Deputy Minister & Department of Higher Education & Training Annual Performance Plan 2012

Meeting report

Department of Higher Education and Training (DHET or the Department): Annual Performance Plan and budget 2012
Mr Gwebinkundla Qonde, Director General, Department of Higher Education and Training gave a brief overview of the mandate, highlighting the strategic objectives and identifying the five programmes of Administration; Human Resource Development, Planning and Monitoring Coordination; University Education; Vocational and Continuing Education and Training and Skills Development.

The mandate was informed by the comprehensive challenges faced by the post schooling education and training system, and its systemic inequalities, which included a lack of diversity in many institutions, inadequate quality and provision to those institutions and the socio economic effects of the rural urban divide. There was a need to ensure that quality skills required for economic growth and social development were available. This meant that the Department would have to serve a growing number of young people and adults by providing entry points and pathways into the learning system and ensuring that quality learning took place.

Mr Qonde summarised the strategic objectives of the Department as a need to expand access to education and training for the youth, capacitate institutions, increase the number of students successfully entering the labour market upon completion of training, and expanding research, development and innovation capacity for economic growth and social development. The Department must also ensure that colleges of higher learning were responsive to the demands of the market place with a special emphasis on artisan training. It must have credible institutional mechanisms for skills planning to support an inclusive economic growth path, and a highly effective, professional, efficient administration informed by good corporate governance practices.

Mr Qonde noted that through the signing and implementation of the skills accord, business and labour had committed to absorbing more than 5 000 graduates annually from universities of technology and more than 11 000 graduates annually from Further Education and Training (FET) colleges. Mr Qonde added that these absorption targets had already been exceeded. FET colleges would need to be more responsive to the needs of local regions and provinces, thereby becoming more relevant to the communities where they were located. This would ensure the increase of the productive capacity of the country. Improved data would be required to determine the actual skills needed by the country so that plans and resources were best utilised.

Programme 1: Administration
Ms Lulama Mbobo, Deputy Director General: Corporate Services, DHET, then presented the plan and targets for Programme 1: Administration and corporate management and support. She noted that 900 out of the 1 067 approved posts for establishment had been filled. These consisted of 795 funded posts and 105 additional posts for interns, as part of the Department’s skills development programme. This was expected to increase to 976 over the Medium Term Expenditure Framework (MTEF) period. The ratio of support staff to line function staff, currently at 1:4, was expected to increase to 1:3. This would increase the capacity of the Department to provide management support to line function areas. The ratio of consultants to departmental personnel at 2011/12 was 1:90. These consultants were required to supply the specialised skills lacking within the Department.

Ms Mbobo presented the performance targets for 2012/13 against the estimated performance for 2011/12 (see attached document).  She highlighted:

-a reduction in the vacancies from 26.67% to 15%, noting that this would be achieved through more funding, and that the average time to fill a vacancy was targeted to drop from the current six months to four months. -- -the implementation of a fraud and anti corruption policy and whistle blowing system
-100% compliance with both the performance management framework and the Supply Chain Management and logistic policies and standards
-an increase in ICT governance maturity from zero to one (out of a possible five)
-a reduction in the number of days to resolve disciplinary case from 120 to 90
-development of a user friendly website, functional 365 days a year with a quarterly published newsletter
-100%, timeous responses to all queries via the call centre, these included complaints from the presidential hotline.
-an increase in compliance with Occupational Health and Safety (OHS) legislation from 90% to 98%
-less than 1% of assets lost and/or unauthorised movements

Discussion
The Chairperson asked how the Department could claim to have achieved 100% compliance with Supply Chain Management when the Auditor General (AG) report noted some issues with this.

Ms Mbobo answered that the AG report referred to problems picked up in a different financial year and that there had not yet been any adverse feedback from the AG for the 2011/2012 financial year.

The Chairperson noted that public service regulations stated that no person should be in an acting position for more than 12 months, but some officials in the delegation had held acting positions for more than this period.

Ms Mbobo answered that attempts had been made to fill senior positions, but that this had been difficult as government was unable to match salary offers in the private sector.

The Chairperson asked why there was not 100% compliance with Occupation Health and Safety (OHS) legislation.

Ms Mbobo agreed that there should be no room for non-compliance with OHS legislation, and noted that the Department had put in place a safety committee, had developed a policy for safety and security and was conducting assessments on the building on a quarterly basis. The current building housing the DHET was not a conducive environment for compliance, and DHET was looking for an alternative.

