Further Education and Training Colleges: Department's briefing

Meeting report

Matters arising from previous meetings and adoption of minutes
The Chairperson opened the meeting by tabling the minutes of previous meetings, which were adopted by the Committee.

The Chairperson noted that student financial aid was identified by the Committee as of vital importance. The Committee was also concerned about the number of unregistered colleges across the country as well as the negativity that was associated with this trend. He underlined the serious challenges in the production of quality education. The Committee, together with Parliament, was discussing with the Development Bank of Southern Africa (DBSA) about a re-skilling strategy. A platform for engagement on skills development with the community was identified as of importance, and the Committee had already visited communities in Stellenbosch.
Mr W James (DA) added that learner research data was outdated by up to three years. The Committee was very concerned about this. There were no statistics regarding the number of registered professionals in the country. It was crucial that this should be addressed. The Committee was also concerned about incorrect information in higher education and training where funding was concerned.

The Chairperson added the Committee’s concern over the fact that 40% out of all the National Student Financial Aid Scheme (NSFAS) funded students were dropping out. The Committee was interested as to what happened to dropouts and the reasons behind their having not completed their studies. The Committee was also interested in graduates and whether or not they were servicing the country after graduation. He cited a village in Canada of 8 000 people, which had doctors only from South Africa.

Ms Mary Metcalf, Director General: Higher Education and Training, Department of Higher Education, said that she welcomed the debate on the skills issue.

Ms Penny Vinjevold, Deputy Director General: Further Education and Training, Department of Higher Education, responded to some of the issues raised by the Committee by stating that registered and accredited colleges were those that offered full qualifications only. 150 Further Education and Training (FET) Colleges had been removed from the accreditation list as they did not offer full qualifications. There were a further 300 colleges that were due to close down at the end of the year unless they upgraded or appealed to the Minister of Higher Education. The Department was making use of South African Police Service (SAPS) and the National Intelligence Agency (NIA) to identify and to close down illegal colleges that were in operation yet not offering full qualifications. There was a list of all accredited colleges from the Department and UMLUSI and this would be made available to the Committee.

The Chairperson requested that the list should be broken down per province.

Ms Kirti Menon, Chief Director, Department of Higher Education and Training, added that affordability and academic support for students would be looked at closely by the Department. The Higher Education management information system had a flag on students funded by NSFAS. The system enabled the Department to track students but it did not provide information on what happened to students after graduation. This was a flaw in the system. The Department had engaged with the South African Students Union, which had provided a detailed report with recommendations and set out students’ problems regarding NSFAS. It also had recommendations for the Committee.

Further Education and Training Colleges Briefing: Department of Higher Education (DHE or the Department)
Ms Vinjevold noted that 100% of all 17-year olds in the country were either attending schools or FET Colleges. However, there was a dropout that reached about 30% between the twenty and twenty four year old age groups. The Western Cape and Gauteng had the lowest unemployment rates, whilst Kwazulu Natal, Eastern Cape and Limpopo had the highest unemployment rates. The target groups for FET colleges should be unemployed matriculants, unemployed young people with Grades 11 and 12, as well as adults seeking specialist schools and who wanted to participate meaningfully in the economy. The Department’s aim was to have a million students enrolled by 2014. It had reached its target of 800 000 students who were currently enrolled. Students had to receive quality education throughout their educational years.
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The Chairperson asked if the 800 000 figure was based on the pre-condition that there had to be work placement.

Ms Vinjevold responded that the figure was based on unemployment figures and international trends. Growth of FETs was restricted by funding. However, the cost of having students who were unemployed and without education was much greater for society. South Africa had a hostile labour market, and it was difficult for students to get the necessary experience. The strategic vision was that there be a modern and vibrant FET college system. The system had to have its own unique identity and legislative sphere of operation. It had to be responsive to the needs of society and the demand of the economic sectors. The FET system had to be accessible to economically active students, as well as adults outside of the school system who wished to improve their skills and gain access to jobs and higher education. The system had extensive and relevant partnerships from commerce and industry for the benefit of students.

To achieve its vision, the Department committed itself to providing a framework for co-coordinating and supporting the provision of high quality vocational programmes, intensifying programmes that aimed at providing the youth with access to FET colleges, and improving retention and throughput rates as well as ensuring quality vocational qualifications by private FET colleges. The Department had to develop policies, maintain systems and procedures to support efficient management and governance of FET colleges. The FET college sector identity consisted of students, lecturers, management and governance. Broadening access, participation and improving achievement needed capacity and infrastructural development, student enrolment planning, a sound student selection and recruitment policy, expansion and use of ICT as well as an interface between Further and Higher Education.

