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28 March 2024 - NW530

Profile picture: Montwedi, Mr Mk

Montwedi, Mr Mk to ask the Minister of Higher Education, Science and Innovation

(1)Whether he has been informed that private accommodation owners who are accredited by the Sol Plaatje University in the Northern Cape were charged an amount of R250 per month by the specified university; if not, why not; if so, (2) whether it is standard for universities to be charging private accommodation owners the specified fee; if not, what is the position in this regard; if so, (a) how is the fee used by the university and (b) what total amount has the university raised through the specified process since it started operating?

Reply:

Part 1: Prior to this Parliamentary Question, I was not informed of the amount charged by the Sol Plaatje University (SPU). This is because the accreditation of private student accommodation is carried out by the institutions in line with their own policies and processes.

In its response to the question, SPU indicates the following:

  • It imposes a fee for the accreditation of off-campus accommodation for the purpose of ensuring that this accommodation meets the University’s standards for safety, quality, and student comfort.
  • It charges between R500-R1500 per year for each facility.
  • Following accreditation, a nominal monthly administration fee is charged for each student housed, covering ongoing oversight and support services.

Part 2 – Main Question: Yes, it is a standard practise for universities to be charged private accommodation owners a fee for the accreditation of their facilities.

Part 2 (a): SPU responded as follows:

  • These funds reimburse the University for administrative tasks, including managing payments to landlords and covering associated costs such as banking fees.
  • The revenue directly contributes to enhancing the living and learning environment of its students. Specifically, it offsets bank charges and supports the residence budget.
  • Despite facing financial challenges in managing residence operations as detailed in its published financial statements, these efforts reflect the University’s commitment to providing quality student accommodation.
  • The charges are pivotal for maintaining its high accommodation standards.

Part 2 (b): SPU reports that it introduced private student accommodation in 2023 and for the 2023 financial year, it raised an amount of R4.2 million.

Additional Information: In addition to the above, SPU indicates the following:

  • The University is committed to ensuring the highest standards of off-campus accommodation for its students.
  • In line with this commitment, the University implements an accreditation system accompanied by a structured fee model:

28 March 2024 - NW528

Profile picture: Chirwa-Mpungose, Ms NN

Chirwa-Mpungose, Ms NN to ask the Minister of Higher Education, Science and Innovation

How has his department resolved the issue of delays in the process of establishing the Tshwane University of Technology Giyani Campus?

Reply:

In the first instance, the feasibility study for the establishment of the campus was delayed by more than 5 months (May to Mid-October) due to the Limpopo Department of Education (LDE) denying access to the site (former Giyani College of Education). The Department resolved this by escalating the matter to the Limpopo Office of the Premier (OTP). Subsequently, the Limpopo OTP organized a meeting with the Department and LDE on 16 October 2023 where LDE agreed to grant access to the site, and a site visit was carried out 01-02 November 2023.

In the second instance, the Tshwane University of Technology (TUT) was denied access (from mid-November 2023 to end of February 2024), the Department resolved the issue by once again escalating the matter to the Limpopo OTP. The Department’s Senior Management, led by the Director-General, held a meeting with the Director-General of Limpopo on 13 March 2024. The meeting was also attended by the Limpopo Department of Education (LDE), the Mopani District Municipality, the Giyani Local Municipality (led by the Mayor), and TUT. The Limpopo OTP undertook to ensure that the Department and TUT have access to the site. The meeting agreed on an establishment of a broader Project Steering Committee that includes the Limpopo Office of the Premier, LDE, Mopani District Municipality, Giyani Local Municipality, and Community Structures.

28 March 2024 - NW527

Profile picture: Chirwa-Mpungose, Ms NN

Chirwa-Mpungose, Ms NN to ask the Minister of Higher Education, Science and Innovation

What is the current status of the plan to establish the (a) University of Policing and Crime Detection in Hammanskraal and (b) University of Science and Innovation in the City of Ekurhuleni?

Reply:

For both universities, the process is currently at the second phase of technical planning studies focusing on detailed technical, geospatial, campus infrastructure, ICT, equipment, staffing and student support services costs. The scope further extends to the following tasks:

  • Conducting a detailed audit of the qualifications, expertise, and capacity of existing staff at Hammanskraal police academy to determine skills gaps and requirements for the new higher education institutions and developing a talent acquisition model;
  • Exploring mechanisms for securing collaborative partnerships and/or a consortium with universities already offering postgraduate qualifications with various specialisations in crime and policing studies;
  • Conducting international benchmarking to assess the enhancement of education and training through next generation technologies;
  • Investigating the various modalities of articulation pathways between the TVET (technical, vocational, educational, and training) sector and the new higher education institutions; and

Exploring the development of articulation pathways at the postgraduate level between the new higher education institutions and partnering universities.

The results of Phase Two technical modelling will enable the Department of Higher Education and Training to align implementation and funding plans with the Medium-Term Expenditure Framework planning process.

28 March 2024 - NW484

Profile picture: Makamba-Botya, Ms N

Makamba-Botya, Ms N to ask the Minister of Higher Education, Science and Innovation

What measures have been put in place to build more educational institutions of higher learning with student accommodation in the next five financial years?

Reply:

The Department has a plan to assist deserving institutions to build student accommodation. A number is institutions have been identified and have been presented to National Treasury for approval:

Institution

Campus

Sector

No of Rooms

No of Beds

University of Limpopo

Turfloop

University

1925

3500

Cape Peninsula University of Technology (CPUT)

Bellville

University

413

750

Cape Peninsula University of Technology (CPUT)

District Six, West

University

330

600

Cape Peninsula University of Technology (CPUT)

Mowbray

University

440

800

Central University of Technology (CUT)

Bloemfontein

University

550

1000

Central University of Technology (CUT)

Welkom

University

550

1000

Gert Sibanda TVET College

Sibanesetfu

TVET

495

900

Gert Sibanda TVET College

Perdekop

TVET

330

600

King Hintsa TVET College

Teko

TVET

462

840

Lephalale TVET College

Lephalale

TVET

660

1200

Sefako Makgatho Health Sciences University (SMU)

Ga-Rankuwa

University

1100

2000

Sekhukhune TVET College

CS Barlow

TVET

440

800

Sekhukhune TVET College

CN Phatudi

TVET

385

700

Tshwane University of Technology

Ga -Rankuwa

University

330

600

Tshwane University of Technology

Pretoria West

University

990

1800

Tshwane University of Technology

Soshanguvhe

University

495

900

University of Johannesburg

Soweto

University

330

600

University of Johannesburg

Auckland Park

University

411

748

University of Johannesburg

Doornfontein

University

385

700

University of KwaZulu-Natal

Pietermaritzburg

University

825

1500

University of KwaZulu-Natal

Edgewood

University

330

600

University of KwaZulu-Natal

Westville

University

495

900

University of Limpopo

Turfloop

University

1925

3500

University of Zululand (UniZulu)

KwaDlangezwa

University

1925

3500

Institution

Campus

Sector

No of Rooms

No of Beds

University of Zululand (UniZulu)

KwaDlangezwa

University

210

400

Majuba TVET College

Newcastle

TVET

825

1500

Walter Sisulu University (WSU)

Nelson Mandela Drive Delivery Unit

University

330

600

Walter Sisulu University (WSU)

Zamukulungisa Delivery Unit

University

330

600

Walter Sisulu University (WSU)

Health Sciences Faculty Drive Delivery Unit

University

440

800

Walter Sisulu University (WSU)

Ibika

University

330

600

Walter Sisulu University (WSU)

Potsdam Delivery Unit

University

330

600

Northlink TVET College

Tygerberg

TVET

495

900

Northlink TVET College

Wingfield

TVET

330

600

Vhembe TVET College

Mashamba

TVET

385

700

Vhembe TVET College

Makwarela

TVET

330

600

Total

   

20856

37938

The funding for the programme is dependent on the funding allocation from National Treasury.

28 March 2024 - NW474

Profile picture: Chirwa-Mpungose, Ms NN

Chirwa-Mpungose, Ms NN to ask the Minister of Higher Education, Science and Innovation

(a) What is the proposed funding model of his department for the missing middle, (b) what total number of students will be catered for in the 2024 academic year and (c) how is the funding model sustainable?

Reply:

  1. The proposed funding model for the missing middle is a loan scheme linked to a credit guarantee.
  2. 31 884 students.
  3. The funding model allows for students to repay the loan once they are employed.

28 March 2024 - NW476

Profile picture: Mashabela, Ms N

Mashabela, Ms N to ask the Minister of Higher Education, Science and Innovation

In light of the fact that the higher education staff composition still does not reflect the demographics of the Republic 30 years post-apartheid, where white men remain dominant in the professorial rank at 67%, (a) what are the reasons his department has failed to address the matter, (b) how will he ensure that this dynamic is changed and (c) what (i) plans have been put in place to produce tangible results and (ii) are the timelines?

Reply:

The Ministry of Higher Education, Science and Innovation is fully aware of the skewed demographics in the senior academic ranks of universities and since 2018 embarked on a wide-ranging programme of sectoral redress to transform the social structure of our academic system.

In 2018, the Department of Higher Education and Training instituted the University Capacity Development Programme (UCDP) funded by the University Capacity Development Grant (UCDG). This innovation was brought about around the time of the Summit on the Transformation of Higher Education in 2015.

