Questions and Replies
11 December 2023 - NW4109
Thembekwayo, Dr S to ask the Minister of Higher Education, Science and Innovation
In light of the student accommodation shortages predicted at the Cape Peninsula University of Technology for the 2024 intake, what assistance will he provide learners of the specified institution?
Reply:
On the 21 November 2023, the occasion of the opening applications for 2024, Universities were discouraged from embarking on lengthy contracts since NSFAS is finalising its concept note on piloting student accommodation in universities at the start of the academic year 2024. Should CPUT be selected or asked to be part of the pilot project, NSFAS will advise on its decision to accredit or not accredit all properties within a radius of 1 (one) to 16km from all CPUT campuses, namely Paarl/Wellington, Bellville, and Cape Town.
11 December 2023 - NW3941
Malatsi, Mr MS to ask the Minister of Higher Education, Science and Innovation
Whether (a) he, (b) the Deputy Minister and (c) any other official in his department attended the Rugby World Cup final in France in October 2023; if not; what is the position in this regard; if so, what (i) are the relevant details of each person in his department who attended the Rugby World Cup, (ii) is the total number of such persons and (iii) were the total costs of (aa) travel, (bb) accommodation and (cc) any other related costs that were incurred by his department as a result of the trip(s)?
Reply:
I, the Deputy Minister, and any department staff did not attend the Rugby World Cup in France in 2023 in an official capacity. The Honourable Member should note that nothing prevented officials from attending the Rugby World Cup final in France at their own expense.
- (a) to (c) not applicable;
- (i) to (iii) not applicable; and
- (aa) to (cc) not applicable.
Once again, we are proud of the Springboks' triumph and especially the exciting matches against France, England, and New Zealand.
11 December 2023 - NW3816
Zondo, Mr S S to ask the Minister of Higher Education, Science and Innovation
Whether his department has conducted any audits into (a) further education and training colleges and (b) public universities from 1 January 2017 to 31 December 2022; if not, why not; if so, what are the relevant details of each audit of each institution in the specified period?
Reply:
a) The Auditor-General of South Africa (AGSA) has elected to audit all 50 TVET Colleges as part of its mandate as provided through the Public Audit Act. The AGSA implemented a phased-in approach over a 4-year period, in which all 50 TVET were audited from the 2017 financial year. The audit outcomes of the TVET Colleges for the period 2017 to 2022 is listed in the table below:
TVET College |
2017 |
2018 |
2019 |
2020 |
2021 |
2022 |
|
Qualified with emphasis of matter |
Unqualified with emphasis of matter |
Unqualified with emphasis of matter |
Unqualified |
Unqualified with emphasis of matter |
Unqualified |
|
Unqualified with emphasis of matter |
Unqualified with emphasis of matter and other matters |
Qualified with emphasis of matter |
Unqualified with emphasis of matter |
Unqualified with emphasis of matter |
Unqualified with emphasis of matter |
|
Unqualified with emphasis of matter |
Unqualified with emphasis of matter |
Unqualified with emphasis of matter |
Unqualified |
Qualified |
Unqualified with emphasis of matter |
|
Qualified with emphasis of matter |
Qualified with emphasis of matter |
Qualified with emphasis of matter |
Qualified with emphasis of matter |
Unqualified with emphasis of matter and other matters |
Unqualified with emphasis of matter |
|
Qualified with emphasis of matter |
Qualified with emphasis of matter |
Disclaimer |
Disclaimer with other matters |
Disclaimer |
Outstanding |
|
Qualified with emphasis of matter and other matters |
Adverse |
Disclaimer |
Disclaimer with emphasis of matter |
Disclaimer |
Outstanding |
|
Qualified with emphasis of matter |
Unqualified with emphasis of matter |
Unqualified with emphasis of matter |
Qualified with emphasis of matter |
Unqualified with emphasis of matter |
Unqualified with emphasis of matter |
|
Disclaimer with emphasis of matter |
Disclaimer |
Disclaimer |
Adverse |
Disclaimer with emphasis of matter |
Adverse |
|
Unqualified with emphasis of matter |
Unqualified with emphasis of matter |
Unqualified with emphasis of matter |
Unqualified with emphasis of matter |
Unqualified with emphasis of matter |
Unqualified |
|
Unqualified with emphasis of matter |
Unqualified with emphasis of matter |
Unqualified with emphasis of matter |
Unqualified with emphasis of matter |
Unqualified with emphasis of matter |
Unqualified with emphasis of matter |
|
Qualified with emphasis of matter |
Unqualified with emphasis of matter |
Unqualified with emphasis of matter |
Unqualified with emphasis of matter |
Unqualified with emphasis of matter |
Unqualified with emphasis of matter |
|
Qualified with emphasis of matter |
Unqualified with emphasis of matter |
Unqualified with emphasis of matter |
Unqualified with emphasis of matter |
Unqualified with emphasis of matter |
Unqualified |
|
Unqualified with emphasis of matter |
Unqualified with emphasis of matter |
Unqualified with emphasis of matter |
Unqualified |
Qualified with emphasis of matter |
Qualified with emphasis of matter |
|
Unqualified with emphasis of matter and other matters |
Unqualified with emphasis of matter |
Qualified with emphasis of matter |
Qualified with emphasis of matter |
Qualified |
Qualified with emphasis of matter |
|
Unqualified with emphasis of matter |
Unqualified with emphasis of matter |
Qualified with emphasis of matter |
Unqualified with emphasis of matter |
Qualified |
Outstanding |
|
Qualified with emphasis of matter and other matters |
Qualified with emphasis of matter |
Qualified with emphasis of matter |
Qualified with emphasis of matter |
Qualified |
Qualified with emphasis of matter |
|
Qualified with emphasis of matter |
Qualified with emphasis of matter |
Qualified with emphasis of matter |
Qualified with emphasis of matter |
Unqualified with emphasis of matter |
Unqualified with emphasis of matter |
|
Qualified with emphasis of matter |
Qualified with other matters |
Qualified with other matters |
Unqualified with emphasis of matter |
Unqualified with emphasis of matter |
Unqualified |
|
Qualified with emphasis of matter and other matters |
Qualified with emphasis of matter |
Qualified with emphasis of matter |
Qualified with emphasis of matter |
Unqualified with emphasis of matter and other matters |
Unqualified with emphasis of matter |
|
Qualified with emphasis of matter |
Qualified with emphasis of matter |
Qualified with emphasis of matter |
Qualified with emphasis of matter |
Qualified with emphasis of matter |
Qualified with emphasis of matter |
|
Disclaimer |
Qualified with emphasis of matter |
Qualified with emphasis of matter |
Qualified |
Qualified |
Unqualified with emphasis of matter and other matters |
|
Qualified with emphasis of matter |
Unqualified with emphasis of matter |
Qualified |
Unqualified with emphasis of matter and other matters |
Unqualified with emphasis of matter and other matters |
Unqualified with emphasis of matter |
|
Unqualified with emphasis of matter |
Qualified with emphasis of matter |
Qualified with emphasis of matter |
Qualified with emphasis of matter |
Unqualified with emphasis of matter and other matters |
Unqualified |
|
Qualified with other matters |
Unqualified with emphasis of matter |
Unqualified with emphasis of matter |
Unqualified with emphasis of matter |
Unqualified with emphasis of matter |
Qualified with emphasis of matter |
|
Unqualified with emphasis of matter and other matters |
Unqualified with emphasis of matter |
Qualified with emphasis of matter |
Qualified with emphasis of matter |
Unqualified with emphasis of matter and other matters |
Unqualified with emphasis of matter |
|
Qualified |
Qualified with emphasis of matter |
Qualified with emphasis of matter |
Qualified with emphasis of matter |
Unqualified with emphasis of matter |
Qualified with emphasis of matter |
|
Qualified |
Qualified with emphasis of matter |
Unqualified with emphasis of matter and other matters |
Unqualified with emphasis of matter |
Unqualified with emphasis of matter and other matters |
Qualified with emphasis of matter |
|
Qualified with emphasis of matter |
Qualified with emphasis of matter |
Qualified with emphasis of matter |
Qualified |
Qualified |
Qualified with emphasis of matter |
|
Unqualified with emphasis of matter |
Unqualified with emphasis of matter |
Unqualified with emphasis of matter |
Unqualified with emphasis of matter |
Unqualified with emphasis of matter |
Unqualified with emphasis of matter |
|
Unqualified with emphasis of matter |
Unqualified with emphasis of matter |
Unqualified with emphasis of matter |
Unqualified with emphasis of matter |
Unqualified with emphasis of matter |
Unqualified with emphasis of matter |
|
Unqualified with other matters |
Unqualified with emphasis of matter |
Unqualified with emphasis of matter |
Unqualified with emphasis of matter |
Unqualified with emphasis of matter and other matters |
Qualified with emphasis of matter |
|
Unqualified with emphasis of matter |
Unqualified with emphasis of matter |
Qualified |
Unqualified with emphasis of matter and other matters |
Qualified |
Qualified with emphasis of matter |
|
Unqualified with emphasis of matter and other matters |
Unqualified with emphasis of matter |
Unqualified with emphasis of matter |
Unqualified |
Unqualified with emphasis of matter |
Unqualified |
|
Qualified with emphasis of matter and other matters |
Qualified with emphasis of matter |
Qualified with emphasis of matter |
Qualified with emphasis of matter |
Unqualified |
Unqualified with emphasis of matter |
|
Unqualified with emphasis of matter |
Unqualified with emphasis of matter |
Unqualified with emphasis of matter |
Qualified |
Qualified with emphasis of matter |
Qualified with emphasis of matter |
|
Qualified with emphasis of matter |
Qualified with emphasis of matter |
Qualified |
Qualified with emphasis of matter |
Unqualified with emphasis of matter |
Unqualified with emphasis of matter |
|
Qualified with emphasis of matter |
Qualified with emphasis of matter and other matters |
Qualified with emphasis of matter and other matters |
Unqualified with emphasis of matter |
Unqualified with emphasis of matter |
Unqualified with emphasis of matter |
|
Unqualified with other matters |
Unqualified with emphasis of matter |
Unqualified with emphasis of matter |
Unqualified |
Unqualified with emphasis of matter |
Unqualified with emphasis of matter |
|
Disclaimer with emphasis of matter |
Disclaimer |
Disclaimer |
Disclaimer with emphasis of matter |
Qualified |
Unqualified with emphasis of matter |
|
Disclaimer |
Disclaimer |
Disclaimer |
Disclaimer with emphasis of matter |
Qualified |
Outstanding |
|
Unqualified with emphasis of matter |
Unqualified with emphasis of matter |
Unqualified with emphasis of matter and other matters |
Unqualified with emphasis of matter |
Unqualified with emphasis of matter |
Unqualified with emphasis of matter |
|
Disclaimer |
Disclaimer |
Disclaimer with emphasis of matter |
Disclaimer |
Qualified |
Qualified |
|
Qualified with emphasis of matter |
Qualified with emphasis of matter and other matters |
Qualified |
Qualified with emphasis of matter |
Qualified |
Qualified with emphasis of matter |
|
Qualified with emphasis of matter |
Qualified with emphasis of matter |
Qualified with emphasis of matter |
Qualified |
Qualified |
Qualified with emphasis of matter |
|
Qualified |
Qualified with emphasis of matter and other matters |
Qualified with emphasis of matter and other matters |
Unqualified with emphasis of matter |
Unqualified with emphasis of matter |
Unqualified |
|
Qualified with emphasis of matter |
Qualified with emphasis of matter |
Qualified with emphasis of matter |
Unqualified with emphasis of matter |
Unqualified with emphasis of matter and other matters |
Qualified with emphasis of matter |
|
Disclaimer with emphasis of matter |
Qualified with emphasis of matter |
Disclaimer |
Qualified with emphasis of matter |
Qualified with emphasis of matter |
Qualified with emphasis of matter |
|
Qualified with emphasis of matter |
Qualified with emphasis of matter |
Qualified with emphasis of matter |
Qualified |
Unqualified with emphasis of matter and other matters |
Unqualified with emphasis of matter |
|
Unqualified with other matters |
Unqualified with emphasis of matter |
Unqualified with emphasis of matter |
Unqualified with other matters |
Unqualified with emphasis of matter |
Unqualified |
|
Unqualified with emphasis of matter |
Unqualified with emphasis of matter |
Unqualified with emphasis of matter |
Unqualified with emphasis of matter |
Unqualified with emphasis of matter |
Unqualified with emphasis of matter |
b) The Department does not conduct audits on public universities. In terms of the Higher Education Act, 101 of 1997, the council of a public higher education institution must in the manner prescribed by the Minister ensure the implementation of the recommendations of an external auditor in accordance with accepted audit principles and standards on an annual basis. The Minister has prescribed through the Regulations for Reporting by Public Higher Education Institutions (2014) that the Councils must include in their annual reports the statement of the Audit Committee on how it fulfilled its responsibilities and the report of the independent auditor on the annual report. Independent (external) auditors of universities are appointed by the councils, with the concurrence of the Auditor General South Africa.
The Council on Higher Education through the Higher Education Quality Committee (HEQC) also conducts institutional audits as part of its responsibilities for quality assurance. The audits focus on an institution’s policies, systems, procedures, strategies and use of resources. More specifically, the institutional audits also seek to assess an institution’s capacity for quality management of its academic activities in a manner that meets its specified mission, goals, and objectives, and engages appropriately with the expectations and needs of various internal and external constituencies.
11 December 2023 - NW3693
Shikwambana, Mr M to ask the Minister of Higher Education, Science and Innovation
(1)Whether he has been informed of the recording of the Chairperson of the National Student Financial Aid Scheme (NSFAS) with two other people who suggested the appointment of a certain law firm (name furnished) because they have someone inside who can guide the investigation to stay away from issues of awarding funding to students which can get too many persons into trouble, with the possibility of arrest; if not, what is the position in this regard; if so, what steps does he intend to take in this regard;
Reply:
- No, I have not been informed of any recording of the Chairperson of the National Student Financial Aid Scheme (NSFAS) and others. The honourable member can share further information.
- NSFAS has appointed a panel of Legal Service Providers. All Legal Service Providers are appointed from this panel as and when legal services are required.
11 December 2023 - NW3560
Mogale, Mr T to ask the Minister of Higher Education, Science and Innovation
Whether his department has plans in place to build a further education and training college in Villiers, Free State; if not, why not; if so, what are the (a) relevant details of the plan and (b) time frames?
Reply:
The Department is currently finalizing the infrastructure plan for 2024/25 financial year. However, the plan consists of the completion of campuses that are under construction.
The process of planning for new campuses is dependent on the budget which has not been finalized. The projects that are in the plan are summarized below:
NAME OF FACILITY |
CAMPUS NAME |
Province |
Status |
Ikhala TVET College |
New Sterkspruit Campus |
Eastern Cape |
Practical Completion |
Ingwe TVET College |
Ntabankulu Campus |
Eastern Cape |
Feasibility |
Gert Sibande TVET College |
New Balfour Campus |
Mpumalanga |
95% Construction |
Umgungundlovu TVET College |
Greytown (Completion) |
KwaZulu-Natal |
Planning |
uMfolozi TVET College |
Bhambanana (Completion) |
KwaZulu-Natal |
Planning |
uMfolozi TVET College |
Nkandla B Campus |
KwaZulu-Natal |
Planning |
Mnambithi TVET College |
Berville/Escourt Campus |
KwaZulu-Natal |
Planning |
Letaba TVET College |
Giyani Campus |
Limpopo |
10% Construction |
False Bay TVET College |
Mitchels Plain Campus |
Western Cape |
Planning |
Mthashana TVET College |
Vryheid Campus |
KwaZulu-Natal |
30% Construction |
The request for the Villiers campus has been presented to the Department. The request will be processed.
11 December 2023 - NW3423
Chirwa, Ms NN to ask the Minister of Higher Education, Science and Innovation
(a) How does Higher Health ensure that adequate mental health support is provided to students who need it beyond the incidental and event-based hotline that caters for emergency situations, (b) how does his department ensure the provision of sustainable solutions and ongoing intervention through Higher Health to students who require it and (c) which institutions are currently catered for regarding direct access to Higher Health?
