela ngokuthi zithathe le mali yokubhalisa ziyifake ngaphansi kwesikhwama lesi. Ezinye ziye zehlisa imali yokubhalisa yaba inani elifinyelelekayo, isuka ko-R2000 nemali yehla yaya ko-R500. Bakhona abaqhamuka kulezi khungo lapha eNdlini namhlanje. Kubona siyabonga. Sithi lokhu kungukuphonsa itshe esivivaneni kuthi labo abangakenzi lutho basike iphethini.

Lesi sikhwama njengamanje sisiza abafundi abangu-308 589. Abesifazane kubona bangaphezulu kuka-53% kuthi abesilisa babengu-46%. Imikhakha yokufunda yona miningi kakhulu ngeke ngiyiqede yonke kodwa ngizocaphuna nje emibalwa - kwezokuphatha isiza abafundi abangu-29 498; kwezohwebo ifundisa abafundi abangu-32 253; ezobunjiniyela kunabafundi abangu-6 265; kwezobudokotela 3 780; kwezesayensi 12 580. Siyabonga Khongolose.

Ngqongqoshe, uKader Asmal, kubo bonke laba bafundi akucaci neze kahle ukuthi bangaki abakhubazekile abasizwa yilesi sikhwama. Uma sifuna ukwazi ngesabelo sabakhubazekile, utshelwa ukuthi izikhungo azisho ukuthi umfundi ukhubazekile. Kuphela abakucacisayo okwalabo abangaboni ngoba bona basayina ngezithupha kunoma basayine ngezandla. Kuyakhanya bha ukuthi ibhodi elengamele lesi sikhwama alikakayisukumeli kahle leyo yabakhubazekile. UMnyango wezeMfundo mawuhlale phezu kwayo.

Mangibonge futhi kubo bonke abafundi ebebekade besizwa yilesi sikhwama asebeqedile bakwazi ukukhokha imali njengoba uNqgonqgoshe eshilo engango- R210 million.

Mangingene ngqo ezikhungweni eziphakame zakuleli, ngikhulume ngezokuphatha. Kuma-technikon akuleli abantu abamnyama abasezingeni lokuphatha bangu-23%, amakhaladi wona angu-16%, abomdabu bamaNdiya bangu-7%, abamhlophe babengu- 53% kuthi abesifazane babengu-19% kuphela. Nasemanyuvesi isithombe sicishe sifane. Ngqonqgoshe, uKader Asmal, lolu-ke akulona olokusinisa amahleza. Izikhungo zethu mazifane neSouth Africa esikuyona namhlanje. Zonke maziphathwe ngendlela efanelekile.

Ngibuye futhi ngibuze ukuthi kazi bangaki na abakhubazekile kuleli zinga? Njengoba nje kumfimfa embokodweni, kazi bona-ke bayiliphi Nkosi yami.

Ngithanda ukusho ukuthi thina singuKhongolose sikhathazekile ngesimo sabafundi abakhubazeke ngokungezwa. Basenkingeni yokuthola izikhungo ezinabafundisi abafundisa ngokukhuluma ngezandla. Ezikhungweni zemfundo ephakeme kuleli, bagcina sebephoqeleke ukuthi bathathe izifundo abangazazi nabangazithandi. Cha bo bo! Makungabi nesihibe esima endleleni yomfundi ngoba ekhubazekile. Abaphathi bezikhungo zemfundo ephakeme mabalubheke lolu daba ngeso lokhozi.

Olunye udaba olubalulekile yilolu lomqondo oza ngakithina, ngolwasemzini sithi i-brain gain. Kunenkinga-ke ekhona ezikhungweni zakithi lapha eSouth Arica. Uma kufika izifundiswa zakwamanye amazwe anjengoBritain no-America zithathelwa phezulu bese kuthi labo abaqhamuka emazweni anjengoCuba ne- Africa benziwe amajuniya. Asizwa nje nangeqhaza elibanjwe yilabo abaqome ukuletha umqondo wabo la. [Siphelile isikhathi] [Ihlombe.] (Translation of Zulu speech follows.)

[Ms P N MNANDI: Chair of Chairs, hon Ministers, Deputy Minister of Education, hon members, comrades and friends, thank you for this opportunity to take part in this debate on the budget for education today.

The month of May this year was an unfortunate month in South Africa’s struggle for liberation. We shall always remember the workers who were killed in a dam in Bethlehem. Before we could recover from that trauma, the nation lost its hero, Mr Walter Sisulu. We shall keep our memory of them alive by taking forward the struggle against poverty in the whole country.

Today I am going to discuss higher education. Firstly, I shall have failed to present my speech properly if I omit thanking the ANC-led Government for the work they have done in their short period of nine years in government. Good people, there is such a vast difference. We all know what the situation was like in higher education under the Boer government. Black people used to go to universities to study courses that would not give them independence but make them perpetual lackeys of white people. To them, you were regarded as highly educated if you had a teaching, nursing, social work or minister of religion qualification.

The situation sometimes demands that we remind the House that the education we are discussing today was purchased with the blood of black children. [Applause.] A struggle was waged for this education. Children were jailed and others had to be exiled at a very young age. Day in and day out children fell victim to the state of emergency. Things were so hard that even men found it difficult to cope. [Applause.]

Let me talk about the Government’s financial aid for higher education. This fund’s purpose is to assist students, more especially those from a needy background, our previously disadvantaged communities. The year before last we as the ANC raised the complaint that we have a problem with registration fees at universities because a needy student’s hopes of studying at university are raised the moment he or she hears about this fund. Ironically, when he or she gets to the university, they say: No, you must pay registration fees before you can be registered with the fund. That becomes an impediment to the learner who has no means.