The Staff Development component of the UCDP contributes to the creation of an academic pipeline that enables the recruitment, retention and progression of academics, particularly black and women academics, along the entire pipeline, including through enabling research development, teaching development, leadership development and professional development opportunities for academics and professional staff. A general requirement that is applied to all the sub-programmes of the UCDP is that 80% of the beneficiaries must be Black and/or women South African citizens.

One of the sub-programmes of the UCDP is the Future Professors Programme (FPP). It aims to recruit young academics into a structured and intense programme to accelerate their readiness for the professoriate. The FPP contributes to building demographically transformed, professional, and capable senior academics at public universities in South Africa across various disciplines. The programme is being implemented to address the deficiency in black and women professors, at South African public universities. Currently, 144 lecturers are supported in the programme with the rest to be onboarded in 2024/25. Of these, 68 (47%) are males and 76 (53%) are females, 126 (88%) are Black (African, Coloured and Indian) and 18 (12%) are White. A total of 87 academics have completed the programme with 52 of them promoted to Professorship and the rest rated through the National Research Foundation’s rating system. All 26 universities are participating in the programme. So far (up to the 2023/24 financial year), a total amount of R135 229 574 has been invested in supporting approximately 171 senior lecturers into a structured programme to develop them towards professorship positions.

In addition to the FPP that specifically focuses on the development of senior academics to be ready for Professorial positions, three programmes that act as the pipeline for the FPP are being implemented. These programmes include the Nurturing Emerging Scholars Programme (NESP) which recruits candidates who are interested in pursuing an academic career and who hold an Honours degree or junior degree. These candidates are supported through a structured and developmental programme to acquire Master’s degrees and are granted an opportunity of a one-year academic internship at South African universities which prepares them to apply for academic positions at universities. This includes a full scholarship to acquire a Master’s degree (or starting from an Honours level) and a one-year internship at a South African university. So far, a total amount of R113 384 650 has been allocated to universities for the implementation of this programme since its inception and a total of 193 positions and scholarships have been awarded to universities.

Next in the pipeline is the New Generation of Academics Programme (the nGAP) which recruits new academics against carefully designed and balanced equity considerations and disciplinary areas of greatest need into permanent posts at universities and supports them through an intensive development programme that includes acquiring PhDs and development towards a fully-fledged academic. To date, the programme has allocated a total of 872 posts to universities which amounts to a total investment of R2 263 522 782. So far, 772 lecturers have been recruited and appointed to the universities permanently. Of this number, 415 (54%) are females and 357 (46%) are males, 22 (3%) are white and 750 (97%) are black. A total of 188 of these lecturers have acquired their PhDs, and of these 101 are females and 87 are males. All universities are benefitting from the programme.

The third programme that can serve as a feeder to the FPP is the University Staff Doctoral Programme (USDP). The USDP supports existing permanent academics and professional staff at universities to achieve doctoral degrees through full scholarships. So far, a total of R183 456 061 has been invested in the programme since its inception in 2018 to support a total of 420 academics in universities. A total number of 324 academics are currently pursuing the PhDs with 196 (60%) being female and 128 (40%) male. Black academics supported constitute 290 (90%) and 34 (10%) white. Eighty-seven (87) academics supported have completed their PhDs and the rest are in progress. The Department has also specifically supported university programs which foster collaboration between historically-white and historically black, and urban and rural-based institutions.

Although COVID-19 negatively affected the progress of many of the academics supported through these programmes, the UCDP interventions are in full swing and will carry on until the demographics in the academic system reflects the demographics of the population.

28 March 2024 - NW438

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Singh, Mr N to ask the Minister of Higher Education, Science and Innovation

(1)Whether teams of the National Student Financial Aid Scheme are available to assist students who may want to make applications in areas where no stable internet is available; if not, why not; if so, (2) Whether a team could be sent to the Magabheni Sizakala Centre in Ward 99 in eThekwini, to assist students for the May intake; if not, why not; if so, what are the relevant details?

Reply:

  1. NSFAS is able to assist students with applications where there is no stable network, however it should be noted that applications closed on 15 February 2024.
  2. A team can be deployed to Magabheni Sizakele Centre through a formal request sent to NSFAS. NSFAS will then assess if similar challenges are experienced in surrounding areas so that its intervention is not confined to specific or limited areas, and is also implemented in a manner that seeks to manage public sector funds efficiently.

28 March 2024 - NW708

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Basson, Mr LJ to ask the Minister of Higher Education, Science and Innovation

Whether he will furnish Mr L J Basson with a (a) list and (b) full description of all events planned by his department to take place before 29 May 2024 in celebration of the 30 years of democracy in the Republic, including the (i) projected total cost or expenditure of each event and (ii) breakdown thereof in terms of expenditure for (aa) catering, (bb) entertainment, (cc) venue hire, (dd) transport and (ee) accommodation; if not, why not; if so, what are the relevant details?

Reply:

DEPARTMENT OF SCIENCE AND INNOVATION

Whether the Minister will furnish Mr L J Basson with:

(a) a list

There is no list as no events were planned to celebrate the 30 years of democracy in the republic.

(b) full description of all events planned by his Department to take place before 29 May 2024 in celebration of the 30 years of democracy in the republic.

There are no details available as no events were planned to celebrate the 30 years of democracy in the republic.

(i) Projected total cost or expenditure of each event and

No cost or expenditure were incurred.

(ii) Breakdown thereof in terms of expenditure for

(aa) catering

No cost or expenditure were incurred.

(bb) entertainment

No cost or expenditure were incurred.

(cc) venue hire

No cost or expenditure were incurred.

(dd) transport and

No cost or expenditure were incurred.

(ee) accommodation.

No cost or expenditure were incurred.

If not, why not, if so, what are the relevant details?

No events are planned to celebrate 30 years of democracy in the republic.

DEPARTMENT OF HIGHER EDUCATION AND TRAINING

There is no specific event that the department is planning in celebration of the 30 years of democracy in the current financial year (2023/2024) due to budget constraints. However, it is something that will be considered later in the 2024/2025 financial year.

  1. None
  2. N/A
  3. N/A
  4. N/A

28 March 2024 - NW542

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Siwisa, Ms AM to ask the Minister of Higher Education, Science and Innovation

Whether he has been informed that the Motheo Technical Vocational Education and Training College, which offers workshop classes for welding and upholstery and other handy work-related courses, is not officially registered; if not, what is the position in this regard; if so, (a) how was the specified college allowed to proceed with offering such courses without proper procedure being approved, (b) what measures of intervention will his department implement to ensure that the college refunds parents for tuition that has already been paid and (c) what action will his department take against the institution for operating without being registered?

Reply:

(a) Motheo TVET college has been offering these programmes as skills programmes since 2001. The current administration of the college inherited these programmes, which were offered as unaccredited skills programmes registered by the former Industry Boards as Competency Based Modular Training (CBMT) Programmes were registered as shorter skills training programmes. Upon realising that these programmes were not accredited, the management of the college took a decision to accredit these programmes through the Quality Council for Trades and Occupations (QCTO) since 2019. For ease of reference the accreditation letters of these programmes is attached, as well as other programmes as received from the QCTO. The college has always marketed these programmes as skills programmes, and not as accredited programmes. (b) The colleges stands to be guided otherwise in terms of reimbursing students/parents for tuition that has been paid as these are legacy programmes registered with old industry boards as far back as technical colleges and manpower centres. (c) The occupational programmes in questioned are accredited with QCTO and the details are as follows:

  • Upholstery is now OC: Furniture Upholstery
  • And welding is now OC: Welder

This course has their workplace component included in the curriculum. The college is working with industry partners to place all students successfully with employers. Attached find the accreditation certificates for all these occupational programmes.

22 March 2024 - NW598

Profile picture: Basson, Mr LJ

Basson, Mr LJ to ask the Minister of Higher Education, Science and Innovation

With reference to his reply to question 87 on 24 February 2023, what are the details of the (a) make, (b) model, (c) year of manufacture, (d) date of purchase and (e) purchase price paid for each vehicle purchased by his department for (i) him and (ii) the Deputy Minister since 8 May 2019?

Reply:

 

Minister

Deputy Minister

(a)

N/A

i) BMW

ii) BMW

(b)

N/A

i) X3 XDRIVE 20D

ii) X3 XDRIVE 20D

(c)

N/A

i) 2021

ii) 2021

(d)

N/A

(i)12/10/2021

(ii)20/12/2021

(e)

N/A

i) R761 199.40

ii) R768 666.99

22 March 2024 - NW463

Profile picture: King, Ms C

King, Ms C to ask the Minister of Higher Education, Science and Innovation

What total number of technical vocational education and training colleges have vacant principal positions?

Reply:

There are 14 Technical Vocational Education and Training colleges as follows:

NO

REGION

NAME OF COLLEGE

 

Gauteng & Free State

  1. Ekurhuleni
  1. Central Johannesburg
  1. Maluti

2.

Western Cape & Northern Cape

  1. False Bay

3.

Mpumalanga & North West

  1. Gert Sibanda
  1. Taletso

4.

Kwa Zulu Natal

  1. Coastal KZN
  1. Umfolozi
  1. Esayidi

5.

