South African Qualifications Authority (SAQA) 2008/09 Annual Report; Adoption of Minutes

Higher Education, Science and Innovation

10 November 2009
Chairperson: Mr M Fransman (ANC)
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Meeting Summary

The South African Qualifications Authority (SAQA) briefed the Committee on its 2008/09 Annual Report. SAQA received its twelfth unqualified audit report from the Auditor-General and spent 89.1% of its revised budget for 2008/09. Funds were managed responsibly, efficiently and effectively. There had been underspending on the administration and support programme. It was noted that the implementation  of the National Qualifications Framework (NQF) Act, with effect from 1 June 2009, had cast a new mandate on SAQA, which was now overseeing the implementation of the NQF, advising the Minister, dealing with collaboration and dispute resolution, international relations and research. SAQA had held a series of seminars to focus on work and learning, had implemented a career advice helpline and formed research partnerships. Some of the achievements in proving stability and continuous improvement were outlined. This included mutual consultation and cooperation with the Department of Education on the evaluation of foreign qualifications, the implementation of a National Learners Records Database, quality assurance, and extension of the registration of provider-based qualifications by three years to ensure stability in the system, as well as integration of a number of business systems.  It also integrated a number of business systems to achieve greater efficiency and effectiveness. Priorities for the future included implementing the NQF Act, managing the transition to ensure effectiveness in the system to the advantage of learners and partners, building research and development capacity and developing and maintaining international NQF linkages.

The Committee questioned the notion of “unqualified audits” because it did not always indicate the performance of the institution, and made the point that in reality an institution could have unqualified reports whilst its impact on society might be limited. Members asked what method SAQA used when evaluating foreign qualifications. They wanted to know how many students were successful in receiving bursaries from SAQA, the impact of the vacancies on SAQA's mandate and more clarity on the Credit Accumulation and Transfer programme. Members also questioned what SAQA's transformation workplace strategy was, noted the under-expenditure on SAQA's personnel, which was attributed to the vacancies, and enquired whether this did not have an effect on performance. The Committee asked what system SAQA was employing to ensure that the money owed was recovered in full. The Committee also wondered how SAQA would fare if it used an empowerment impact assessment model on the money spent. Members wondered why SAQA could not retain its employees and expressed concerns  that some of the officials that sat on SAQA's board also were holding positions on the boards of other institutions, whilst also being full-time in a senior government position that called upon that person to be present in his office. The Committee agreed that this issues would need to be discussed with the Minister.

The Committee adopted the minutes of meetings held on 13 and 20 October 2009. They had asked for it to be recorded that they wished to have a debate on transformation in higher education, arising out of the Committee’s visit to Stellenbosch University. The Committee delayed its discussion about the Giyani Report until the last Committee meeting.


Meeting report

South African Qualifications Authority (SAQA) Annual Report 2008/09
Mr Samuel Isaacs, Chief Executive Officer, South African Qualifications Authority, presented the South African Qualifications Authority (SAQA) Annual Report. He stated that the National Qualifications Framework (NQF) Act was implemented from 1 June 2009, and SAQA received a new mandate when it was promulgated. Some of SAQA's new roles now included overseeing the implementation of the NQF, advising the Minister, collaboration and dispute resolution, international relations and research. In terms of intellectual leadership, SAQA focused on holding a series of breakfast seminars to focus on work and learning, implementing a career advice helpline and forming research partnerships.

SAQA received an unqualified audit report from the Auditor-General (A-G) and complied with the King II codes. It was noted that there was an effective performance and development system for staff.

Mr Joe Samuels, Deputy Executive Officer, SAQA, focused on achievements in proving stability and continuous improvement. He stated that there was mutual consultation and cooperation with the Department of Education on the evaluation of foreign qualifications. SAQA also implemented a National Learners Records Database and made the information available to key partners and policy makers. In terms of quality assurance, SAQA issued trends in the performance auditing of Education and Training Quality Assurance (ETQA's) bodies Annual Reports. SAQA extended the registration of provider-based qualifications by three years to ensure stability in the system. It also integrated a number of business systems to achieve greater efficiency and effectiveness.