It would be a big mistake on our part if we did not say thank you to those institutions of higher learning who responded to our call by including the payment of registration fees in this fund. Others reduced registration fees from about R2 000 to about R500. In the House today we do have some people from these institutions. We say thank you to them. To us, their action is a great contribution and a challenge to those who have not done anything so far, to follow the trend.

At present this fund assists 308 589 learners. Females are more than 53% and males count 46%. There are so many faculties involved that it is difficult to remember them all, but I will cite just a few. In administration and management studies it helps 29 498, economics 32 253, engineering 6 265, medicine 3 780, science 12 580. Thank you, ANC.

Minister Kader Asmal, it is not clear how many of the students receiving assistance from this fund are disabled. When we want information about the number of the disabled, we are told that institutions do not indicate whether a learner is disabled or not. The only type of disability that is indicated is that of the visually challenged, because they use thumbprints instead of signatures. It is clear that the management board of this fund has not taken serious action with regard to the disabled. The Department of Education must take it to task. May I also thank former students who benefited from this fund, who managed to complete their studies and have now been able to make their repayments amounting to, as the Minister has said earlier, R210 million.

I will now focus on the country’s institutions of higher learning and talk about management. In technikons black people at management level amount to 23%, coloureds 16%, Indians 7%, whites 53% and women only 19%. At universities the situation is quite similar. Minister Kader Asmal, this matter is a very serious one. Our institutions must reflect the South Africa we are in today. All of them must be managed appropriately. I also ask myself how many disabled there are at this level. If the situation is so hopeless with regard to females, I wonder how much worse it is in the case of the disabled.

I would like to say that we as the ANC are very concerned about deaf learners. They have a problem finding institutions with educators who can teach in sign language. In institutions of higher learning in this country deaf students find themselves forced to resort to courses they neither understand nor like. No! Students should not be hindered by disability. The administrations of higher learning institutions must look at this issue critically.

Another important issue is that of the brain gain. There is a problem in our institutions here in South Africa. When professionals and academics from other countries such as Britain and America arrive in our country, they get a glorious reception but those who come from countries such as Cuba and Africa are taken as junior staff. We do not even hear about the role played by professionals who volunteer to come and work here. [Time expired.] [Applause.]] Mr C AUCAMP: Hon Chairperson, hon Minister, the whole educational scene in South Africa has lately been dominated by one major issue: religion in education. One could clearly see that this massive reaction made the hon Minister look and feel like a punch-drunk boxer receiving one blow after another from a source he never expected. This is no suprise. South Africans are serious about two things: their children and their religion, and to fiddle with both of them at the same time, then, as we say in Afrikaans ``dan speel jy op Avbob se stoep’’. [Then you’re playing on Avbob’s stoep.]

As my point of departure for my contribution to this debate I want to refer to something that happened yesterday - the start of the Boeremag trial. What is the connection, you may ask? The actions of those people are the result of only one thing - extreme and fanatical religious radicalism and intolerance. And, you know what, they are a marginalised little group of people on the outskirts of society, standing alone - maybe with a lot of pity, but no support.

Why, hon Minister? Because South Africans, throughout the religious spectrum, are not religious fanatics. South Africa has a proud history of religious tolerance. During all the years, even of conflict and struggle, we did not even have a glimpse of religious uproar or struggle, or marches against religious oppression whatsoever. Yes, you may argue, white churches did support apartheid. But I know and you know that this was more of a backdated attempt to justify it, than a stimulus to initiate it.

Hon Minister, the National Action party - the NA - appeals to you not to disturb the tranquil waters of the religious ocean of South Africa. Don’t allow education to become an instrument through which the peaceful way in which different denominations, and even different faiths, have co-existed in South Africa gets stirred up and messed up.

The NA has some serious questions regarding the department’s policy on religion in schools. Firstly, with regard to consultation, you met with various religious leaders, but the most important stakeholders, the governing bodies, have not been included. In terms of the School’s Act, it is the governing bodies who must develop policies on religious observances and mission statements for schools, not religious leaders. A structure, the consultative forum, which was established in 1999 to deal specifically with issues affecting governing bodies, was not consulted. How is it possible that the very ones affected are not consulted?

Secondly, regarding the Minister’s basic assumption, a vital question arises. Can any panel beating be usefully done to a policy and a document of which the basic assumption is wrong? This basic assumption is that the school is an instrument of the state. State support to nonstate collectives

• such as public schools - does not convert such nonpolitical entities into state organs or internal parts of the state, as is incorrectly affirmed in the published policy on religion in education. Here we have a vital difference in point of departure. Could the Minister clearly tell us today if a public school is an organ of state, or an organ of civil society supported by the state.

Thirdly, you come with the argument that religion and religious education is the task of the home and the church. We agree to a certain extent. But, hon Minister, isn’t that the case with the basic feeding and clothing of children? Surely those are the responsibilities of the home? But what do you - and I commend you for this - when you see the reality of thousands of hungry children at school? Do you say: ``Sorry, son, dis jou pa se werk om vir jou kos te gee’’? [Sorry, son, it is your father’s job to feed you.] No, hon Minister, you have started a national feeding scheme of millions of rand.

But, sir, when it comes to little children starving for the bread of life because of disrupted families, absent parents, do you give the order: Hands off! Don't feed this child. Dis sy pa se werk; and, dominee, This school ground belongs to the state; it is out of bounds for you. If you don’t see this child on Sunday, well hard lines for you and for him, and good luck for the devil.’’? What inconsistency! [Laughter.]

The NA acknowledges the fact that there must be order and authority. But why take away this authority from the instruments created by the community, statutory bodies, the governing bodies? We are in favour of order, stability and authority, but not centralised state authority.