Eastern Cape

  1. Buffalo City
  1. Ingwe
  1. King Hintsa
  1. King Sabata Dalindyebo
  1. Port Elizabeth

22 March 2024 - NW436

Profile picture: Herron, Mr BN

Herron, Mr BN to ask the Minister of Higher Education, Science and Innovation

(1)With regard to the objectives and purposes of the Skills Development Act, Act 97 of 1998, what total amount has been paid by employers in skills development levies since the inception of the Skills Development Levy, National Skills Fund (NSF) and the implementation of the specified Act; (2) what (a) total amount has been raised by the NSF in reliance upon the Act, in particular section 27, and (b) is the source of the funding in reliance upon section 27(2)(a) to (f); (3) what is the (a) current value of the total amount raised and held by the NSF and (b) total monetary value of unspent skills development levies being held by (i) all the sector education and training authorities and (ii) the NSF; (4) what is the total number of accredited qualifications that have been funded by the (a) skills development levies and (b) NSF; (5) what are the reasons that the money, raised through levies on employers and other sources of funding, has not been spent on skills development?

Reply:

1. With regard to the objectives and purposes of the Skills Development Act, Act 97 of 1998, what total amount has been paid by employers in skills development levies since the inception of the Skills Development Levy, National Skills Fund (NSF) and the implementation of the specified Act;

Employers have the direct relationship through the mandatory grant process. The NSF as a catalytic funder focuses on skills development across the value chain of SA and has a direct relationship with stakeholders and/or implementing agents such as Skills Development Providers, Government Departments, PSET institutions none of which pay a levy to the NSF.

 

2. what (a) total amount has been raised by the NSF in reliance upon the Act, in particular section 27, and (b) is the source of the funding in reliance upon section 27(2)(a) to (f);

The pilot project underway through the Presidency called the Presidential Youth Employment Initiative (PYEI) is the only source of additional funding and this has been included in the MTSF (through DHET).

Background

“Section 27 (1) of the Skills Development Act (SDA) states that the National Skills Fund is hereby established and section (2) further state that the Fund must be credited with:

    1. 20 per cent of the skills development levies, interest and penalties collected in respect of every SETA, as required by sections 8 (3) (a) and 9 (a) of the Skills Development

Levies Act (SDL Act);

    1. the skills development levies, interest and penalties collected by the Commissioner from employers which do not fall within the jurisdiction of a SETA, as required by section 8 (3) (c) of the SDL Act.
    2. money appropriated by Parliament for the Fund;
    3. interest earned on investments contemplated in section 29 (3);
    4. donations to the Fund; and
    5. money received from any other source.”

2 a) The total amount has been raised by the NSF in reliance upon the Act, in particular, section 27.

With reference to the Act and the question raised, the NSF was established in 1999 in terms of section 27 of the SDA without legal persona.

From that period of its establishment to the period of 2010, the NSF was placed under the Department of Labour (DOL) as a chief directorate /Directorate and the total amount that was raised by the NSF during this period was R 8 439 078 000.

In 2010-11 NSF was transferred to the Department of Higher Education and Training (DHET) and in 2011-12 the NSF was listed as Schedule 3A Public Entity in terms of the PFMA, retrospectively effective from 1 April 2012. From the period of 2011 to 2023 the total amount that was raised by the NSF during this period was R49 464 097 000.

In summary and in total considering the period when the NSF was in DOL and the NSF in the DHET, the NSF received a total amount of R57 903 175 000.

 

2 b) The source of the funding in reliance upon section 27(2)(a) to (f)

With reference to the section 27 of the SDA and the question raised, the NSF current main revenue sources are:

  1. 20% of the skills development levies as contemplated in the SDL Act; and
  2. Interest earned on investments held at the Public Investment Corporation (PIC); and
  3. Money received from any other sources - uncommitted surplus from the SETAs and to certain extend interest received from the Skills Development Providers (but the amount is not material).

The NSF may also receive revenue from the following sources as per section 27 of the SDA (but this is not prevalent as NSF has not received any of the amount listed below):

  1. The skills development levies collected and transferred to the NSF, in terms of the SDL Act in respect of those employers or sectors for which there is no sector education and training authority (SETA)
  2. Money appropriated by Parliament for the NSF
  3. Donations to the NSF

With reference to the 20% of the skills development levies as contemplated in the Skills Development Levies Act, 1999 (Act 9 of 1999) (SDL Act) as per section 27 (2) (a), the NSF has accounted for R45 996 000 000.

With reference interest earned on investments contemplated in section 29 (3) of the SDA and as per section 27 (2) (d), the NSF has accounted for R6 789 000 000.

With reference to the funds received as a results uncommitted surplus from the SETAs that are transferred to the NSF in terms of SETA grant regulation 3(12) the NSF has accounted for R4 126 000 000.

With reference to section 27 (1) (f) “money received from other sources” / Other income the NSF has accounted for R 992 000 000 (for example transfers from DHET for special projects and

Finance income from advance payments to skills development programmes and projects)

3 a) Current value of the total amount raised.

The current value from 1 April 2023 to 31 Dec 2023 is the total of R4 152 000 000.

  1. 20% of the skills development levies as contemplated in the SDL Act is R 3 313 000 000 and
  2. Interest earned on investments held at the PIC as per section 27 (2) (d) is R838 000 000.

3b) The total monetary value of unspent skills development levies being held by NSF is R14,916 billion.

in terms of Section 29(3) of the SDA, the unexpended balance in the NSF at the end of the financial year must be carried forward to the next financial year as a credit to the NSF.

The unspent funds are currently invested investments held at the Public Investment Corporation (PIC) as per section 29 (2) of the SDA that state that Any money in the Fund not required for immediate use may be invested in accordance with an investment policy approved by the Director-General that complies with the requirements of the Public Finance Management Act and may be withdrawn when required.

The total value of the unspent skills development levies being held of R14 916 000 000 is intended to be utilised for:

    1. The 200 committed skills development programme and projects that the NSF has entered contract with the cash commitment of R 11 196 000 000.
    2. The 204 earmarked committed skills development programme and projects that have not yet been contract of about R 10 000 000 000.

The NSF in terms of its strategic plan and annual performance plan intends to support and respond to the National Skills Development Plan (NSDP)/MTSF/WP-PSET/NP-PSET and also responding to the other projects of national priorities by funding projects that are :

    1. Identified to increase production of occupations in high demand (skills development programme and projects such Artisanal development etc)
    2. Link education and the workplace (skills development programme and projects - Work integrated learning /Learnerships/ Internships etc)
    3. Improve the level of skills in the South African workforce (skills development programme and projects such Worker education related interventions)
    4. Increase access to occupationally directed programmes (skills development programme and projects with the 50 TVET Colleges / 9 CET colleges / State SOCs such as NECSA etc)
    5. Skills development support for entrepreneurship and cooperative development (skills development programme and projects such SEDA related interventions),
    6. The human resource development strategy (support to the secretariate work of NSA /HRDC)

4. what is the total number of accredited qualifications that have been funded by the (a) skills development levies and (b) NSF;

The National Skills Fund has funded various programmes in relation to the Skills Development Act and National Skills Development Plan. The table below provides the reader with number of qualifications in the financial years 22/23 and 23/24.

 

Qualification

22/23

23/34

 

Number

Number

Learnerships

10775

10818

Apprenticeship / Artisans

7071

5888

Bursaries (incl. Int)

813

1426

 

In addition to the numbers above, as a value add included are learners trained in:

      • Occupations in High Demand (OIHD),
      • Persons with Disability and
      • Beneficiaries coming from rural communities.

5. What are the reasons that the money, raised through levies on employers and other sources of funding, has not been spent on skills development

  1. Currently NSF has skills development programme and projects of contract values of R23 264 000 000 and cash commitments of R11 196 000 000 that still need to be disbursed based on the budget projections beyond 2024 financial year and
  2. The NSF also has earmarked skills development programme and projects of 204 earmarked committed skills development programme and projects that have not yet been contract of about R10 000 000 000 disbursed.

The NSF in terms of its strategic plan and annual performance plan intends to support and respond to the National Skills Development Plan (NSDP)/MTSF/WP-PSET/NP-PSET and responding to the other projects of national priorities by funding projects that are:

  1. Identified to increase production of occupations in high demand (skills development programme and projects such Artisanal development etc)
  2. Link education and the workplace (skills development programme and projects - Work integrated learning /Learnerships/ Internships etc)
  3. Improve the level of skills in the South African workforce (skills development programme and projects such Worker education related interventions)
  4. Increase access to occupationally directed programmes (skills development programme and projects with the 50 TVET Colleges / 9 CET colleges / State SOCs such as NECSA etc)
  5. Skills development support for entrepreneurship and cooperative development (skills development programme and projects such SEDA related interventions),
  6. The human resource development strategy (support to the secretariate work of NSA / HRDC)

22 March 2024 - NW621

Profile picture: Zondo, Mr  S S

Zondo, Mr S S to ask the Minister of Higher Education, Science and Innovation

(1)In light of the decline in research funding in the Republic, what plans has he put in place to support and strengthen higher education institutions to resist potential bias in areas such as health research arising from corporate funding; (2) whether there are any ongoing and/or planned initiatives to enhance the capacity of (a) public health academics and (b) research ethics committees to identify and manage conflicts of interest in health research; if not, what is the position in this regard; if so, what are the relevant details?

Reply:

1. The funding of health (including medical) research is managed between the Departments of Higher Education, Science and Innovation and Health and their respective entities. To ensure public good policy goals are coherently promoted across the two systems, there is a high degree of collaboration between the two Departments and its entities. The Department of Science and Innovation (DSI) is working with the National Health Research Ethics Council of the National Department of Health, the South African Medical Research Council, as well as the Academy of Science of South Africa (ASSAf) to develop guidelines for health research data management. Public funded health research is informed by the priorities that are set by the National Health Research Committee of the National Department of Health in collaboration with the Department of Science and Innovation. Researchers at the public funded Higher Education Institutes should adhere to the set priorities. Should a company want to fund research in line with the national health research priorities, the research proposal needs to be approved by the respective Institutional or provincial health research ethics committee, to ensure fairness and access.

