Review of Performance for Fourth Quarter: Department of Higher Education briefing

Meeting report

Briefing by the Department on the Fourth Quarter Report
Introduction: Overall Performance for the Quarter
Mr Gwebs Qondo, Director-General of the Department of Higher Education and Training (DHET), thanked the Committee for the opportunity to present the fourth quarter performance review. He said that the presentation would be carried out by his team.

Mr Feizel Toefy, Chief Director: Performance Monitoring and Evaluation (DHET), explained that the Department would be giving the Committee an overview of their performance for the last quarter spanning from 1 January 2012 to 31 March 2012. The presentation was divided into four key areas or programmes.

The DHET had 190 pre-determined objectives, of which 115 (61%) of them were achieved, 38 (20%) are still in the implementation phase, and 37 (19%) could not be achieved. The Planning and Monitoring division in the DHET achieved 45 of their 52 targets, while seven targets were in the implementation phase. The University Education division achieved 18 out of 39 targets, while 12 were in the implementation phase and nine targets were not achieved. The Vocational and Continuing Education and Training division achieved 32 of their 54 targets, 12 were in the implementation and ten targets were not achieved. The Skills Development division achieved 20 of their 45 targets were achieved, seven were being implemented and 18 were not achieved.

Programme 1: Overview of the Organisational Environment (Corporate Services)
Ms Lulama Mbobo, Deputy Director-General: Corporate Services (DHET) stated that the DHET's macro-organisational structure was approved and submitted to the Minister of Public Service and Administration for consultation. Out of the 143 vacant positions, 114 (80%) were filled. A mass induction programme was launched for newly appointed staff. Six policies relating to supply chain management and logistical services were developed and approved.

12 disciplinary cases were dealt with, of which there were three dismissals. Human Resource and Employment Equity Plans were developed and approved. 53 posts were evaluated during the period under review. 95% of queries from the presidential hotline were resolved. The DHET increased its number of interns from 54 to 100, contributing to youth development and job creation. Of these, 27 interns were retained on contract appointments.

Discussion
Mr C Moni (ANC) asked why the DHET opted to employ interns on a contract basis instead of on a permanent basis when they still such a high vacancy rate. He did not understood how this gap would be filled up if the DHET only employed 27 interns out of the 100 they took on initially. He noted that the DHET approved six policies for Supply Chain Management. The challenge that the DHET had was their turnaround times for responding to SCM issues. He asked the DHET to comment on this point.

Mr Qondo explained that the DHET has embarked on a vigorous programme of micro-design. The current posts that the DHET had were inherited from the previous Department of Education (DoE). It was difficult to fill these posts on a permanent basis while the DHET was in the process of micro-organisational design. Depending on the outcome of this process, the DHET could be faced with a situation where they would have to retrench employees. This was a route that the DHET did not want to take. As a result, the process of micro-organisational design was being shortened so posts can be filled as soon as possible. When employees are employed on a contractual basis, they enjoy all the benefits that other employees have.

Ms Mbobo addressed the matter of turnaround times for SCM. She assumed the Member wanted to know how long the DHET took to pay invoices. She said the DHET's target was to pay within a period of thirty days, which they usually did. There were less than ten occassions where invoices were not paid within the thirty day target period, and these were largely due to problems on the suppliers sides.

Mr A Mpontshane (IFP) asked why the DHET had not yet filled all the vacant posts. Which posts were not filled? What were the elements of the mass induction programme? The presentation did not give the Committee much information. He noted that there were 12 disciplinary cases. He wanted to know what the nature of the cases were.

Ms Mbobo informed the Committee that a number of posts that remained vacant because of the entry requirements that could not be filled following the post-establishment of the new DHET. However, she wanted to assure the Committee that a number of interns used by the DHET had been employed by other government departments. Many posts had been filled since the fourth quarter report was drafted. She stated that approximately 98% of the posts that were advertised had been filled. This was quite a significant improvement.

In terms of the mass induction programme, Ms Mbobo said it gave new appointees an overall understanding of the public service and how it operates. It also has elements of teaching appointees policies in the higher education sector.

Ms Mbobo said she did not quite understand the Member's question regarding disciplinary cases. She stated that all the cases reported to labour relations had been deal with. Not all of them were finalised, but they were being attended to. She could not tell the Committee case by case what the nature of the problems were, but they varied from abscondment to fraud. The DHET could provide the Committee with the list of cases.

Mr K Dikobo (AZAPO) explained that learnerships and internships were often misused to acquire cheap labour. Most of the time, interns working at departments did not learn anything. He wanted assurance from the DHET that this was not the case with their interns.