The futile distinction between religious education and religion education is the Achilles heel of the plan.

En nou gaan ek Afrikaans praat, meneer. Die verskillende godsdienste van die wêreld word hier op ‘n ry uitgepak. Tussen die spyskaart van verskillende godsdienste staan daar iewers ook Christendom''. Reeds in die junior-primêre fase moet leerlinge en ek haal aan die mees tasbare vorme van godsdiens eksploreer soos gevind in kerke, moskees, sinagoges en tempels’’. In die primêre fase moet ``stories, liedere, heilige plekke, rituele en feeste van verskillende godsdienste’’ bestudeer word.

Die basies-humanistiese dwaling is dat God'' uitgodsdiens’’ gehaal kan word, en laasgenoemde dan soos ‘n kadawer oopgesny en gedissekteer kan word. U basiese fout is die waan dat daar so iets soos neutraliteit bestaan. Meneer, met hierdie hele beleid saal u ‘n perd op wat u nie gaan ry nie. Ek voorspel ‘n golf van lydelike verset. Ouers, onderwysers, kinders … (Translation of Afrikaans paragraphs follows.)

[And now I am going to speak Afrikaans, Sir. The different religions of the world … On the menu of different religions it says Christianity'' somewhere. Already in the junior primary phase learners have to and I qoute:die mees tasbare vorme van godsdiens eksploreer soos gevind in kerke, moskees, sinagoges en tempels.’’ [Explore the most tangible forms of religion as found in churches, mosques, synagogues and temples.] In the primary phase ``stories, liedere, heilige plekke, rituele en feeste van verskillende godsdienste’’ [stories, songs, holy places, rituals and feasts of different religions] must be studied.

The basic humanistic error is that God can be taken out of religion, and that the latter can be cut open and dissected like a cadaver. Your basic mistake is the delusion that something like neutrality exists. Sir, with this entire policy you are saddling a horse which you are not going to ride. I predict a wave of passive resistance. Parents, teachers, children …]

They are not going to march like they did in 1976. No, this will be a more spontaneous defiance campaign, and it will not even be organised. How are you going to handle it? Are you going to fire the Grade 1 teacher who refuses to expose little children to the rituals of other religions, or the Grade 4 teacher who shows them Table Mountain and says how wonderful are the works of God? Are you going to fail the thousands of excellent pupils whose parents say: My child is not going to write this syncretistic subject? Are you going to discipline the headmaster just because he says: Seuns en dogters, ons verwelkom vanoggend vir dominee so en so …? [Boys and girls, we welcome reverend so and so this morning …?]

Hon Minister, if something is not broken, don’t try to fix it. I thank you. [Time expired.]

Mr R S NTULI: Chairperson, hon Minister, hon members, the demise of the apartheid regime was lauded nationally and internationally as a victory for democracy and human rights. It offered unique opportunities and responsibilities to reconstruct a fragmented and deeply discriminatory education system, and to establish a unified national system underpinned by democracy, equity redress, transparency and participation. By 1999 systematic transformation in terms of policy was in place and, indeed, this was a great achievement, hon Minister. However, the challenges of implementation remained and abide with us even today.

Against this gloomy background the Minister outlined his call to action in

1. This was operationalised in a plan known as Tirisano, a Tswana word meaning ``working together’’. The plan calls for the massive social mobilisation of all stakeholders.

The focus areas were combating HIV/Aids; school effectiveness and teacher professionalism; the fight against illiteracy; further education and training and higher education; and the organisation effectiveness of national and provincial systems. These are the five broad areas that the Ministry set for itself, and we shall therefore focus on them.

There have been significant improvements in many areas. The comparatively good performance of the Grade 12 class of 2002 reflects that the schooling system has stabilised. Thanks go to the efforts of the Ministry and other stakeholders. We can now start focusing on improving quality and on excellence in education, especially in critical learning areas like maths, science, commerce and technology. The school infrastructure is steadily improving, but children in rural areas continue to suffer. For most of these children, education is the only escape route from poverty. Yet, many are exposed to learning in school buildings of inferior quality.

Underspending by some provincial education departments on HIV/Aids programmes continues to be a serious source of concern. The nutrition programme has, in many cases, been poorly managed, and we welcome the news that in future it will be managed by the Department of Education, instead of the Department of Health which is simply not able to get its house in order.

The quality of the schooling system can only improve meaningfully, hon Minister, if there is an integrated approach in applying the appraisal systems: Das - the developmental appraisal system, whole school evaluation and systematic evaluation. Fortunately, there seems to be sufficient buying- in by teacher unions, but the key word is delivery, which is sadly still missing.

We should consolidate and expand centres of excellence in education, whether they are in black areas, the former Model C schools or independent schools. They hold the future for our children. As a result, the national education plan to outlaw additional remuneration and perks by school governing bodies for excellent and hard-to-replace teachers is a matter of serious concern - hence the public outcry. Why? Because the unintended consequence of enforcing this legislation could lead to a serious loss of these rare skills.

The suggested route to follow is to offer incentives to such teachers to move into those areas where their services are needed and to empower school governing bodies to retain all their teachers. If there is a need to review the relevant legislation, hon Minister, let it be done. The buzzwords should be to promote and nurture quality education. We share the Minister’s concern with the need to avoid excessive perks and the need for proper accountability by SGBs to parents. But these issues can be addressed by amending the relevant legislation.

We believe that with the right procedures and less bureaucratic obstacles we can end up with a win-win solution. It is worth noting that many black children are also benefiting from this quality education, especially in the former Model C schools. So the argument that this is rooted in promoting historical white privilege is not valid. What this is, is for the common good of all learners.

