Department of Higher Education & Training 1st quarter 2012 expenditure, new universities update

Meeting report

Department of Higher Education and Training 1^st quarter 2012 performance report
Mr Gwebinkundla Qonde, Director General, Department of Higher Education and Training, noted that for the first quarter, ending 30 June 2012, the Department of Higher Education and Training (DHET or the Department) had 22 pre-determined targets; of which ten or 45% were achieved, ten more, or 45%, were in the implementation phase and had since been finalised, whilst the remaining two could not be achieved because of budgetary constraints. DHET was requesting National Treasury (NT) for more funding.

Ms Lulama Mbobo, Deputy Director General: Corporate Services, DHET, gave details of the performance in Programme 1: Corporate Services. There was a target to fill 60% of vacancies, and 25 were filled, (which represented the remainder of the 143 posts that had been identified by the DHET as critical posts in 2011). This had reduced the staff vacancy rate from 36% to 20.5%. DHET was still aiming to reach the 60% filling of vacancies in the second quarter, and 48 posts were advertised.

87 interns were appointed for the 2012/13 financial year, representing a significant contribution by the DHET towards youth development and job creation. DHET aimed to appoint 100 interns. The remaining posts would be filled after the interns had concluded their internship programme.

DHET had a website that was functional and there was ongoing work within the DHET to make the website more user friendly, for easy access, and to make more information available on the site. DHET was also aiming to get its newsletter available online in the second quarter. Furthermore, two major exhibitions were organised by the DHET.

In order to ensure an efficient and effective system of financial management, the DHET had managed to process requests for transfers and payments within five days of receipt. The other notable achievements included the approval of six supply chain management and logistical services policies, such as a Telephone Policy, Policy for the Acquisition and Management of Cellular Phones and 3G cards, Loss and Disposal Policy, Policy on Bookings of flights, car rentals and hotel accommodation with appointed travel agent, Supply Chain Policy and Transport Policy. These were added to the 19 policies that were approved in the previous financial year. She also noted that of the eight targets, four had been achieved, two were in progress and two could not be achieved, one of which was the target for finalisation of disciplinary cases.

Ms Mbobo said that the major challenges were lack of funding, lack of expertise and knowledge in the human resources unit, and the fact that disciplinary cases were not finalised within the prescribed time frame of 90 days, due to postponements in the decisions of the presiding officers and the non-availability of key witnesses in some cases.

The DHET had a target of having Information Technology (IT) services for 24 hours over the full week. The DHET was only able to have IT services for 20 hours for six days, because there was slow external connectivity at the State Information Technology Agency (SITA), due to the size of the broadband output and cable theft. There was ongoing work within the DHET to improve on this performance.

Discussion
Ms A Lotriet (DA) was worried to hear about capacity constraints in the human resources unit, and wanted to know how persons without the necessary expertise and knowledge were recruited in the first place.

Ms Mbobo stated that appointments in the DHET followed the normal process within the public service. Applicants were invited for interviews, and after interview there were competency assessments, and the successful applicants would be recruited. However, only when they were in the job was it discovered that they may be lacking some required knowledge and expertise. DHET management was trying to deal with the issue. She mentioned that during the time that the Department of Education was split, 48% of corporate services came to DHET), and its corporate services capacity had not yet been fully replenished, due to lack of funding.

Ms Lotriet wanted more detail whether the problem with the external connectivity lay within DHET, or was a SITA problem.

Ms Mbobo clarified that the external connectivity problem was on the side of SITA and not the DHET. SITA was giving attention to it. Cable theft was a big problem, and the DHET was looking at having wireless connectivity.

Mr B Bhanga (COPE) asked how many of the 87 interns came from Further Education and Training (FET) colleges.

Ms Mbobo stated that the DHET did have interns from FET colleges, but all were treated the same.

Mr S Makhubele (ANC) stated that it was not sufficient for the Department to state its challenges without putting forward the plans to deal with the challenges, and he hoped to hear more on this.

Mr A Mpontshane (IFP) asked the types of disciplinary cases that were being referred to, the cases that could not be completed and the present status of those cases that could not be finalised.

Ms Lotriet asked how many disciplinary cases were still outstanding due to presiding officers having postponed them.