Reply:
(a) How does Higher Health ensure that adequate mental health support is provided to students who need it beyond the incidental and event-based hotline that caters for emergency situations, (b) how does his department ensure the provision of sustainable solutions and ongoing intervention through Higher Health to students who require it and
HIGHER HEALTH Mental Health Program is structured on three levels of interventions:
Level 1: focuses on combating stigma associated with mental health disorders, creating awareness of mental health, providing psycho-education, building resilience and self-help capacity, and modifying aspects of the campus environment that might affect mental health and wellbeing. We achieve these objectives through peer-peer dialogues, Our Co-Curriculum on mental health, use of mental health self-assessment tool by students, and guidelines and protocols to address risk factors on campus. This all forms part of the student toolkit.
Level 2: provides access to short term crisis counselling and support. The vehicle for this is the toll-free 24-hour helpline which HIGHER HEALTH offers in partnership with the South African Depression and Anxiety Group (SADG).
Level 3: is concerned with offering professional care and making referrals where necessary for further care and specialised facilities. HIGHER HEALTH has clinical and counselling psychologists attached to our provincial offices and recently added the Registered Counsellors that are based in some Campuses. Universities and some TVET Colleges have psychologists and counsellors on their staff. Referrals are made to private practitioners (where students have medical aid and referral to department of health as well).
The need for mental health support far exceeds the prevention and treatment of mental health, and the number of psychologists currently available. We have introduced task shifting and employed Registered Counsellors who are able to undertake some of the work of the psychologist. HIGHER HEALTH offers a time limit of six sessions per student. Those requiring prolonged support are referred to external service providers, and Department of Health (in districts where they are available).
(c) which institutions are currently catered for regarding direct access to Higher Health?
HIGHER HEALTH has clinical and counselling psychologists attached to our Provincial Offices and recently added the Registered Counsellors that are based in some Campuses. Universities and some TVET Colleges have psychologists and counsellors on their staff. For those that do not, Higher Health covers those students with their staff based at the provincial offices, or refers students to private practitioners (where students have medical aid) or to the Department of Health for assistance.
11 December 2023 - NW3542
Shikwambana, Mr M to ask the Minister of Higher Education, Science and Innovation
What (a) is the status of the establishment of a new campus of the Tshwane University of Technology Giyani campus and (b) specific time frames has his department set in this regard?
Reply:
a) The Tshwane University of Technology (TUT) Giyani Campus is being established at the former Giyani College of Education which is currently owned by the Limpopo Department of Education (LDE). In May 2023, my department commenced with a feasibility study for the establishment of the campus, but it then experienced a delay of more than 5 months from the side of LDE. An agreement on the way forward was reached on 16 October and the Department is now finalizing the feasibility study. Notwithstanding the delay mentioned above, in September 2023 I allocated R31.916 million to TUT for the University to carry out refurbishments and deferred maintenance on existing facilities upon the completion of the feasibility study.
b) The feasibility study will be completed in December 2023 and TUT will commence with the refurbishment and deferred maintenance in February 2024 which will enable the first intake of students during the 2025 academic year. Subject to the current budget cuts process, more funding will be allocated from 2024/25 onwards and over an anticipated 6-year period. The funding to be allocated during 2024/25 will enable TUT to start with the planning of the major projects during the 2024 calendar year.
11 December 2023 - NW3541
Shikwambana, Mr M to ask the Minister of Higher Education, Science and Innovation
Following the suspension of the Chief Executive Officer of the National Student Financial Aid Scheme over allegations of being involved in irregular appointments of the service providers, what action has been taken against the companies that were wrongfully appointed?
Reply:
The NSFAS Board has sought legal advice on steps to take to cancel the impugned tender process. Of the advice received, approaching the High Court on self-review is the most legally astute and will afford all parties to state their cases before the court. NSFAS will abide by the just and equitable order once granted by the court.
11 December 2023 - NW3540
Shikwambana, Mr M to ask the Minister of Higher Education, Science and Innovation
Following the notice to dissolve the Unisa Council, and taking into consideration that Unisa took the matter to court and interdicted his department, what is the current status of the Unisa Council?
Reply:
The Minister has in compliance with the High Court Order retracted the Government Gazette number 49582 Vol 700 dated 27 October 2023, which published the decision to dissolve the UNISA Council and appoint an Administrator, consequent to the UNISA Council remains in office.
11 December 2023 - NW3513
Zondo, Mr S S to ask the Minister of Higher Education, Science and Innovation
Whether his department intends to implement mandatory experiential learning for undergraduate students in fields such as Bachelor of Arts in Criminal Justice to be stationed in correctional facilities in order to (a) gain experience while pursuing their studies and (b) provide much-needed support in the facilities; if not, why not; if so, what are the relevant details?
Reply:
Universities are responsible for developing qualifications that are aligned to their different missions, visions and strategic directions. Further, the choice of the appropriate form of work integrated learning (WIL) or experiential learning depends on the nature, purpose, outcomes and the NQF level of the qualification. Institutions have the responsibility to ensure that they have sufficient capacity to provide quality assured opportunities for WIL for students and structures and systems in place within professional settings and sites of practice to support student learning. Universities are also responsible for placing students at appropriate work places and to ensure that WIL is structured, properly supervised, recorded and assessed.
The Department of Higher Education and Training (the Department) on the other hand, utilises national policies to steer higher education; examples are the Higher Education Act of 1997, as amended, the National Plan on Higher Education, the Higher Education Qualifications Sub-Framework and the NQF Act. The Department does not have the mandate to regulate the content of universities’ qualifications, it can and does however offer incentives for universities to ensure their curriculum is relevant.
11 December 2023 - NW3425
Chirwa, Ms NN to ask the Minister of Higher Education, Science and Innovation
What (a) progress has his department made in relation to the matters that were raised by the students of Tshwane University of Technology, who engaged in protest action demanding (i) accountability for disappearance of funds from student accounts and (ii) that evictions of students from residences cease with immediate effect and (b) are the reasons (i) that monies disappeared and (ii) behind evictions of the National Student Financial Aid Scheme beneficiaries from residences?
Reply:
The NSFAS has received various complaints relating to alleged theft of student allowances via the direct payment service platforms. These complaints are being investigated and we are working with the direct payment service providers and law enforcement on resolving the complaints.
The investigation process will reveal what transpired and as such will confirm who should be held accountable for the alleged loss suffered by the students.
11 December 2023 - NW4028
Zondo, Mr S S to ask the Minister of Higher Education, Science and Innovation
Whether he intends making the (a) budget and (b) total spending of all institutions of higher education (i) public knowledge and (ii) released in each quarter into the public domain; if not, why not; if so, what are the relevant details?
Reply:
a) (i) The budgets for Higher Education Institutions are published in the Appropriation Bill annually.
(ii) The budgets for Higher Education Institutions are made public quarterly
b) (i) The amount transferred to Higher Education Institutions are published in the Annual Report of the Department.
(ii) The total amount transferred to Higher Education Institutions are made public quarterly.
11 December 2023 - NW4025
Zondo, Mr S S to ask the Minister of Higher Education, Science and Innovation
Whether his department conducted any financial audit on the University of Venda in the 2022-23 financial year; if not, why not; if so, (a) what were the findings of the audit, (b) on what date will the audit report be released into the public domain and (c) what are the further relevant details?
Reply:
The Department did not conduct any financial audit on the University of Venda in the 2022-23 financial year. In terms of the Department’s annual reporting regulations for universities, an annual audit of the financial statements of a university is conducted by external auditors appointed by the University. All universities submit their annual report with the audited financial statements to the Department at the end of June each year.
24 November 2023 - NW3255
Chirwa, Ms NN to ask the Minister of Higher Education, Science and Innovation
(a) Which glitches was he referring to when addressing systemic issues at the National Student Financial Aid Scheme (NSFAS), (b) how will the systemic issues be resolved, (c) what effect has the systemic issues at NSFAS had on the students funded by NSFAS and (d) by what date does he envisage the systemic issues will be resolved?
Reply:
a) Minister was referring to system glitches that were experienced during disbursement processes, there were registration data changes that was requested to be amended. (b) As per these changes that were requested the issue was resolved. (c) Payments to students was delayed by 2 days. (d) The issue was resolved. The system changes were made as requested by stakeholders and actioned. R119 million was allocated by DHET to support procurement of new systems. NSFAS reported that a new application system has been developed.
24 November 2023 - NW3256
Chirwa, Ms NN to ask the Minister of Higher Education, Science and Innovation
What (a) are the demographics of the 45 000 students who were dismissed by the National Student Financial Aid Scheme (NSFAS) following application discrepancies, (b) are the reasons that NSFAS was unable to assist applicants in correcting discrepancies during the course of the year and/or in the very beginning of the year, (b) primary issues constitute the majority of the discrepancies in the applications and (d) steps does NSFAS intend to take to resolve the specified issues in future?
Reply:
- The demographics of the 45 000 students is not immediately available, the Department will ask NSFAS to retrieve the data from its systems.
- The discrepancies were only picked up after data remediation which takes place on the 28th March 2023 up to 29th June 2023 and these were only communicated to affected applicants, NSFAS communicated to students on the 10th of July 2023 via a media statement after they were picked up.
- The discrepancies were caused by the outdated data received from SARS and NSFAS verification processes and financial eligibility assessments. After identifying the problem, NSFAS re-instated 14703 of the continuing students to be funded again and the remaining 31225 students remained unfunded and were given the opportunity to appeal.
- We have implemented system enhancements to mitigate the problem moving forward, we have also moved away from the manual processes that were being utilized. Moving forward, the system will communicate with external parties directly via APIS to ensure that the data is not manipulated in any form.
22 November 2023 - NW3666
King, Ms C to ask the Minister of Higher Education, Science and Innovation
Whether he has instituted an investigation and/or project management audit during the tenure of a certain person (details furnished) of the Services Sector Education and Training Authority; if not, why not, in each case; if so, what are the relevant details in each case?
Reply:
The Minister of Higher Education, Science and Innovation is empowered by the Skills Development Act (Act No.97 of 1998) (Act) to perform certain functions, such as Section 14(A) to issue a written instruction if :
(a) the SETA is not performing any of its functions or not complying with its service level agreement;
(b) the SETA is not managing its finances in accordance with this Act;
(c) the SETA’s membership is not representative of the constituencies contemplated in section 11; or
(d) the SETA has not prepared and implemented an employment equity plan as contemplated in section 20 of the Employment Equity Act, 1998 (Act No. 55 of 1998).
Another empowering provision is section 15 of the Act, to take over the administration of SETA after consultation with the National Skills Authority and the SETA in question, direct the Director-General to appoint an administrator to take over the administration of a SETA or to perform the functions of a SETA if :
(a) the SETA fails to perform its functions;
(b) there is mismanagement of its finances;
(c) its membership no longer substantially represents the composition contemplated in section 11;
(d) the SETA has failed to comply with its service level agreement, or (e) the SETA has failed to comply with an instruction issued by the Minister in terms of section 14A.
Since the appointment of the Accounting Authority in 2020, the Minister of Higher Education, Science, and Innovation has not invoked these provisions in respect of the Services Sector Education and Training Authority.
22 November 2023 - NW3800
Zondo, Mr S S to ask the Minister of Higher Education, Science and Innovation
Whether his department has any records of audit outcomes of private institutions of higher learning in the Republic to assess their efficiency and/or compliance with the relevant legislations; if not, what is the position in this regard; if so, what are the relevant details?
Reply:
The reporting by private higher education institutions (PHEIs) and the assessment thereof forms part of the monitoring of the higher education system by the Department of Higher Education and Training (“the Department”). Every year, the Directorate: Registration of Private Higher Education Institutions (“the Directorate”) requests PHEIs to submit annual reports to enable the Department to assess and monitor the level of compliance by PHEIs with respect to their obligations and responsibilities as defined in Chapter 6 of the Regulations for the Registration of Private Higher Education Institutions, 2016 (the Regulations) and Section 57 of the Higher Education Act, 1997 (Act No. 101 of 1997, as amended) (the Act). PHEIS are required to submit their annual reporting information by 30 April each year.
The annual report also includes student data and a ‘snapshot’ of programmes offered as well as student enrolments in the PHE sector. After assessing the annual reports, the Directorate complies a consolidated report titled “Annual Report on the Compliance of Private Higher Education Institutions with the Regulations” and presents this report to the sector and stakeholders in the Post School Education and Training (PSET) sector.
In cases where institutions are non-compliant, the Directorate enters the next stage of supporting the institution to become fully compliant by providing additional guidance and time. If, after exhausting all possibilities for rehabilitation, the institution fails to be complaint, then its registration is cancelled after due legal process is followed. The period and duration for rehabilitation can take anything from 3 to 6 years.
22 November 2023 - NW3713
Yabo, Mr BS to ask the Minister of Higher Education, Science and Innovation
What is the adoption rate of his department’s digital application that monitors and reports potholes on roads, which is also part of the research and development and innovation interventions of his department to accelerate road maintenance projects of the Government?
Reply:
The PotholeFix application (app) was developed as part of a contractual agreement between the CSIR and the Gauteng Provincial Government. This initiative is a component of a broader strategy to restore road network asset management system in the province, with a focus on optimising maintenance scheduling. Specifically, the app aims to streamline the reporting of incidents and their subsequent status updates. Collaboration between the provincial government and municipalities is crucial for addressing reported potholes promptly.
What makes the app unique is its alignment with the national road maintenance guidelines, providing first respondents with clear insights into the nature and severity of reported pothole. The app’s location-tracking feature ensures that reports are directed to the appropriate road authority. While the potential for nationwide implementation in partnership with other provinces exists, the app is currently operational exclusively in Gauteng. Its reception has been positive, with varying levels of adoption across municipalities. To date, the app has garnered over 12 000 downloads on Android and iOS platforms, contributing to the reporting of more than 9 000 potholes through this platform.
22 November 2023 - NW3712
Sibiya, Ms DP to ask the Minister of Higher Education, Science and Innovation
Considering that funding requirements that align with community education and training colleges (CETs) have been one of the progressive factors concerning the higher education sector, what are the relevant details of the sustainable funding model that has been developed for CETs?
Reply:
In the 2022/23 financial year, the Department developed the sustainable funding model for Community Education and Training (CET) Colleges. The model was implemented with effect from the 2023/24 financial year. The intended outcome of the model is to equitably distribute available funding to Community Colleges taking into account a number of variables including a minimum allocation for basic college operations, enrolment numbers, programmes and qualifications mix, duration of programmes, etc. The model does not provide for any additional funding, it distributes the available budget equitably.
The model estimates that the CET college sector requires R876 million for annual operational activities (subsidy), and this amount excludes employee salary costs. This translates into a 76% funding gap when compared to the allocated subsidy of R211.641 million for the 2023/24 financial year.
22 November 2023 - NW3711
Mkhatshwa, Ms NT to ask the Minister of Higher Education, Science and Innovation
What are the relevant details of the challenges impacting the University of South Africa?
Reply:
The challenges are explained in detail in two reports that have assessed the affairs of the University, namely the Report of the Ministerial Task Team (MTT) on the Strategic Review of the University of South Africa (2021) and the Report of the Independent Assessor (2022). Some of the key challenges are as follows:
- Failure by the University to make adequate provision for dramatic change in the profile of the student body, implementing enrolment targets which were unrealistic and, in some cases, even irresponsible, considering the lack of the institution’s teaching capacity.
- Failure to provide appropriate strategic guidance and direction to a modern Open Distance e-Learning (OdeL) institution in the 21st Century.
- Failure to address the weaknesses that have frustrated the implementation of its strategic priorities. The weaknesses include dysfunctional and outdated ICT infrastructure which compromised the health of the academic enterprise; collapsed basic assurance services and functions necessary to ensure effective governance; ineffective risk management and control processes; retention of a deeply-embedded culture of non-compliance and impunity; chronic management failures in many of the key support systems such as supply chain management, human resource management, compliance and finance and a gross neglect of consequence management.
- Failure to establish an enabling and ethical culture, and has allowed an all-pervasive culture of corruption, conflict, fear and intimidation to prevail.
- Dysfunctionality of the Office of the Registrar, particularly as it relates to student administration, leaving students frustrated. This is compounded exploitation of students by fraudulent tutors because of poor protection of student’s personal information.