It is regrettable that there are still many schools in which poor learners are still wasting their time, especially in the Eastern Cape. These learners are virtually on the road to nowhere. How can a learner remain positive and motivated in a school with a pass rate of less than 20%? Yet, we remain hopeful, thanks to the co-operative efforts of Government, teacher unions and Sace, the SA Council for Educators.

The quality of further education and training and of higher education will be enhanced if we can reach finality in curricular development at the FET level. Clearly, there is no proper articulation in learning areas on the general education and training level, on the one hand, and the FET level, on the other hand. Current learners in Grades 10 to 12 are following the traditional curriculum, though taught with OBE methodology. We would appreciate an update by the hon Minister on these matters in his response.

Finally, the constant need to strengthen the system with sound, effective auxiliary services remains unresolved. Teachers need professional guidance from subject experts. In this regard, the issue of teacher progression or promotion in the classroom environment could prove useful. Teachers and learners in particular are also subjected to enormous emotional stress, hence the need to expand psychological services in schools and also for educational guidance purposes. I thank you. [Time expired.] [Applause.]

Mr R P Z VAN DEN HEEVER: Chairperson, part of my focus is on Further Education and Training, in short, FET, as part of the Education Budget Vote debate today. The great majority of learners in the FET sector are in senior secondary schools in Grades 10, 11 and 12, and many study in colleges and through private providers.

Historically, schools have been oriented to academic approaches and higher education, and colleges to vocational programmes and the workplace. The problems that had been encountered with the matric course at senior secondary level are that many schools offered subjects which had little relationship to the needs of the country and its economy. Many matriculants, who did not possess vocational skills, struggled to find jobs in spite of attaining a matric certificate. Similarly, our technical colleges were providing low-quality skills, and many young people joined the queues of the unemployed in spite of attaining their college qualification. In spite of the constraints of the traditional matric system, the Education department has attained significant success in improving teaching and learning in our schools in order to maintain a continuing upward trend, culminating in a very satisfactory 68,9% matric pass rate which the country achieved last year.

In many of the matric subjects, matriculants throughout the country wrote the same examination paper. The exams were also based on interim syllabi, which had been cleansed of some of the racist undertones of the past, and vocational education had been extended into sections of the school curriculum. Many of the poorer provinces in our country improved their results significantly. Most hearteningly, especially, were the significant improvements recorded in mathematics and science.

In the wake of these excellent improvements the National Curriculum Statement on FET announced a major review, which is currently under way, on the structure of the curriculum and qualifications, subject offerings and human resource development. This review is being done in the context of imperatives for social and economic development and globalisation. Another significant initiative in the area of FET has been the major restructuring of the college sector. The new institutional landscape is a plan for restructuring the present 152 technical colleges into large multisite FET colleges. The FET sector operates in close collaboration with the SA Qualifications Authority - Saqa - which is the custodian of the National Qualifications Framework which, in turn, is committed to supporting national priorities like the National Human Resource Development Strategy and the National Skills Development Strategy of the Department of Labour.

Saqa’s greatest challenge is to remain committed to ensuring that it simultaneously develops the skills and innovations necessary for addressing the national development agenda and for participation in the global economy. One of the main objectives of the National Skills Development Strategy is the fostering of skills development in the formal economy for productivity and employment growth.

The hon Doman asked that the curriculum be made more relevant for access to employment. This is exactly what the Government is trying to do through FET, the National Skills Development Strategy and adult basic education and training. I will now switch over to Afrikaans.

Die opposisiepartye het in hierdie Begrotingsposdebat verskeie punte van kritiek aangesny waarop ek graag wil reageer.

Agb lid Doman was maar taamlik sinies vir ‘n man wat sy nooienstoespraak in die Onderwysbegrotingsposdebat gehou het. Hy het op ‘n baie slim manier die apartheidsnalatenskap probeer toesmeer deur te sê dat baie leerders wie kwalitatiewe swakhede het, het eers na 1994 tot die skool toegetree. Agb Doman, dit gaan ons baie jare en geslagte neem om die skade wat u mense deur middel van apartheid aan die onderwys gedoen het, te probeer regstel. Die feit dat u die skade wat reeds gedoen is, probeer geringskat wakker vermoedens aan dat u as apologeet vir apartheid optree. [Tussenwerpsels.] Ek kom na die alliansie toe, Lee.

Ek dink u party, die DA, het ‘n wesenlike probleem. In wese hunker hulle terug na die vleispotte van apartheid Suid-Afrika, maar hulle kan dit nie in soveel woorde sê nie, want dan word hulle uitgekryt vir die ware dissipels van baasskap wat hulle is. Nou kom val hulle maar met mag en mening die transformasieprogram van die ANC aan.

Die DA of die Alliansie, mnr Lee is baie goed om te sê wat in Suid-Afrika onder die ANC verkeerd is, maar hulle kom met bittermin realistiese voorstelle vorendag wat die demokrasie in die land verdiep of wat nie- rassisme in die land bevorder. Hulle beroemde ``fight back’’ is niks anders as ‘n geween en ‘n gekners van tande nie.

Agb Martha Olckers het ‘n hele paar opbouende opmerkings gemaak. Tog is daar ‘n hele aantal tergende kwessies wat sy opgehaal het wat in perspektief geplaas moet word. Kom ons neem nou maar net die godsdiens-en die onderwysvoorstelle waaroor mnr Green en mnr Aucamp ook baie gesê het. Die antwoorde vir baie van u punte van kritiek, agb Olckers staan opgeteken in die konsepdokument self.