Mr S Radebe (ANC) asked for clarity on the supply chain management compliance.

Mr Radebe asked for clarification on the levels of ICT governance and how long it would take to reach maturity level 5.

Ms Mbobo answered that there were previously no ICT governance structures. All structures and policies had been developed and the Department had approval to outsource functions not covered by the State Information technology Agency (SITA).

Mr Radebe asked at whom the quarterly newsletter was targeted, and when it was published.

Ms Mbobo answered that the newsletter was currently an internal electronic publication, but that the Department planned on making it external and accessible to the public by 2012/13.

Mr S Makhubele (ANC) noted the high levels of consultants employed by the Department and asked if recruitment for particular positions and skill sets were being prioritised to reduce dependence on external consultants.

Ms Hlengiwe Mkhize, Deputy Minister of Higher Education and Training answered that the consultants were long-established players within a well-established post-schooling sector. The Department had to engage with these consultants to ensure the development and implementation of credible policy. The consultants did not supplement the officials within the Department but instead widened the net of people who could influence policy.

Ms Mbobo added that consultants were used to manage the financial system used by the Department, which was different to the system used by the rest of government. The necessary capacity was being put in place to address this skills shortfall by appointing a director with the correct expertise to manage the system. Additional support was required in dealing with the new Sector Education and Training Authority (SETA) landscape.

Ms N Gina (ANC) asked how many senior officials were still in acting positions.

Mr Qonde answered that those currently acting were the Deputy Directors General for Vocational, Continuing Education and Training (VCET), and for University Training. An offer had been made to a candidate for the VCET post, but the candidate had declined, and the appointment process had gone further, and was awaiting final cabinet approval.

Ms Gina asked if there were mechanisms in place to ensure that targets were met.

Ms Mbobo answered that the Annual Performance Plan and operational plan would assist in ensuring that the targets were realised.

Mr A Mpontshane (IFP) asked when the DHET would fill the vacant posts. He also asked how the Department intended to reduce the time to fill a vacancy.

Mr Mpontshane asked for clarification on the training of artisans, specifically asking what the current situation was and what was needed.

Ms Gina expressed dissatisfaction at the employment of consultants for stakeholder buy-in, given that there were already processes that allowed for public participation in policy development.

Mr Qonde answered that the Department had reduced the use of consultants but there were still areas where the employment of consultants was unavoidable. DHET was currently involved in a massive policy overhaul that required specialised skills that were not part of the normal functions of the Department. Consultants were not used to run the Department, but were instead used to reinforce the goals that the Department wanted to achieve.

Mr Makhubele asked why people with relevant qualifications who had applied for vacant posts had not been successful, and if there were other requirements in addition to academic qualifications.

Mr Qonde answered that all candidates who possessed the relevant qualifications would also need to go through a competency assessment, as stipulated by the Department of Public Services and Administration. This competency reports were completed by external entities and fed into the process. If the candidates declined the offers, the entire process needed to be restarted.

The Chairperson expressed frustration that the posts had still not been filled.

Programme 2: Human Resource Development, Planning and Monitoring Coordination
Mr Firoz Patel, Deputy Director General: Planning and Monitoring, DHET, noted that Programme 2 was a support branch that dealt largely with the operational matters around planning and monitoring, and was quite human resource intensive. One key responsibility was the development of an integrated higher education and training management information system. The DHET created in 2010 had to deal with the Universities, with their own higher education management information systems, the FET colleges, which relied on annual surveys for data, and SETAs, which were subject to workplace skills plans and annual training plans. The Department aimed to ensure that 80% of public institutional data was integrated and available in a single set. The National Skills Fund (NSF) had allocated money in the previous week to assist in accelerating the process.

The skills management system offered a marketing component for the Department, necessitating the establishment of a coherent career management and information system. This system would be developed in partnership with South African Qualifications Authority (SAQA), and would include information on the institutions, courses offered, admission requirements, credit accumulation information, registration deadlines and course information and requirements. A tender had been awarded in the previous financial year.

The advocacy programme aimed to provide learners with information and career guidance, through the use of various mediums. The previous financial year estimates showed that 2.3 million users were reached through radio, 15 000 through exhibitions and 10 000 through the helpline. The targeted increases for 2012/13 were 2.7 million by radio, 25 000 by exhibitions, 12 000 by the helpline and 70 000 through the use of a web portal.