FET college bursaries and conditions had certain criteria that had to be met and adhered to respectively. These were that only South African students and citizens were eligible for application, that only students enrolled or wishing to enroll on NCV programmes were eligible, and that student bursary awards were based on the administration of a means test as a tool guide. NSFAS processed and made payouts to students. The bursary could cover college fees, textbooks, accommodation, travel and academic levies. The aim of the Department was also to drive the quality of the education, and not just student access. Statistics South Africa’s 2008 report indicated a 600 000 increase of individuals attending an educational institution in the last five years. The greatest growth had to be in the FET college sector. Programme funding was partitioned, with the learner having to provide 20% and the Government 80%. This was a Departmental initiative that did not come from NSFAS, with the latter only administering it. There were still many students needing post-secondary school education.

Discussion
The Chairperson commented that the issue of costing increased when other departments linked up with the FET college system. He requested comment on this.

The Chairperson expressed his shock at the figures for throughput being as low as 30%. He noted that the education system needed to be capacitated, especially teachers at FET colleges. He asked what the opportunity was for an engagement on a more affordable process. He further enquired how teachers and principals could be better capacitated to appreciate FET colleges.

The Chairperson asked for details of the structural link between the Department, the National Youth Development Agency and the Youth Commission, and the link between the Department and the Sector Education and Training Authorities (SETAs).

Ms F Mushwana (ANC) asked if the poor were being subsidised.

Ms Mushwana asked what was the purpose of education if adult students were more concerned about finding employment. She stressed that the Department had to make the labour market more student friendly. The biggest challenge had to be the provision of jobs.

Ms N Gina (ANC) wanted to know how students were catered for within those colleges that fell under the councils.

Ms Gina asked if the capacity of lecturers was included in the planning process.

Mr G Lekgetho (ANC) asked why the provision of food for students was not referred to, especially for rural students.

Mr Lekgetho asked how the Department would ensure that students in matric, and especially those in  rural areas, were informed about NSFAS.

Mr S Makhubela (ANC) asked what the challenges regarding bursary funding were.

Mr James wanted to know if it was possible to do two years at a FET college and then enroll at a university at third year level.

Mr Mangena asked at what level of FET training could a student enter a University of Technology.

Mr James asked how the quality of lecturers at colleges was determined, and how it was ensured that lecturers maintained that quality. He noted that Trade Unions ensured that teachers’ interests were protected, and this resulted in a lack of proper assessment, which in turn affected the quality of throughput.

Ms N Vukuza (ANC) asked what the Department was doing to further education, and asked what reasons had been identified for the increase in access. She wanted to know what the racial breakdown was, and which skills were provided, and for whom, and who was not obtaining them.

Mr M Mangena (AZAPO) wanted to know if antiquated equipment and facilities were a thing of the past.

Mr Mangena asked if there was a stable teaching core at FET colleges, as opposed to the part time lecturers that had been used in the past.

Mr Mangena noted that there was still a feeling amongst employers that even if students were volunteer-wording, it still cost the company, and he therefore asked if there was some sort of compensation for them.

Mr A Mpontshane commented that there were glaring disparities between the former white-run and former-homeland FETs. There were still inequalities between the satellite learning sites and the main campuses. Bursaries were often not given, without reasons being provided, and he asked where such students would be able to go.

Ms Metcalf admitted that colleges had been historically undermined, and that they now needed to be promoted. There was a huge challenge facing the country regarding unemployed youth. One of the reasons for this was a lack of skills. Colleges would facilitate the provision of these skills, to enable the youth to participate in the economy. The Department had to ensure that satellite learning sites had the necessary quality. The Department had moved towards institutional autonomy, and this had put pressure on the governance of colleges. The Department would, however, provide support for the Colleges. The recent massive expansion was in line with the governments’ goal of addressing the challenges faced by the youth.

Ms Vinjevold responded that any questions not answered during the meeting would be included in a written response to the Committee. She would now provide only a broad overview. The labour market in South Africa was such that it had ensured that the country did not have a huge middle class pool. FETs were trying to provide mobility, theory and practice for students. The Department had another decade to go in order to change the negative perceptions around vocational students. SETAs worked with the Department, which wanted to expand this relationship further. Life orientation teachers were being encouraged to inform students of their choices after matric, which should include FET colleges if the students could not study at a higher education institution. Study guides contained NSFAS adverts in order to inform matriculants about funding.  College lecturers, within the next six years, would have to acquire a degree to be able to teach. They should have theoretical knowledge and knowledge of their workplace. Results of the NCV programme would be published from now on. In some countries there were laws that required companies to take in students for vocational training, but in South Africa there was admittedly huge prejudice by companies against students. At present there was no bridge between FETs and university institutions. This was currently not the mandate of the Department.