Mr Qondo assured the Committee that the programme interns were subjected to was quite vigorous. Interns emerged from the programme better than when they started. This was demonstrated by the high number of interns acquiring permanent jobs in the public and private sector.

Ms N Gina (ANC) addressed the matter of post-school educational institutions. She said she had not heard much about the DHET going to communities where learners are not able to access higher education institutions. She asked how the DHET was making sure that higher education institutions were being well advertised.

Mr Qondo replied that the DHET communicated post-school opportunities from July of every year so that those leaving the schooling system are provided with the appropriate information regarding what they can apply for and where they can apply to.

Ms Mbobo added that an education indaba had been organised, which served as a career guidance festival. It drew 3000 learners who were exposed to various higher education institutions and programmes. The DHET was in the process of considering a communication campaign which would run all year to June 2013 that would cover all education issues.

The Chairperson noted that the DHET said 95% of the queries made to the presidential hotline were resolved. He asked how many queries there were, as this information was not useful unless the Committee knew how many queries had actually been resolved. He wanted to know if there was a central application office. As far as he knew, there was one in KwaZulu-Natal that was organised by higher education institutions in the province that was a prototype of what the government actually wanted. He asked for clarity on this matter.

Mr Qondo answered that it was important to indicate that the amount of queries the DHET received were more than the amount that came from the presidential hotline, because some queries came straight to the DHET. All queries were being dealt with. 

Ms Mbobo added that the DHET received approximately 1000 queries a month – 3000 queries every quarter. The number increased if they added the amount of queries that came straight to the DHET.

Mr Qondo addressed the matter of the central application system. He said that the DGET was in the process of addressing the matter, taking into account the experiences of the central applications office in KwaZulu-Natal. He thought these experiences would be better shared through the univiersities. He warned that the central application process would not be ready for 2013, as it was still in the development phase. The current process had to be perfected and enhanced. It also had to be tested first, which meant it would probably only be ready in 2014. 

Programme 2: Human Resource Development, Planning and Monitoring Coordination
Mr Firoz Patel, Deputy Director-General: Monitoring and Evaluation (DHET), explained that the DHET facilitated the compilation of the 2012/13 Annual Performance Plan, which was approved by the Minister. A matrix of all donor projects and funding negotiated by the DHET has been compiled.

A Social Inclusion, Equity and Transformation Unit has been approved and established by the DHET and a Social Inclusion Policies Guideline was approved. A Higher Education Career Guidance and Information Services Plan was approved. The DHET provided strategic support to inter-departmental initiatives related to youth, gender and disability on youth development and three reports were compiled. All requests for information and other human rights related matters were managed and responded to.

Discussion
The Chairperson noted that there were issues raised in the DHET's strategic plan that they did not report on in this presentation. He warned that the DHET had to look at their annual performance plan in order to give a more comprehensive explanation on all the issues that were raised.

Mr Mpontshane stated that for purposes of assisting the Committee to hold the DHET accountable, the DHET should, under each programme, write a few lines about the aims of each programmes. This would enable the Committee to see if the information provided spoke to the aims of each programme. He suggested that the DHET create an “oversight template” to show how far they were in achieving their targets.

Mr Qondo replied that the observations made by the Chairperson and Mr Mpontshane were quite correct. The DHET's approach to this presentation was confined only to the fourth quarter in terms of plans that had to be fulfilled according to the annual performance plan. The overall progress report will be entertained in the annual report, which would be ready for submission to the Auditor-General by the end of the week. 

Mr Moni noted that three Information Management Framework documents had been developed. He asked what the target was. He asked what the DHET meant when it said that a national career advice and information portal specification for the career system was developed. He wanted to know which Middle Eastern countries the DHET was engaging with. Which projects was the DHET pursuing with donor money?

Mr Patel replied that the target was three documents. He stated that the Middle Eastern countries that the DHET was working with included Palestine and Oman. In terms of donor projects, they DHET had a relationship with the European Union, the Chinese government and the World Bank. The DHET could send details of the projects through to the Committee if Members needed them.

Mr G Radebe (ANC) asked if the Committee could receive a report on the DHET's relations with donors.

Mr Patel assured the Committee that the donor report would be made available to them.

Programme 3: University Education
Ms Diane Parker, Acting Deputy Director-General: University Education (DHET), informed the Committee that a progress report on the Ministerial Institutional Targets for 2010/13 was compiled. A Programme Qualification Mix (PQM) tracking system was approved and is functional. A policy on Distance Education Provision in South Africa was developed and approved by the Minister for publication for public comment. An assessment of 23 universities' annual reports was compiled and a report was submitted to the Minister. Quarterly reports for the CHE, SAQA and NSFAS for the period 1 August 2011 to 30 November 2011 were analysed. 23 reports on the usage of Earmarked Funds by universities were compiled.