- Lack of appreciation of good governance, as demonstrated by outdated statute, policies and adherence to governance instruments. For instance, the Management knowingly took irregular financial decisions that have had far-reaching consequences for the University, namely the selective salary adjustments to academic staff and some portion of the support staff, the laptop scheme, etc. These were condoned by the Council.
- For a long time, Council had reduced the delegation of authority (DoA) of management, and in doing so interfered in matters that ordinarily fell within the purview of Management.
22 November 2023 - NW3679
Ngcobo, Mr S to ask the Minister of Higher Education, Science and Innovation
What measures has his department taken to address the lack of adequate infrastructure for teaching and learning in community education and training colleges?
Reply:
The Department has started a process of building Community Education and Training (CET) Colleges infrastructure to address the challenges of infrastructure in the sector. One billion rand has been allocated to the Community Colleges for infrastructure over the 2023 MTEF period. The initial plan seeks to build Community Colleges and Community Learning Centres in nine (9) provinces: one in each province. The construction is currently in planning phase with consultants having started with the concept designs. The actual construction is targeted to commence in March 2024.
The Department is also working with Provincial Departments for Basic Education to identify properties that are underutilised so that they can be repurposed for Community Learning Centres.
Furthermore, the Department has developed Intergovernmental Protocols on the use of public school facilities of Provincial Education Departments by Community Learning Centres of the Community Colleges under the Department of Higher Education and Training. The Protocols are meant to manage the current relationship between schools and Centres.
22 November 2023 - NW3801
Zondo, Mr S S to ask the Minister of Higher Education, Science and Innovation
Whether his department has the relevant details of the total number of students who (a) registered and (b) graduated in (i) Criminal Justice and/or Law and (ii) Forensic Investigations in the (aa) 2016 and (bb) 2023 academic years; if not, what is the position in this regard; if so, (aaa) what total number of such graduates in each case have been hired by the Government in each province and (bbb) in what positions were they hired?
Reply:
The head count enrolment of students in academic years 2016–2022 is displayed in Table 1 below, while graduates for the same period are shown in Table 2. The data relates to students who are enrolled in or have graduated from programmes in criminal justice and related programmes.
The numbers for academic year 2022 in both tables are regarded as preliminary.
We are unable to provide information about the work status of the graduates at this moment, but may be able to do so once further tracer studies are conducted.
Table 1:
Field of Specialisation |
Criminal Justice and Corrections |
Year |
Total |
2016 |
13778 |
2017 |
15251 |
2018 |
15564 |
2019 |
17790 |
2020 |
23964 |
2021 |
23511 |
2022 |
29429 |
Table 2:
Field of Specialisation |
Criminal Justice and Corrections |
Year |
Total |
2016 |
2752 |
2017 |
2809 |
2018 |
2994 |
2019 |
2773 |
2020 |
4486 |
2021 |
4406 |
2022 |
4799 |
22 November 2023 - NW3678
Ngcobo, Mr S to ask the Minister of Higher Education, Science and Innovation
What are the reasons that his department has been failing to meet the target for student enrollment at community education and training colleges since the 2019-20 financial year?
Reply:
The main reasons for low student enrollment at Community Education and Training (CET) Colleges are associated with lack of physical infrastructure including Information and Communication Technology, and inadequate funding. 95% of Community Learning Centres of the Community Colleges operate in Basic Education infrastructure which leaves a very low number of those that operate on their own site.
To resolve this challenge of inadequate infrastructure, the Department has started with the process of acquiring physical infrastructure for colleges. In addition to funding set aside for new buildings, discussions are underway with the Department of Public Works and Infrastructure to identify underutilised public buildings for the sole use of CET colleges.
The current funding for CET colleges is R2.8 billion, for which R2.6 billion caters for compensation of employees and R211.6 million for operations of colleges (subsidy). The CET sector is allocated 2% of the total PSET budget. The current allocation is thus unable to cater for the proposed needs of the CET sector.
22 November 2023 - NW3879
Thembekwayo, Dr S to ask the Minister of Higher Education, Science and Innovation
In the wake of the stabbing of a female student from the Cape Peninsula University of Technology by a male student from the University of Cape Town, what (a) urgent steps have been taken to bring the perpetrator to account and (b) measures have been put in place to solve the issue of the lack of security in tertiary institutions?
Reply:
a) The perpetrator was apprehended until campus security took him away and he was arrested, meanwhile, the victim was rushed to hospital and had emergency surgery and is currently recovering. The accused appeared in court on attempted murder charges and remains behind bars as he awaits a bail application date.
b) University security heads were invited to workshops, wherein gaps in their security protocols were discussed and further insights shared with researchers, USAF, SAPS and CAMPROSA. It was agreed that a security blueprint will be developed for the universities. In addition, it was agreed that security policies to support staff, students and management must be developed and approved by the Councils of all the universities by the end of the financial year.
10 November 2023 - NW3254
Chirwa, Ms NN to ask the Minister of Higher Education, Science and Innovation
(a) What is the proposed funding alternative which he mentioned in a press release about the National Student Financial Aid Scheme on 19 September 2023, (b) by what date does he envisage the specified alternative funding will come to fruition, (c) who will be the main source of funding behind the initiative and (d) what total number of students will the initiative cater for?
Reply:
- Comprehensive Student Funding Model
- As soon as it is approved by cabinet in November.
- The seed funding behind the initiative will be sourced from the National Skills Fund (NSF), SETA’s, BBBEE Code 300 skills fund as prescribed in legislation, and banks.
- It is estimated that about 11% of university students constitute the missing middle who are not eligible for state funding, although some non-funded NSFAS students can also be defined as the missing middle.
10 November 2023 - NW3162
Zondo, Mr S S to ask the Minister of Higher Education, Science and Innovation
In which academic year(s) does he envisage the two new higher education institutions in (a) Ekurhuleni and (b) Hammanskraal to open their doors?
Reply:
a) The Ekurhuleni based institution is anticipated to open its doors in 2026; and
b) The Hammanskraal based institution is also anticipated to open its doors in 2026.
10 November 2023 - NW3242
King, Ms C to ask the Minister of Higher Education, Science and Innovation
(1)(a) What is the total amount of his department’s budget for the 2023-24 financial year that has already been spent as at 30 September 2023 and (b) which are the main expenditure programmes; (2) (a) which universities have outstanding infrastructure projects, (b) what is the breakdown of costs associated with each of the projects and (c) what are the (i) start and (ii) envisaged completion dates for each project?
Reply:
1. (a) The total amount expended against the Departmental budget for the 2023/24 financial year as at 30 September 2023, is
R91 864.945 million which includes R10 947.497 million in relation to Direct Charges.
(b) The main expenditure programmes are:
- Programme 1: Administration at R234.802 million or 45.4%
- Programme 6: Community Education and Training at R1 406.590 or 52.7%
- Programme 5: Skills Development at R142.148 million or 32.9%
- Programme 4: Technical and Vocational Education and Training at R6 144.052 million or 48.2%
- Programme 3: University Education at R72 071.195 million or 77.8%
- Programme 2: Planning, Policy and Strategy at R918.661 million or 52.1%
2. To date, our 26 public universities have outstanding infrastructure projects from previous cycles amounting to R9.416 billion. A summary of outstanding infrastructure projects with breakdown of costs and envisaged implementation dates is shown in Table 1 below
Table 1: Summary of universities’ outstanding infrastructure projects
Institution |
Project Name/Description |
Funding (R' 000) |
||||
Total/Project |
Total/Institution |
Estimated Construction Start Date |
Construction Start Date |
Estimated Project Completion Date |
||
CPUT |
Extension and Alteration of Old Education Building in Bellville Campus (Phase 1) |
75 000 |
162 530 |
May-23 |
Aug-23 |
Dec-24 |
Conversion of Freedom Square Residence from Catering to Self-Catering |
17 530 |
Aug-22 |
Dec-22 |
Mar-24 |
||
Construction of an Applied Science Building in Bellville Campus |
70 000 |
Jun-22 |
Jul-23 |
Feb-25 |
||
CUT |
New Management Building: Bloemfontein Campus |
67 924 |
376 398 |
DEFERRED |
DEFERRED |
DEFERRED |
New Jewellery School Building: Bloemfontein Campus |
24 231 |
TBC |
TBC |
TBC |
||
New Teachers Education Building: Welkom Campus |
78 215 |
Apr-23 |
TBC |
Oct-25 |
||
New Multi-Purpose Hall: Welkom Campus |
28 203 |
Apr-23 |
TBC |
Mar-25 |
||
Construction of 400-beds student residence: Welkom Campus |
111 072 |
28-Feb-23 |
Sep-23 |
01-Aug-25 |
||
Construction of 260-beds student residence: Bloemfontein Campus |
66 754 |
Mar-23 |
TBC |
Oct-25 |
||
DUT |
Replacement of steel windows, built cupboards and painting on Indumiso |
8 000 |
394 162 |
08-Oct-22 |
07-Feb-23 |
06-Dec-23 |
Midland Campuses - Disability Access: Toilets and access ramps |
1 650 |
01-Nov-20 |
02-Feb-23 |
01-Feb-24 |
||
Indumiso urban campus: Replacement of netball, tennis and volleyball courts |
3 300 |
Jun-23 |
TBC |
Jun-24 |
||
New Student Centre and Centre for Entrepreneurship |
149 572 |
Sep-19 |
Sep-19 |
Dec-23 |
||
New Engineering Building -PHASE 2 |
231 640 |
Sep-19 |
Sep-19 |
Dec-23 |
||
MUT |
Construction New Block E TV Room & Study Area at MUT Residences |
7 660 |
354 785 |
Feb-20 |
Oct-22 |
Oct-23 |
Repairs and Renovations to the Existing Block E Student residences |
18 246 |
Apr-23 |
May-23 |
Mar-24 |
||
Construction of the New 57 Bed Residence Block |
31 906 |
Oct-23 |
Oct-23 |
Apr-25 |
||
Refurbishment of Existing C45, C46 & C47 Computer Labs at MUT Main Campus |
3 300 |
May-23 |
Jun-23 |
Aug-23 |
Institution |
Project Name/Description |
Funding (R' 000) |
||||
Total/Project |
Total/Institution |
Estimated Construction Start Date |
Construction Start Date |
Estimated Project Completion Date |
||
MUT Soccer field Upgrades Including Athletic Tracks |
23 248 |
Mar-23 |
May-23 |
Jan-24 |
||
Main Library Lift Upgrade |
9 397 |
Mar-23 |
May-23 |
Feb-24 |
||
Refurbishment to Faculty of Natural Sciences Ablution |
6 605 |
Jun-22 |
Jul-22 |
Sep-22 |
||
Upgrade to MUT Seme Road |
12 888 |
Jun-23 |
Jun-23 |
Feb-24 |
||
Supply and installation of new water storage tanks |
23 192 |
May-23 |
May-23 |
Feb-24 |
||
Refurbishment of electrical infrastructure |
4 272 |
May-23 |
May-23 |
Mar-24 |
||
ICT business continuity and security upgrade |
3 675 |
May-23 |
May-23 |
Feb-24 |
||
Upgrade of the existing CCTV surveillance system |
3 146 |
Sep-22 |
Sep-22 |
Apr-23 |
||
E-learning and purchasing of Ithala Building |
65 260 |
TBC |
TBC |
TBC |
||
Refurbishment of Biomedical Technology Lab |
10 000 |
Jan-23 |
Jan-23 |
Jul-23 |
||
Construction of a Tunnel Link |
41 220 |
Jan-24 |
Jan-24 |
Oct-25 |
||
Replacement of Roof |
31 210 |
May-23 |
Jun-23 |
Feb-24 |
||
Completion of a 135-bed student residence |
29 070 |
Jan-19 |
Feb-20 |
Mar-23 |
||
New 100-bed student residence |
30 492 |
Oct-23 |
Oct-23 |
Jan-25 |
||
NMU |
Ocean Sciences (Science Centre & Block E Extension) |
85 459 |
344 059 |
15-Jan-21 |
15-Jan-21 |
20-Dec-23 |
Construction of 2000-beds SHIP student residences: Completion of the last 2 Blocks (approximately 280 Beds) on the Summerstrand Campus |
258 600 |
01-Nov-23 |
01-Nov-23 |
TBC |
||
NWU |
New laboratory spaces for Education - PC |
47 844 |
187 680 |
11-Jan-23 |
11-Jan-23 |
30-Apr-24 |
New building for Psychosocial Health - VC |
47 770 |
18-Oct-22 |
18-Oct-22 |
02-Feb-24 |
||
Refurbish Building 24 for multipurpose hall - VC |
29 504 |
05-Jul-22 |
05-Jul-22 |
29-Mar-24 |
||
Refurbishment of spaces for the Schools of Biological and Geospatial Sciences - PC |
62 562 |
14-Sep-22 |
14-Sep-22 |
14-Apr-24 |
||
RU |
Institute for Nanotechnology Innovation (INI) |
86 700 |
502 105 |
04-Jul-22 |
04-Jul-22 |
20-Nov-23 |
Refurbishment of the Chemistry/Pharmacy building Phase 1 |
129 958 |
21-Nov-22 |
21-Nov-22 |
29-Feb-24 |
||
Refurbishment of the Chemistry/Pharmacy building Phase 2 |
90 000 |
01-Dec-23 |
01-Dec-23 |
28-Feb-25 |
||
Electrical MV modernization project |
30 000 |
15-Jan-24 |
15-Jan-24 |
20-Dec-25 |
Institution |
Project Name/Description |
Funding (R' 000) |
||||
Total/Project |
Total/Institution |
Estimated Construction Start Date |
Construction Start Date |
Estimated Project Completion Date |
||
Fire safety compliance project (remainder of campus) |
39 000 |
|||||
Main Admin building complex |
126 447 |
|||||
SMU |
Water Reticulation |
77 000 |
1 173 992 |
31-Aug-21 |
31-Aug-21 |
20-Nov-24 |
New University Boundary Wall |
23 346 |
30-Oct-20 |
30-Oct-20 |
20-Jul-24 |
||
ICT Network Refresher Project - Network upgrades, data centre upgrade and hardware |
420 151 |
07-Feb-21 |
07-Feb-21 |
31-Dec-23 |
||
Main Library Building |
28 691 |
16-Jan-21 |
16-Jan-21 |
31-Jan-24 |
||
Construction of 2000-beds SHIP student residence |
295 398 |
12-Jul-21 |
12-Jul-21 |
31-Dec-24 |
||
Construction of an 800-bed student residence |
290 598 |
13-Jan-22 |
TBC |
TBC |
||
Deferred Maintenance: Residences 1C & 2B |
38 809 |
14-Jun-22 |
14-Jun-22 |
30-Nov-23 |
||
SPU |
C009 - Academic - Education |