Ms Mbobo answered that the DHET had handled eight cases, and all five relating to the Institute for the National Development of Learnerships, Employment Skills and Labour Assessments (INDLELA) had to be postponed. During the sittings, there had been a request by the Union to deal with the cases simultaneously. The employees’ representative also stated that it did not have enough documents to proceed, and the hearings were postponed for this reason. The three other cases related to Head Office staff. One charge related to excessive absenteeism without authorisation, the second individual had absconded, and the third was a fraud and theft charge. In all three, there had been requests for postponement.

The Chairperson asked that in the future, the DHET should specify the number, types and the status of the disciplinary cases, so that the Committee would have a clear view of the disciplinary matters in general.

Ms D Chili (ANC) asked whether the DHET did not budget for filling its vacancies.  

Ms Mbobo stated that the DHET had 849 funded posts, although its total approved establishment was 1 067 posts. The difference between those figures represented the unfunded posts. The DHET had, however, filled 900 posts, by “raising” extra funds internally, through shifting some funding in order to improve the capacity. It had also requested NT to provide more funding to improve its functionality.

Continuation of briefing
Mr Firoz Patel, Deputy Director: Planning, DHET, outlined performance in Programme 2: Human Resources Development, Planning, Monitoring and Co-ordination. Mr Patel stated that the DHET had made notable achievements. As part of the management and maintenance of credible planning and budgeting processes for the DHET, the Annual Performance Plan performance was monitored, and progress reports were compiled for the National Treasury and the Presidency. DHET had appointed a director to monitor and support the statutory functions relating to the Minister, Director General, South African Qualifications Authority (SAQA), Council on Higher Education (CHE), Umalusi and Quality Council for Trades and Occupations (QCTO), in terms of the National Qualifications Framework Act (NQFA). DHET continued to provide advice, on request, to the Minister of Higher Education and Training.

There were also notable achievements in the international front. The Minister participated in the 5^th Ordinary Session of the Conference of Ministers of Education of the African Union (COMEDAF V). The DHET hosted an Extraordinary Southern African Development Community (SADC) Meeting of Ministers of Higher Education in June 2012, in which Ministers discussed access, funding and research issues. The Technical Committee on Higher Education was launched and a Regional Open and Distance Learning (ODL) Framework was adopted. A joint declaration formalising the establishment of the Education and Training Sectoral Policy Dialogue Forum was signed with the European Union (EU) on 17 May 2012.

DHET had approved an Advocacy Plan, with a calendar of events, in order to co-ordinate the higher education and training system. A Monitoring Instrument was developed to assist in improving the Department’s oversight on the Quality Councils. Data collection would commence shortly.

DHET had three targets for human resource development, planning and monitoring in the first quarter, and two, or 67%,  were achieved, whilst the remaining one was still being implemented, and was currently 90% complete. DHET had no significant challenges in relation to this programme, other than the fact that the Medium-Term Expenditure Framework (MTEF) bidding documentation for additional funding could not be finalised, due to delayed guidelines from NT.

Discussion
The Chairperson noted that the Committee needed to know the number of South African students who were studying overseas in an attempt to optimise South Africa’s participation in a global knowledge-based economy.

Ms Chili asked what action the DHET took if South African students who studied overseas failed to return to South Africa after the completion of their studies.

Mr Patel stated that the DHET would provide the Committee with a detailed report of the students who were overseas, studying on scholarships and funding obtained through DHET processes.

Mr Qonde added hat the DHET entered into agreements with students who were given scholarships by the DHET to study abroad, and one of the terms of these agreements was that the students should come back to South Africa in order to feed the knowledge they obtained back into the country’s economy. Their failure to do so would invoke the penalties included in the agreements.

Ms Lotriet noted that one of the issues raised recently in a meeting with the QCTO was the possible overlap of functions between Umalusi and QCTO, and asked if this had been rectified.

Mr Patel conceded that there were overlaps. However, the National Qualification Framework Act, which had replaced the SAQA Act, changed the whole terrain of quality assurance. There was a division as to how education under the DHET would be dealt with, and how skills development would be handled by the Department of Labour (DoL) DHET was implementing the new structural arrangement. Under the new National Qualifications Framework (NQF), the Minister was required to identify three sub-frameworks. These sub-frameworks indicated the scope of each of the Higher Education and Training Council, Umalusi and QCTO. The Minister had published the sub-frameworks for public comment, and the SAQA had been asked to advise the Minister, under the NQFA. All of this was ongoing.