2. The building of the capacity with regards to the research ethics committees is the responsibility of the National Health Research Ethics Council (NHREC) of the National Department of Health. The NHREC is a statutory body established under the National Health Act No 61 of 2003. The Act mandates the Minister of Health to establish the Council and it sets out NHREC’s functions, which involves giving direction on ethical issues relating to health and to develop guidelines for the conduct of research involving humans. The following are the functions of the NHREC as outlined in the Act:

  • Determine guidelines for the functioning of health research ethics committees;
  • Register and audit health research ethics committees;
  • Set norms and standards for conducting research on humans and animals including norms and standards for conducting clinical trials;
  • Adjudicate complaints about the functioning of health research ethics committees and hear any complaint by a researcher who believes that he or she has been discriminated against by a health research ethics committee.
  • Refer to the relevant statutory health professional council matters involving the violation or potential violation of an ethical or professional rule by a health care provider.
  • Institute such disciplinary action as may be prescribed against any person found to be in violation of any norms and standards, or guidelines, set for the conducting of research in terms of this Act; and
  • Advise the national department and provincial departments on any ethical issues concerning research.

22 March 2024 - NW472

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Chirwa-Mpungose, Ms NN to ask the Minister of Higher Education, Science and Innovation

(1)What total number of (a) applications did the National Student Financial Aid Scheme (NSFAS) receive for the 2024 academic year, (b) applicants (i) qualified and (ii) did not qualify, (c) applications were (i) approved and (ii) rejected and (d) applications of the qualifying students (i) were approved, (ii) are undergoing appeals and (iii) will not be catered for by NSFAS; (2) what were the common reasons for rejection of NSFAS applications?

Reply:

1. (a) NSFAS received 1,936,330 bursary applications for the 2024 academic year (to date i.e. 07 March 2024).

(b) (i) The total number of applicants that qualified is 1 258 509.

(ii) The total number of applicants that did not qualify is 230 669.

(c)(i) Total number that was approved is 1 258 509.

(ii) Total number that was rejected is 230 669.

(d) (i) 1 258 509 of the qualifying students were approved.

(ii) 19 149 have submitted appeals.

(iii) 230 669 will not be catered for as they have been rejected.

2. The common reasons for rejection of the bursary applications at NSFAS are based on the following.

a) financial eligibility criteria where family income is above the NSFAS threshold of R350 000,

b) failure to meet academic eligibility criteria, such as the N+ rule.

07 March 2024 - NW413

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King, Ms C to ask the Minister of Higher Education, Science and Innovation

On what grounds has he decided not to take a leave of absence while the investigation related to the National Student Financial Aid Scheme and other matters is conducted?

Reply:

The act of taking leave of absence in the face of malicious allegations is usually exercised as an ethical step to allow a formal disciplinary process to proceed without any prejudice or hindrance, by an implicated party. As it relates to NSFAS, I have never been subjected to any disciplinary process or investigation and as such, the requirement of leave of absence doesn’t arise.

07 March 2024 - NW403

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Shikwambana, Mr M to ask the Minister of Higher Education, Science and Innovation

(a) On what date will the contracts of the four direct payment service providers for the National Student Financial Aid Scheme (NSFAS) be terminated, as recommended by the Werkmans Attorneys in October 2023 and (b) what total amount in Rand of NSFAS funds are still held by the direct payment service providers?

Reply:

a) The NSFAS Board is currently undergoing legal processes related to the cancellation of these contracts. Contracts will be cancelled upon completion of this process.

b) In terms of the agreed upon process, the partners do not hold on to NSFAS funds in the partners bank accounts; funds are paid into students individual NSFAS bank accounts and these funds are immediately available to students upon them completing the know your client (KYC) bank processes.

07 March 2024 - NW412

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King, Ms C to ask the Minister of Higher Education, Science and Innovation

(1)What total number of beds for student accommodation have been approved by the National Student Financial Aid Scheme accrediting agents to date for the 2024 academic year; (2) whether the specified accrediting agents have been paid in full yet; if not, what is the position in this regard; if so, what are the relevant details

Reply:

(1) The total number of beds that have been accredited by NSFAS is 83 750.

(2) NSFAS has paid accreditation agents for whom invoices have been validated and approved. The total paid to date for 2023 accreditation amounts to R1, 575,740.

07 March 2024 - NW415

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Khakhau, Ms KL to ask the Minister of Higher Education, Science and Innovation

What steps has his department taken to ensure that Coinvest and other service providers roll out National Student Financial Aid Scheme funds on time?

Reply:

The Department does not oversee the operations of service providers appointed by NSFAS, this is the role of senior management. NSFAS has advised that as per their agreements with service providers, they provide on boarding files to all partners in anticipation of the agreed upon monthly payment dates. A NSFAS payment file follows, after all partners have confirmed that students have been on boarded. Within 24 hours of NSFAS paying funds over to the partners, they release funds into students’ individual NSFAS bank accounts.

07 March 2024 - NW414

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Khakhau, Ms KL to ask the Minister of Higher Education, Science and Innovation

What total number of students have to date been allocated money in accordance with his department’s missing-middle funding model?

Reply:

NSFAS is currently still processing applications based on financial eligibility of a combined family income in the range of R351 000 to R600 000. Academic institutions will assist in establishing academic eligibility (e.g. STEM vs Humanities programmes and the 70:30 split respectively).

Once both requirements of financial and academic eligibility are satisfied, NSFAS will share the loan agreement forms and associated documents for each eligible student with the students. Disbursement will follow thereafter.

28 February 2024 - NW175

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King, Ms C to ask the Minister of Higher Education, Science and Innovation

What is the total number of students according to demographics of (a) race, (b) gender and (c) disability that each university has enrolled in each faculty in the 2024 academic year?

Reply:

The Department is not in a position to share current (2024) enrolment data as the data has not been validated and audited at the university level. Ordinarily university audits are completed around July, Audited Disability enrolment stats have been disaggregated by race and gender in the table below. Unfortunately, DHET does not categorise student data in terms of the faculty they are located in.

Year

2022

                     

Institution

Female

Female Total

Male

Male Total

 

African

Coloured

Indian

No Info

White

 

African

Coloured

Indian

No Info

White

 

Cape Peninsula University of Technology

42

31

1

1

12

87

61

27

4

1

16

109

Central University of Technology

94

2

 

 

3

99

87

5

 

 

4

96

Durban University of Technology

207

5

10

 

 

222

167

2

10

 

2

181

Mangosuthu University of Technology

36

 

 

 

 

36

23

 

 

 

 

23

Nelson Mandela Metropolitan University

195

29

3

 

36

263

168

25

4

 

36

233

North West University

337

9

9

1

196

552

197

8

4

1

141

351

Rhodes University

50

6

4

 

24

84

33

10

5

 

21

69

Sefako Makgatho University

8

 

 

 

 

8

17

 

 

 

 

17

Sol Plaatje University, Northern Cape

26

3

 

 

1

30

24

4

2

 

1

31

Tshwane University of Technology

88

1

 

 

3

92

107

 

 

 

5

112

University of  Fort Hare

4

 

 

 

1

5

6

1

 

 

2

9

University of Cape Town

80

49

18

106

100

353

104

31

18

99

71

323

University of Free State

124

8

1

 

51

184

114

7

2

1

41

165

University of Johannesburg

88

8

2

1

28

127

72

3

5

 

19

99

University of KwaZulu-Natal

271

5

43

 

12

331

195

7

23

 

3

228

University of Limpopo

107

1

 

 

 

108

84

 

 

 

 

84

University of Mpumalanga

1252

2

2

 

4

1260

798

3

2

 

2

805

University of Pretoria

115

16

22

1

140

294

114

7

23

1

156

301

University of South Africa

1201

133

115

34

361

1844

789

81

83

9

232

1194

University of Stellenbosch

54

52

14

9

191

320

31

39

11

14

160

255

University of Venda

28

 

 

 

 

28

41

 

 

 

 

41

University of Western Cape

150

112

8

2

17

289

104

87

8

2

13

214

University of Witwatersrand

379

52

91

 

188

710

299

23

72

 

141

535

University of Zululand

163

 

 

 

 

163

126

1

 

1

 

128

Vaal University of Technology

248

 

 

 

 

248

227

2

 

 

3

232

Walter Sisulu University

10

 

 

 

 

10

12

 

 

 

 

12

28 February 2024 - NW30

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Chirwa-Mpungose, Ms NN to ask the Minister of Higher Education, Science and Innovation

(1)What (a) is the status of students who were rejected by the National Student Financial Aid Scheme (NSFAS) and (b) were the reasons for rejection; (2) what is the total number of (a) appeals that have been lodged by students that were rejected by NSFAS for the 2024 academic year, (b) the specified lodged appeals that were resolved and (c) the resolved appeals that resulted in NSFAS agreeing to pay for the specified academic year?

Reply:

1. (a) 131 528 applications have been rejected for the 2024 academic year. Their status remains at rejected.

(b) The applications were rejected due to not meeting either the financial or academic eligibility criteria.

2. (a) NSFAS has received 1495 appeals to date.