A report on the review of student housing was published in the government gazette and launched by the Minister. A total of 450 queries and complaints were received from the public, institutions, and the presidential hotline and responded to. 100% of public and provider requests for information and support regarding private higher education institutions were responded to. A report on programmes offered for Adult Education and Training (AET) practitioners, higher education lecturers and college lecturers were compiled in order to inform planning and development of the sector. A 100 african languages first-year students have been granted full cost bursaries to study B Ed Foundation Phase in 2012.

A policy on the minimum requirements for Further Education and Training (FET) college lecturer qualifications selected from the Higher Education Qualification Framework (HEQF) was developed and is ready for public comment. Eight new teacher education programmes have been received and evaluated in the fourth quarter. 7776 individual qualifications were evaluated for employment in education.

Discussion
The Chairperson stated that the Committee had heard certain allegations about instability in the University of KwaZulu-Natal (UKZN). He asked what the DHET's observations were on the matter.

Ms Parker explained that the DHET was aware of the allegations and what was being written in the newspapers. The DHET has written to the Chair of Council in UKZN asking for a response to the matter, which has been building over the last few weeks.

Ms A Lotriet (DA) noted that nine targets had not been met within this particular division. There were many problems at tertiary institution level, even though the Minister had made some interventions. She had a deep concern about effectiveness of appointments of assessors and administrators. To illustrate this point – she was shocked to hear that the former vice-chancellor of Tshwane University of Technology (TUT), Prof Johnny Molefe, was reinstated even after his fraudulent PhD was discovered. How could the Committee create confidence in the higher education sector if these sort of things happened? How could the DHET prevent these problems?

[Refer to response made after the Chairperson's statement]

Mr Radebe was worried that the DHET worked on an “acting” basis. University education was an important branch within the DHET. He asked the DG to appoint a permanent DDG for the division as soon as possible.

Mr Dikobo noted that 450 queries had been responded to. He asked if this meant they were resolved. He also noted that 7776 individual qualifications had been evaluated for employment in education. How many of these were foreign qualifications? How well was the country protected against fraudulent qualifications?

Ms Parker answered that 80% of the 7776 qualifications were foreign qualifications. Many qualifications had been found to be fraudulent. However, mechanisms had been put in place to prevent fraud. The DHET was working with SAQA to find ways to deal with fraudulent qualifications more systemically.

Ms Gina noted that universities combine their annual reports every year. She asked what the DHET learnt from this report. She worried that the report did not give a clear picture of how well the individual institutions were performing because of the way the report was written. She asked what was happening with the colleges that were going to be opened. She noted that bursaries were being put aside for a new college in Mpumalanga, but wondered what the DHET was doing for other new colleges. Were the colleges ready to be opened in the new year? The Committee was very excited about the policy on the minimum requirements for FET college lecturer qualifications. When would the Committee be able to see the first lecturers that would undergo the qualifications assessment?

Ms Parker explained that the DHET tried to pick up, through each annual report, where the problems were. Feedback is given to each institution. Many institutions have said that they were happy that the DHET was responding to each institution individually. One of the challenges that the DHET recognised were institutions' inability to adhere to reporting regulations. Many reports did not give enough information – this was why the DHET has created new reporting regulations in conjunction with the Auditor-General. These will be published for public comment soon.

Ms Parker stated that the DHET was confident that the new college campus in Mpumalanga would be opened on time. There was a specific programme for the college that was developed in conjunction with the University of Johannesburg. There is also a process for developing the lecturers that is part of the DHET's programme for strengthening the foundation phase. The DHET is working closely with the Mpumalanga Education Department to ensure that this college gets off the ground. The same process will be followed with the other new colleges. The DHET hoped that the processes will be in place this year.

In terms of FET lecturer qualifications, the DHET was analysing data that would assist them in “putting a plan in place”. There is a document that speaks to the recognition of qualifications that will be updated. The DHET will create a programme to support lecturers based on the data that was collected. Part of the this will be to create a bursary programme to support lecturers regarding their qualifications.

The Chairperson added that some professors had told Members that reports were submitted to the DHET on a quarterly basis, from which the DHET could see what the problems were. However, it did not seem like the DHET was able to study the reports, or they did not read them, which resulted in problems piling up. He asked the DHET to respond to this.