Ms Lotriet noted the comment that DHET was developing a Monitoring Instrument, and pointed out that the problems lay not only with the QCTO, but also in collecting data from the Sector Education and Training Authorities (SETAs). She asked if that was covered by the Monitoring Instrument.

Mr Patel stated that whilst this did not have particular importance in the first quarter, the strategic plan dealt with the establishment of a credible institutional and skills planning mechanism. The mechanism would ensure that the data bases not only of the Quality Councils, but also those of the SETAs, were developed.

Ms Chili asked what impact the shifting of funds had on planned programmes.

Mr Feizal Toefy, Chief Director, DHET, stated that the shifting of funds would occur as allowed in the NT regulations. Funds were shifted to compensate for specific programmes, and normal operating expenditure was not taken from one programme to use for another. All virements had to be approved by the Director General and were reported to NT.

Mr Makhubele asked for clarity on the delay in finalising the MTEF bidding documentation and asked for a projection of when, in the view of the DHET, the process would be finalised.

Mr Patel stated that the process was progressing and would soon be finalised. There was a delay in receiving guidelines on the issue from the National Treasury.

Mr Moni (ANC) stated that his understanding of this programme was that it focused on human development. He asked how many people had been developed, and to what extent.

Mr Patel clarified that the heading in fact referred to the HR Development strategy for the entire country.

Mr Mpontshane asked whether DHET had any strategy to develop lecturers in previously disadvantaged universities, so that they could reach the same standards as their colleagues in the previously advantaged universities.

Mr Qonde stated that the Human Resource Development Council, chaired by the Deputy President, was a multi-stakeholder structure that encompassed all sectors such as business, labour, and education institutions. That Council’s work would include dealing with issues around the kind and quality of programmes to be offered in the post-school system, in order to ensure quality control and high standards in all higher education institutions, and there were mechanisms to develop these controls and standards.

Continuation of briefing
Dr Dianne Parker, Acting Deputy Director General: Universities, DHET, stated that in the first quarter there were no deliverables on which the DHET must report. However, a number of ongoing processes showed achievements. The Project Steering Committee that oversaw the development of the National Information and Application Service (NIAS) had established a Technical Task Team (TTT), to assist with the conceptualisation of integrated IT systems. Significant progress was made on the establishment of the two new universities in Mpumalanga and the Northern Cape. Budget transfers to universities and certain public entities were up to date. 49.5% of the budget had been transferred to universities, 25% to CHE and 50% to the National Student Financial Aid Scheme (NSFAS). New reporting regulations for public higher education institutions, aimed at enabling better monitoring of universities, would soon be published in the Government Gazette for public comment. The foundation provisioning policy was reviewed. A revised policy for the 2013/14 submissions was approved and communicated to all institutions. The policy on internationalisation of higher education was now under way.

All higher education institutions had submitted proposals to the DHET for infrastructure projects, in line with the DHET’s criteria. The proposals were assessed and meetings were held, from June 2012, with individual universities, to make preliminary determination on projects to be supported.

DHET put in place new guidelines and criteria for proposals from institutions for research development and teaching training development grants. The DHET had finalised, for public comment, the draft Policy on Professional Qualifications for Vocational Education Lecturers. 20 out of the 21 universities offering initial teacher education were now involved in Foundation Phase teacher education. Enrolments into this had increased substantially, and there had also been an increase in the number of African Language Education Phase teacher students. The Department of Public Service and Administration (DPSA) and SAQA had initiated a process to develop a comprehensive plan for the verification of qualifications for employment in the public service.

The university education branch of the DHET had some challenges during the first quarter. The biggest challenge was one of staff constraints, especially at the senior level, since only four of the nine director posts in the branch were filled. There was weak corporate governance at some universities, which manifested itself in financial management weaknesses and other forms of maladministration or mismanagement. The Higher Education Management Information System (HEMIS) reporting by some universities was problematic because they did not adhere to submission dates, especially in relation to the reporting on building space, and this delayed the finalisation and dissemination of statistics for the sector.