(b) NSFAS has not started working on the appeals yet. NSFAS applications closed on 15 February 2024. The team has been working on expediting the processing of applications.

(c) No appeals have been resolved yet.

28 February 2024 - NW31

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Chirwa-Mpungose, Ms NN to ask the Minister of Higher Education, Science and Innovation

Following the allegations of corruption against a certain person (name and details furnished) and his subsequent leave or suspension, (a) what actions has he taken in the wake of the allegations, (b) what are the precise allegations against the specified person, (c) how have the allegations affected the daily running of the National Student Financial Aid Scheme (NSFAS), (d) how does his department plan to solve the operational challenges and (e) who is the current acting chairperson of NSFAS?

Reply:

(a) what actions has he taken in the wake of the allegations,

On 10 January 2024 the NSFAS Board Chairperson, Mr Ernest Khosa informed the Board of his decision to take a leave of absence, and the Board, at the same meeting on 10 January 2024, decided to appoint an independent legal service provider to advise on the appropriate course of action. The firm Tshisevhe Gwina Ratshimbilani Inc. (TGR Attorneys) has been appointed and we now await their report.

(b) what are the precise allegations against the specified person,

The OUTA report contains recordings and transcripts of recordings of two meetings held allegedly between the Chairperson of the NSFAS Board, Mr Ernest Khosa and service providers to NSFAS. The report raised several allegations, including:

  • The Chairperson privately met with service providers under investigation by the board for irregular appointments.
  • The Chairperson allegedly received monetary benefits from service providers in exchange for facilitating appointments.
  • The Chairperson purportedly made decisions with service providers that were contrary to the ongoing board investigation.

(c) how have the allegations affected the daily running of the National Student Financial Aid Scheme (NSFAS),

The leave of absence of the Chairperson has resulted in vacancies within both the Board itself and some of its sub-committees. Nevertheless, the Board has taken proactive measures to address this situation by reallocating existing members to fill these vacancies, thereby ensuring the continuity of leadership and preventing any void in governance.

(d) how does his department plan to solve the operational challenges and

The Department’s role is to exercise oversite. In the process of fulfilling this role it has approved funding for NSFAS’ ICT needs and capacity challenges. Whilst these are being addressed the Board has identified experts who will assist with implementing the turnaround strategy of the entity. Through reports the Department is monitoring the implementation of the audit plan and mitigation strategies it has advised NSFAS to implement. Further it engages with stakeholders, such as TVET Colleges and Universities, on whom NSFAS depends for timeous provision of accurate data to address bottlenecks. In addition, the Department will be instituting a board evaluation programme to assess the board’s performance against key KPI’s including amongst others institutional governance, policies to support critical standard operating procedures and performance management.

(e) who is the current acting chairperson of NSFAS?

The current Acting Chairperson is Prof Lourens van Staden.

22 February 2024 - NW32

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Chirwa-Mpungose, Ms NN to ask the Minister of Higher Education, Science and Innovation

(a) How will the R3,8 billion funding for the missing middle be facilitated for the 2024 academic year and (b) what number of students will benefit from the funding?

Reply:

(a) The R3.8 billion funding will be sourced from the National Skills Fund (NSF) and the Sector Education and Training Authority (SETA), with the NSF contributing R1.5 billion and the SETA offering R2.5 billion in 2024. The transfers will be subject to NSFAS meeting certain conditions, including improved controls and processes.

(b) 31 884 students will be funded over a period of 4 years.

20 December 2023 - NW3426

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Makamba-Botya, Ms N to ask the Minister of Higher Education, Science and Innovation

Noting the various reported incidences of racial tension arising at the University of Pretoria and the alleged unfair dismissal from Student Representative Council elections of certain candidates (details furnished), (a) what are the details of the intervention measures that his department has made in the institution, noting the historical context of the institution itself with regard to racial discrimination and (b) how does the department ensure that students and workers have an outlet outside of the investigation processes of institutions for reporting issues pertaining to racial prejudice?

Reply:

a) The Department approached the university for a response which was then provided on 14 December 2023. In the report the university confirms that it developed a transformation strategy in 2022 as required, and the strategy creates safe spaces for engagement and discussion on institutional culture, and subsequently established UP Institutional Transformation Committee and UP Transformation Office, all which are tasked with developing and implementing various transformation initiatives.

b) All incidences on racial prejudice and other forms of discrimination which are reported to the Department are immediately investigated by senior officials, sometimes with the assistance of Higher Health and South African Police Services.

19 December 2023 - NW3743

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Shikwambana, Mr M to ask the Minister of Higher Education, Science and Innovation

(a) On what date will the report which was compiled by Professor Yunus Ballim on allegations of corruption at the National Student Financial Aid Scheme be released, (b) what are the findings of the specified report and (c) what recommendations have already been implemented thus far?

Reply:

a) The report compiled by Prof Ballim constitutes an investigation into the causes and failures of the NSFAS, and it investigates business, processes, systems, and capacity challenges of the NSFAS. The Department has engaged the government printers for a quotation, and the report will be published as soon as it is processed internally.

b) The 271-page report concludes with 21 recommendations. Some of the findings and actions processed thus far are captured in the table below:

FINDINGS

ACTION

Migration from a decentralized to a student centred model (SCM) occurred without properly configured operational model / enterprise architecture plan that articulates its processes and organizational capabilities

NSFAS has assigned an Executive to oversee the feasibility study into regionalization. NSFAS

Full integration of the IT systems with all PSET institutions to ensure integrity of data and efficiency of the flow of information on registration, academic progression and funding details is required. Upgrade IT system and protect systems against fraud.

NSFAS has developed a multi-year ICT implementation strategy. Thus far it has received R119 million to improve its ICT systems.

Develop an organogram and a staffing plan with requisite competencies

An organogram was developed in 2022. NSFAS turn-around plan aims to add communication, ICT and finance skills as the organogram is aligned to new challenges

Accelerate regulations that will frame the bursary scheme in consultation with the sector.

The Department is commencing with the development of a fee regulatory framework in 2024 which will advance regulations as opposed to guidelines. The regulations will incorporate the bursary scheme.

Protect systems against fraud.

NSFAS is cooperating with law enforcement agencies.

Desist from radical policy shifts which have no regard for implementation complexities

Evidence based decisions are being affected, such as, extensive research which guided the student funding model.

18 December 2023 - NW4029

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Zondo, Mr S S to ask the Minister of Higher Education, Science and Innovation

Whether his department has the relevant details of the total amount spent by each institution of higher learning for contracting security companies in the 2022-23 financial year; if not, why not; if so, what are the relevant details?

Reply:

The Reporting Regulations of June 2014 does not require the Universities in the Annual Reporting to the Department to specifically disclose Total Security Costs as part of the audited financial Statements of Comprehensive Income. However, the Outsourced Security costs are stipulated as part of the Supplementary Data which is verified by the external auditors of the University.

As per the audited supplementary data received and the universities’ audited financial statements, the total amount spent by each institution of higher learning for outsourced security services in the 2022 financial year is shown in the table below. The University of Cape Town, University of Fort Hare and University of South Africa have not as yet submitted their Annual Reports and Financial Statements, we are consequently unable to gauge how much they have allocated towards outsourced security services thus far.

Further, University of Limpopo has not as yet submitted their Supplementary Data and a follow up has been made. The Supplementary Data supplied by Sefako Makgatho University and Sol Plaatje University suggest that the universities have not incurred costs for outsourced security services.  University of Pretoria was billed R11 000 for an outsourced security services.

NAME OF INSTITUTION

SECURITY EXPENSES

Traditional Universities

R'000

North West University

65 082

Rhodes University

8 036

Stellenbosch University

50 092

University of Cape Town (no data provided)

 

University of Fort Hare (no data provided)

 

University of KwaZulu Natal

32 831

University of Limpopo (no data provided

 

University of Pretoria

11

University of the Free State

44 779

University of the Western Cape

78 971

University of Witwatersrand

13 862

 

 

Universities of Technology

 

Cape Peninsula University of Technology

971

Central University of Technology

17 826

Durban University of Technology

54 155

Mangosuthu University of Technology

26 671

Tshwane University of Technology

25 210

Vaal University of Technology

57 271

 

 

Comprehensive Universities

 

Nelson Mandela University

1 832

University of Johannesburg

38 990

University of South Africa (no data provided)

 

University of Venda

45 530

University of Zululand

30 737

Sol Plaatje University (no data provided)

 

University of Mpumalanga

22 137

Sefako Makgatho University (no data provided)

 

Walter Sisulu University

108 265

Where no data is provided, DHET will follow-up with the university concerned.

18 December 2023 - NW3278

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Tetyana, Mr Y to ask the Minister of Higher Education, Science and Innovation

What are the reasons that he has not published the report to date, which was concluded in 2021 by the Ministerial Committee of Inquiry on the National Student Financial Aid Scheme, chaired by Professor Yunus Ballim?

Reply:

It is not mandatory for Minister to publish all reports, particularly after they have been tabled in parliament. Nonetheless the report is available on request. Furthermore, work is underway to ensure the report is published in the government gazette.

13 December 2023 - NW4145

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Zondo, Mr S S to ask the Minister of Higher Education, Science and Innovation

Whether his department has recently adopted any step-by-step measures and/or policies to combat high incidences of sexually transmitted infections in institutions of higher learning; if not, why not; if so, what are the relevant details?