Mr Qondo replied that the Members had asked a few critical questions. The DHET's eperience and assessment showed them that certain policies and legislative frameworks prolonged the life of wrongdoers in these tertiary institutions. The DHET was dealing with institutions that were autonomous – which was proving to be the biggest problem. When the DHET picked up on problems within institutions, the process of engaging with these institutions and dealing with the challenges was very long. The interventions through independent assessors happened through provisions in the legislation. The DHET wrote letters to institutions to ask them to attend to problems, and they would write back saying that they are attending to them and that things are fine. The DHET received aggressive calls from institutions saying that there were official structures that the DHET had to go through in order to intervene in the establishment. Some institutions have said that they would like to speak to the Minister. It is only when the institution hit rock bottom that an assessor is sent to them. Then, the DHET still had to write to the institution asking them, on the basis of recommendations of the assessor, why an administrator should not be sent. The process is quite long. The question of the autonomy of tertiary institutions was something that had to be discussed, as it was working to the advantage of wrongdoers within these institutions.

He stated that the effectiveness of the appointment of independent assessors and administrators so far has been quite good, and it was “biting” at the institutions that they were sent to. Investigations have been held and some criminal charges have been made. At TUT, the institution was told that Prof Molefe had to be re-employed in the post he occupied before he was vice-chancellor, which he was employed for on a month to month basis. He was not on a full time contract. The matter is being reviewed and the university is handling the matter.

Mr Qondo reiterated that the mechanisms for intervention were not always favourable for the DHET. Usually, things had to hit rock bottom for the DHET to be able to intervene. Many institutions said that they were attending to challenges and that they did not need the DHET's interventions. This was a challenge that Parliament had to address.

Ms Parker added that the DHET was in the process of collecting and analysing all the data they had to try to understand what legislative changes need to be made to address the afore mentioned challenges. To say that an institution has academic freedom did not mean that it could do anything it wanted outside of public accountability. This process will happen during the current financial year.

The Chairperson stated that he was happy that the DHET was working on new way of getting institutions to report to them. The DG spoke about the lengthy process for engaging with institutions; however, a new, fresh approach had to be employed. He urged the DHET to tell the Committee what the problems were and to advise them about where changes to legislation were needed.

Programme 4: Vocational and Continuing Education and Training (VCET)
Mr Steve Mammen, Director: VCET (DHET), informed the Committee that 33 colleges received unqualified audit reports. The Standard Business Management System was expanded to four more FET colleges and the Monitoring Evaluation and Research Framework was developed. A Readiness Assessment Report on the implementation of National Norms and Standards for Funding Adult Learning Centres was finalised. A monitoring and compliance report on total student enrolments, total staff employed, graduation rates, and degree of compliance was compiled.

The average pass rate for maths, maths literacy, and English improved by 41.3% from 27.1% in 2010 to 68.4% in 2011. 50 colleges were successfully implemented in the DHET FET Colleges Bursary Scheme. A total of 165 273 eligible students benefited from the FET Colleges Bursary Scheme.

A report on training interventions in seven provinces was compiled. 50 colleges and examination centres were provided with examination material for the April and June examination. 1023 examiners and 400 moderators as well as 3000 marking officials were appointed. A report on compliance to policy on the conduct of examinations as well as management of irregularities was compiled and 45 marking officials were trained and a report was compiled.

Discussion
Mr Mpontshane noted that mention had been made in the media about the transport subsidy for FET college students. He asked for more information on the matter.

Mr Qondo replied that the DHET, out of realising the challenge of insufficient amount of accommodation at FET colleges, noted that there were students that had to travel long distances to get to college. The DHET realised it had to make a certain amount of money available to these colleges for transport. The amount per student per annum is R6000. College principals were told that the R6000 was not meant for every student; the subsidy had to be distributed according to a means test. It had to be given to students traveling long distances to get to college. What was happening was that students were demanding the money, and the DHET was saying no, the subsidy had to be given according to transport needs.

Ms Lotriet stated that the DHET issued 100% individual statements of results. She asked what the DHET's success rate was in issuing certificates on completion of qualifications. Was there more information on pass rates for subjects such as maths and maths literacy? Were these marks adjusted in any way?

Mr Mammen responded to the question on the certification rates. There was a 45.6% pass rate for level two, level three is 47%, and level four is 41%. There were different pass rates for engineering, business studies, maths and maths literacy. There was a massive improvement in maths and maths literacy in terms of the certification rate. He answered that there was a delay in certificates being issued; however, the DHET was in the process of implementing a printing process to print certificates efficiently. The certification process will be up to date by the end of July. In terms of whether the marks were adjusted, there was a standardisation process for all subjects. The DHET will send the Committee more information on the matter, should this be required.