Mr Mark Albertyn, Chief Financial Officer, SAQA, addressed the matter of increased efficiency by focusing on financial management. SAQA received its twelfth unqualified audit report from the Auditor-General (A-G) and spent 89.1% of its revised budget for 2008/09. Funds were managed responsibly, efficiently and effectively. SAQA divided its funds between five programmes. Net under-expenditure amounted to R8 million (10.82% of the total budget) of which R4.7 million was under-spent in terms of the administration and support programme.

Mr Isaacs briefed the Committee on the way forward, focusing specifically on the strategic imperatives for 2009/10, which took into account the priorities of government. Some priorities included implementing the NQF Act, managing the transition to ensure effectiveness in the system to the advantage of learners and partners, building research and development capacity and developing and maintaining international NQF linkages.

Discussion
The Chairperson stated that he questioned the notion of “unqualified audits” because these did not always indicate the performance of the institution. The reality was that an institution could have unqualified reports whilst its real impact on society left much to be desired.

Mr G Boinamo (DA) asked what method SAQA used when evaluating foreign qualifications. He wanted to know how many students were successful in receiving bursaries from SAQA, and how many of these were women and how many were men.

Mr Isaacs stated that SAQA had received applications from people who wanted to live in South Africa and work, and foreign students who wanted to study in the country. There were also South Africans who had foreign qualifications wanting these qualifications to be evaluated. Altogether, there had been about 30 000 applications from people with foreign qualifications applying for evaluation. The important point about the process of evaluation of foreign qualifications was that there was a protocol that was followed. The essential part of the protocol was to have a degree or qualification recognised both in South Africa and in the country in which it was issued. In every country there were accredited institutions that would say that their qualifications were regarded as national qualifications. Based on this, SAQA evaluations would enquire into the number of years of study, the entrance requirements and the exit requirements. An evaluation would be made on the basis of this information.

SAQA was not in a position to give the committee the information on the bursary applications, as this information would need to be obtained from National Student Financial Aid Scheme (NSFAS). SAQA therefore, could not supply any information regarding gender and race of the bursary holders.

Ms M Kubayi (ANC) noted that there were approximately 33 vacancies of which 18 were at a senior management level. She asked for more clarity on this, and the impact of the vacancies on SAQA's mandate.

Mr Isaacs stated that SAQA looked very carefully at its performance report at the end of the year. The report showed that SAQA had met its targets; therefore it was concluded that the vacancies did not have a direct impact on the institution. He stated that these were not in fact vacancies at the top level. SAQA had experienced a long period of uncertainty, and had tried to negotiate with the Department of Labour (DoL) so as to safeguard people's posts and ensure a smooth transition when SAQA's mandate changed. SAQA was unable to do so, as the DoL was unable to sign a Memorandum of Understanding to this effect. As a result of this people became uncertain about their future with SAQA, and started leaving. SAQA then backed up these vacancies with some temporary staff and external consultants. There were people in place who could do the work, but they were not in full-time positions.

Ms F Mushwana (ANC) asked SAQA for more clarity on CAT.

Mr Isaacs stated that CAT stood for Credit Accumulation and Transfer. If a person studied at one university and received twenty credits towards a 360 credit qualification, the person could move with these credits to another institution and enter at the same level.

Ms Mushwana asked if there was a study done on learners who had experienced trauma or violence.

Mr Isaacs noted that, in terms of the study done on violence in the educational system, there were strategies that could be implemented, such as awareness and campaigns and telling people what resources were available that they could be using in the learning programmes.

The Chairperson addressed the issue of those employed at SAQA. In the lower ranks of employment, there were mostly African males and females. However, at director level, there were four white people and one coloured person. He asked what SAQA's transformation workplace strategy was.

Mr Isaacs stated that because SAQA was a relatively small organisation, all the statistics changed if one person left the organisation. Over the past year there had been a few black or coloured directors that had left. SAQA seemed to be a training ground for other institutions. There was a serious effort from SAQA to ensure that this would not happen so frequently.

Ms M Kubayi (ANC) noted that there was under-expenditure in terms of SAQA's personnel. She assumed that this was a result of the vacancies, and noted that this must mean that SAQA was not performing well.