60 989 |
554 173 |
07-Jul-21 |
07-Jul-21 |
30-Jun-24 |
Project 3: Defects (Letter dated 19/07/2017) |
5 000 |
01-Dec-23 |
TBC |
31-Mar-25 |
||
Project 4: Contingency (Letter dated 19/07/2017) |
5 000 |
01-Dec-23 |
TBC |
31-Mar-25 |
||
Furniture, Fittings & Equipment (various buildings) |
91 276 |
01-Dec-23 |
TBC |
31-Mar-25 |
||
BX00, SX00 & NX01 - Bulk Infrastructure |
86 983 |
08-Sep-21 |
09-Sep-21 |
31-Mar-25 |
||
N001 - Erf 1 Construction (Oppenheimer Garden) |
23 000 |
11-Oct-21 |
11-Oct-21 |
31-Aug-24 |
||
Erf 1 Design Development and Approval |
2 000 |
21-Oct-21 |
21-Oct-21 |
31-Aug-24 |
||
P008 - Infrastructure Capacity Building |
7 500 |
21-Nov-22 |
21-Nov-22 |
31-Mar-25 |
||
P009 - Forward Planning and Design |
3 000 |
21-Nov-22 |
21-Nov-22 |
31-Mar-25 |
||
P001 - P007 (PMT & Planning) |
27 309 |
21-Nov-22 |
21-Nov-22 |
31-Mar-25 |
||
D001 - 6: ICT Core Platform |
53 924 |
21-Nov-22 |
21-Nov-22 |
31-Mar-25 |
||
Project Insurance |
1 505 |
21-Nov-22 |
21-Nov-22 |
31-Mar-25 |
||
N002 - Academic/Residential/Shared (Great Hall, Info Centre and Student Admissions) |
38 767 |
18-Oct-21 |
18-Oct-21 |
31-Aug-24 |
||
C010 - Heritage Studies and Humanities Building |
65 893 |
14-Jun-21 |
14-Jun-21 |
03-Oct-23 |
||
S008 - Residential |
40 571 |
21-Aug-22 |
21-Aug-22 |
31-Aug-24 |
||
S009 - Residential |
41 456 |
21-Aug-22 |
21-Aug-22 |
31-Aug-24 |
||
SUN |
Upgrading of electrical infrastructure |
60 350 |
60 350 |
14-May-21 |
14-May-21 |
30-Nov-23 |
Institution |
Project Name/Description |
Funding (R' 000) |
||||
Total/Project |
Total/Institution |
Estimated Construction Start Date |
Construction Start Date |
Estimated Project Completion Date |
||
TUT |
New Multipurpose Teacher Education Building |
57 705 |
767 144 |
10-Feb-20 |
10-Feb-20 |
Mar-23 |
New Auditorium Building |
71 461 |
24-Jan-20 |
24-Jan-20 |
TBC |
||
New Classrooms Building |
74 871 |
27-Jul-21 |
27-Jul-21 |
TBC |
||
Multipurpose Examination Halls & Lecturing Venues |
170 044 |
Sep-23 |
TBC |
Dec-24 |
||
New Multipurpose ICT & ERC Centre (Phase 1 And 2) |
14 390 |
Sep-23 |
TBC |
Dec-24 |
||
New Film School: Arts Campus (Phase 1) |
31 425 |
Jul-23 |
TBC |
Jan-25 |
||
Extension of the Library (Phase 1) |
5 057 |
Aug-23 |
TBC |
TBC |
||
Structural Refurbishment of Building 4 |
1 965 |
Oct-23 |
Oct-23 |
Feb-24 |
||
Refurbishment of Roof Structure of Building 25 |
3 104 |
Oct-23 |
Oct-23 |
Feb-24 |
||
Refurbishment of Gencor Hall |
7 014 |
Jul-23 |
Aug-23 |
TBC |
||
Refurbishment of Building 15 and Rehabilitation of Unstable Asbestos Panels |
5 131 |
Oct-23 |
Oct-23 |
Feb-24 |
||
Construction of new student residences: 250-beds at Soshanguve Campus and 250-beds at Garankuwa Campus |
134 164 |
24-May-18 |
24-May-18 |
TBC |
||
Construction of new student residences: 500-beds at eMalahleni Campus and 600-beds at Soshanguve Campus |
110 000 |
16-Aug-21 |
16-Aug-21 |
TBC |
||
Construction of a 500-bed residence: eMalahleni Campus |
65 000 |
16-Aug-21 |
16-Aug-21 |
TBC |
||
Shortfall: New eMalahleni Campus student residence (PA-50) |
5 694 |
16-Aug-21 |
16-Aug-21 |
TBC |
||
Shortfall: New Soshanguve Campus student residence (PA-51) |
3 382 |
16-Aug-21 |
16-Aug-21 |
TBC |
||
Shortfall: New Ga-Rankuwa Campus student residence (GM-14) |
2 500 |
24-May-18 |
24-May-18 |
TBC |
||
Shortfall: Ga-Rankuwa Campus student residence (PK24) |
4 238 |
24-May-18 |
24-May-18 |
TBC |
||
UCT |
Water Sustainability Projects |
70 000 |
70 000 |
13-Jun-19 |
13-Jun-19 |
31-Dec-23 |
Institution |
Project Name/Description |
Funding (R' 000) |
||||
Total/Project |
Total/Institution |
Estimated Construction Start Date |
Construction Start Date |
Estimated Project Completion Date |
||
UFH |
Deferred Maintenance Projects |
76 625 |
13-Jun-19 |
13-Jun-19 |
31-May-24 |
|
HDI Infrastructure Backlog FC10: Chemistry lab, network and telephone systems |
30 200 |
14-Jun-23 |
14-Jun-23 |
14-Dec-23 |
||
Eskom Connection |
19 073 |
15-Aug-23 |
15-Aug-23 |
30-Nov-23 |
||
Replacing the Obsolete Substation |
12 903 |
16-Aug-23 |
TBC |
TBC |
||
Early Childhood Development Centre: East London Campus |
53 699 |
534 194 |
30-Mar-23 |
TBC |
31-Jul-24 |
|
Student Centre & Parkade: East London Campus |
63 059 |
16-Aug-23 |
TBC |
01-Jul-25 |
||
Electricity Infrastructure Upgrades - Alice Campus |
56 240 |
16-Aug-23 |
TBC |
20-Dec-24 |
||
Occupational Health & Safety Compliance: All Campuses |
55 850 |
16-Jul-23 |
TBC |
01-Jul-25 |
||
Disability Access: All Campuses |
36 546 |
16-Aug-23 |
TBC |
01-Jul-25 |
||
Alice Water and Sanitation Project |
130 000 |
13-Mar-23 |
TBC |
30-Jun-24 |
||
Backlog Maintenance (5th Cycle) |
20 000 |
13-Jul-23 |
13-Jul-23 |
15-Dec-25 |
||
UJ |
Disability Access Projects |
5 000 |
30 000 |
15-Jun-23 |
15-Jun-23 |
31-Dec-24 |
Upgrade of Lecture Venues |
5 000 |
15-Apr-23 |
15-Apr-23 |
31-Dec-23 |
||
Additional offices and lab space at Blocks E & F |
15 000 |
15-Apr-22 |
15-Apr-22 |
31-Oct-23 |
||
Construction of New Tutorial Building |
70 000 |
16-Nov-23 |
TBC |
31-Dec-25 |
||
Refurbishment of Oval Residence: Westville Campus (4th IEG cycle) |
15 200 |
DEFERRED |
DEFERRED |
DEFERRED |
||
UKZN |
Construction of a new 194-bed residence: Medical Campus |
60 000 |
299 200 |
TBC |
TBC |
30-Nov-25 |
Acquisition and/or development of 400 beds off- campus: UKZN wide |
120 000 |
TBC |
TBC |
31-Dec-24 |
||
Refurbishment of wet works Oval Residence: Westville Campus (5th IEG cycle) |
9 000 |
DEFERRED |
DEFERRED |
DEFERRED |
||
Conversion of Charles Smith Hall to 54-bed student residence: Howard College |
10 000 |
15-Sep-22 |
15-Sep-22 |
19-Dec-23 |
||
UL |
Deferred Maintenance |
135 539 |
791 633 |
15-Aug-17 |
15-Aug-17 |
31-Dec-25 |
Institution |
Project Name/Description |
Funding (R' 000) |
||||
Total/Project |
Total/Institution |
Estimated Construction Start Date |
Construction Start Date |
Estimated Project Completion Date |
||
New Earth Sciences Building |
183 022 |
09-Feb-23 |
09-Feb-23 |
31-Oct-24 |
||
Extension to Library including ICT space, Phase 1 |
108 882 |
09-Feb-23 |
09-Feb-23 |
30-Apr-24 |
||
3500-beds SHIP student residence |
364 190 |
TBC |
TBC |
31-Dec-25 |
||
UMP |
NBP0015 - Lower Campus D725 Northern Entrances |
87 950 |
87 950 |
01-Aug-22 |
15-Oct-22 |
31-Oct-23 |
UNISA |
FC1: Disability Centre of excellence |
20 585 |
334 657 |
Apr-23 |
Sep-23 |
Jun-24 |
Statutory Compliance Projects |
20 000 |
09-Mar-23 |
09-Mar-23 |
31-Dec-23 |
||
Universal Access Projects |
24 000 |
May-23 |
May-23 |
May-24 |
||
Sustainability Projects |
6 000 |
Apr-23 |
Mar-23 |
Jan-24 |
||
Sunnyside Perimeter Wall |
9 600 |
Mar-23 |
Mar-23 |
Jul-24 |
||
Sunnyside Development: Phase 1 |
60 178 |
Apr-23 |
Aug-23 |
Apr-25 |
||
Sunnyside Development: Phase 2 |
12 042 |
Apr-23 |
Sep-23 |
May-25 |
||
Sunnyside Development: Phase 5 |
40 752 |
Aug-23 |
Oct-23 |
Nov-25 |
||
Florida Gas OHS Renovation |
134 300 |
Feb-23 |
Apr-23 |
Jun-25 |
||
HVAC Chillers Replacement |
7 200 |
Dec-22 |
Feb-23 |
May-23 |
||
UNIVEN |
Disable Student Unit Centre: fire regulations compliance, servicing of electrical installations, and improvement of universal access |
630 |
325 931 |
12-Aug-22 |
31-Mar-23 |
31-Oct-23 |
School of Environmental Sciences: Upgrades |
2 600 |
29-Nov-22 |
30-Mar-23 |
29-Jul-23 |
||
Construction of a simulation laboratory |
11 630 |
15-Oct-22 |
15-Aug-23 |
30-Oct-24 |
||
Perimenter fencing |
22 155 |
07 March 2021 |
29-Aug-22 |
31-Oct-23 |
||
Punda Maria Road |
27 297 |
24-Nov-22 |
13-Feb-23 |
13-Oct-24 |
||
Completion of the School of Health Sciences Building |
62 117 |
29-Jun-21 |
17-Apr-22 |
17-Aug-23 |
||
Completion of the 1800-beds DBSA funded student residences |
190 000 |
14-Sep-22 |
14-Sep-22 |
15-Dec-23 |
||
Replacement of asbestos roofing: Riverside Student Residence |
5 475 |
15-Oct-22 |
29-Nov-22 |
29-Aug-23 |
||
Replacement of asbestos roofing: B Ncube Student Residence |
1 847 |
15-Oct-22 |
29-Nov-22 |
29-Aug-23 |
Institution |
Project Name/Description |
Funding (R' 000) |
||||
Total/Project |
Total/Institution |
Estimated Construction Start Date |
Construction Start Date |
Estimated Project Completion Date |
||
Replacement of asbestos roofing: Mangogroove Residence |
2 180 |
15-Oct-22 |
29-Nov-22 |
29-Aug-23 |
||
UNIZULU |
New Student Centre |
55 000 |
1 008 521 |
01-Aug-22 |
26-Oct-22 |
31-Mar-24 |
New multi-purpose centre with media centre, language labs, seminar rooms & staff offices |
80 448 |
28-Mar-24 |
TBC |
28-Oct-25 |
||
Perimeter Fence |
27 846 |
|||||
New Student Administration block |
106 132 |
28-Apr-24 |
TBC |
28-Nov-25 |
||
Rehabilitation of Internal Roads |
5 355 |
Awaiting Virement approval |
||||
New Agricultural Building |
21 420 |
Awaiting Virement approval |
||||
Phase 1 and 2 Sports Facility |
9 638 |
15-Nov-21 |
28-Oct-22 |
28-Apr-24 |
||
Manufacture and install 12 x LV panels for substations |
4 080 |
15-Oct-22 |
28-Feb-23 |
28-Apr-24 |
||
Electrical infrastructure upgrade (replacing high tension cables) |
3 000 |
15-Nov-22 |
28-Mar-23 |
28-Jul-24 |
||
Installation new lift: Natural Sciences building |
700 |
15-Oct-23 |
TBC |
28-Mar-24 |
||
Upgrade of Wastewater reticulation |
8 000 |
Awaiting Virement approval |
||||
Storm water management system |
6 500 |
28-Mar-24 |
TBC |
28-Oct-25 |
||
Development of Engineering Building: Richards bay Campus |
90 000 |
08-Apr-22 |
08-Apr-22 |
22-Aug-24 |
||
Development of new Multi-Purpose lecture theatres |
45 000 |
28-Mar-24 |
TBC |
28-Oct-25 |
||
New Academic building: Depts of Social Work, Law and Music |
40 500 |
Awaiting Virement approval |
||||
Refurbishment of East Residence Plant Room: Kwa- Dlangezwa Campus |
6 600 |
28-Mar-24 |
TBC |
22-Aug-24 |
||
Installation of East Residence heat pumps: Kwa- Dlangezwa Campus |
7 000 |
28-Mar-24 |
TBC |
22-Aug-24 |
||
Installation of East Residence water tanks: Kwa- Dlangezwa Campus |
9 000 |
Awaiting Virement approval |
||||
Installation of West Residence heat pumps: Kwa- Dlangezwa Campus |
8 800 |
28-Mar-24 |
TBC |
22-Aug-24 |
Project Name/Description |
Funding (R' 000) |
|||||
Institution |
Total/Project |
Total/Institution |
Estimated Construction Start Date |
Construction Start Date |
Estimated Project Completion Date |
|
Installation of West Residence water tanks: Kwa- Dlangezwa Campus |
13 502 |
Awaiting Virement approval |
||||
Major Refurbishment of Existing Student Residences (Mtshali, Nikiza, New York, Richard Bay) |
225 000 |
09-Jun-22 |
30-Jun-22 |
14-Aug-24 |
||
3500-beds SHIP student residences: Kwa-Dlangezwa and Richards Bay Campuses |
235 000 |
09-May-22 |
09-May-22 |
28-Mar-24 |
||
UP |
Capacity Infrastructure Upgrade |
84 350 |
126 350 |
15-Aug-21 |
15-Oct-21 |
28-Oct-25 |
Deferred Maintenance |
42 000 |
15-Jun-22 |
15-May-23 |
28-Aug-24 |
||
South Campus renewal and repurposing for Education |
86 744 |
Mar-23 |
TBC |
Nov-25 |
||
UWC |
Renewal & repurposing: Senate Building space vacated by CHS |
73 063 |
217 542 |
Jan-24 |
TBC |
Jul-25 |
Renewal & repurposing: Education Building |
57 735 |
Mar-23 |
TBC |
Nov-25 |
||
Renovation of Laboratories |
12 700 |
Mar-24 |
TBC |
Apr-25 |
||
Renovation of Lecture Halls |
20 356 |
31-Jan-23 |
31-Jan-23 |
30-Nov-23 |
||
Renovation of Ablutions |
9 949 |
20-Jan-23 |
20-Jan-23 |
16-Dec-23 |
||
Disability External |
5 800 |
01-May-23 |
01-May-23 |
28-Feb-24 |
||
Disability Internal |
6 600 |
01-May-23 |
01-May-23 |
28-Feb-24 |
||
Engineering Teaching Equipment |
45 275 |
15-Sep-24 |
15-Sep-24 |
15-Dec-24 |
||
Engineering Extension Building |
15 063 |
24-Aug-17 |
24-Aug-17 |
31-Oct-24 |
||
Engineering Teaching Furnishing |
3 000 |
15-Sep-24 |
15-Sep-24 |
15-Dec-24 |
||
VUT |
Life & Physical Science Equipment |
14 232 |
460 248 |
24-Jul-24 |
24-Jul-24 |
01-Nov-24 |
Life & Physical Science Renewal Lab |
3 050 |
24-Jul-24 |
24-Jul-24 |
01-Nov-24 |
||
Life & Physical Science Building |
124 910 |
24-Jul-16 |
24-Jul-16 |
01-Aug-24 |
||
Life & Physical Science Furnishings |
514 |
24-Jul-24 |
24-Jul-24 |
01-Nov-24 |
||
Teacher Education Building |
33 735 |
24-May-17 |
24-May-17 |
30-Nov-24 |
||
Teacher Education Furnishings |
677 |
10-Oct-24 |
10-Oct-24 |
31-Dec-24 |
||
Teacher Education Equipment |
2 455 |
10-Oct-24 |
10-Oct-24 |
31-Dec-24 |
||
Sciences and research laboratories |
78 017 |
15-Feb-24 |
15-Feb-24 |
6-Dec-25 |
||
Renovation of various student residences |
37 680 |
15-Mar-23 |
15-Mar-23 |
6-Mar-24 |
Institution |
Project Name/Description |
Funding (R' 000) |
||||
Total/Project |
Total/Institution |
Estimated Construction Start Date |
Construction Start Date |
Estimated Project Completion Date |
||
Refurbishment of various student residences |
46 235 |
15-May-23 |
15-May-23 |
6-Jun-24 |
||
WITS |
Campus Sustainability: Energy Efficiency Programme |
5 000 |
10-May-22 |
10-May-22 |
20-Feb-24 |
|
Wits School of the Arts: Fine Arts Studio Development |
23 985 |
15-Jan-21 |
15-Jan-21 |
30-Jun-24 |
||
Built Environment Precinct Expansion and Redevelopment |
45 769 |
16-Jul-21 |
16-Jul-21 |
31-Dec-23 |
||
Wits Test & Examination Centre: Part 2 - Solomon Mahlangu House West Wing Drawing Hall |
7 346 |
90 576 |
20-Apr-23 |
20-Apr-23 |
30-Jun-24 |
|
Thembalethu Large Teaching Venues |
4 649 |
1-May-23 |
1-May-23 |
30-Jun-24 |
||
Lecture and Teaching Venue Audio Visual Equipment Upgrade |
3 828 |
18-Apr-23 |
18-Apr-23 |
28-Feb-24 |
||
WSU |
Faculty Consolidation Furniture and equipment |
4 320 |
Still struggling to find a site |
|||
Faculty Consolidation Institutional Office |
14 346 |
Still struggling to find a site |
||||
Faculty Consolidation Provisional sums |
5 167 |
Still struggling to find a site |
||||
Faculty Consolidation Escalations and professional fees |
14 016 |
Still struggling to find a site |
||||
Renewable energy initiatives |
9 000 |
162 149 |
24 May 23 |
24 May 23 |
28-Jul-24 |
|
Upgrade & Expansion to Dwesa Research Station |
9 000 |
23 Apr 23 |
23 Apr 23 |
05 Dec 23 |
||
Small Enterprise development centre for Agricultural businesses |
6 300 |
20-Jan-23 |
TBC |
13-Oct-24 |
||
Refurbishment of Zamukulungisa Student Residence: Mthatha Campus |
100 000 |
17 Mar 22 |
17 Mar 22 |
17 Nov 23 |
||
Total/Source |
9 416 331 |
9 416 331 |
||||
Grand-Total |
01 November 2023 - NW3263
Makamba-Botya, Ms N to ask the Minister of Higher Education, Science and Innovation
Following his visit to Japan, what (a) actual tangible plans are in place to build a hydrogen economy in the Republic and (b) steps will he take to ensure that a hydrogen economy is built in the Republic?