The Department planned to publish an academic journal to encourage policy debates within the higher education sector. It also planned to develop an international operational framework strategy to ensure that all international agreements and partnerships currently undertaken by universities, FET colleges and SETAs were accounted for to the Department. Implementation plans with priority countries and multilateral agencies were arranged, to speed up acquisition of much needed skills. Mr Patel cited examples of agreements with Burundi, The Democratic Republic of Congo and China, including placement of South African students in foreign universities where specialised skills training was unavailable locally.

Mr Patel noted that a large part of the budget was used for legislation and litigation. The Department was formulating policy to deal with the seven equity issues within higher education, which included, race, class, gender, disability, age, rural-urban divide and HIV/AIDS. The Minister had established an oversight committee in relation to the Soudien Report on transformation. Policies around the monitoring and evaluation of social inclusion and equity goals needed to be developed.

The Minister would issue guidelines to SAQA to ensure the full implementation of the National Qualifications framework.

Discussion
Mr Mpontshane noted that the estimated performance targets were not clearly defined and requested more concrete timeframes.

Mr Patel noted that if something was shown as a new indicator it meant that the activity did not occur in the previous financial year so there would be no estimated performance. The timeframes would be within the 2012/13 financial year.

Ms A Lotriet (DA) asked if the Department had the necessary skills required to publish an academic journal that could be accredited.

Mr Patel noted the challenges with the publication of an academic journal but stated that it would be explored this year, and that funds would be requested through either the National Skills Fund or through institutions.

Mr Qonde noted that an academic journal was, by its nature, a collaborative effort that needed to speak to the academic fraternity. Plans were in place to solicit the necessary skills for the publication of the journal. Mr Qonde referred to page 31 of the performance plan, noting that the Department was intending to publish in the last quarter of the financial year.

Ms Gina noted that social inclusion was not a new indicator and asked why policies still needed to be developed. Ms Gina also asked for timeframes for the development of this important policy.

Mr Patel answered a draft policy had been targeted in 2011/12, and this year’s deliverable referred to a policy document to be implemented by institutions, including ministerial direction and a public participation process.

Ms Mkhize referred to the Soudien Report on Transformation, stating that the Department was involved in an intense, detailed and systematic review process to understand what was currently happening in institutions, and to ensure that transformation and social inclusion occurred. Universities historically had autonomy in these matters. Now, institutional transformational officers facilitated a dialogue among all the structures, and they provided the Department with reports on how the institutions positioned themselves, which would in turn affect policy formulation.

Mr Qonde added that social inclusion policy should impact the entire higher education system. Currently, 57% of university student populations were female and about R70 million was used to support disabled students within the system. The impact of these policies was being felt at all institutions and the results were apparent.

The Chairperson requested that the Department provide the Committee with a list of the current international agreements signed by the Department.

Mr Patel undertook to do this.

The Chairperson noted the high costs for the publications of academic journals and books, particularly for previously disadvantaged students, and welcomed the Department’s commitment to exploring the process.

Programme 3: University Education
Dr Diane Parker, Acting Deputy Director General: University Education, outlined the five strategic objectives within the programme. These included growth and expansion of the university and higher education sector, in order to increase equitable access. The Department aimed to increase the total headcount of students enrolling, in the 20 to 24 year age group, from the 2008/09 figure of 16%, up to 23%, in line with projections identified in the Green Paper on Higher Education. This included not only university education, but also access to other types of post schooling education and training. She emphasised targeted increases in higher education institutions involved in foundation-phase teacher education, and their funding, increases in the numbers of African and female university students, and improved success rates of students.

This led on to the second strategic objective, to improve the success rate in higher education, and increase the number of those graduating. The third objective related to improvements in the systems monitoring good governance of the higher education systems, and better governance in public institutions. The fourth  objective was to develop and enhance the research capabilities of universities. Increases were targeted for post graduate, masters and doctoral graduates, publications produced by universities and the ratio of research outputs per research staff. Dr Parker noted that the indicators were very specific, this was necessary to ensure that movement within the system could be accurately measured.