Discussion
Mr L Bosman (DA) noted that this Committee, during oversight, had seen infrastructure that had seriously deteriorated (especially at Walter Sisulu University), and urged that this had to be addressed. He added that the shortage of student housing at most of the universities was another area that needed urgent attention. He noted that there was a budget to address infrastructure, and wanted to know what progress was being made, the time frames for completing such projects, and how the problem of student housing could be effectively addressed.

Dr Parker stated that the DHET was also concerned about the poor maintenance of facilities in some universities, as it led to infrastructural backlogs for the DHET. All universities had now submitted their infrastructural needs to the DHET. The DHET needed about R1.7 billion to meet the backlogs and current needs. However, with the present funding, it was not possible to tackle the entire problem immediately. DHET had released funding to address the issues at some universities, mostly the previously-disadvantaged universities, and most was directed at student housing.

Mr Makhubele asked for clarity on the NSAFAS funding and the DHET’s policy on internationalisation of higher education.

Dr Parker explained that there were more students applying for financial aid than the funding allowed. AT the moment, R6 billion was available annually, but in order to cover all applications, R30 billion would be required annually.

Dr Parker added, in relation to internationalisation, that this was being pursued because South African universities were increasingly entering into agreements for issuing of degrees jointly with foreign universities. The DHET currently did not have a policy around the process, funding and regulation.
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Mr Makhubele wanted to hear how DHET intended to overcome the challenges set out in the report.

Ms Gina asked if the DHET was still seeing instances of fraudulent qualifications, and what it was doing to overcome the problem. She asked if most of the fraudulent qualifications had emanated from universities, or from individuals who were not connected to those universities.

Dr Parker stated that the fraudulent certificates seen so far had emanated from outside universities; most instances were where an individual purported to have been granted a qualification by an overseas university. Once the fraud had been identified, it was sent to the institution from which it was purported to have emanated, any relevant professional body and the South African Police Services (SAPS), so that they could follow up and prosecute.

Ms Gina commented that the Foundation Phase Teachers programme was laudable and enquired how many people were in this programme.

Ms Lotriet, in relation to the Teacher Foundation Phase, asked what the situation was in relation to Teacher Training Colleges, and if the DHET collaborated on curriculum development.

Dr Parker stated that the Teacher Foundation phase programme expanded to colleges. Many of the doctoral and masters students currently in the system had been earmarked for the expansion. 

Ms Gina wondered whether another of the challenges that should have been identified for this Programme was the behaviour of students. The Committee needed to understand what sort of behaviour was being noted at the universities.

Dr Parker said that there was work ongoing in developing leadership programmes for students in the various universities, which would be held later in the year, once the new Student Representative Councils (SRCs) were in place.

Ms Gina said it was a problem if institutions did not adhere strictly to admission dates, and asked what strategy DHET had in place to address the problem and ensure that in future the institutions adhered to the guidelines.

Dr Parker responded that the delays arose in relation to the HEMIS, with some institutions being a week late, whilst others were very late in their submissions. The institutions who were late in making their submissions were the University of Cape Town, University of Fort Hare, University of Johannesburg and Durban University of Technology. The University of Wits was still yet to submit. The DHET had been in constant communication with the institutions, requesting the submissions. She reiterated that late submissions caused backlogs.

Mr Bhanga asked how long the conceptualisation of the integrated IT systems for the National Information and Application Service would take. There had been confusion in relation to the project and the public had expressed concern whether it was implementable.

Dr Engela Van Stada, Chief Director, Academic Planning and Support, DHET, wanted to emphasise the concept of the National Information and Application Service (NIAS). The media was partly to blame for the confusion created amongst the public, and there was a distinction between application, registration, submission and selection. The NIAS was an application system, and not a registration or admission system. The DHET was not trying to take over the admission and registration processes of universities. However, NIAS was aimed at centralising the application system, by granting universal access to all universities, and to standardise the application fee within the system. The programme was in phases, and it was hoped that the NIAS would be fully operational by 2015.