Reply:

Background and Context

  1. HIGHER HEALTH Delivery against the HIGHER HEALTH Model

HIGHER HEALTH has a three-tier model that has emerged from our hands-on experience over many years. We continue to conceptualise and deliver our programme in terms of three broad processes:

  • Level 1: Knowledge transfer –designed to reach the entire student population.
  • Level 2: Practical learning – a more focused intervention that requires active student participation.
  • Level 3: Linkage to services – to cater to individual students based on their needs.

The implementation of the HIGHER HEALTH Model has reinforced the significance of a holistic approach to health education. By employing different tiers, the model ensured comprehensive coverage of health topics while catering to individual student needs. The diverse programs within the model enabled knowledge transfer, practical learning experiences, and linkage to essential health services, fostering a conducive environment for students' overall well-being.

First Things First Health Days are the vehicle for much of the Health Promotion, testing, and screening that has become a hallmark of the HIGHER HEALTH approach. The World Health Organization (WHO) has highlighted the importance of health promotion for health service providers to ensure sustainable working life for individuals involved in providing health services. Such sustainability begins when students preparing to manage their own future health and welfare in working life. HIGHER HEALTH model has been instrumental in supporting students to manage their health and determining their level of risk. The increased demand for education as prevention increased health-seeking behaviours amongst students in the reporting period.

Step-by-step measures and/or policies to combat high incidences of sexually transmitted infections in institutions of higher learning; if not, why not; if so, what are the relevant details

1. Background Context and Policy

  • (WHO) Global Health Sector 2022-2030 details the vision, goals, and actions to ending the STI epidemic. Strengthening STIs case management is one of the key priorities of the strategy Effective people-centred
  • HIV, TB, and STIs: National Strategic Plan (NSP) 2023 – 2028 for HIV, TB and Sexually Transmitted Infections (STI’s) has been developed, and aims to reduce barriers to accessing health and social services. It builds on lessons from the previous NSP and promotes a new and urgent focus to reducing inequalities for all people living with HIV, TB and STIs who are not benefiting from treatment and care services.
  • The inclusion of mental health services and social support is based on the strong association between HIV, TB and STIs, sexual and gender – based violenece (SGBV), human rights violations, inequalities and mental health and Viral hepatatis has also been included and the prevalce linked to linked to HIV and STIs. HIGHER HEALTH is scaling up interventions that includes health awareness campaigns, distribution of IEC materials, dialogues on HIV/STI/TB, risk screening for ADAP/LGBTQI/Disability, HIV testing, TB screening, cancer screenings, referrals, contraceptives distribution, and female condoms provision. Each intervention aimed to improve the health and well-being of students.

2. Training and Capacity Building for HIGHER HEALTH Clinicians

  • Training on the latest National Department of Health (NdoH), Adult Primary Care (APC) guideline 2019/2020 which is a comprehensive approach to the Primary Care of Adults 18 years and above.
    • APC 2019/2020 aligns with all NDOH policies and Clinical protocols for Primary Health Care and includes the latest reviewed version for STI treatment which is the Comprehensive STI Clinical Management Guideline 2017.

3. Service Delivery

  • Provision of Information
  • Counselling and education, including HIV testing
  • Circumcision promotion (counselling to continue condom use)
  • Cervical cancer screening
  • STI Campaigns Condom promotion, provision and demonstration to reduce the risk of STIs.
  • Risk Screening – Screen all Beneficiaries accessing HH Mobile Clinic.
  • Linkage to Care for all Beneficiaries screened positive, and their Contacts are referred for treatment and further management to the Clinic.
  • Review the compliance/ adherence with treatment and Follow-up care for all Referrals and Contacts to ensure successive referrals.
  • Monitoring and evaluation

13 December 2023 - NW3424

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Chirwa-Mpungose, Ms NN to ask the Minister of Higher Education, Science and Innovation

What are the reasons his department failed to develop internal capacity to enable the National Student Financial Aid Scheme (NSFAS) to disburse allowances to students, instead of outsourcing the service to external service providers, as his department is expected to provide such service for the duration of its existence and (b) by what date is it envisaged that his department will have mastered the ability to internally capacitate the NSFAS to be able to do its disbursement of allowances duties?

Reply:

(a) The Department plays no role in developing internal capacity of NSFAS. Section 9 of the NSFAS Act (No.56 of 1999) refers to the appointment of employee. It states that the board is responsible for the appointment of the Executive Officer who will manage and administer the affairs of the NSFAS under the authority of the board, and perform the functions determined by the board.

(b) The Minister has requested NSFAS to furnish him with a turn-around plan, which includes, amongst others, improving capacity of the entity. Thus far, NSFAS reported that it has appointed a COO who will advise the board on the long-term strategy of disbursement of allowances.

13 December 2023 - NW3742

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Shikwambana, Mr M to ask the Minister of Higher Education, Science and Innovation

What (a) are the full relevant details regarding the revelations of a massive corruption and procurement heist which led to the expulsion of a certain person (details furnished) and (b) processes were followed in appointing companies that were supposed to disburse allowances to students?

Reply:

Below we outline the sequence of events, related timelines and information on each stage of the procurement process (for the Direct Payments of Allowances to NSFAS Students) that was followed in accordance with the Public Finance Management Act (Act No. 1 of 1999) (PFMA), the National Treasury Instruction Notes and Practice Notes, and the NSFAS supply chain management policy.

An Open Bidding (Competitive) process was followed by NSFAS in sourcing suitable bid proposals from prospective service provider(s) in the financial services and fintech sector to assist NSFAS, for a period of five (5) years (renewable), in the direct disbursement of allowances into the bank accounts of NSFAS funded students/ beneficiaries enrolled for a course of study at public universities and TVET colleges across South Africa.

A summary of the procurement process followed is outlined below:

1. Following the support and approval of the bid specifications by the NSFAS bid specification committee (BSC) the tender was advertised on 25 January 2022 in the National Treasury E-tender portal and the NSFAS website with the closing date of 25 February 2022 on the 90/10 Price and BBB-EE principle.

2. A total of 18 bids were received at the closing date of the tender, all of which were evaluated by the NSFAS bid evaluation committee (BEC) against the tender requirements. The BEC convened on seven (7) occasions. An independent expert was appointed to assist and guide during the evaluation process, however noting that this independent expert did not have any voting rights, and accordingly did not evaluate and score any of the 18 proposals received.

3. Of the 18 bid proposals received, a total of nine (9) bids were disqualified for not achieving the mandatory requirements of the tender.

4. The remaining nine (9) bids were subjected to the technical and functional evaluation criteria, of which the outcome was that all nine (9) achieving the minimum score of 70% out of 100%.

5. The nine (9) bids were all invited to present their proposed solution to the BEC on 11 May 2022 and 13 May 2022.

6. A total of four (4) bidders achieved the minimum score for the presentation criteria and passed all the tender requirements, and thus progressed to be evaluated for Price and BBB-EE.

7. On 08 June 2022, the BAC adjudicated on BEC recommendation report and recommended that the CEO support (for onward approval by the NSFAS Board) the tender for the Direct payments of allowances to NSFAS students (SCMN022-2021) for a period of five (5) years, renewable, award to the following four (4) bidders:

  • Coinvest Africa (Pty) Ltd
  • Tenet Technology (Pty) Ltd
  • Ezaga Holdings (Pty) Ltd
  • Norraco Corporation (Pty) Ltd

8. On 13 June 2022, the NSFAS Board approved the tender for the Direct payments of allowances to NSFAS students (SCMN022-2021) for a period of five (5) years, renewable be awarded to the following four (4) bidders:

  • Coinvest Africa (Pty) Ltd
  • Tenet Technology (Pty) Ltd
  • Ezaga Holdings (Pty) Ltd
  • Narraco Corporations (Pty) Ltd

9. On 15 June 2022, all four (4) bidders were issued with letters of award and negotiations on price standardization, etc and signing of Service Level Agreements followed thereafter.

13 December 2023 - NW4131

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Tetyana, Mr Y to ask the Minister of Higher Education, Science and Innovation

(a) What has he found has been the three cutting-edge scientific advances and innovations that underscores the prowess of the Republic in light of global advancements in science and technology and (b) how does his department intend to encourage collaboration between (i) academic institutions, (ii) industries and (iii) international partners to promote cutting-edge research and technological innovation in key sectors?

Reply:

The Department of Science and Innovation (DSI) supports several cutting-edge scientific advances and innovations which enhance the country’s global competitiveness. Some of these scientific advances and innovations are in the areas of Precision Agriculture, Precision medicine, Nanotechnology, Hydrogen and fuel cell, as well as carbon capture and use, and are central to the modernisation approach of the key economic sectors (such as health agriculture, manufacturing and energy) outlined in the Science, Technology and Innovation (STI) Decadal Plan.