The DHET was working towards the implementation of a process to develop academics. This process was focused on the next, new and current generations of academics. It involved identifying potential in undergraduate and honours level students; nurturing those who had recently entered academia as junior lecturers and tutors, and working with academics already in the system to assist them in developing into good teachers and researchers. The Department was looking to strengthen the Foundation Phase Teacher Education (FPTE) programme by appointing and mentoring new staff for seven new FPTE programmes that were currently being development. The DHET had also adjusted the criteria for the Teaching Development Grant and the Research Development Grant, to ensure that funding was utilised to improve academic staff development.

Discussion
Ms Lotriet expressed concern about the current levels of governance and management in institutions and asked if there were short term plans in place to alleviate the problems.

Dr Parker answered that the Department was trying to understand how best to pro-actively identify troubled institutions.

Mr Qonde added that good governance and management was informed by legislation and scientific and calculated interventions. Where there had been mismanagement, DHET had intervened decisively, such as the University of Zululand, where intervention resulted in disciplinary processes against 13 staff and two students. The Department was positioning itself to be able to monitor and evaluate mismanagement proactively.

Ms Lotriet asked if it was true that there had been a decline in university funding.

Mr Radebe asked about the status was of the proposed new universities in Mpumalanga and the Northern Cape.

Dr Parker said that the establishment of the two new universities was part of the strategic growth objective. A detailed planning and development implementation process was currently under way. The legal framework for the establishment should be completed by July 2012. The development of the physical planning and academic architecture had already commenced. The former Ndebele College of Education campus in Mpumalanga would form part of the new university, and should take the first intake of students in 2013/14.
The first intake of students in the new Northern Cape institution was targeted for 2014/15. The full functioning of the universities would take longer, particularly the development of the campuses.

Mr Qonde added that, following the assessment by the team of technical consultants, the physical structural needs would need to be established. Multiple campuses would be provided to ensure accessibility.

Mr Makhubele asked why the targets for success rates of students were not higher.

Dr Parker answered that the success rates were measured across the entire system, which included part time students, and they could never achieve a full success rate, as they would not be registered for all the courses. Overall success rates were, however, steadily increasing. The Department would need to be more effective in dealing with distance education policy, and was working with UNISA with a view to increasing the success rates of distance learning colleges. The Department had recently completed a policy on distance education for universities, which would be gazetted for public comment.

Mr Makhubele asked for clarity on the terminology used to describe the various categories of academics.

Dr Parker answered that the terminology used could be discussed and changed if necessary. The Department would make available a copy of the proposal so that members would better understand what was envisaged within the academic development programme.

Ms Gina asked if the FPTE programme was successfully responding to the needs of the country for the production of teachers.

Dr Parker answered that the teacher bursary programme was established in 2007 to address the recognised shortfalls in teacher production. The increased graduate numbers resulted from the implementation of this bursary programme. The integrated strategic planning framework was developed in partnership with the Department of Basic Education (DBE) and key stakeholders, and this had indicated that there were insufficient numbers of teachers being produced by the system. It was hoped that by 2013/14 around 14 000 teachers would be produced per year, but research showed that around 15 000 would be required. The expansion of the FPTE programmes on college campuses in Mpumalanga, KwaZulu Natal and the Eastern Cape would assist in getting closer to that target.

Ms Gina commended the Department on the large number of female students and asked about their success rate. She also asked for the ratio of female staff within the Department. She hoped that the dates for operation of the two new universities would be met.

Mr Mpontshane was encouraged by the targets presented and asked what the determining factors were that contributed to an increase in African students.

Dr Parker answered that African students had better access to higher education, due to the improved funding via the National Student Financial Aid Scheme of South Africa (NSFAS).

Mr Mpontshane asked if the long terms demands for teachers would be achievable and if universities had bought into the targets.

Mr Qonde answered that scarce skills targets were discussed with both universities and professional bodies.

Dr Parker noted that the policy document on qualifications of FET college lecturers was currently being gazetted for public comment, and it would thereafter be implemented and the institutions would be supported to develop programmes to ensure that the requirements for the production of teachers were met.

The Chairperson asked what percentage of black post graduate and doctoral graduates were from South Africa, and what percentage from other African countries. There was a perception that universities were not recruiting from within the country, particularly with a view to optimising the performance of historically disadvantaged institutions. He suggested that targets be set for South African doctoral students.