Reply:
The Minister participated in hydrogen economy-related ministerial engagements from 25 to 27 September 2023 that were held in Tokyo, Japan, to profile the work of the Department of Science and Innovation (DSI) as well as promote collaboration, investment, and innovation in support of the deployment of hydrogen at scale, which is essential for the successful implementation of the National Hydrogen Society Roadmap (HSRM).
(a) Subsequent to the Ministerial Visit to Japan, the following plans are in place to build a hydrogen economy in the Republic:
1. Energy Sector Support Programmes
In support of the energy sector, the DSI will continue to support the following energy research, development and innovation (RDI) programmes with academic institutions and corporate partners:
- Hydrogen South Africa (University of Cape Town, Mintek, North-West University, Council for Industrial Research, University of the Western Cape, Anglo American, Impala Platinum, Bambili (SMME), etc.);
- Platinum Valley Project (Anglo American Platinum, Engie and Bambili);
- Green Ammonia project (Sasol); and
- Carbon Capture and Use (PPC Cement, EPCM (SMME)).
2. Design of Appropriate Operating Models
The DSI has initiated engagements with private sector and international partners to design appropriate operating models that will ensure better coordination and partnerships for the effective implementation of the Hydrogen Society Roadmap.
(b) The following steps will be taken to ensure that a hydrogen economy is built in the Republic:
1. Strengthen Current Existing Strategic Partnerships
The DSI will continue to explore ways to strengthen the following current existing strategic partnerships through active participation in related platforms:
- International Partnership for Hydrogen and Fuel Cells in the Economy (IPHE). South Africa is the current Chair of the IPHE and aims to use its tenure to encourage more African countries to join IPHE;
- International Energy Agency;
- United Nations Industrial Development Organization;
- Hydrogen Council (private sector-led); and
- African Hydrogen Alliance (Egypt, Kenya, Mauritania, Morocco, Namibia and South Africa).
2. Opportunities for Partnerships
The DSI will continue to seek partnerships with both the public and private sector in:
- Testing and validation of the technology through field trials;
- Further development and optimisation of the technology;
- Developing a supply chain that supports the deployment of technology;
- Supporting skills development through internships (universities & TVETs) to support technology deployment;
- Training the end users of the technologies through local municipalities;
- Stimulating local demand for emerging technologies to power social and economic infrastructure; and
- Facilitating the establishment of manufacturing facilities in the country that allow for the integration of locally developed intellectual property and inbound technology where appropriate.
30 October 2023 - NW3268
Shikwambana, Mr M to ask the Minister of Higher Education, Science and Innovation
(1)With reference to the Outcome 6: skills development support for entrepreneurship and cooperative development of the National Skills Development Plan Outcomes, (a) how long was the training accredited and (b) under which skills programme and/or qualifications; (2) whether each sector education and training authority traced the beneficiaries to ascertain the impact of the programme and the difference it has made in their lives; if not, why not; if so, what are the relevant details?
Reply:
COMPILER DETAILS
NAME AND SURNAME:
CONTACT:
RECOMMENDATION
It is recommended that the Director-General sign Parliamentary Question 3268.
DR N SISHI
DIRECTOR–GENERAL: HIGHER EDUCATION AND TRAINING
DATE:
PARLIAMENTARY REPLY 3268 IS APPROVED / NOT APPROVED / AMENDED.
COMMENT/S
DR BE NZIMANDE, MP
MINISTER OF HIGHER EDUCATION, SCIENCE AND INNOVATION
DATE:
17 October 2023 - NW2718
King, Ms C to ask the Minister of Higher Education, Science and Innovation
(1)In light of the fact that the National Student Financial Aid Scheme (NSFAS) direct payment system was scheduled to be operational from July 2023, (a) on what date was each university and technical, vocational education and training (TVET) college informed to get onboard, (b) what total number of universities and TVET colleges were able to onboard and (c) what total number of students have been on board by 30 July 2023; (2) what challenges have been experienced by students after getting on boarding on the NSFAS direct payment system; (3) what total number of NSFAS beneficiaries at (a) universities and (b) TVET colleges (i) passed, (ii) failed and (iii) dropped out in 2022?
Reply:
UNIVERSITY
1)
a) Rule 7.3.2 of the 2023 NSFAS ELIGIBILITY CRITERIA AND CONDITIONS FOR FINANCIAL AID was shared with all the 26 Universities in December 2022, it stated that NSFAS will make allowance for a minimum of 3 months’ notice to institutions where it intends to take over full payment of allowances.
Subsequently, a Notice was issued by the NSFAS on 03 March 2023, informing universities that starting from 01 June 2023, NSFAS will assume responsibility for disbursing allowances to its beneficiaries.
An additional Notice was issued on 26 May 2023 clarifying that the first direct payment will take place on the last day of June 2023. It further clarified that institutions should continue to process June allowances to students.
(b) As of the end of June 2023, a total of 24 universities were successfully onboarded and their students received their July 2023 allowance payments through the direct payments. Two universities, Stellenbosch University and Northwest University, have yet to disburse the allowances for the month of July 2023. These two universities joined the direct payment program towards the end of July 2023, and released August 2023 allowances.
(c) As of 30 July 2023, the total number of KYC complete students is 316 741.
2)
Challenges |
Definition |
Action required |
Cyber Attack |
Instances of cyber-attacks threaten student accounts and system integrity. |
Partners will implement robust cybersecurity measures, safeguarding against cyber threats and unauthorized access and ensuring student security. |
Transition Resistance |
Resistance from institutions, students and student leadership to adopt the new payment system. |
Continue to engage stakeholders, address concerns, and highlight system benefits to foster smoother transitions and wider acceptance. |
Inaccurate Claims/ Registration data |
Incorrect allowances were paid due to inaccurate registration data received from the institutions. |
NSFAS opened the adjustment window to allow institutions to correct their registration data. |
Students say the direct payment charges are excessive. |
Students are paid directly to their accounts and charged for withdrawals and services. |
NSFAS and students negotiated a reduction from R89 to R12. Further engagements will commence. |
TVET COLLEGE
1)
a) The direct payment process was introduced at TVET colleges in the last quarter of 2022, with the first payment made in November 2022. The 2023 academic year saw a continuation and improvement in the process. Because students at the 44 colleges were already being paid their allowances directly by NSFAS through the NSFAS Wallet, transition to the direct payment process was gradual with the 6 remaining Western Cape colleges receiving money from NSFAS and paying it over themselves to students.
b) To date all 50 TVET Colleges are onboarded on the direct payment method of payment.
c) There are 187 180 students KYC complaint in the TVET sector, meaning are fully registered to access their allowances.
2)
Challenges |
Description |
Solutions |
Bank Card Shortage / Slow Distribution |
Direct payment project was initially implemented via virtual cards in the TVET sector. When distribution of handheld cards started around March 2023, reports of insufficient bank cards, related delays and queues arose. |
Bank cards have been made available to students and distributions are ongoing at universities. However, the multiple registration cycles in TVET sector continue to complicate logistics. |
Partner Dependency |
NSFAS relies on manual partner reports, causing delays and inefficiencies. Colleges also rely on manual reports being given to them by partners |
An integrated reporting module is being developed to allow for automated sharing of reports for smoother operations. |
Cyber Attack |
Instances of cyber-attacks threaten student accounts and system integrity and cases of alleged fraud. |
Partners are continuously being engaged to implement robust cybersecurity measures, safeguarding against cyber threats and unauthorized access, and ensuring student security. |
Non-responsiveness/ Delays in Query Handling |
Both students and institutions complain about not getting through to the partner call centres. Emailed queries not responded to. |
Partners are given feedback directly through bi-weekly meetings held between NSFAS, the partners and the colleges, so that they look at improving their capacity. |
Partner Capacity Limitations |
Long queues at card distribution points because partners do not have adequate resources to service the points. |
Partners are given feedback directly through bi-weekly meetings held between NSFAS, the partners and the colleges so that they improve their capacity. |
Partner/College Relationship Issues |
Some Partners commit to meetings but fail to attend, causing dissatisfaction and potential protests. |
Ensure partners attend meetings, address concerns, and foster cooperation to prevent disruptions and maintain positive relationships. |
NSFAS Data Remediation Impact |
Defunding and funding status changes strained the relationship between NSFAS and the stakeholders and affects integrity of the direct payment method as students are not able to differentiate between NSFAS and partner glitches. Poor systems integration has meant that Students’ NSFAS portal reflect a positive (funded) status, while NSFAS internal system reflect a negative (unfunded) student, resulting in students being turned away by the partner. |
NSFAS is working extensively at gaining student confidence through proper working and integrated systems and integration between student portal and internal system. |
Registration Template Errors |
Errors in registration templates lead to processing delays and blocking of allowances until correction requests from institutions are implemented. |
System enhancements are being developed to put in place technology-driven mechanisms to identify and rectify incorrect allowance claims. |
Students say the direct payment charges are excessive. |
Students find direct payment charges excessive and are lobbying for a fee structure review. |
Fee structure review will start with further engagements. |
Underage Students' Onboarding process |
There has been a delay in the development of a FICA compliant process to KYC underage students. |
Partners have introduced a solution for underage students. |
(3) The total number NSFAS beneficiaries who passed at universities are 390 431. The total number of NSFAS beneficiaries who failed at universities are 102 252.
The total number of NSFAS beneficiaries who passed at TVET colleges are 108 161. The total number of NSFAS beneficiaries who failed at TVET colleges are 90 779.
On the question of number of students who dropped out, NSFAS will be working in conjunction with institutions to finalize this number.
11 October 2023 - NW2639
Shikwambana, Mr M to ask the Minister of Higher Education, Science and Innovation
What (a) recent steps has he taken to salvage tensions between students and university management in institutions of higher learning over the delayed and nonpayment of National Student Financial Aid Scheme allowances to students, (b) reasons lie behind the defunding of students, (c) is the total number of students who have been defunded since 1 January 2023 and (d) are the reasons that the service provider charges students?
Reply:
(a) NSFAS delegated two teams led by senior officials to visit a sample of 10 universities and 20 TVET Colleges over a ten-day period from 11 September to 22 September with the objective of engaging students and institutions on the challenges they are confronting. NSFAS also established continuous engagements with student leaders in areas where issues persist.
(b) The reasons for withdrawing funding from students are as follows:
- Applications rejected after re-assessment of Financial Eligibility (FE) criteria using new SARS data,
- Applications rejected after updated Academic Eligibility (AE) assessment results, and
- Applications rejected because of exceeding the N+ rule.
(c) The number of students defunded since 01 January 2023 is 28378.
(d) Service providers charge students a fixed monthly fee of R12 for a specific bundle of transactions. Further, additional charges arise because of student transactional behaviour for transactions outside of the bundled transactions for example repeated viewing of balance of funds in the student account or excessive transactions.
04 October 2023 - NW2609
Komane, Ms RN to ask the Minister of Higher Education, Science and Innovation
(a) As at the latest specified date, to which institutions did the National Student Financial Aid Scheme deploy teams in order to assist students to verify themselves so that they may receive funds that were placed on hold because of incomplete verification, (b)(i) on what date and (ii) for how long are the specified teams on campuses to assist students and (c) what number of students have been assisted as at the latest specified date in resolving their issue?
Reply:
TVET COLLEGES
a) The direct payment process was introduced at TVET colleges in the last quarter of 2022, with the first payment made in November 2022, although engagements had started in September 2022. The 2023 academic year saw a continuation of this allowance payment method across all 50 TVET colleges.
To fully support the students with this new direct payments process, during the January / February student registration period, the TVET institutional support team, through the NSFAS Servicing Administrators, conducted working visits at their assigned institutions. During this period, the NSFAS team spent a month deployed in the regions, from 16 January 2023 to 17 February 2023. After this period, there has been instances where some colleges have been visited on an ad hoc basis dependent on what issues the college was facing.
b) (i) Most recently the NSFAS Team was deployed to TVET colleges for the purposes of assisting with challenges, including direct payments, from Monday 18 September 2023 to Friday 22 September 2023.
(ii) The teams were at the colleges for a period of a week.
c) Number of students who ultimately successfully completed KYC as a result of this week cannot be specified, as the KYC process takes place on the direct payment partner platform.
UNIVERSITIES
a) Preparing for the direct payments made for July 2023 allowances, NSFAS initiated a comprehensive process. Initially, NSFAS working with the direct Payment partner began by actively collaborating with institutions and the Student Representative Council (SRC) to define the procedural steps and address any queries or concerns they might have had. Subsequently, during the Month of July and August 2023 NSFAS dispatched resources to these institutions, providing valuable assistance during the onboarding process and offering timely responses to any inquiries that arose.
b) I) Continuing in its commitment to streamline the payment process, NSFAS, in conjunction with its direct payment partners, maintains ongoing engagement with institution management and the SRCs. This proactive approach ensures that any identified issues are promptly addressed. Whenever necessary for NSFAS to visit institution, additional resources are deployed to work closely with institutions, in ensuring that all outstanding matters are effectively resolved by NSFAS and the direct payment partners.
ii) It is not possible to specify the exact number of students who successfully completed the Know Your Customer (KYC) process this week, as the KYC procedure occurs on the direct payment partner's platform.
04 October 2023 - NW2837
Cuthbert, Mr MJ to ask the Minister of Higher Education, Science and Innovation
What amount of (a) historical student debt is currently stated in the financial accounts of the National Student Financial Aid Scheme (NSFAS), excluding that which has been proscribed or written off, (b) the specified debt has been settled with NSFAS and (c) the debt has been written off?
Reply:
a) The historical student loan book value:
As at year ended 31 March 2022, the nominal value of the student loan book was R41.0bn (2021: R40.3bn). The net/carrying value of the student loan book, after considering the adjustments in respect of the actuarial valuation, is R5.1bn (2021: R6.4bn).
b) Debt that has been settled:
During the year ended 31 March 2022 the entity recovered R303m (2021: R388m). The recoveries including debtors that has partially and fully settled their NSFAS debts.
c) Debt written off:
Write offs during the year ended 31 March 2022 because of debtors being deceased amounted to R120m (2021: R114m). This is included in the total aggregated valuation adjustments processed.