Continuation of briefing
Dr Bheki Mahlobo, Acting Deputy Director General: Vocational and Continuing Education and Training, DHET, gave the presentation on Programme 4: Vocational and Continuing Education and Training. This branch of the DHET made notable achievements in the first quarter. A report was compiled detailing intervention initiatives in regard to Business Management Standards, the Qualifications Review, National Certificate Vocational (NCV) selected subjects review and Student Support Services to selected FET Colleges. An annual survey was conducted on 2 990 Adult Education and Training (AET) centres and 50 FET Colleges, as part of the DHET’s monitoring of the vocational education and training sub-system. The DHET successfully administered the NCV supplementary examinations, and the Engineering 1st semester examination cycles. The DHET undertook monitoring visits to examination centres during the writing of examinations and the marking processes, for the Engineering 1^st trimester, and General Education and Training Certificate (ABET-GETC) exam cycles.

An examination administration workshop was conducted in the Eastern Cape to improve the conduct of national examinations in FET Colleges in that province. The DHET developed a Generic Performance Agreement for principals, after intensive consultations. 42 of the 50 principals and acting principals of FET Colleges had submitted their Performance Agreements.

Three of the four targets, or 75%, for vocational and continuing education and training were achieved. The remaining one was not achieved because of funding constraints. Dr Mahlobo said that there were particular challenges around funding, especially for curriculum development and system preparation for the implementation of the National Senior Certificate for Adults (NASCA). Human capacity in this branch was also insufficient to cover the full scope of the work on curriculum development, review, delivery and support work. The budget of this branch was disproportionate to the services it was expected to offer.

Dr Clive Mtshisa, Acting Deputy Director General: Skills Development, DHET, outlined performance on Programme 5: Skills Development, saying that notable achievements were made. The number of artisan candidates found competent nationally was 2 315. Although this failed to meet the DHET target by 685 people, the programme was on track and hopefully the national targets would be achieved. Seven audits were conducted at SETA-accredited trade test centres. 16 out of the 21 SETAs, or 76%, implemented the National Skills Development Strategy III (NSDS III) with approved Service Level Agreements. 80 out of the 224 targeted projects were supported through the National Skills Fund. 4 453 people were still undergoing training. A major programme was initiated, to support the expansion of the FET system through a dedicated funding facility. The National School of Arts (NSA) successfully hosted the NSA/QCTO International Social Dialogue on the Technical Vocational Education and Training. This provided insight into good governance and quality assurance practices. The NSA also approved the draft framework on provincial consultation workshops, to try to ensure implementation of the NSDS III, the National Skills Fund (NSF) projects and the Conference recommendations.

Dr Matshoba summarised that Programme 5 had seven targets in the first quarter. One was achieved, or 14%, whilst another six were in the implementation phases. The challenges in this quarter included the ongoing vacancies at INDLELA. There were also challenges around assisting SETAs to improve their Sector Skills Plans by involving research partners such as universities, as well as in assisting the SETAs to change their implementation and management, to improve governance and comply with relevant legislation, policies and processes. There were difficulties in appointment of the NSA Secretariat Executive Officer and other support staff.

Discussion
Ms Lotriet stated that she did not believe that the DHET could be said to have “achieved” in relation to the examinations in which no final results were given to students, in the FET and SETA sectors. She questioned why some candidates had still not received their certificates, two years after taking the examination.

Mr Qonde conceded that there was a problem in relation to SETAS and their certificates, and DHET had already looked at the certification process and made the necessary amendments. The training system in SETAs was mainly driven by private providers, and those who had failed to provide the certificates were by now no longer offering the training in the SETAs. In addition, the administrative discrepancies in some SETAs led to no records being held of individuals who alleged that they had undergone training. The main problem in the past was that the examination process had not been streamlined to ensure that, on a continuous basis, it matched other records on a continuous basis. DHET was making interventions. He assured the Committee that there was no backlog in certification of FET College courses, and certificates were all issued timeously.

Ms Gina was concerned that the same problem kept recurring, that FET colleges were not submitting their requirements on time. However, she stressed that it was up to DHET to tackle the issue and to resolve it, and wanted to know what steps it was taking.

Dr Mtshisa said that DHET had decided that part of the Performance Agreements of Principals was that they would be held accountable for providing the necessary information, and steps would be taken in terms of those agreements should they fail to comply.