Mr Qonde answered that foreign students accounted for approximately 7% of all undergraduate studies and short courses, and approximately 15% of post graduate studies. Most of these students came from the South African Development Community (SADC) region.

The Chairperson noted that there was a high dropout rate because students were unable to fund their studies. This subverted the vision of free undergraduate education for students. Universities were organs of the state and therefore they needed to align their functioning to the national development priorities.

Mr Qonde stated that all universities were asked to provide the Department with a list of names of students who were not catered for through NSFAS. 12 775 students were identified, and approximately R360 million was made available to cover the tuition costs. South African Students Congress (SASCO) was also asked to submit names, but had not done so. DHET would cover students who were academically deserving but unable to pay for tuition.

The Chairperson suggested that the National Skills Fund (NSF) should intervene to secure funds for the development of the next generation of academics.

Mr Qonde answered that the NSF was used effectively within the Department. All students who wanted to pursue studies in fields where skills were scarce were invited to apply for funding. The students were then required to work hard to ensure that they succeeded in their studies and could contribute productively to the country.

The Chairperson noted that universities should not be allowed to withhold results from students

The Chairperson requested that the Department provide the Committee with statistics on black postdoctoral students from South Africa.

Programme 4: Vocational and Continuing Education and Training
Ms Thembisa Futshane, Acting Chief Director: VCET Planning, DHET, outlined the programme for FET colleges and adult education training centres. There was notable growth in the sector, highlighted by an increase in enrolment figures. The Department had put in place numerous interventions to strengthen the FET colleges. Ms Futshane presented the targeted increases for the 2012/13 financial year (see slide 13 for details). These included increases in enrolments at adult education training centres and FET colleges, and increases in the number of bursaries awarded to deserving students. The Department had gazetted the National Senior Certificate for Adults policy and was developing support programmes for that policy.

Ms Futshane presented the targeted increases for certification rates in Vocational Education and Training (VET) Centres’ qualifications and Maths and Maths Literacy pass rates (see slide 14 for details). The average targeted improvement rate for the certification rates was 5% and the average for Maths and Maths literacy was 10%. The Department demanded higher certification rates for the recipients of bursaries. Increases in personnel would allow for the provision of support services to students and for improved financial management capabilities at the institutions.

There would be an increase in the number of fully constituted college councils from 20 to 50. That function was currently a provincial competence, but would fall under the Minister of Higher Education and Training, once the FET Colleges Bill was put into operation. A generic Human Resource Management and Planning Framework would be developed for use within the FET institutions.

Ms Futshane presented the targeted adjustments for the training of officials and lecturers for the financial year 2012/13 (see slide 16 for details). The decline in lecturers trained to support the new curriculum delivery was due to fewer new programmes being developed. DHET planned to implement a standardised Business Management System in eight FET colleges. This included standardised reporting requirements that linked back to the programme of data collection. Part of the Department’s turnaround strategy to improve on the performances of FET colleges included the development of a model for FET college expansion.

Discussion
Mr Makhubele noted that FET colleges were perceived by the public as academically inferior to universities. However, they still showed high failure rates, and he wondered what DHET was doing to address this.

Ms Futshane acknowledged the high failure rates within the FET colleges but noted that there were gradual improvements in the performances of the students as both students and lecturers adjusted to the system. A report, detailing the improvement within FET colleges, would be made available to members of the Committee. The Department was working on changing public perceptions around the FET colleges. All FET colleges were expected to implement the Department’s framework for improvement of the academic performance of students and lecturer development. Interventions were being implemented where college leadership and management was found to be poor

Mr Qonde added that the Department had a strategy for the FET colleges, of institutional management to support growth within the sector. There were targeted interventions with teams that worked closely with all the FET colleges. The Department undertook to ensure that all FET colleges would have qualified Chief Financial Officers, adequate human resource management structures, and to develop partnerships between colleges and industries. This would allow for work placement exposure for the students and lecturers, to ensure that lecturers too were kept up to date with current technologies. Mr Qonde noted that several colleges had been placed under administration. The recent announcement by the President of R2.5 billion for the refurbishment of FET colleges demonstrated the commitment of government to improving the quality of the FET colleges.

Mr Makhubele questioned whether issues raised in the recent meeting between the President and the principals of FET colleges had been factored into the programmes.

Ms Futshane answered that many of the issues raised were already included within the Annual Performance Plan. Those not included would be added in the revised plan. The main issues raised included governance, lecturer development and career guidance.