04 October 2023 - NW2838
Cuthbert, Mr MJ to ask the Minister of Higher Education, Science and Innovation
What (a) number of students who are funded by the National Student Financial Aid Scheme fall into the (i) R0 - 180 000, (ii) R180 001 - R350 000 and (iii) R350 001 - R600 0000 income bands and (b) proportion of funds are cumulatively allocated to each of the specified bands?
Reply:
NSFAS currently does not categorize as specified above. Financial assessment is based on household income (threshold) of R350 000 for non-disability and 600 000 for disability applicants.
02 October 2023 - NW2583
Letsie, Mr WT to ask the Minister of Higher Education, Science and Innovation
In light of the fact that the National Student Financial Aid Scheme has been on the news recently for a number of reasons, one of them being the inability of the recently appointed Fintech companies to distribute allowances to students and allegations of some of them having not met the minimum requirements to be appointed, what has he and his department done to (a) get to the bottom of the allegations and (b) ensure students are not affected negatively from now onwards?
Reply:
a) The Department has studied the allegations against Fintech companies and regards them as very serious. The Department has engaged the NSFAS board on several occasions and is awaiting Werksmans Attorneys’ findings so that any decision taken is guided by verifiable facts and evidence, is lawful, reasonable, and procedurally fair as per legal prescripts derived from our constitution, and related legislation, including the Public Administrative Justice Act of 2000. In addition, the Department has despatched a senior official to be incorporated into the Appeals Committee to assist with tracking progress and developing solutions to arising problems.
b) The Department regrets that some students have been affected by the systems introduced by the Fintech companies. The Department has been advised that NSFAS has sent a team of senior officials to ten of the most affected institutions to engage the students and understand the challenges they are experiencing with the Fintech companies. The team will be concluding their report on 22 September 2023. It is expected that they will numerate all issues, and resolve them with necessary alacrity, including finalising a Change Management Strategy.
02 October 2023 - NW3101
Boshoff, Dr WJ to ask the Minister of Higher Education, Science and Innovation
(1)What (a) progress has been made on the fencing of the Square Kilometre Array (SKA) core area, (b) conditions were agreed to with SANParks to manage the area and (c) date was set for SANParks to commence with the management of the specified area; (2) whether any community members and/or farmers have received access to the internet connection of the SKA as was indicated to the Portfolio Committee on Higher Education, Science and Innovation during the visit to the SKA; if not, why not; if so what are the relevant details?
Reply:
(1)
a) The project to erect a fence surrounding the land declared as the Meerkat National Park, which includes the core site of the SKA, is managed by the South African Radio Astronomy Observatory (SARAO). A tender for the construction of the fence was published on 13 June 2023 and closed on 11 August 2023. SARAO is currently evaluating the submissions received. The project is expected to be completed approximately 30 months after the award of the tender.
b) SANParks was appointed to manage the NRF land acquired for the purpose of hosting the SKA project. The NRF concluded a management agreement with SANParks and the land was subsequently declared as a national Park. SANParks has developed a park management plan which sets out the long-term vision, objectives and strategies for the park. The Park Management Plan was approved by the Minister of Forestry, Fisheries and Environment on 29 September 2022.
c) The area declared as the National Park is currently under the management of SANParks. The following management measures are being implemented:
- putting in place the necessary physical, human and financial resources required to run the Meerkat National Park;
- introducing measures and mechanisms for water management;
- rolling out general security measures through demarcation and identification of the park, and enhanced infrastructure such as inspection roads;
- implementing an alien invasive species management programme through the Extended Public Works Program (EPWP) resources;
- implementing a ‘cleaning and greening’ initiative which employed up to 120 youths from the local communities; and
- assisting farmers to maintain their boundary fences as an interim mitigation measure whilst the Meerkat National Park fence is being erected.
2. As part of its socioeconomic development initiatives in the SKA area the South African Radio Astronomy Observatory (SARAO) continues to provide internet connectivity to the people in the area, including the farmers. To date, 368 individuals are receiving subsidised broadband internet services via commercial satellite service providers. These programs continue to be reviewed on an ongoing basis to ensure competitive service offerings and pricing.
02 October 2023 - NW2953
Shikwambana, Mr M to ask the Minister of Higher Education, Science and Innovation
What (a) steps have sector education and training authorities taken to ensure the successful implementation of skills development outcomes over the past three financial years, (b) total number of (i) programmes have been implemented in the provinces and (ii) beneficiaries have (aa) been trained and (bb) completed the programmes and (c) impact has the programmes brought about in the lives of the beneficiaries in terms of (i) job creation, (ii) the expansion of businesses and (iii) the establishment of new enterprises?
Reply:
a) The core responsibility of a Sector Education and Training Authority (SETA) is to develop a Sector Skills Plan (SSP) as mandated by the Skills Development Act (Act No. 97 of 1998). SETAs facilitate the delivery of sector-specific skills interventions that enable the achievement of the outcomes of the National Skills Development Plan (NSDP) and other applicable policy instruments. Research is critical in this regard, as SETAs are required to conduct research to identify occupations/skills in demand in their respective sectors.
The Department develops (and annually updates) the Sector Skills Plan Framework, guiding the SETAs, which takes into account amongst others, change drivers such as : regulatory and policy issues such as government legislation (i.e. White Paper for Post School Education and Training, National Plan for Post School Education and Training, etc); national and provincial plans which drive growth and development; economic growth or decline in a sector; changes to the nature of work such as changes in technology, work organization, production and process innovation; the business environment such as export markets, consumer preferences, and competitiveness in the market, globalization and others; immigration and emigration and social issues such as poverty, HIV/AIDS, health and safety issues, etc. The SSPs include chapters such as Sector Profile; Key Skills Drivers; Occupational Shortages and Skills Gaps; SETA Partnerships and SETA Monitoring and Evaluation. Other Labour Market Intelligence Instruments such as National List of Occupations in High Demand; Critical Skills List; Economic Reconstruction and Recovery Plan Skills Strategy guide the implementation of skills development interventions. Subsequently, each SETA develops an Annual Performance Plan and Strategic Plan (as tabled in Parliament) and is monitored through the Portfolio Committee on Higher Education, Science and Innovation and other parliamentary processes. Annual Reports are compiled and tabled to Parliament, monitoring the performance of the SETAs. Consequently, the Department as directed by the Skills Development Act (Act No.97 of 1998) also enters into Service Level Agreements with the SETAs.
(b)
Year 2020/21: (b) Total number of programs have been implemented in the provinces and beneficiaries trained and completed programs |
||
Province |
(aa) Beneficiaries trained |
(bb)Beneficiaries completed |
Eastern Cape |
18 944 |
12 500 |
Free State |
7 101 |
5 546 |
Gauteng |
57 167 |
43 038 |
KwaZulu Natal |
22 243 |
18 389 |
Limpopo |
20 384 |
19 805 |
Mpumalanga |
8 862 |
8 804 |
North West |
7 247 |
7 192 |
Northern Cape |
4 787 |
3 835 |
Western Cape |
18453 |
14 620 |
Total |
165 188 |
133 729 |
Year 2021/22: (b) Total number of programs have been implemented in the provinces and beneficiaries trained and completed programs |
||
Province |
(aa) Beneficiaries trained |
(bb)Beneficiaries completed |
Eastern Cape |
28 929 |
13 963 |
Free State |
18 210 |
28 020 |
Gauteng |
60 591 |
43 362 |
KwaZulu Natal |
33 069 |
19 919 |
Limpopo |
20 752 |
14 580 |
Mpumalanga |
12 291 |
9 196 |
North West |
11 422 |
8 649 |
Northern Cape |
5 890 |
4 804 |
Western Cape |
23377 |
15 250 |
Total |
214 531 |
157 743 |
Year 2022/23: (b) Total number of programs have been implemented in the provinces and beneficiaries trained and completed programs |
||
Province |
(aa) Beneficiaries trained |
(bb)Beneficiaries completed |
Eastern Cape |
23159 |
13115 |
Free State |
11630 |
5581 |
Gauteng |
79105 |
46643 |
KwaZulu Natal |
41827 |
21865 |
Limpopo |
27749 |
19929 |
Mpumalanga |
17731 |
10585 |
North West |
9957 |
6951 |
Northern Cape |
8450 |
4061 |
Western Cape |
30531 |
14748 |
Total |
250 139 |
143 478 |
(c)(i) The SETAs and the Department conduct tracer studies, to track the beneficiaries of the SETA skills development interventions on a regular basis, one of these studies was conducted by Rhodes University, and its outcomes are summarised as follows.
One of the key measures of interest in any tracer study of graduates or completers is the employment rate. If the percentages of completers in Workplace Based Learning Programs (WBL) programs in self-employment and employment are added together, the result is an employment rate of roughly 80% for learnership completers and 60% for those who have recently completed apprenticeships. Therefore, the employment rate among the sample of SETA-funded WBL completers is very high. A key difference between the completers of apprenticeship and learnership programs, however, is that a third of apprentices were not working at the time of the survey compared with about 17% of learnership completers. Based on this alone, one conclusion is that learnership programs appear to be more closely associated with a smooth transition into employment. At the same time, only very small numbers of WBL completers reported studying further after the completion of their training program (6% of apprentices and 3% of learnership completers).
WBL completers who are employed, one of the key findings is that nearly all completers (who were employed at the time of the survey) within each WBL program found employment within six months after the completion of their WBL program. There were only slight differences in the percentage of apprenticeship (89.5%) and learnership (96.3%) completers who found employment within a six-month period. In terms of employment characteristics, the findings suggest that apprenticeship completers were more likely (43.6%) to be employed in a permanent position relative to learnership completers (22.3%). The vast majority (58.4%) of learnership completers were employed in fixed-term positions at the time of the survey. While this would suggest that an apprenticeship is a more direct route to stable employment, about 29.3% of apprenticeship completers were in casual employment (compared with just under a fifth of learnership completers). Therefore, while permanent employment was the modal form of employment for the completers of apprenticeships, a substantial group was also in the most unstable type of employment relationship (casual employment).
(c) (ii) Notably, in the tracer study by Rhodes University, is that the share of WBL completers in self-employment is less than one percent. One of the artisan tracer studies conducted by the Department indicated that 2% (whilst 79% were employed) were self-employed. About 15% of those self-employed individuals indicated that they saw an opportunity for self-employment.
(c) (iii) see as referred above.
02 October 2023 - NW2703
King, Ms C to ask the Minister of Higher Education, Science and Innovation
(1)What total number of beds are available for students at (a) private and (b) public student accommodation providers; (2) what total number of the 2023 National Student Financial Aid Scheme students were evicted due to defunding at private student accommodation; (3) whether he had conducted a survey on the state of student accommodation in the Republic in the past three academic years; if not, why not; if so, (4) whether he will furnish Ms C V King with the report of the survey; if not, why not; if so, what are the relevant details; (5) what are the details of the Draft Multifaceted Student Housing Strategy that has been approved by the Director-General?
Reply:
- The findings of an International Finance Corporation study which was supported by the Department of Higher Education and Training (the Department) are that as of 2020, there were 125 891 beds by public student accommodation providers (TVET Colleges and Universities) and 97 219 beds by private student accommodation providers.
- We will need to request this data from the institutions. We will therefore await advice on whether we should proceed to do so and how long should we give them to provide such information. We may not receive a response from all of them irrespective of the response time we give them.
- The survey was conducted by the International Finance Corporation in 2020, and it was supported by the Department. The report was released in April 2021.
- The report is attached at Annexure A of this response.
- The Strategic Planning Unit may have incorrectly reported that there was a draft strategy and that it was approved by the Director-General. The strategy was never drafted. We will therefore await advice on the way forward.
02 October 2023 - NW2679
Schreiber, Dr LA to ask the Minister of Higher Education, Science and Innovation
Whether, with reference to his replies to question 3520 on 27 October 2022 and to question 45 on 24 February 2023, the amendment to the Language Policy Framework for Higher Education Institutions to provide an explicitly inclusive definition of indigenous languages and/or resolve technicalities around the definition of indigenous language has been duly published in the Government Gazette; if not, what are the reasons that the amendment has not been implemented despite his repeated undertakings to do so; if so, what are the relevant details?
Reply:
The definition of “indigenous languages” in the Language Policy Framework for Public Higher Education Institutions, published on 30 October 2020 has been revised in line with legal advice the Department of Higher Education and Training has received on the matter. The revised definition was published on 7 July 2023 in Government Gazette no 48923, under the title, “Amendment of the Definition on the Language Policy Framework For Public Higher Education Institutions, Determined in Terms of Section 27(2) of the Higher Education Act, 101 of 1997 as amended”.
02 October 2023 - NW2560
Ngcobo, Mr S to ask the Minister of Higher Education, Science and Innovation
What measures has his department taken to resolve issues regarding the National Student Financial Aid Scheme, including the problems created by the new payment system, in institutions of higher learning across the Republic?
Reply:
The Department met with NSFAS board and requested that they provide a turn-around strategy to the Minister. Furthermore, NSFAS submitted an audit plan to the Minister on 04 September 2023, which the Department will monitor monthly. In addition, the Department has been engaging with the World Bank’s International Finance Corporation (IFC) and NSFAS to ensure further research on the price cap of student accommodation is concluded and used to inform policy decisions. The Department intends to extend the IFC focus to include an assessment of the accreditation of accommodation system established by NSFAS with the intent to resolve the grading system. The Department facilitated a meeting between National Treasury and NSFAS, and with the assistance of Information Technology (IT) experts, advised NSFAS on a more appropriate IT strategy before additional funds were transferred to NSFAS to support IT improvements. With regards to the payment system, the Department is awaiting the SIU and Werksmans Attorneys’ findings before it makes further decisions.
26 September 2023 - NW2745
De Villiers, Mr JN to ask the Minister of Higher Education, Science and Innovation
(a) What total amount did (i) his department and (ii) each entity reporting to him pay for printed copies of the integrated annual reports in the (aa) 2020-21, (bb) 2021-22 and (cc) 2022-23 financial years, (b) who were the suppliers in each case and (c) what total number of copies of the report were printed (i) in each case and (ii) in each specified financial year?