PRECISION AGRICULTURE

The Decadal Plan prioritises modernising agriculture and the development of precision and digital agriculture tools that are key to increasing efficiencies in the sector as well as unlocking the bottlenecks with access to science-based decision information and thus inclusion for all farmers. The National Biosecurity Hub launched by the Minister together with his counterpart in agriculture, is a strategic platform prioritising cutting-edge research development and innovation as well as access to molecular and digital tools for diagnosis, detection, surveillance and management of major pests and diseases as well as food safety. The goal of the National Biosecurity Hub is to strengthen national biosecurity, using international standards in the development of national sanitary and phytosanitary systems (SPS), build technical and information management services and meet the SPS requirements of international trade. The hub will serve as a platform to:

  • prevent, respond to and manage pests and diseases that threaten plant health, animal health, and food safety;
  • conduct research on reported and emerging threats (e.g., biology/detection/diagnosis);
  • develop a Biosecurity Information Hub to store and manage SPS and related information (monitoring and surveillance);
  • promote engagements on SPS matters by establishing appropriate communication structures; and
  • leverage human resources, financial resources, and infrastructure from public and private sectors to support the national biosecurity system.
    • The National Biosecurity Hub, coordinated by Innovation African@UP and co-funded by DSI and the Department of Agriculture, Land Reform and Rural Development (DALRRD) is unlike any other globally as it is designed for a resource-constrained environment, and its hub and spokes model is designed to aggregate the benefits from individual commodity/government-industry co-funded multistakeholder and multi-institutional research programmes with a national biosecurity Information Hub that houses the consolidated digital surveillance information. The heat maps and long-term data monitoring is then accessible to DALRRD, which has the mandate for biosecurity and the system would also enable the prioritising of new research needed and building early warning systems.
    • The Hub includes linkages with major partners; for example in plant health with the Agricultural Research Council (ARC) and all relevant universities in South Africa as well as industry partners such as GrainSA and Cropwatch Africa and allows for Integration of data that makes digital systems useful, for example the Biosecurity Africa app used to capture, store & visualise data and partnerships enable the flow of information (i.e. from Biosecurity Africa app to Information Hub.

b) The DSI encourages collaboration with:

(i) Academic institutions

The DSI has played a pivotal role in supporting the collaborative development of a Precision Agriculture Information System by the Council for Scientific and Industrial Research (CSIR) in collaboration with the ARC. This system is instrumental in de-risking the agricultural sector by furnishing farmers of all scales with data-driven insights that improve decision-making, optimise resource (water, fertilisers) utilisation, and address risks and threats associated with climate change, pests, and diseases.

Leveraging Artificial Intelligence (AI), the Precision Agriculture Information System provides weekly information on soil and crop health conditions by integrating ground data collected nationwide and satellite data from the European Space Agency.

(ii) Industries

Based on the development of the Precision Agriculture Information System the DSI provides training for farmers and extension services affiliated with both DALRRD and the private sector to proficiently use the system for optimising crop production.

(iii) International partners

In terms of international partnerships, to foster the digitalisation of the agricultural sector in the SADC region, especially through the utilisation of the Precision Agriculture System, the CSIR has concluded a Memorandum of Understanding (MOU) with the Namibian Agronomic Board (NAD), promoting the exchange of knowledge and expertise.

2(a) PRECISION MEDICINE

This is an emerging field that utilises advanced technologies and data analysis to tailor medical treatment and prevention strategies to individual patients based on their unique genetic, environmental, and lifestyle factors. The DSI, together with the South African Medical Research Council (SAMRC) has been driving the precision medicine initiative in South Africa since 2016. The Programme is aimed at addressing the significant healthcare challenges faced by South Africa, with a rising prevalence of non-communicable diseases like cardiovascular diseases, diabetes, and cancer as well as host genomic influences on susceptibility to infectious diseases (HIV/ TB).

b) The DSI encourages collaboration with:

(i) Academic institutions

Precision medicine-funded projects are spread across universities and universities of technology in all the major provinces of Gauteng, Western Cape and KwaZulu-Natal.

(ii) Industries

Since 2016, the SAMRC/DSI has invested €14 million (Euro) in Precision Medicine projects. This small investment has resulted in spin-out companies and the development of products:

  • Breast cancer screening, and other cancer-personalised approaches using organoid and omics technology.
  • Infrastructure investments have led to fully capacitated labs that are now able to develop scaled genomics studies.
  • Pharmacogenomics projects allow understanding of treatment failure with known drugs from the country’s essential drug list.

(iii) International partners

In terms of partnerships, the Precision Medicine Programme is actively seeking programme partners to drive this agenda to develop population-specific genomic studies to move Africa forward and offer an opportunity for the healthcare sector on the continent to incorporate the latest technologies to provide quality care and precision medicine options to African patients. The DSI/SAMRC has established and leveraged international partnerships to support emerging priority areas, namely precision medicine, and antimicrobial resistance.

The DSI/SAMRC play a significant role within the European Union- Africa Personalised Medicine (EU-Africa PerMed) Consortium, which has the final objective of integrating African countries into the International Consortium for Personalised Medicine (ICPerMed) programmes to contribute to the implementation of Personalised Medicine (PM) in the global context. This includes fostering joint precision medicine projects and programmes between Europe and Africa and strengthening bilateral EU-AU science, technology and innovation (STI) in health. In the long run, incorporating African countries in the global precision medicine research agenda can contribute to reducing existing health disparities between developed and developing countries, as well as facilitating access of African countries to new tools and technologies that have the potential to make healthcare more efficient and equitable.

3. NANOTECHNOLOGY

The ability to manipulate matter at the nanometre length scale has given birth to nanostructured materials with exceptional properties that were never observed for similar micro-structured and bulk counter-part materials. Such properties include high chemical and biological reactivities, high surface area-to-volume ratio, high mechanical strength, high electrical conductivity, high thermal conductivity as well as unique light scattering and absorption properties.

This cutting-edge technology offers several opportunities for development of the manufacturing sector with applications in water treatment, health and consumers materials such as cosmetics. Domination of markets is largely determined by speed to commercialisation of the nanotechnologies. South Africa and most African countries are lagging compared to other countries in Asia, Europe and America. The Nanotechnology market in the U.S. is estimated at US$16 Billion in the year 2020, and clearly this cannot be ignored. In response to this development the Department has initiated to drive the development of Nanotechnology in the country including the establishment of the Nanotechnology Innovation Centres, one at Mintek and the other at CSIR these focus on research that drives the development of commercial products. Some of the Industrial products developed at Mintek include the water filter systems for mine-water treatment, development of point of care diagnostic kits for detection of HIV, TB and lately Covid-19. The CSIR has developed commercial products which include plastics used in food packaging, cosmetics, and paint additives.

3(b) The DSI encourages collaboration with:

(i) Academic institutions

Nanotechnology research and education is spread across the country. The DSI supports postgraduate training through a master’s programme which is offered across four universities, the University of the Western Cape, University of the Free State, Nelson Mandela University and the University of Johannesburg. Research is funded across different institutions nationally, including the North-West University for research into health and safety assessment of nanomaterials, the Nanomedicine Platform at Nelson Mandela University and the Green Nanotechnology at the University of the Western Cape.

(ii) Industry

The Nanotechnology Innovation Centres collaborate extensively with industry with Mintek focusing on the mining sector and the CSIR broadly on the manufacturing sector. Several agreements are in place for the joint development of technology and provision of services to industry. The Nanomaterials Industry Development Facility (NIDF) was set up at the CSIR to assist the industry and SMME sector with scale-up and pilot facilities as well as characterisation for product development.

(iii) International partners

On international collaboration, the DSI has several active programmes in place such as the participation in the International Organization for Standardization (ISO) for the development of standards, and the Organisation for Economic Co-operation and Development (OECD) for safety aspects. There are also several agreements to stimulate collaboration between scientists in joint projects with several countries including the BRICS countries, as well as Egypt and Ethiopia in the current year.

4(a) HYDROGEN AND FUEL CELL, CARBON CAPTURE AND USE TECHNOLOGIES

The Decadal Plan identifies energy innovation as a priority area to support a diversified and sustainable energy mix that is secure, accessible and affordable. A stable and reliable energy mix is key to supporting economic recovery. The DSI has invested in the development of emerging energy technologies focused on local value addition and reducing the carbon intensity and greenhouse gas emissions of the country's energy mix, to mitigate the negative impact of climate change.

Investments have been made in the development of hydrogen and fuel cell technologies that leverage the country’s resource endowment in platinum group metals (PGMs), wind, solar and land availability to drive the transition to a low carbon and sustainable energy system. However, the transition to a low carbon economy needs to be just and equitable and have minimal negative impact on existing sectors.

In this regard, the DSI has invested in the demonstration of carbon capture and use technology to support the continued use of coal in power generation while reducing the emissions from the coal fired power plants. The carbon capture and use (CoalCO2-X) technology captures the flue gas pollutants (carbon dioxide (CO2), sulphur oxides (SOx), nitrogen oxide (NOx)) and converts them into value added products such as fertiliser, sulphuric acid and nitric acid, using low emissions hydrogen and ammonia produced from renewable energy sources such as solar and wind. The conversion of the flue gas pollutants into the value-added products used in agriculture and industry provides an opportunity to create new industries and jobs adjacent to the coal fired power stations, while preserving existing jobs in the coal sector.

The reduction of the carbon intensity in the energy mix will support the global competitiveness of South African made products, given the move by some trading partners such as the European Union to impose punitive taxes on imported goods based on their carbon content.

4(b( The DSI encourages collaboration with:

(i) Academic institutions

The DSI has supported the development of technologies along the hydrogen and fuel cell value chain under the Hydrogen South Africa (HySA) Programme through the Centres of Competence (CoCs) located at Universities and Science Councils. The leading Universities include North-West, University of Cape Town and University of the Western Cape, while the Science Councils include Mintek and the CSIR.