Mr Moni had thought that Programme 4 was initially geared to emphasising the National Senior Certificate, but its emphasis now seemed to have shifted, so that it was focusing on dealing with illiteracy in the country. He asked for clarity on this issue.

Dr Mtshisa stated that by 2014 there would be fewer than one million young people in South Africa who would have grade nine but not have a matriculation certificate. The Minister and President had entered into an agreement to cater for these individuals. The literacy programmes fell primarily within the functions of the Department of Basic Education, but DHET continued to carry on the literacy programme also as part of its post-school projects.

Mr Moni wanted to know how SETAs were going to help in the development of skills, particularly with regard to learnerships.

Mr Makhubele asked for information on the status and number of the FET Colleges currently under administration.

Ms Thembisa Futshane, Assistant Chief Director, DHET, listed the FET Colleges under administration presently, as Ikhala FET College in the Eastern Cape; King Sabatha Dalindyebo FET College in the Eastern Cape, Coastal FET College in KwaZulu-Natal, Tshwane North College in Gauteng, Motheo FET College in the Free State. Mtahshana FET College in KwaZulu-Natal would soon be placed under administration. She stressed that putting a College under administration was done as a last resort, after all other interventions had been explored, and where it was felt that this was the only effective step to restore stability in the institution. All these institutions had problems of governance and management. The administration would be for a short period of time, usually not exceeding a year. Good governance and management had been restored, and the issue of financial mismanagement had been addressed also by the administrators, with support from DHET. Qualified Chief Financial Officers, many of whom were qualified chartered accountants, had been placed in these institutions with the help of the South African Institute of Chartered Accountants (SAICA).

Mr Mayathula asked for more clarity on the statement that the budget for the Skills Development Branch was negatively disproportionate to the interventions that it must make. He asked if assistance was needed from the Portfolio Committee.

Dr Mtshisa stated this was a legacy issue arising from the split of the former Department of Education, because of the change in functions. This branch now had to seek additional funding to enable it to improve human capacity and also to assist institutions to perform at the level expected of them.

The Chairperson stated that the Committee would need reports from the DHET on learnerships and internships in government institutions, within three months, so that the Committee could take up the issue with those government institutions who were not yet offering internships.

Establishment of new universities in Mpumalanga and the Northern Cape: Progress report
Dr Diane Parker, Acting Deputy Director General: University Education, DHET, noted that the pressure for expansion of the university system had led to a call for new universities in the Northern Cape and Mpumalanga. Task Teams were appointed to investigate feasibility and consultations were held with representatives of provincial and local government, members of industry, community interest groups and others. Reports were submitted in September 2011, and were supported by universities. CHE agreed with the report on Mpumalanga and suggested that the university college process be enabled. However, it disagreed with the recommendation on the Northern Cape.

A project management team was appointed in November 2011 and work began on the establishment of the new institutions. Steering Committees were set up to provide oversight, comprising of three universities, National Institute of Higher Education (NIHE) in Mpumalanga and Northern Cape, representatives from the Office of the Premier in Mpumalanga and the Northern Cape, and DHET. The criteria for the selection of the seats of the new universities were developed, 18 sites were visited and assessed against those criteria, and recommendations were made for the seats of the new universities. After that, a consultation was held between the Minister of Higher Education and Training, the President, Premiers of each province, and the Minister of Agriculture, Forestry and Fishery. The intended seats were announced on 5 July 2012 by the President as being the inner city of Kimberley in the Northern Cape, and the Lowveld Agricultural College, Nelspruit in Mpumalanga.

The development framework had since been published. The legal processes had been identified.  A communication strategy had been marked out. There were ongoing sub-projects to ensure success, including the development of preliminary Process Quality Management (PQM) and the way it would be used to assess the space needs, the physical planning and initial costing. Academic focus groups were established, to develop an overall academic architectural framework, enable planning for the start up, and identify academic champions and human resource capacity. Institutional and organisational policies and guidelines were being developed for the new universities. The Land Assembly was in the process of setup, and there was development of a set of key competencies for the Interim Councils.

