What amount did (a) her department and (b) each entity reporting to her spend on advertising in (i) Sowetan and (ii) Daily Sun in the (aa) 2012-13, (bb) 2013-14 and (cc) 2014-15 financial years? NW2787E

1) With reference to her reply to question 78 on 19 March 2015, in each province and each district, how many (a) educators who are teaching at public ordinary schools are employed by school governing bodies (SGBs) and (b) of the teachers so employed are (i) unqualified and (ii) underqualified to teach; (2) whether professional registration with the SA Council for Educators (SACE) is a prerequisite for employment as a teacher by an SGB; if not, why not; if so, how will she enforce such registration; (3) in respect of each province and each district, how many (a) educators are employed by independent schools and (b) of the teachers so employed are (i) unqualified and (ii) underqualified to teach; (4) whether professional registration with the SACE is a prerequisite for employment as a teacher by an independent school; if not, why not; if so, how will she enforce such registration? NW1891E

(1) What is the number of reports of (a) drug possession, (b) drug dealing, (c) alcohol possession. (d) firearm possession and (e) possession of knives and other weapons at (i) primary and (ii) secondary schools (aa) in the (aaa) 2011-12, (bbb) 2012-13 and (ccc) 2013-14 financial years and (bb) since 1 April 2014 in each province; (2) What mechanisms have been put in place to ensure that (a) principals report any such incidents to the district offices and (b) district offices report these incidents to the provincial departments of education?

317. Ms H S Boshoff (DA) to ask the Minister of Basic Education: (1) With reference to farm schools in Mpumalanga, (a) how many private properties that have public farm schools on their premises have been turned into state-owned properties and (b) how many public farm schools on private properties are operational in terms of an agreement in accordance with section 14 of the South African Schools Act, Act 84 of 1996, between the Member of the Executive Council and the owner of the private property in Mpumalanga; (2) how many (a) learners in (i) primary school and (ii) secondary school are amending rural or farm schools and (b) of these schools lack basic facilities such as piped water, toilets and electricity in Mpumalanga; (3) (a) how many learners in (i) primary school and (ii) secondary school whose rural or farm schools have been closed are being transported to merger schools due to limited capacity at the hostel of the respective merger school and (b) what is the percentage of parents of learners whose rural or farm schools have closed, who serve on the school governing bodies of merger schools in Mpumalanga; (4) whether the Mpumalanga provincial education department has produced a provincial draft budget document for the rural farm school hostel project; (5) what number of child support grants have been transferred along with learners who have been transferred to boarding schools following the closure of their rural or farm school in Mpumalanga?

(1) With reference to the building of Selowe Primary School in Blouberg, Limpopo, (a) why is this building project not completed, (b) who was the contractor, (c) what amounts have been paid to the contractor and (d) what action has been taken to finish this building project; (2) whether any legal processes are pending against the contractor; if not, why not; if so, what are the relevant details?

(1) Whether primary schools in the Eastern Cape have had one of their assigned posts allocated for a teacher of an African language and for isixhosa, in particular; if so, does this post assignment apply to all primary schools in the province; (2) whether these appointees will be responsible for the teaching of an African language as part of the Incremental Introduction of African Languages (IIAL) programme: if not, why are schools required to appoint an isiXhosa teacher; if so, why is it necessary to appoint a full-time educator at this stage in the implementation of IIAL; (3) why these posts have not been allocated in addition to the number of posts that would ordinarily have been required at affected primary schools; (4) whether the llAL programme will operate as planned in the 2015 academic year; if not, (a) why not and (b) what are the detailed plans for the programme; if so, what are the relevant details?

(1) Which schools in Malamulele? Limpopo, were prevented from opening for the 201 5 academic year as a result of protests; (2) In each school, what is the number of affected learners in each grade; (3) in each school, what measures will be taken to ensure that all learners who have not attended schools since the beginning of January 2015 will be provided with an opportunity to attend a catch-up programme, and (b) when will she start taking these measures: (4) When will the catch-up programmes begin? ( 5 ) What measures will be taken to prevent protestors from closing schools in Malamulele in the future?

( I ) Whether, in view of the public controversy surrounding a certain person (name furnished) arising from the finding of the Public Protector that the said person had not been truthful about having matriculated and notwithstanding the kind of role model such a person may project, she proceeded to invite the person to speak to successful matriculants at the launch of the 2014 matriculation results; if not. what is the position in this regard, if so, (a) how and why did she arrive at the decision to invite the said person and (b) what is her position with regard to the person's statement to the matriculants at the launch that there are certificated people and educated people in the world; (2) whether it is her position that matric certification is unnecessary to one's education and should therefore not be striven for?

(1) What are the names of the schools that were gazetted for closure in the relevant provincial gazette, as required by Section 33( I) of the South African Schools Act, Act 84 of 1996, in each province, in the (a) 2011-12, (b) 2012-13 and (c) 2013-14 financial years; (2) what are the names of the schools that have been deemed closed through learners moving to alternative schools in each province, in the (a) 2011-12, (b) 2012-13 and (c) 2013-14 financial years; (3) what are the names of the schools that have merged in each province, in the (a) 2011-12, (b) 2012-13 and (c) 2013-14 financial years? NW3581E

Whether the recommendations made in the Ministerial Committee on Rural Education Report of 2005 were implemented; if not, (a) why not and (b) which recommendations were not implemented; if so, what are the relevant details? NW3298E