U spreek die kommer uit dat die onderwysers wie godsdiensonderwys gaan hanteer nie goed opgelei daarvoor sal wees nie. Die konsepdokument wei ‘n hele aantal paragrawe uit oor die belangrikheid van behoorlike oplei van onderwysers en hoe daar met tersiêre inrigtings geskakel moet word om seker te maak dat ons die beste opleiding moontlik vir ons onderwysers kan kry.

Ek dink die Minister van Onderwys het ‘n baie deursigtige en demokratiese proses gevolg met die hantering van die godsdiens en onderwysvoorstelle. Hy het die bevindinge van die adviesgroep gepubliseer en die algemene publiek uitgenooi om hul menings te lug oor die betrokke voorstelle.

In ‘n demokratiese kultuur sal mense dit verstaan dat die voorstelle nie in sement gegiet is nie; dat die departement juis die voorstelle publiseer om die gevoel van die gemeenskap te toets oor die onderhawige kwessies en baie patriotiese Suid-Afrikaners het die geleentheid benut om baie opregte opinies oor die godsdiensvoorstelle uit te spreek. Nou kom die Minister vandag en sê dat hy binnekort met godsdiensleiers ontmoet om van die kontensieuse aspekte van die beleid te bespreek. Ek dink dis ‘n baie verantwoordelike benadering waarvoor die Minister ons prys behoort te verdien. [Applous.]

Agb Green, openbare skole is nie kerke nie. U kan nie skole sien as die plek waar u primêr wil kerk hou nie. Die konsepdokument erken die reg van ouers en kerke om kinders in ‘n bepaalde kerkverband op te voed. Daarmee is daar nie ‘n geveg nie. Dit erken ook die reg van gemeenskappe om onafhanklike kerkskole te stig. Dit sê maar net dat godsdiensonderwys in openbare skole op so ‘n manier hanteer moet word dat dit die verskeidenheid van geloofsoortuigings in die betrokke skool in ag moet neem.

Agb Green, uself was ‘n onderwyser op die Kaapse Vlakte waar Moslim en Christen leerders in dieselfde skool en in dieselfde klas onderrig ontvang het. En u is bewus van die kreatiewe maniere wat gevind moes word om hierdie twee hoofstrome in godsdiens binne dieselfde skool te hanteer. U sal byvoorbeeld bekend wees met die praktyke wat op ‘n Vrydag by skole op die Kaapse Vlakte hanteer word. Ek is verstom dat u nou as politikus alle rede verloor het ten opsigte van die sensitiewe hantering van die verskillende gelowe op dieselfde skool en in dieselfde klas.

Wat die opposisie doen, in besonder die DA en die ACDP, hulle kom en verpersoonlik die hele aangeleentheid rondom godsdiens in die onderwys deur vieslike persoonlike aanvalle op die karakter en die integriteit van die Minister van Onderwys te loods. Dis mos ‘n soort gebreklike politiek dit. Hoe sal ons ooit die waardes van demokrasie, toerekeningsvatbaarheid en deursigtigheid as edele ideale in die politiek kan vestig met so ‘n bedenklike modus operandi? Dieselfde bedenklike strategie word met entoesiastiese reëlmaat deur die opposisie toegepas op kwessies soos taal en die magte van skoolbeheerrade.

Weer eens probeer die opposisie om ‘n eksklusiewe werkswyse in onderwyinrigtings te bevorder, hierdie keer op die beginsel van lesseaanbieding eksklusief in Afrikaans of bestuurstyle wat gebaseer is op die geykte Model C-stelsel. Terwyl die Regering deur middel van die Grondwet landsburgers se taalregte beskerm, gee Opposisiegroepe nie ‘n bloue duit om vir die verskynsel dat ons ‘n land van baie verskillende tale is nie en dat openbare inrigtings soos skole nie onsensitief met hierdie realiteit moet omgaan nie.

Die nuutste foefie is natuurlik om die Regering te blameer vir die feit dat skoolbeheerrade nie die salarisse van verdienstelike onderwysers uit eie fondse kan verbeter nie. Daar was nog nooit so iets in openbare skole in Suid-Afrika toegelaat nie. Selfs nie onder die destydse apartheidsregering nie. Hierdie gebruik het sy ontstaan gehad in die voormalige Model C- skolebestel. In die onderwys vir swart, bruin en Indiër Suid-Afrikaners was daar nog nooit so iets soos die salarisse van onderwysers aanvul nie. (Translation of Afrikaans paragraphs follows.)

[The opposition parties touched on a number of points of criticism to which I would like to respond in this debate on the Budget Vote.

Hon Member Doman was quite cynical for someone who delivered his maiden speech in the debate on the Education Budget Vote. In a very clever way he tried to cover up the legacy of apartheid by saying that many learners with qualitative weaknesses only entered schools after 1994. Hon Doman, it will take us many years and generations to try to remedy the damage your people caused to education through apartheid. The fact that you tried to mitigate the damage that had already been done gives rise to suspisions that you are acting as an apologist for apartheid. [Interjections.] I will get to the alliance, Lee.

I think that your party, the DA, has an essential problem. In essence they hanker after the fleshpots of apartheid South Africa, but they cannot say it in as many words, because then they are called true disciples of ``baasskap’’, which they really are. Now they are attacking the transformation programme of the ANC with might and main.

The DA, or the Alliance, Mr Lee, is very good when it comes to saying what is wrong under the ANC in South Africa, but they come to the table with very few realistic proposals which will enhance democracy in the country or which will promote nonracialism in the country. Their famous ``fight back’’ is nothing but a crying and gnashing of teeth.