Dr Parker also highlighted progress in development of the Syabuswa campus development and the introduction of the Foundation Phase Teachers Education programme, in partnership with University of Johannesburg, which would start in 2013. The tender website had been developed. The initial set of tender adverts, for 18 tenders, appeared on 13 August 2012 and would be closing on 31 August 2012. Further stakeholder engagement and change management strategy had been developed.

Dr Parker stated that a feasibility study had been completed, as required by NT, and the summary report included the justification, budgets, cash flows and timelines. She said that by 2018 there would have been R16. 5 billion of capital expenditure (CAPEX) and operating expenditure (OPEX), on the two projects. Phases 1 and 2, of both projects, should be completed by November 2014.

Phase 1 of the Mpumalanga project would provide facilities for the initial 15 000 students, including general lecture theatres, seminar rooms, laboratories, accommodation for 60% of students on campus, one multi purpose sports field, academic and administration offices, security, IT backbone and ancillary facilities. The project in Northern Cape would provide facilities for an initial 5 000 students, including general lecture theatres, seminar rooms, laboratories, accommodation for 60% of students on campus, one multi purpose sports field, academic and administration offices, security, IT backbone and ancillary facilities.

Dr Parker outlined the selection criteria. The seats must advance national goals for higher education and create a strong provincial academic hub. The host town must be able to ensure success, and the selected site must enable an iconic setting. The inner city of Kimberley in the Northern Cape and the Lowveld Agricultural College, Nelspruit in Mpumalanga met these criteria and both places had huge academic prospects. A framework for an integrated brief and spatial structure had been developed.

Dr Parker noted that there were various challenges in bringing these projects to fruition. A significant capital investment and OPEX were required. The two projects were being funded by government and a total of R16. 5 billion was required up to 2018/2019. Full support would be required over a period of time before the universities become self-sustaining, and the full costs must be known and ringfenced for this. The new universities would have to compete to attract high level academics and build up the necessary human resource capacity that was expected in centres of excellence. The design of the academic content would have to balance the demands of local development priorities and national needs, in carving out a niche for the universities. Government would also need to work in partnership with a range of private and public institutions to address the present and future challenges.  

Dr Parker stated that the immediate steps now to be taken included consultation with affected and interested parties, and compliance with the Promotion of Administrative Justice Act, by September or October 2012. The implementation plan for the universities must, by October 2012, take account of spatial and capital development, operational development, PQM and academic establishment and institutional establishment. The proclamation of seats of the universities should be gazetted by October or November 2012, and that must provide for the interim councils (five members per university), locations of the universities and the physical address, names of the universities and the type of university. The Interim Councils would need to begin employing the required staff to enable the start up of the institutions, by 2014. By March 2013 all planning processes for the spatial framework, physical Campus plan and academic architecture would have to be completed. The start up academic plan and issues around initial partnerships and accreditations should be finalised by March 2013. A framework for a five year development plan (depending on funding) was needed, for the institutions to be sustainable, and again she stressed that specifically earmarked funding, for at least five years, would be required.

Discussion
Mr Bhanga asked how the processes of identifying the sites for the universities (especially the Environmental Impact Assessment) would affect the actual construction.

Dr Parker stated that the zoning had been addressed and there were no problems with the sites, which was the reason they had been chosen. Environmental impact assessments had been done on the land.

Mr Bhanga asked if the new universities were intended to be general-purpose or would offer specialty training.

Dr Van Stada stated that the intention was to build specific universities with specific niche markets. Specific research competencies would be identified so that the new institutions would contribute to, but not duplicate, what was being offered by other universities.

Mr Bosman asked if the Agricultural College which was at the site identified in Mpumalanga was going to be transferred fully to the DHET by the Department of Agriculture, Forestry and Fisheries.

Dr Parker responded that the DHET had had consultations with the Department of Agriculture, Forestry and Fisheries, and with the present College and the intention was that the College would be transferred as a whole to the new university.

Ms Chili asked how the DHET was going to control the influx of foreign students into the new institutions given the fact that they would be located close to neighbouring countries. She urged that foreign students should not be permitted to displace South African students.

Dr Parker stated that there was a SADC Protocol in relation to foreign students, and the DHET was looking at placing a limit of 5% places for foreign students in the student population of the new universities. It would be reconsidered by the universities as they developed their own identities.

The meeting was adjourned.