Ms N Vukuza (COPE) endorsed the linkage between unqualified reports and social impacts. The Committee heard from a lot of organs of State regarding higher education, and they wondered what they could do to be more effective. One of the responses was related to being aware of the changes in the education sector, such as the migration of the skills sector from labour to education. She thought each organ of State should retain its own uniqueness in terms of responsibilities.

Ms Mushwana stated that the Committee had to note the importance of the work SAQA was doing. She thought that SAQA was doing some excellent work and there must be due recognition accorded to this.

Mr S Makhubele (ANC) noted, from the audit report, that there were trade and receivables due, that were not impaired. SAQA stated that it was confident that these funds could still be recovered in full. He asked what system it was employing to ensure that the money was recovered in full.

Mr Albertyn stated that SAQA had already recovered the majority of the outstanding funds. SAQA had a debtors’ function and actively followed up on it. In instances where SAQA struggled to get its money back, it would take the matter to a higher authority.

Ms Mushwana asked if it was not possible for under-spent funds to be transferred and used elsewhere.

Mr Isaacs stated that SAQA would have liked to transfer unused funds to entities that needed it, but was not able to do so. SAQA's history showed a history of underfunding and careful budgeting. The former Department of Education used to tell SAQA to save the money that it did not spend as it would probably not be getting enough funding for the next financial year. He assured the Committee that funds were not being wasted.

The Chairperson wondered how SAQA would fare if it used an empowerment impact assessment model on the money that was spent.

Mr Albertyn stated that SAQA had a strict supply chain management policy and procedure in place, and this conformed fully to National Treasury regulations. There were other measures put in place, such as a database that would assist SAQA in procuring certain services from entities with whom SAQA wanted to do business.

Ms Vukuza stated that she had worked for an organisation where people, especially black people, would leave because they claimed to have been headhunted and poached away. However, she said that the line between people poaching staff, and institutions not being able to retain staff, was often blurred. She asked what were the real reasons why SAQA appeared to be unable to retain its employees.

Mr Isaacs stated that this was a valid concern, and was a question that SAQA employers often asked themselves. When employees received these offers, they were normally the kinds of offers that were very difficult to refuse. All the employees that had left SAQA retained good relationships with it. This led SAQA to the conclusion that there were no specific factors that were causing people to leave, although there were also no specific factors that could help SAQA retain its members.

Ms Kubayi stated that she was concerned about some of the board members of SAQA. One official, who was a Deputy Director General of a government department, was sitting on the boards of SAQA, the Council on Higher Education (CHE) and another entity’s board. This should be taken up with the Ministry, as this person should surely be expected to be in office and performing work functions.

Mr Isaacs stated that this person was able to attend two of the five meetings. The new NQF Act did not make allowance for this type of situation to occur in the future. He thought the Member’s point was valid, as it was difficult for high level staff to attend all the board meetings.

The Chairperson also agreed that this issue should be discussed with the Minister.

The Chairperson stated that the Minister had now announced a management information strategy and a management information system that would bring all the fragmented systems together to create a broad and coherent approach to career guidance. He stated that the Committee needed to take this up with the Minister as it involved SAQA and many other entities.

The Chairperson also requested a list of people with foreign qualifications and asked if the list could be broken down according to country. He also wanted the types of qualifications to be specified.

Mr Samuels stated that this information was contained on page 15 of the Annual Report.

Adoption of Minutes
The Committee adopted the minutes of meetings held on 13 and 20 October 2009.

The Chairperson added that the minute of 13 October captured the visit to Stellenbosch University. Members wanted this on record that they felt a need for a debate on transformation in higher education. This debate stemmed from the visit to the University.

The Chairperson then addressed the draft Giyani Report. He noted that whilst this draft Report captured all the information, Members needed to add more recommendations in the report, for example, the issue of stipends not being paid out to volunteers. There were very specific recommendations that must be addressed. He advised, and Members agreed, that the Committee should delay its discussion about the recommendations until the last Committee meeting. He requested that all Members be present at that meeting as well as relevant stakeholders and departmental officials.

The meeting was adjourned.
 

 

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