Hon Martha Olckers made a number of constructive remarks. Nevertheless, there are still a number of provoking issues which she raised that must be put into perspective. Let us take only the proposals on religion and education, on which Mr Green and Mr Aucamp also had much to comment. The answers to many of these points of criticism, hon Olckers, are included in the draft document itself.

You expressed the concern that the teachers who will be handling religious instruction would not be trained well for doing so. The draft document elaborated for quite a number of paragraphs on the importance of the proper training of teachers and how there must be consultation with the tertiary institutions to ensure that we can get the best possible training for our teachers.

I think the Minister of Education followed a very transparent and democratic process in handling the proposals on religion and education. He published the findings of the advisory group and invited the general public to air their views on the relevant proposals.

In a democratic culture, people will understand that the proposals are not cast in stone, that the department specifically publishes the proposals to test the feelings of society on the issues in question and many patriotic South Africans used the opportunity to express heartfelt opinions on the proposals on religion. The Minister came along and said today that he would shortly meet with religious leaders to discuss contentious aspects of the policy. I think this is a very responsible approach, for which the Minister deserves our praise. [Applause.]

Hon Green, public schools are not churches. You cannot regard schools as the place where you primarily want to conduct worship. The draft document acknowledged the right of parents and churches to educate children in a particular religious denomination. There is no argument about that. It also acknowledges the right of communities to establish independent church schools. This only says that religuos instruction in public schools must be handled in such a way that the variety of religious convictions in a particular school are taken into consideration.

Hon Green, you yourself was a teacher on the Cape Flats, where Muslim and Christian learners received instruction in the same school and in the same class. And you are aware of the creative ways which must be found to handle these two main streams of religion within the same school. You will therefore be familiar, for example, with the practices which are handled at schools on the Cape Flats on a Friday. I am astounded that now, as a politician, you have lost all reason regarding the sensitive handling of the different religions at the same school and in the same class.

What the opposition is doing, especially the DA and the ACDP, is to personalise the whole affair around the history in education by aiming loathsome personal attacks on the character and integrity of the Minister of Education. Surely this is a distorted kind of politics. How will we ever establish the values of democracy, accountability and transparency as noble ideals in politics with such a questionable modus operandi? The same questionable strategy is applied with enthusiastic regularity by the opposition on issues like language and the powers of school governing boards.

Once again the opposition is trying to promote an exclusive modus operandi in educational institutions, this time on the principle of tuition exclusively in Afrikaans or management styles based on the stereotyped Model C schools. While the Government, by means of the Constitution, is trying to entrench citizens’ language rights, the opposition groups do not give a damn for the phenomenon that we are a country of many different languages and that public institutions such as schools should not deal with this reality insensitively.

The latest gimmick, of course, is to blame the Government for the fact that school governing bodies cannot improve the salaries of deserving teachers out of their own funds. Such a thing has never been allowed in public schools in South Africa. Not even under the former apartheid government. This practice had its origins in the former Model C school system. In education for black, coloured and Indian South Africans there has never been such a thing as augmenting teachers’ salaries.]

The ANC is not averse to criticism. In fact, as the governing party it has brought about a transparent, accountable and very democratic education system in our country. It protects the religion, language and culture of each citizen of this country through the universally acclaimed Constitution of South Africa.

However, the ANC will not deviate from its course of transforming this country into a vibrant democracy by parties who want to sensationalise every bit of public dissent, to which our people are entitled, into personal attacks on the integrity and respect of the Ministers who serve this country with honour. I thank you. [Applause.]

The MINISTER OF EDUCATION: Chairperson and hon members of the National Assembly, at my age there are very few consolations in life. I must say that the most important consolation in the past year has been this sense of excitement as to what we have been doing in my department.

I mentioned in my introduction that we are an unusual department in that we actually work collectively. There is very little reverence shown for the Minister, I must say. That old tradition of deference that is strong among the Indians and Afrikaners has disappeared in my department. Therefore we work very closely, tackle issues and change our minds. I think that this is the essence of internal debate, and a sense of excitement therefore … [Interjections.] No, you were not here most of it. You look like a verger in a church or an ascetic vestryman, and I think you should stick to that job. [Laughter.] You dress like one. I’m trying to say … [Interjections.] You see, he’s never had a sense of excitement in his life.

I’m trying to say what’s happened this year. Regarding the issues we discussed, this year for example we proposed that there should be a national information and applications office for the 600 000 people who go to higher education. That is a fantastic thing to do. We will be one of the first countries - five or six that will have them - out of 189 the countries in the United Nations. Our kids - and I don’t think this is about learners - in Grade 12 will have all the information they want about 36 institutions, or 21 institutions, by 2006. This is opening up new realms and scholarships that are available.

In the same way, about the national history project I’m involved in, I don’t think the House knows that Unesco has given us the rights for the eight-volume history of Africa. We are publishing that - the eight-volume history of Africa. We are the first country to do so and I think we take great pride in this, but pride that’s not offensive because it doesn’t exclude anyone.

The Unesco history is a remarkable study written by scholars. It is not the lowest common denominator. If we can do that for history - it will be very important - this will evolve now into a huge study on the costs of books, for example. Nobody has told us to do that. It comes from our own initiative to ask: What are the paper costs? What are the printing costs? What are the transport costs? What is the affect of VAT on books now?

At the same time, we can look at all these matters because we work collectively. Our department attend the debates here. They actually have debates. Even the DA takes part in the debates on trade and industry, and housing. I regret to say that what we have is a closed mind often on the two issues that have been motivated in the debates here. There has been no interaction. As the hon Leader of the Opposition said when he spoke movingly at the Sisulu commemoration, we mustn’t shout at each other. We should listen to each other. And there is very little illustration of listening to each other on the issues of religion and education and, of course, in relation to the governing bodies of schools and their functions.