Reply:
DEPARTMENT OF SCIENCE AND INNOVATION:
Name of Institution/public entity |
(a) |
(b) |
(c) |
|||||||||||||||
(i) |
(ii) |
(i) |
(ii) |
(i) |
(ii) |
|||||||||||||
(aa) 2020-21 |
(bb) 2021-22 |
(cc) 2022-23 financial years |
(aa) 2020-21 |
(bb) 2021-22 |
(cc) 2022-23 financial years |
(aa) |
(bb) |
(cc) |
(aa) |
(bb) |
(cc) |
(aa) |
(bb) |
(cc) |
(aa) |
(bb) |
(cc) |
|
R’000 |
R’000 |
R’000 |
R’000 |
R’000 |
R’000 |
|||||||||||||
DSI |
374 |
382 |
179 |
N/A |
N/A |
N/A |
Creative Harvest |
Creative Harvest |
UVO Communication |
N/A |
N/A |
N/A |
600 |
200 |
200 |
N/A |
N/A |
N/A |
ASSAf |
N/A |
N/A |
N/A |
Nil |
Nil |
Nil |
N/A |
N/A |
N/A |
N/A |
N/A |
N/A |
N/A |
N/A |
N/A |
Nil |
Nil |
Nil |
NRF |
N/A |
N/A |
N/A |
79 |
72 |
95 |
N/A |
N/A |
N/A |
Litha Communication |
South Kingdom |
Shereno Printers |
N/A |
N/A |
N/A |
Nil |
100 |
100 |
SANSA |
N/A |
N/A |
N/A |
Nil |
Nil |
Nil |
N/A |
N/A |
N/A |
N/A |
N/A |
N/A |
N/A |
N/A |
N/A |
Nil |
Nil |
Nil |
TIA |
N/A |
N/A |
N/A |
Nil |
Nil |
Nil |
N/A |
N/A |
N/A |
N/A |
N/A |
N/A |
N/A |
N/A |
N/A |
Nil |
Nil |
Nil |
HSRC |
N/A |
N/A |
N/A |
61 |
60 |
Nil |
N/A |
N/A |
N/A |
Kashan Advertising |
Kashan Advertising |
N/A |
N/A |
N/A |
N/A |
300 |
150 |
Nil |
CSIR |
N/A |
N/A |
N/A |
145 |
161 |
170 |
N/A |
N/A |
N/A |
EPI Creative (Pty) Ltd |
Lebone Litho Printers |
Blackmoon Design and Advertising |
N/A |
N/A |
N/A |
250 |
250 |
150 |
DEPARTMENT OF HIGHER EDUCATION AND TRAINING:
REPLY:
In relation to the Department of Higher Education and Training, the following information has relevance:
(a) What total amount did the entity pay for the printed copies of the integrated annual reports in the following financial years: |
|||||||||
Organisation |
(aa) 2020-21 |
(i) who were the suppliers? |
(ii) total number of copies of the report printed? |
(bb) 2021-22 |
(i) who were the suppliers? |
(ii) total number of copies of the report printed? |
(cc) 2022-23 |
(i) who were the suppliers? |
(ii) total number of copies of the report printed? |
Department of Higher Education and Training |
R140 106.82 |
Delisiwe Trading t/a CTP Publishers and Printers (Ltd) |
150 printed copies and 20 CD’s |
R176 707.66 |
Delisiwe Trading t/a CTP Publishers and Printers (Ltd) |
150 printed copies and 20 CD’s |
R237 532.50 |
Shereno Printers (cc) |
200 printed copies and 20 Memory Sticks (USB) (Not yet printed) |
In relation to Public Entities the following information has relevance:
|
(a) What total amount did the entity pay for the printed copies of the integrated annual reports in the following financial years: |
||||||||
Entity: |
(aa) 2020-21 |
(i) who were the suppliers? |
(ii) total number of copies of the report printed? |
(bb) 2021-22 |
(i) who were the suppliers? |
(ii) total number of copies of the report printed? |
(cc) 2022-23 |
(i) who were the suppliers? |
(ii) total number of copies of the report printed? |
1. FOODBEV |
R0.00 |
N/A |
0 (online submission and distribution) |
R 24 971.00 |
Production X |
100 |
R99 375.00 |
Epic Creative |
250 |
2. HWSETA |
R66 390.07 |
Cre8tor |
350 |
R 84 888.40 |
Sand Studio |
210 |
R89 679.91 |
Law print |
605 |
3. CHE |
R0.00 |
N/A |
NA |
R0.00 |
N/A |
N/A |
R0.00 |
N/A |
N/A |
4. ETDP SETA |
R47 937.75 |
Shereno Printers |
100 copies |
R61 237.50 |
Matcom Printers |
150 |
R63 238.50 |
Scarlet Studios |
130 |
5. SASSETA |
R125 546.75 |
Brown Block Solutions |
200 |
R81 166,43 |
Brown Block Solutions |
150 |
R137 500 |
Fargocure (PTY) LTD |
300 |
6. FASSET |
R176 964.48 |
Shereno Printers CC |
300 |
R207 280.02 |
Kashan Advertising Pty (Ltd) |
200 |
R142 617.02 |
UVO Communications Pty (Ltd) |
200 |
7. QCTO |
R70 987,75 |
Branding Formula |
250 |
R83 540,60 |
45 Media |
100 |
R85 380.60 |
45 Media |
100 |
8. AGRISETA |
R183 760 |
Through the line |
500 |
R172 000 |
Rock Bottom Graphic |
500 |
R249 147,50 |
45 Media |
500 |
9. Services SETA |
R0 |
N/A |
No copies were printed |
R105 877.05 |
Miolo Design Shop |
300 |
R0 |
UVO Communication, Design and Print |
Not yet printed. However, 200 copies are planned for printing at a total cost of R85 763.55 |
10. SAQA |
R78 993.50 |
Pure Brown Designs |
None – Only Web based due to COVID 19 |
R39 675.00 |
Milk Brown |
None – Only Web based due to COVID 19 |
R248 684.68 |
BlackMoon |
50 |
11. CETA |
R519 916.80 |
Five Star Communications |
200 |
R336 232.45 |
Five Star Communications |
200 |
R434 814.00 |
INCE (PTY) LTD |
100 |
12. MERSETA |
R337 467.50 |
Litha Communications |
200 |
R337 467.50 |
Litha Communications |
200 |
R421 218.09 |
Litha Communications |
200 |
13 MQA |
R155 540.95 |
Milk Brown Designs and communications |
200 PRINTED, 150 USB, 150 CD’s |
R242 691.40 |
Litha Communications |
200 PRINTED, 150 USB, 150 CD’s |
R247 017.70 |
Litha Communications |
200 PRINTED, 150 USB, 150 CD’s |
14. TETA |
R90 620.00 |
Scarlet Studios |
600 |
R104 431.50 |
Scarlet Studios |
300 |
R99 314.00 |
Indima Njongo Marketing and Communication |
400 |
15. FP&M SETA |
R233 421 |
Busi Ntuli Communications |
50 printed copies and 50 USB due to Covid |
R345 828 |
Active Brands |
400 |
R276 069 |
Active Brands |
200 |
16. BANK SETA |
R57,785.00 |
Busi Ntuli (Pty) Ltd |
200 |
R71 882.00 |
Donna Reid CC |
150 |
R88 235.00 |
Donna Reid CC |
150 |
17. NSF |
R113 861.508 |
Shereno Printers |
200 |
R106 410.99 |
Mudau Picture Framers t/a Framefun |
200 |
R131 948.38 |
Ndabase Printing Solutions |
200 |
18. CHIETA |
R68 880.38 |
Lebone Litho Printers |
300 |
R76 880.38 |
Libone Litho Printers |
300 |
R76 880.38 |
Libone Litho Printers |
300 |
19. LGSETA |
R98 258.30 |
Creativity Design & Marketing (Pty) Ltd |
200 |
R104 880.00 |
45th Media (Pty) Ltd |
200 |
R167 555.00 |
Moshate Communications |
300 (Still in progress) |
20. INSETA |
R200 910.75 |
BlackMoon Advertising |
300 |
R222 376.94 |
BlackMoon Advertising |
300 |
R250 260.13 |
Epic Creative |
300 |
21. CATHS SETA |
R89 567.75 |
Oranje Printers (Pty) Ltd |
150 |
R229 827.50 |
Dlloyd Creative Enterprises (Pty) Ltd |
150 |
R145 626.95 |
Unique Communications (Pty) Ltd |
130 |
22. W&RSETA |
R428 950.00 |
-45th Media -Kashan Advertising (Pty) Ltd |
1000 |
R269 244.90 |
-45th Media -Msomi Africa |
600 |
R 344 008.70 |
45th Media |
600 Planned (Not yet printed) |
23. PSETA |
R0.00 |
Ren-form cc |
No hard copies printed due to Covid-19 |
R17 800.00 |
Ren-form cc |
100 |
R0.00 |
N/A |
PSETA will not print hard copies of the 2022/23 |
24. MICT SETA |
R 213 312.81 |
Litha Communications |
500 |
R 183 302.95 |
45th Media |
352 |
Not yet invoiced as at 13 Sep 2023. R198 000.00 |
45th Media |
352 |
25. EWSETA |
R78 660.00 |
EPI Creative |
120 |
R59 800 |
EPI Creative |
50 |
R0.00 |
N/A |
N/A |
26. NSFAS |
R70,189 |
Digital on Demand t/a |
TBC – invoice being retrieved |
R85,183 R169,678 |
Busi Ntuli Communications (2019/20) Sengwayo Holdings (2020/21) |
300
|
*None to date |
*None to date |
*None to date |
*NSFAS 2021/22 Annual Reports have not yet been printed.
26 September 2023 - NW2820
Ngcobo, Mr S to ask the Minister of Higher Education, Science and Innovation
(1)What are the reasons that all universities and technical vocational education and training (TVET) colleges will not be implementing the Safety and Security Minimum Norms and Standards; (2) what (a) total number of TVET colleges will be selected to implement the Safety and Security Minimum Norms and Standards and (b) are the criteria that will be used to select the TVET colleges that will participate in the implementation thereof?
Reply:
(1) The Universities and TVET Colleges will be implementing the Safety and Security Minimum Norms and Standards upon finalisation. The TVET Colleges blueprint document has been developed by the South African Police Services and accepted by the Department. The Department is currently working on the implementation plan which will require funding. The blueprint document for universities is currently under development by the South African Police Services and it will be presented to the Department and university management upon finalisation.
(2)(a) The Department has not selected any colleges that will implement the Safety and Security Minimum Norms and Standards however, those colleges which are in the hot-spots areas will be prioritised upon consultation with relevant parties and stakeholders.
(2)(b) The criteria that will be used to implement the Safety and Security Minimum Norms and Standards will be determined through a consultative process, therefore it has not been determined yet.
26 September 2023 - NW2771
Zungula, Mr V to ask the Minister of Higher Education, Science and Innovation
Whether his department has plans in place to shut down institutions that operate without being registered with the relevant bodies, if not, why not; if so, (a) what are the relevant details of the plans and (b) how have they been or will they be carried out?
Reply:
The Department has plans to close institutions that operate without being registered with the relevant bodies.
a) Plans and processes which are followed to close illegal colleges are guided by both the Constitution and the law enforcement agents. Article 29(3) of the Constitution of the Republic of South Africa requires every private provider of education and training to be registered with the Department of Higher Education and Training (DHET). The purpose of registration is to ensure that private providers of education and training operate within the law, have the necessary resources, capacity and expertise to offer acceptable standards of higher education.
The Department maintains 2 Registers which are published on its website at www.dhet.gov.za for the benefit of the public. These are the Register of Private Higher Education Institutions and the Register of Private Colleges. The Register of Private Higher Education Institutions also lists all the illegal colleges to alert the public, using electronic media.
b) The Department is required to follow specific procedures before it approaches the South African Police Services (SAPS) for assistance, these include:
- Once the Department identifies an illegal institution, it must issue a warning letter which indicates the timeframe for a response.
- Should the institution admit to wrongdoing and agree to terminate its services, then the onus rests with it to inform students and refund the fees paid by students. Students are also advised to seek legal assistance and/or approach the Small Claims Court should refunds not be forthcoming.
- The Department is required to file a case with SAPS in terms of the relevant legislation should the institution desist or not respond or persist in operating illegally. Private higher education institutions are further listed on the list of bogus colleges.
- Thereafter, the responsibility lies with SAPS and the Prosecuting Authority to execute further steps to address the conduct of the institution.
- It must be noted that the Department engages extensively with the institution before it approaches SAPS for closure.
26 September 2023 - NW2586
Sibiya, Ms DP to ask the Minister of Higher Education, Science and Innovation
(a) How far is the SA Qualifications Authority in dealing with reducing the certification backlog as at the latest specified date for which information is available and (b) what sustainable plans have been put in place to eliminate the problem due to its socio-economic impact?
Reply:
Response A: Provision of certificates to TVET students on time – DHET
1. The Department of Higher education and Training (DHET) is mandated to issue certificates within three months (90 working days) after students after the release of results to “eligible students’, meaning those students who have satisfied the requirements for respective qualifications. The DHET draws its mandate from the CET Act of 2006 which empowers the Department with the authority to conduct, administer and manage the GETC, NATED Report 190/1 and NC (V) examinations and assessment processes. The Certification backlog was addressed by 31 March 2022 and a report presented to PCHEST by my office. It is therefore imperative to clarify to members of this house the issues that in the public space may still be construed as certification backlog whereas the real issue is the matter of historical records.
2. However, there are various reasons why some students are not receiving their certificates. It is therefore imperative to provide the definition of what is termed Certification as well as the criteria thereof.
3. Working Definition:
- “Certification” is defined as “all eligible students who met the minimum certification requirements for various qualifications who were issued with certificates within three months (business days) after results have been approved by the quality assurers”. The bulk of the students who fall within this category are those who satisfied the certification requirements in one examination sitting and were issued with certificates within three months.
- “Certification backlog” is defined as “all eligible students who met the minimum certification requirements for various qualifications who were not issued with certificates within three months after results have been approved by the quality assurers
4. Certification criteria are described as follows:
- NC(V) qualification: candidates have to pass all seven subjects as required in the policy.
- NATED qualification: candidates have to pass a minimum of 4 subjects in the correct subject combinations.
- GETC: ABET candidates have to pass a minimum of 5 subjects (with a total of 120 credits).
There are also key obstacles that are contributing to the non-issuance of certificates to TVET students. Among others are:
- Part submission of both Internal and External marks by colleges before resulting for Nated R190/1; NC(V) and GETC qualifications
- System functionality and alignment across the full system – non automatic combination of results after the student has accumulated the results over multiple examinations session
- Understanding of Business Rules for certification by students at all points of data processing
5. Observation
In the main students who struggle to receive their certification within the stipulated timeframe are those who sits for multiple examinations sessions in order for them to satisfy the qualification/s requirements and thereafter apply for combinations. There are students who also involved in examinations irregularities that need further investigation for results to be finalised before certifications can be processed and released.
The DHET has a clear system in place where after certificates for eligible students are printed, the TVET section through the Chief Directorate National Examinations and Assessment, package the documents according to colleges where students sat for their examinations, generates waybills for dispatch to the respective destinations through courier services.
Under normal circumstances, where students met the requirements to be certified and the security paper printed by Government Printing Works is available, the DHET is not found non-compliant in this regard. The dilemma is only when student do not even collect the certificates from their respective colleges and chooses to seek the certificates using social media and other platforms without checking with their colleges.
The DHET works collaboratively with Quality councils, namely QCTO and Umalusi in matters relating to certification of students as well as SAQA for the verification of qualifications for those qualifications offered by the Department.
B: What sustainable plans have been put in place to eliminate the problem due to its socio-economic impact?
The DHET has also embarked on expanding the already available eServices on government portal which deals with Examination results, namely the DHET EXAMS Equeries Solution for TVET college System. I have launched this system in 2015 but planning to re – launch the same but updated system again before the end of 2023. My team in attempting to avert the recurrence of this anomaly have enhanced the system by developing another service, namely eTranscript/s, an automated system where students can access their academic records as well as receiving the status of their eCertificate report whilst waiting for a printed hardcopy from their colleges.
18 September 2023 - NW2584
Yabo, Mr BS to ask the Minister of Higher Education, Science and Innovation
What systematic interventions are required to curb the levels of maladministration and acknowledged levels of corruption in relation to the persisting governance challenges at the University of South Africa?
Reply:
The Independent Assessor Reports over the years have highlighted a number of factors that contribute to governance failures. These range from the inability of councils, and in some cases the chairperson and deputy chairperson in particular, to provide strategic leadership and direction resulting in the abdication of its responsibilities to the Management; role confusion and contestation; fraught relationships between Council and Management; the phenomenon of the inability of council members nominated by internal/external constituencies to distinguish between the interests of the constituencies and the interests of the institution; the misunderstanding of the principle of cooperative governance; unacceptable and counter-productive conduct by some council members; non-adherence to good-governance practices, institutional rules and procedures.
Some of the systemic interventions that are being considered besides those provided for by the Higher Education Act, 101 of 1997 as amended include:
- The Resuscitatation of the role of the University Council Chair Forum (UCCF-SA)
- A sectorially-coordinated capacity building initiatives for induction of members. There is a council capacity development programme developed by the Department in partnership with UCCF-SA on offering induction and continuous development of members. This programme was envisaged to include two streams, the Basic and Advanced level. The basic training designed for new members of council, would explore the roles and responsibilities of Councils, the legislative and policy framework, as well as the distinctive context of academic institutions. The advanced training level designed for council members who have already attended the basic training or serving a second term, would explore various themes, namely institutional autonomy vs. accountability; council relationship with other governance structures and management; chairing of university councils; governance and management performance and evaluation; financial management and reporting etc. It may be important to make these compulsory for serving or potential members of councils.
- Development of a code of Good Governance for HEIs and a Governance Oversight Framework consisting of modern, transparent, and accountable governance arrangements.
- Ensuring that each member of Council is a paid member if the IODSA and any deregistered members be assumed not a member in good standing.
- Regular Ethics workshops and assessments to gauge the ethical standing of the member.