Ms Mkhize added that the Ministers of Higher Education and Training, Economic Development and Monitoring and Evaluation had given presentations at this meeting. This positioned the Department’s work in a particular direction, putting SETAs at the centre of the work of FET colleges.  The development of the FET model would be based on the commitments made at the meeting.

Ms Gina noted that the quality assurer, Umalusi, was still operating on an unfunded mandate, and asked what was being done to address this.

Dr E Mahlobo, Acting Deputy Director General: VCET, DHET, answered that Umalusi was in fact fully funded to execute its functions within both the DHET and the Department of Basic Education.

Ms Gina asked how the Department was developing the adult education sector.

Dr Mahlobo answered that adult education was a function that would be transferred to DHET for focused attention. The Department would recommend a process similar to that of the FET colleges, which would include the control of the budgets so as to control the input. A comprehensive turnaround strategy would need to be developed, to ensure tangible results by the end of 2012. The FET Colleges Bill would facilitate the functioning of the adult education centres within the DHET.

Mr Makhubele suggested that there should be a tracking system to determine where graduates were.

Mr Qonde answered that 500 graduates from universities of technology and 5 000 graduates from FET colleges were placed in industry. Mr Qonde acknowledged that there needed to be systemised data tracking to ensure that all graduates were accounted for.

Mr Makhubele suggested that there should be an agreement between Umalusi and DHET for funding for work completed for FET colleges.

Mr Qonde noted that a meeting was convened between DHET, DBE and Umalusi to address the issues.

Programme 5: Skills Development
Mr Clive Mtshisa, Acting Deputy Director General: Skills Development, DHET, highlighted the targets for qualified artisans to graduate from the system. This was linked to the performance agreement signed by the Minister. Mr Mtshisa noted that these targets had been met, and were expected to be exceeded, and that the Department was awaiting data from the SETAs to confirm this.

Mr Mtshita then highlighted the targets for workplace exposure and work integrated learning as defined by the skills accord signed by the Department and industry. The National Skills Development Strategy was developed to manage all skills development and training within South Africa. SETAs would need to align their strategic plans to this strategy, and sign service level agreements to ensure that they responded to the strategic needs of the country. Mr Mtshita highlighted that R2.3 billion was earmarked for 400 projects of national priority.

Mr Mtshisa noted that the reduction of learners trained within NSF projects resulted from greater investment into the expansion of FET colleges.

Finally, he highlighted the current regulatory frameworks that were being gazetted and developed to ensure greater efficiency and guidance within the training and skills development sectors. This would address the issue of current fragmentation within the artisan training sectors. Forums were established to ensure regular engagements between the Department and the SETAs.

Discussion
Ms Lotriet noted that there were many candidates who had completed their tests but had yet to receive their certification.

Mr S Mayatula (ANC) asked for clarification on the targeted numbers of artisan candidates.

Mr Makhubele asked that a detailed report on spending and surpluses be made available.

Mr Makhubele asked why there was no mention made of the Recognition of Prior Learning (RPL) programme.

Mr Qonde answered that the RPL process was taking place in an uncoordinated fashion throughout the country. A task team was looking at the mechanisms for institutionalising and mainstreaming RPL so that it became embedded into the higher education system.
 
Mr C Moni (ANC) asked when FET colleges would be under the control of the DHET.

The Chairperson noted that there was no mention of the proposed central applications office.

The Chairperson expressed disappointment that there was nothing on HIV/AIDS in the plans.

Mr Qonde answered that there were several dedicated HIV/AIDS programmes that were being funded within the Department, and said he would provide the Committee with an update on these programmes.

The Chairperson noted that, owing to time constraints, the rest of the presentation could not be made. He reiterated that the Committee required more detailed reports and information on international agreements, the comparative studies of FET college results, and the report on the progress of the establishment of the two new universities.

The Chairperson noted that the committee approved the Performance Plan on the basis of the inclusion of input by the members. The Chairperson thanked the delegation.

The Chairperson noted that the budget was not discussed but that the Committee would submit in writing a request for clarification of some projects presented in the budget, particularly the amount of R2.3 billion earmarked for the 400 priority projects.

Ms Gina suggested that Members identify areas needing clarity from the Department before the budget vote.

The meeting was adjourned.