So let me say therefore that there were 45 questions addressed to me. I will write to every one of you, as I have done before. I’ll provide answers to those questions. I can’t, in fact, give you an analysis of these matters today, but we will do so. I have all your notes here.

Let me just say, with regard to reparations for apartheid crimes, that we must examine first of all the fact that apartheid education was a systemic crime. It went right through and infiltrated every aspect - from religion to national service, to schools, commerce schools. And my criticism is that it affected black South Africans, especially Africans, Indians and coloureds, but whites also. So we have developed a response that looks at symbolic reparations. How do you overcome the awesome legacy of Christian National Education? As a token of our remembrance we intend to commission a mural for our new building, Sol Plaatje House, paid for by public subscription, which will record the struggles of this country for a united and democratic system of education.

I can assure the hon Mpontshane that we as a Government recognise that gross violations of human rights affected not only the people who appeared before the TRC but others too. However, we must in fact remember that we must find different ways of providing reparation. The Zuma fund is going to be quite broad-minded in providing that. It is an appropriate trust to provide this. So while the TRC Act envisages pay reparations, we believe that all South Africans need some form of reparation from the crime that was apartheid.

In relation to curriculum implementation, the hon Doman, I understand, is now the spokesperson for the DA. He raised many questions. But he reminds me of a bank manager who sits down in his office and the client comes in. He says, You know, this was a broken doll. The limbs were all broken into 18 different sections.'' In 1996 we brought them together, and we started nourishing this doll, decorating the doll, adding things to it. And the bank manager says,Yes, but I have these pins. The first pin I am going to put in there, in the doll, is curriculum implementation.’’ I’ll come and look at this in a moment.

I’m compelled to say that the DA has lowered its standards by changing from the hon Ntuli - for four years we had him here - and replacing him with the new spokesperson, because I believe that he doesn’t know very much about education. [Interjections.] He will. He’ll continue putting these pins into the doll we are creating, the doll which should be the representation of all that’s beautiful in our country. He’ll continue putting pins in there. He talks about raising standards, which I will come to in a moment.

Let me therefore take the hon member through the ``Baa, baa black sheep’’ of education, but I’d like him to repeat after me and recite the following facts until he knows them by heart, since he is opposed to outcomes-based education. The teacher guides have been produced and there are copies available outside. They have been circulated. Hon Mr Doman, you should come out of this bank manager’s office. [Interjections.] They are currently being sent to schools in accordance with the appropriate implementation plan.

Secondly, teacher preparation has already commenced. I have said that I will not allow the implementation of the national curriculum statement unless I am satisfied, not only the Council of Education Ministers, that adequate training is taking place, that learning materials are available and that teacher manuals are available. This is taking place already. The core team of academics, NGOs and departmental officials has spent the past two weeks in training, and all provinces - all, not just one - have arranged for the training of the district officials during the month.

With regard to the training of teachers we have been careful not to assume that teachers are unable to lead their own development and build on their own experiences of implementing OBE over the past five years - as that lovely person from Matatiele shows.

In relation to teacher supply, I’m very surprised that the hon Mr Mpontshane said there is a surplus and bemoans the fact that qualified teachers cannot find jobs while others are crying out about shortages. So I have asked the ministerial committee to work with Stats SA and the HSRC. This is because when we do things in the ANC - when we have an inquiry - we do so out of a sense of confidence. We’re not afraid of the consequences of the inquiry, as we did with outcomes-based education when we started off four years ago. It was touching the ark of the covenant. But because we wanted to make sure that this system worked, we had that wonderful committee looking at outcomes-based education.

So we do so out of self-confidence. The same thing applies here. We’ll try to find out what our teachers needs are, rather than some more of us throwing bones - and I have more respect for some more of us throwing bones than somebody writing that the teaching population will be devastated in the next four or five years, particularly in KwaZulu-Natal. So we will carry out a systematic study with the HSRC, particularly about HIV prevalence among teachers. The findings will be available - there you are - in August this year.

The matter of educator-to-learner ratios is a provincial competency. The ratio we fixed is 1:40 for primary schools, and 1:35 for secondary schools. In fact, the provincial averages are much lower than that. So, in other words, we are building classrooms. We are building schools. As a matter of interest, Mr Mpontshane, last year we built the following number of classrooms - and this is for Mr Doman too, if he can count. Last year a total of 3 750 classrooms were built. [Interjections.] Three thousand in 2002! This year 4 330 classrooms have been built; and a further 4 700 are to be built next year. The shortage we inherited in 1996 therefore will be halved. [Applause.]

In the same way, 6 500 lavatories were built in schools. This year 6 999 will be built - 7 473 toilets. We only started this three or four years ago. These may not seem to be large numbers, but they make an enormous difference, as Mr Mpontshane said, to the lives of people who use them.

Similarly, 1 034 schools were electrified at a cost of R59 million. Next year we are going to spend R101 million with Eskom. So we are making this very big dent. Only we can do it in the ANC because we have the support of the people and the mobilising factors behind it. And we must never ignore that. I dealt with that very quickly.

Then, in relation to systemic evaluation, the report on the performance of Grade 3 learners, which I initiated by the way, came out of a sense of confidence because I was told that with outcomes-based education there is no assessment at all. As a former teacher I wouldn’t accept that, and so there is an assessment of Grades 3, 6 and 9 - but this has to follow the process - in language and mathematics, which will be released on 10 June following the consideration and approval by the Council of Education Ministers on 9 June. Hon members are welcome to attend, including the hon Mr Doman, the curriculum plan for 10 and 11 June, where the report will be presented and discussed.