18 September 2023 - NW2549
King, Ms C to ask the Minister of Higher Education, Science and Innovation
With reference to the 16 independent assessor reports that his department has commissioned since 2000, what are the relevant details of the areas the University of South Africa’s independent assessor report flagged as matters of concern?
Reply:
The Independent Assessor’ s report is lengthy (316 pages) and makes reference to the following concerns, amongst others:
- Governance Structures: Council functioning found not to be optimal with an outdated statute, bloated committee structure and excessive meetings over the years. The student governance model found not to be optimal with an outdated SRC Constitution, SRC structure not fit for purpose, the centralised model is a disservice to students since all students are based in the regions, and excessive benefits to SRC members. The principle of co-operative governance appears to have been abused and weaponised, thus creating a difficult environment for those entrusted to manage the institution.
- The functioning and efficacy of management is not optimal, with the members working as a coherent team; and in a number instances, they too constitute part of the problem.
- The Registrar’s Portfolio in relation to the management of academic affairs, registration and certification matters: the Report describes a number of systemic and structural challenges that point to the dysfunctionality of the Office. These include the size of the portfolio, staffing and poor consequence management; outdated policies; very little evidence of a student centric culture at UNISA with substandard levels of service delivery across most functions from application to qualification audits; high levels of student frustrations stemming from a poor student support environment; poor change management around the transition to online examinations and assessments in response to Covid-19; poor enrolment management resulting in R186 million in a 5 year period over-spent; poor data management as demonstrated in UNISA’s failure to protect students’ data exposing students to exploitation by fraudulent tutors.
- Financial management, supply chain management, and procurement: The report mentions SCM policy violations, financial irregularities, internal control weaknesses, fraud and, possibly, criminality. When malfeasance is uncovered, disciplinary action is either not forthcoming, or slow to implement. Instances of tender manipulation, overpayments and double payment for the same work, backdating of contracts, tender splitting and related misdemeanours are described in the report. The Report also noted the under-utilisation of the Infrastructure and Efficiency Grant, and the unacceptable state of maintenance in some regions, as well as payment of services that were not rendered.
- Human Resources Matters: confusion around the review of the organisational structure, irregular recruitment practices, prevalent acting and secondment appointments with many cases of persons seconded or appointed to act into positions up to 3 post levels higher than their substantive positions, and non-compliance with HR policies. The University is rife with a culture of fear, intimidation and bullying, the poor functioning of the Unisa Bargaining Forum (UBF), undue influence of unions in appointments, and a culture of lack of consequence management.
- Information and Communication Technology (ICT): instability of leadership in the ICT environment, implementation challenges of the newly approved strategy to improve the ICT environment, poor contract management resulting in UNISA losing licences, and outdated ICT infrastructure, are some of the observations in the report.
The above, amongst others, was compounded by leakage of documents and negative media reports which have negatively affected the reputation of UNISA.
18 September 2023 - NW2531
Zungula, Mr V to ask the Minister of Higher Education, Science and Innovation
(1)What is the total number of illegal institutions of higher learning that have been (a) identified and (b) closed down by his department because they were (i) operating without being registered with (aa) his department, (bb) the sector education and training authorities and/or (cc) other relevant bodies and (ii) defrauding parents and learners while offering them fake qualifications that are not registered on the National Qualifications Framework in the past financial year; (2) how does his department ensure that every institution of higher learning (a) meets the minimum requirements and (b) is registered to provide education and genuine qualifications to students?
Reply:
(1) (a) My Department, which is the Department of Higher Education and Training, has identified nine (9) illegal institutions of higher learning in the past financial year and (b) all 9 of them were closed down because they were (i) (aa) operating without registration with the Department as either Private Higher Education Institutions in terms of the Higher Education (HE) Act 101 of 1997 or Private Colleges as required by the Continuing Education and Training (CET) Act 16 of 2006, (bb) neither were they accredited by the Sector Education and Training Authorities and / or accredited by the Quality Council for Trades and Occupations in its capacity as the custodian of Occupational Qualifications on the Occupational Qualifications Sub-Framework.
(ii) The nine institutions were defrauding parents and learners while offering qualifications without registration by the Department and/or without accreditation by the Quality Councils such as the Council on Higher Education, the Quality Council for Trades and Occupations and Umalusi.
(2) The Department has a dedicated Directorate which ensures that private institutions of higher learning are registered with the Department and meet the minimum requirements for registration as set out in both the HE Act and the CET Act and their attendant Regulations. This Directorate works very closely with the Quality Councils mentioned herein to ensure that private institutions are accredited for the qualifications they propose to offer and that the qualifications are registered on the National Qualifications Framework managed by the South African Qualifications Authority. To ensure that parents and students do not fall prey to unregistered and/or unaccredited private institutions, the Department, through its Career Development Services and in conjunction with the Quality Councils, consistently embarks on campaigns such as KHETA – Apply Now, Nelson Mandela Career Guidance Day and others to raise awareness among the parents and students on what they must look out for before they enrol at private institutions.
18 September 2023 - NW2618
Montwedi, Mr Mk to ask the Minister of Higher Education, Science and Innovation
(a) What is his position regarding the non-disclosure agreement of the University of Cape Town pertaining to its former vice chancellor and deputy vice chancellor (details furnished) and (b) what steps will he take to ensure that all relevant information is made public, including the information known by the council members representing his department?
Reply:
a) Minister is awaiting the final report of the panel that is investigating various matters at the university. Notwithstanding, Minister’s authority regarding none-disclosure agreements is explained in section 41 of the Higher Education Act read with Regulations 6 and 7 of the Regulations for Reporting by Public Higher Education Institutions (HEIs). Based on the latter, Minister has the legal right to request the Council to furnish him with the information contained in the none-disclosure agreement. He can also verify the financial component of the none-disclosure agreement by studying the audited annual financial statements contained in the Annual Report once the report is submitted to the Department.
b) All relevant information will be available in the Annual Report of the university - all annual reports are accessible to the public.
.
18 September 2023 - NW2613
Hlonyana, Ms NKF to ask the Minister of Higher Education, Science and Innovation
(1)Whether he intends to place the University of South Africa under administration; if not, why not; if so, what are the relevant details; (2) what provisions are made when a university is under administration for (a) students who are enrolled, (b) graduates of such a university, (c) the daily operations of such a university and (d) management of the institution?
Reply:
1. Minister is contemplating placing the University of South Africa under administration. However, it should be noted that Minister can only make his final decision once he has followed due process as per Section 49(B)(1A) of the Higher Education Act which requires that the Minister must, before appointing an administrator,
- give written notice to the council of the higher education institution concerned of his or her intention to make such an appointment;
- provide the council concerned with the reasons for the appointment;
- give the council a reasonable opportunity to make written representations; and
- consider the representations.
The Minister issued a notice to the Council for the appointment of an administrator. The contemplated decision was on the basis that the Independent Assessor Report reveals financial and other maladministration of a serious nature and serious undermining of the effective functioning of UNISA. The Report also reveals that the appointment of an administrator is in the best interest of UNISA and of higher education in an open and democratic society. The findings and recommendations of the Independent Assessor are largely consistent with those reached by the Report of the Ministerial Task Team on the Strategic Review of UNISA. The Minister’s observation, after having carefully considered the Council response to the IA Report, was that it does not sufficiently demonstrate that the Council is disposed and committed to successfully address the serious issues raised in the Report.
2. Once a university is placed under an Administrator, the Administrator:
- takes over the role, powers, functions and duties of the council concerned;
- carries out the role, exercises the powers, perform the functions and executes the duties of the council concerned to the extent that such role, powers, functions and duties relate to governance;
- takes over and executes the management of the public higher education institution concerned;
- identifies and initiates processes and initiatives that restore proper governance and management; and
- ensures that a new council for the higher education institution concerned is appointed and constituted in accordance with the institutional statute as soon as is practicable.
Therefore, operational matters pertaining to student enrolment, graduates, management, and daily operations of the university placed under administration remains the function of management under the directive of the Administrator.
18 September 2023 - NW2585
Pillay, Mr KB to ask the Minister of Higher Education, Science and Innovation
With the current difficulties in numerous institutions in the post-schooling and education sector, how is his department preparing for next year’s academic period for higher learning institutions (details furnished) and skills development expansion planning?
Reply:
The Department is preparing for next year's academic period for higher learning institutions and skills development expansion planning in various ways. The details of preparations are provided below:
1. Enrolments for the 2024 academic year
The enrolment applications for TVET colleges for the 2024 academic year opened on 1 September 2023. All TVET colleges will use online application system to enrol new and returning students. This process will be completed by December 2023. When colleges re-open on 8 January 2024, colleges will go through the final administrative procedures to confirm registration for the admitted new and returning students.
2. Academic calendars for the 2024 and 2025 academic years
The TVET 2024 and 2025 academic calendars have been drafted and will be distributed to colleges by the end of September 2023 to enhance colleges' planning and preparations.
3. Student enrolment numbers for the 2024/2025 academic years
The TVET Colleges Fiscus budget allocation remains constrained over the MTEF and does not align to the envisaged growth trajectory as set out in the National Development Plan to 1.25 million full time equivalent enrolment. It will therefore remain imperative for the Department to apply a capped enrolment to approximately 500 000 TVET enrolments for 2024/25, as the budget does not allow for further expansion. The preliminary TVET Fiscus budget allocation is indicated below:
Draft CoE 2024/25 R'OOO |
2024/25 Draft Direct Transfer R'OOO |
2024/25 Draft Opex for new Campuses R'OOO |
2024125 Draft NSFAS Tuition allocation R'OOO |
2024/25 Draft Total allocation R'OOO |
7 781 234 |
3 991 421 |
444 132 |
3 054 196 |
15 270 983 |
The impact of the latest Public Sector wage increase has a detrimental impact on the overall fiscus position, as the increase in student numbers must be absorbed within the existing baselines. Thus, no additional funding will be received from the National Treasury, which is further limiting any further expansion. Without a drastic budgetary increase into the TVET colleges, expanding access to TVET colleges will be a serious challenge.
4. Strategic planning
All colleges have commenced planning for 2024 enrolment and will submit their strategic and annual performance plans by the end of September 2023 to the Department for the Minister's approval. The department through its institutional support Chief Directorate provides colleges with continuous capacity building support and quality checks the planning documents both during the process of preparation and submission.
5. Expansion of skills provision
Considering the current economic situation and the budgetary constraints faced by higher education in general and the TVET sector in particular, the Minister is urging the Department to consider mobilising the private sector and other development sectors to expand the size and shape of the TVET sector. This growth and expansion strategy focuses on the following four (4) key pillars:
- Utilising excess physical infrastructure.
- Digitisation strategy.
- Responsive curriculum and relevant programme qualification mix (PQM).
- Mobilisation of the private sector.
The strategy that outlines these key pillars is being finalised. This strategy will be promoted and shared with all key stakeholders.
6. A responsive TVET sector
Since 2018 the Department has embarked on a plan to review and update programmes and qualifications offered at TVET colleges to align them with the needs of the rapidly changing economy and society.
Through monitoring and evaluation of TVET Colleges' strategic plans and PQMs, the Department is trying to encourage college to transition from qualifications that are oversubscribed in the labour market and towards offering those programmes and qualifications linked to priority skills sectors.
TVET Colleges are encouraged to focus on expanding their offering in programmes that support the interventions in the South African Reconstruction and Recovery Plan (ERRP), Occupations in High Demand and those in the Critical Skills lists. These skills are mainly in the Manufacturing/Engineering, ICT, Transportation and Logistics, Tourism and Hospitality, Entrepreneurship and Agriculture.
7. Revision and updating of subject content
The Department has since 2018 updated curricula in at least 60 subjects of the NATED Report 191 programmes covering Engineering, Business and Services studies. The implementation of these revised/updated curricula started in January 2021. At least 10 subjects are identified for revision and update in the current year.
8. Occupations in high demand
The DHET through the Labour Market Intelligence research programme publishes a list of Occupations in High Demand (OIHD) every two years. This list consists of occupations that show relatively strong employment growth or experience shortages in the labour market.
9. Reviewing of learning materials
The learning material for reviewed subjects in the NATED: Farming Management and Mechanisation N6 and those of NCV: IT & Computer Science (Programming and Robotics) L3 will be introduced in January 2024. Currently the review is being screened and will be ready for TVET colleges to start ordering at the beginning of October 2023.
Site evaluations for new programme applications (2024 implementation) have been planned for the month of September 2023 and the outcomes will be communicated in the 1 st week of October 2023.
10. Teaching and learning capacity building
The following measures have been implemented to build capacity of lecturers at TVET Colleges:
A total of 1220 lecturing staff from all TVET colleges have been trained in digital skills to empower them to use a variety of digital methodologies and technologies.
- The training of lecturers in project-based learning methods in electrical, plumbing, welding and mechanical and the infusion of entrepreneurial skills and culture will continue in 2024.
- Managers from 22 colleges will be trained to develop plans and strategies for digital transformation of colleges.
- Fifty (50) lecturers from colleges that have rolled out coding and robotics in NCV will be trained in 2024.
- Thirty (30) lecturers from colleges that were accredited to roll out the renewable energy technologies in NCV Level 2 (September 2023); Level 3 in January 2024; and Level 4 in June 2024 will be trained in 2024.
The Department is supporting and monitoring colleges in their plans to place lecturers in industry for exposure and upskilling in line with latest industry technologies and practices.
University Education Preparation for 2024 academic year.
In preparation for 2024 academic year the Department of Higher Education and Training (the Department) has planned a series of engagements with relevant stakeholders including University Registrars, Finance Executives, the South African Union of Students and the National Student Financial Aid Scheme (NSFAS). The purpose is to discuss the preparedness of universities for the 2024 registration and start of the academic year.
In addition, the Department has designed a questionnaire to be completed by universities at the start of the registration period which will serve as a baseline for data collection. This will provide an opportunity to identify key areas requiring national intervention, and to see where specific support may be required.
The Director-General requested the Department to adopt a different approach in ensuring effective monitoring of Higher Education Institutions (HEIs) in relation to their preparedness for 2024 academic year. It is planned that during registration the Department will visit all twenty-six universities as part of the monitoring approach. The purpose is to assess the activities on the ground across all institutions to ascertain whether the registration processes are proceeding as planned or if a sector approach is required to deal with any matters needing immediate attention. The exercise will also provide an opportunity to deal with campus-based matters.
Across the sector, there continues to be growing demand for university places, as more students qualify for admission to universities and there are limited spaces to accommodate all students that have applied. The Department has made the Central Applications Clearing House (CACH) available to prospective students who have not been able to secure a study space at a university or TVET College. The prospective student signs up on the CACH Portal by visiting https://cach.cas.ac.za. Once the prospective student has successfully signed or automatically loaded on to CACH an email is sent confirming them of the signup. Where places exist and prospective students meet the requirements, institutions make offers to them through the CACH system and contact them directly once they have accepted the offer on the CACH system. The placement through CACH minimise the number of walk-ins at PSET institutions thus eliminating potential problems that may be experienced.
Throughout the year the Department will work very closely with universities to ensure that the academic year proceeds as planned.
Skills development expansion
Skills development expansion planning forms part of the enrolment planning process. Universities are required to align the plans to the broader institutional strategic plans and policies, national plans, and the human resource development strategy of the country. The Department has an enrolment planning tool that is used to identify areas which may require focused attention and where targeted enrolment strategies should be implemented to produce better quality graduates who will contribute to the economy of the country. In the current enrolment planning cycle, the following are the strategic fields of study identified as areas where growth is required to be responsive to the strategic priorities of South Africa:
- human health,
- agriculture and food security,
- maritime studies,
- mining,
- engineering and
- initial teacher education.
In addition, massification of skills development will continue in the 2024/25 financial year as follows:
- Annual number of learners or students placed in WBL programs to increase 110 500 to 190 000;
- Number of learners registered in skills development programs annually to increase from 149 000 to 150 000;
- Number of learners entering artisanal programs annually to increase from 23 000 to 36 375;
- Number of artisans found competent annually to increase from 21 000 to 26 500;
- Number of learners who completed learnerships annually to increase from 32 550 to 53 000;
- Number of learners who completed internships annually to increase from 6 450 to 11 000;
- Number of learners who completed skills programs annually to increase from 105,000 to 128,000.