Ms Lotriet requested that the Committee receive a report on the pass rate and certification statistics.

Mr Moni asked if the VCET branch interacted with the SETAs on their own initiatives.

Mr Dikobo noted that 17 FET colleges had not submitted their audit reports. He asked why. There were a good number of unqualified audit reports for FET colleges. He asked if their were any disclaimers. He stated that there was a desperate need for bursaries to be given to needy students. There were thousands of needy students that could have benefited from bursaries that were not handed out. He noted that many colleges had said that their major problem was that the DHET was not approving their organogram, and this was why posts could not be filled even though these very posts were funded. Colleges could perform better if their organograms were approved, instead the DHET keeps sending Chief Financial Officer (CFOs) to the institutions.

Mr Qondo addressed the matter concerning the DHET not approving organograms. He explained that this was inaccurate. The proclamation by the President for the transfer of FET colleges to become a national competence was made on 1 July 2009. This meant working out a mechanism through a protocol while all powers and functions still resided with provinces. The commencement of the FET Colleges Amendment Act was only effected on 11 May 2012. What has happened in the process was that the DHET met with all FET colleges as the entity was concerned about the state of finances in the colleges and the lack of qualified CFOs in most colleges. Secondly, the Committee was concerned about the delay in filling key financial administrative and management posts. A number of FET colleges were classified as “high risk” colleges in regard to the management of public funds. To mitigate any other challenges, the DHET decided it had to intervene by finding qualified CFOs that would be seconded to FET colleges for a period of two years to develop financial systems as well as Human Resource systems within those colleges.

Mr Dikobo responded that FET colleges were supposed to have a principal and two deputy principals, one of which should be a CFO. For some reason, a few colleges in Limpopo were not allowed to fill the deputy principal post with a CFO. So, they were left with a situation where the highest person in finance was an administrator. The DHET had to assist FET colleges by removing whatever hassle the colleges were experiencing in appointing a CFO. This was an approved funded post. This matter had to be attended to as soon as possible.

Mr Qondo replied that the DHET would make a point of looking into the matter.

Ms Gina asked what progress the DHET had made around adult education.

The Chairperson appealed to the DHET to provide the Committee with proper details regarding FET colleges. It was important for Parliament to know what was happening. He suggested that the Committee collaborate more closely with the DHET's VCET division, so Members can keep track of how FET colleges are performing. FET colleges could be called before the Committee if they are not performing well.

Programme 5: Skills Development
Mr Clive Mtshita, Acting Deputy Director-General: Skills Development (DHET), stated that all approved Service Level Agreements (SLAs) with SETAs were implemented and an analysis report on the performance of SETAs was compiled. The NSF received a progress report on the allocation and approval of funding for constituencies. A best practice framework and criteria was developed and approved and 20 SETAs were supported in finalising their 2011/12 Sector Skills Plans.

1723 candidates were assessed at Indlela. 6 assessment centres were supported on artisan development and assessment advice. Two FET campuses were assisted and four skills development providers were assisted in preparation of accreditation audits to be conducted in collaboration with the QCTO, NAMB and P-SETA. Capacity audits were conducted at five SETA accredited trade testing centres.

Discussion
Mr Dikobo asked if all SETAs had concluded their SLAs with the DHET. Could the Committee get a copy of the analysis report on the performance of SETAs? He noted that 1723 candidates had been assessed at Indlela. How many qualified? He was told that the failure rate for people that were assessed for artisans was very high.

Mr Ntshita assured the Committee that they would receive a copy of the analysis report on the performance of the SETAs.

Mr Ntshita replied that many of the assessments conducted at Indlela were done on “walk-ins” that were not formally trained, but had a lot of training. Invariably, it resulted in a poor success rate. The DHET could make the results available to the Committee.

Mr Dikobo noted that the country was in need of artisans. He wondered if Indlela could assist these walk-ins in any way.

Mr L Bosman (DA) stated that the Committee was in need of more information on this section, especially regarding the performance of SETAs and the sector skills plans.

The Chairperson requested that the Committee see the sector skills plans, as they were very complex documents. The issue of learnerships could be resolved through workplace skills plans. The DHET had to place as many students as possible. If every company did this, it would make a huge difference in the country. 

Mr Qondo replied that the sector skills plans had to be informed by empirical evidence from FET colleges. This had to happen through collaboration between SETAs and FET colleges, as well as universities. This would also inform what should be contained in the SLAs.

Budget Performance Report

The Chairperson stated that the report would be discussed when the Committee discussed the DHET's annual report. He thanked the DHET for their presentation and wished them well in their efforts to advance the higher education agenda.

The meeting was adjourned.