So far from the hon member’s imputation that we are afraid to release this report, we are going to allow people to debate this finding and encourage them to understand the real challenges raised by this, not in a point- scoring manner - not the bank manager putting pins into the doll that we want to build - because we take these things very seriously.

In relation to the Tims study on mathematics, which South Africa has done, this study is influenced by many factors, including the number of participants, the influence of language - which my Deputy Minister so devastatingly referred to - because language proficiency is vital for proficiency in science and mathematics. I only learnt that, by the way, when I became Minister of Education. So even Ministers of Education at my age can learn things. There is no statistical significance in the change of two places between the two studies.

As far as the apartheid legacy is concerned, the hon Van den Heever looked at it very carefully. But let me look at two legacies in our minds - and they are the questions of standards and neutrality. You see, I am always told that we are dumbing down standards. That depends on which interests you are representing. The hon Ntuli is not here, so I am going to invite the hon Doman to Groutville with me when I visit it. Four years ago they had a 3% pass rate; three years ago they had an 8% pass rate; two years ago it went up to 30%; last year it stood at 82%. The new principal, who is highly motivated, comes from near my home town.

There is an interracial teaching group there - for the first time. So, with regard to dumbing down, it depends whose standards you are invoking. Standards are not neutral. We want to create a culture of participation, of laughter and buoyancy in schools, whereas many of the schools you are talking about that have high standards are formalistic, like English schools in about 1955. If you like that type of school, you are entitled to it, but I don’t think there will be any creativity, there won’t be any development of the potential. I say this very seriously.

In relation to ethos, whether there is a governing body or not, I encountered this because every university told me - including the Bantustan universities, let me tell the hon Azapo member - We have a peculiar ethos. Our ethos is central.'' So we always asked them: Can you explain to us - it’s a short Greek word, I think, with an enormous meaning - what this ethos is, the value system you are talking about?’’ It is very difficult to say so without degenerating into very self-indulgent and rather unhelpful assumptions.

I say it particularly here: What happens in a school, as is happening increasingly in South Africa - which has now become multireligious - to accommodate different interests? I think, in particular, the largest Christian church in South Africa is a Zion church. It’s been demonised, it’s been excluded. The majority of the kids are from the ZCC, and the governing body, which is controlled by a clique, demonises them. And I met them and they said: ``For the first time, Minister, we might get access to instruction after school hours. On the basis of equality we have never been allowed that.’’ And the full force of the law is behind that.

I’m afraid, hon Cas Aucamp, whom I love very much, the Constitution says I’m allowed to do that. He says that now the family and religion are central. Two months ago - when he was villifying me - he said the family and language are central. [Laughter.] I’m surprised by this. Now we have a settlement over language. We have a real settlement over language now - language in the school. And remember, I’m the first Minister who said it openingly, fundamental is the mother-tongue instruction. It’s not being carried out in the African schools, although the hon Zille, when she was an MEC, questioned why we should have mother-tongue instruction. Why shouldn’t we all learn in English?

So I say to you, therefore, that there are a number … [Interjections.] Well, I can tell you about that. There are a number of issues we can talk about. I will tell you - I’ll write to you. Can I say that some people said: Why didn’t you leave things alone? Everything we do is by reference to ANC policy. If you don’t like the policy, I’ll remind you of what the famous Groucho Marx once said: ``These are my principles. If you don’t like them, I have others.’’ [Laughter.] [Applause.]

Debate concluded.

The House adjourned at 17:49. ____

            ANNOUNCEMENTS, TABLINGS AND COMMITTEE REPORTS

ANNOUNCEMENTS:

National Assembly and National Council of Provinces:

1. Classification of Bills by Joint Tagging Mechanism:

 (1)    The Joint Tagging Mechanism (JTM) on 20 May  2003  in  terms  of
     Joint Rule 160(3), classified the following  Bills  as  section  75
     Bills:
     (i)     Mining Titles Registration Amendment Bill  [B  24  -  2003]
             (National Assembly - sec 75).


     (ii)    Petroleum Products Amendment Bill [B 25 -  2003]  (National
             Assembly - sec 75).


 (2)    The Joint Tagging Mechanism (JTM) on 20 May  2003  in  terms  of
     Joint Rule 160(4), classified the following Bill as  a  section  76
     Bill:


     (i)     Liquor Bill [B 23 - 2003] (National Assembly - sec 76).


 (3)    The Joint Tagging Mechanism (JTM) on 20 May  2003  in  terms  of
     Joint Rule 161, classified the following Bill as a money Bill:


     (i)     Exchange Control Amnesty and  Amendment  of  Taxation  Laws
          Bill [B 26 - 2003] (National Assembly - sec 77).

TABLINGS:

National Assembly and National Council of Provinces: Papers:

1. The Speaker and the Chairperson:

 Report  of  the  Public  Service  Commission  on  the  Monitoring   and
 Evaluation of the Provincial Multi-Purpose Community  Centres  (MPCC's)
 [RP 24-2003].

1. The Minister of Finance:

 Explanatory Memorandum on the Exchange Control Amnesty and Amendment of
 Taxation Laws Bill, 2003.

COMMITTEE REPORTS:

National Assembly:

1. Report of the Portfolio Committee on Finance on the Exchange Control Amnesty and Amendment of Taxation Laws Bill [B 26 - 2003] (National Assembly - sec 77), dated 19 May 2003:

   The Portfolio Committee on Finance, having considered the subject of the Exchange Control Amnesty and Amendment of Taxation Laws Bill [B 26 - 2003] (National Assembly - sec 77), referred to it and classified by the Joint Tagging Mechanism as a Money Bill, reports that it has agreed to the Bill.