Mr Makhubela suggested that illegal colleges should be legalised because they were essentially cheating the public and students received “qualifications” only to find out that these were not worthwhile.

Mr James asked if the Department was suggesting that companies should make provision for the intake of students as opposed to paying a 1% workplace skills levy.

Ms Vinjevold responded that workplace experience was a huge advantage for students, and it enhanced their employment opportunities. All fourteen programmes were designed by industry to meet their needs. The Department now had to look at this more broadly for their future development.

Ms Mushwana asked which of the Department’s structures produced producers, asking whether it was generally universities and FETs. She elaborated by stating that students attending learnerships did not always get workplace placements, and asked how the Department was planning to curb this.

Ms Vinjevold answered that student support services looked for work place experience and work placement on behalf of students.

Mr Lekgetho suggested that the interest on NSFAS loans for unemployed dropouts should perhaps be required to be paid only when such a person started working.

Ms Metcalf responded that the interest on NSFAS loans was currently under discussion. NSFAS’s loans included the cost of food for those extremely needy students.

The Chairperson commented that there were unanswered questions, but this was because the issues raised were currently under discussion

Planning of Higher Education: Department briefing
Ms Menon, Chief Director, DHE, highlighted that the focus of the presentation would be on the planning of Higher Education. The White Paper provided multiple approaches to viewing Higher Education planning. These included improved access to higher education, responsiveness of Higher Education to economical and social development priorities of the country, redress of historical inequalities and the enhanced quality of academic programme provision and the quality of student life. The Department’s policy goals were based on performance indicators derived from the Higher Education policy goals. There were twelve goals extracted from the White Paper and six from the National Plan on Higher Education. The policy goals were the size and shape of the education system, the kinds of programmes offered, enrolment, and graduate and post graduate production. Staff equity and the participation of women, and academic staff input were also part of the Department’s goals. The last goal was that the growth of student enrolments should be financially sustainable, and this was a critical area.

It was important for the Department to review all data at institutional and national level. Institutional profiles were currently being reviewed.  The planning parameters around Higher Education included the need to increase the enrolment and graduate output of scarce and critical skills, and the need to match enrolment to available resources at a physical, human and financial level. Institutions had to focus on improving graduation and success rates. Strategic interventions centered on investments in scarce and critical skills, as well as improving the quality of teaching, learning and research infrastructure.

Ongoing strategic interventions included the review of NSFAS, a focus on the second cycle of institutional enrolment planning, implementation of the HE qualifications framework, establishing a national application and information service, increasing diversity of post school options and improving quality through programme evaluation and institutional audits.

Discussion
Ms Vukuza highlighted that language was a barrier and facilitator. She stated that there was no inter-relationship between the presentation and those it was meant for. The Department had to include social and economical factors. She asked what activities were being done by the Department and stressed that it should look at the kind of citizens it was trying to produce.

Mr James stated that a universal standard for University of Technologies was that they had to offer mathematics, science, chemistry, biology, bio-physics and engineering. He was concerned that the Universities of Technology in South Africa did not do this. There had to be a focus for these institutions.

Mr Mangena commented that there was an alarming number of academics leaving institutions to pursue careers in the private domain.  The challenges that faced the Department would not be met unless this trend was curbed. He inquired if grants for those pursuing masters and doctoral studies could not be increased.

Ms Mushwana raised concerns regarding a report submitted by the Department, for which there was not a response as yet. The Department needed to have time frames that were duly adhered to.

Ms Gina wanted a racial and gender breakdown of the participation of students at institutions. She wanted to know the output versus the demand, and the programmes that were responsive to this.

Ms Menon responded that it was important for universities to connect with society and the economy. She admitted that Universities of Technology had moved away from their mandates. Performance indicators had been set up to monitor them. Institutions were autonomous where the salary structure of their staff was concerned. The issue of the retention of university staff had to be addressed by the institutions themselves. The racial and gender breakdown of staff would be made available. The increase of funding for doctoral and masters students was being reviewed.

The meeting was adjourned.