To date, the HySA Programme has been able to train MSc and PhD graduates in engineering and related fields, publish in ISI journals, generate a healthy portfolio of Intellectual Property Rights, as well as develop prototypes and demonstrate them in real world environment. Furthermore, commercial products have been sold and trade secrets declared through Spin-off companies. PGM based catalysts and other components for fuel cells and electrolysers, as well as metal hydride-based hydrogen storage technologies have been locally developed that will position South Africa to be a significant player in the global hydrogen economy. A summary of the outputs from the HySA Programme include:

  • 192 (MSc and PhD) graduates in engineering and related fields.
  • 352 publications in ISI journals.
  • 30 intellectual property rights filed.
  • 15 intellectual property rights granted.
  • 27 technology demonstrations in real world environment.
  • 18 commercial products.
  • 7 trade secrets declared.
  • 3 spin-off companies.

On the carbon capture and use technology, the North-West University and University of Cape Town are working on the production of low emissions (green) hydrogen and ammonia, as well as the development of catalysts for the conversion of the captured carbon dioxide to low emissions diesel respectively.

(ii) Industries

The HySA CoCs have worked with industry partners such as Anglo-American Platinum, Sasol, Impala Platinum and Bambili Energy (small medium and micro enterprise (SMME)) in the development and deployment of hydrogen and fuel cell technologies. The carbon capture and use technology has been successfully demonstrated at a Cement plant in partnership with PPC Cement and EPCM global (SMME).

(iii)International partners

In the Hydrogen Economy, South Africa is an active member of the International Partnership for Hydrogen and Fuel Cells in the Economy (IPHE) and is the current Chair of the IPHE. The IPHE is a governmental platform with 23 member countries, including the European Commission, and is dedicated to the development and sharing of information on the Hydrogen Economy, as well as to assist in the development of safety, codes and standards to promote the global trade in low emissions hydrogen. In addition, South Africa collaborates at bilateral level with several countries like Japan, Germany, United Kingdom and Germany.

13 December 2023 - NW4132

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Tetyana, Mr Y to ask the Minister of Higher Education, Science and Innovation

Recognising the importance of Science, Technology, Engineering and Mathematics (STEM) education for national development, what (a) strategies are being implemented by his department to address disparities in access to STEM education, particularly among underrepresented groups and (b) steps has his department taken to promote inclusivity and/or diversity in STEM fields to ensure a skilled and diverse workforce for the future?

Reply:

Question (a): Strategies being implemented to address disparities in access to STEM education, particularly among underrepresented groups.

The Minister recognises and supports the transformation in education, which includes addressing historical inequities to allow underrepresented groups in society to have access to STEM education. In this regard, though, the Department of Basic Education (DBE) is the leader, and the Departments of Science and Innovation and Higher Education and Training are limited to providing support to the DBE for this effort.

Based on a collaboration agreement with the DBE, the Department of Science and Innovation facilitates learners' access to extracurricular activities that pique their interest in STEM and help them understand why studying STEM subjects is important. These activities include participating in STEM Olympiads and fairs, as well as having access to supplemental learning and teaching resources that offer real-world examples of the STEM concepts covered in the curriculum. Learners in public ordinary schools, especially those in quintiles 1-3 three, are given priority when these activities are implemented.

Question (b): Steps taken to promote inclusivity and/or diversity in STEM fields to ensure a skilled and diverse workforce for the future.

The Department commissioned and completed several studies as the evidentiary basis for policies and interventions aimed at promoting inclusivity and/or diversity in STEM. These studies with a focus on promoting inclusivity and/or diversity include the:

  1. Retention, Conversion and Progression of Postgraduate students (2015) – a study that looked at the rate of progression from lower postgraduates (Hons) to upper postgraduate (PhDs);
  2. Postgraduate Research Training in Engineering (2018) – which investigated low PhD graduation rates in Engineering, particularly women PhD engineers and PhD engineering graduates who are South African nationals vs. those from outside the country. This study also found that most PhDs in Engineering get employed in the financial, insurance and fintech sectors in the private sector;
  3. Building the Cadre of Emerging Researchers in South Africa (2018) – also called the “Silent Majority” study. This study looked at who holds PhDs, who actively publishes and who actively seeks research funding among different emerging researcher groups (by gender and race) in our university system; and
  4. Recruitment, Retention and Progression of Black South African academics in SA universities (2019) looked at just that, namely blacks and particularly black women recruitment, retention, and progression in the university rungs.

Based on these studies, the Department formulated, implemented, and even recapitalised targeted interventions at the National Research Foundation such as the Thuthuka Programme, and the Black Academics Advancement Programmme. The policy prescripts in the DSI-NRF Postgraduate Funding Policy were also informed by the findings of these studies.

A different set of studies aimed at ensuring the support of a pipeline of a diverse and future-proof, skilled workforce was conducted and completed, including:

  1. The South African Council for Natural Scientific Professions (SACNASP) study on Pathways into the Labour Market and Self Employment for Natural Science Graduates (2021);
  2. The Water Research Commission (WRC:2020) – Tracer study of water PhDs in South Africa. The study focused on the employability of PhD graduates in the water sector; and
  3. The National PhD Tracer Study (2022) which looked at the relevance and demand for PhDs by different sectors (government, universities, science councils, private sector etc), among others.

The DSI is working with the DHET to finalise a robust one skills plan for the country, that is, a Master Skills Plan for the country.

13 December 2023 - NW4130

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Tetyana, Mr Y to ask the Minister of Higher Education, Science and Innovation

Given the increasing demand for accessible and quality higher education, (a) what plans have been put in place to address the expected avalanche of matriculants with bachelor passes, coupled with those who repeat courses at universities, given the limited space at universities and (b) how does his department intend to ensure financial sustainability and/or support for students in the coming 2024 academic year?

Reply:

  1. The limited spaces at universities arise because each institution must align with its enrolment plans. Students are therefore encouraged to diversify their options and consider TVET Colleges. In this regard, TVET colleges have planned to enrol a total of 482 244 students in all programmes for the academic year of 2024.
  2. Financial sustainability will be addressed through the provision of loans for the missing middle students, that is students whose household income is between R350 000 and R600 000, thus ensuring that as students repay the loans, they enable more students to access the PSET sector.

11 December 2023 - NW4109

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Thembekwayo, Dr S to ask the Minister of Higher Education, Science and Innovation

In light of the student accommodation shortages predicted at the Cape Peninsula University of Technology for the 2024 intake, what assistance will he provide learners of the specified institution?

Reply:

On the 21 November 2023, the occasion of the opening applications for 2024, Universities were discouraged from embarking on lengthy contracts since NSFAS is finalising its concept note on piloting student accommodation in universities at the start of the academic year 2024. Should CPUT be selected or asked to be part of the pilot project, NSFAS will advise on its decision to accredit or not accredit all properties within a radius of 1 (one) to 16km from all CPUT campuses, namely Paarl/Wellington, Bellville, and Cape Town.

11 December 2023 - NW4028

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Zondo, Mr S S to ask the Minister of Higher Education, Science and Innovation

Whether he intends making the (a) budget and (b) total spending of all institutions of higher education (i) public knowledge and (ii) released in each quarter into the public domain; if not, why not; if so, what are the relevant details?

Reply:

a) (i) The budgets for Higher Education Institutions are published in the Appropriation Bill annually.

(ii) The budgets for Higher Education Institutions are made public quarterly

b) (i) The amount transferred to Higher Education Institutions are published in the Annual Report of the Department.

(ii) The total amount transferred to Higher Education Institutions are made public quarterly.

11 December 2023 - NW3540

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Shikwambana, Mr M to ask the Minister of Higher Education, Science and Innovation

Following the notice to dissolve the Unisa Council, and taking into consideration that Unisa took the matter to court and interdicted his department, what is the current status of the Unisa Council?

Reply:

The Minister has in compliance with the High Court Order retracted the Government Gazette number 49582 Vol 700 dated 27 October 2023, which published the decision to dissolve the UNISA Council and appoint an Administrator, consequent to the UNISA Council remains in office.

11 December 2023 - NW3513

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Zondo, Mr S S to ask the Minister of Higher Education, Science and Innovation

Whether his department intends to implement mandatory experiential learning for undergraduate students in fields such as Bachelor of Arts in Criminal Justice to be stationed in correctional facilities in order to (a) gain experience while pursuing their studies and (b) provide much-needed support in the facilities; if not, why not; if so, what are the relevant details?

Reply:

Universities are responsible for developing qualifications that are aligned to their different missions, visions and strategic directions. Further, the choice of the appropriate form of work integrated learning (WIL) or experiential learning depends on the nature, purpose, outcomes and the NQF level of the qualification. Institutions have the responsibility to ensure that they have sufficient capacity to provide quality assured opportunities for WIL for students and structures and systems in place within professional settings and sites of practice to support student learning. Universities are also responsible for placing students at appropriate work places and to ensure that WIL is structured, properly supervised, recorded and assessed.

The Department of Higher Education and Training (the Department) on the other hand, utilises national policies to steer higher education; examples are the Higher Education Act of 1997, as amended, the National Plan on Higher Education, the Higher Education Qualifications Sub-Framework and the NQF Act. The Department does not have the mandate to regulate the content of universities’ qualifications, it can and does however offer incentives for universities to ensure their curriculum is relevant.

11 December 2023 - NW3425

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Chirwa-Mpungose, Ms NN to ask the Minister of Higher Education, Science and Innovation

What (a) progress has his department made in relation to the matters that were raised by the students of Tshwane University of Technology, who engaged in protest action demanding (i) accountability for disappearance of funds from student accounts and (ii) that evictions of students from residences cease with immediate effect and (b) are the reasons (i) that monies disappeared and (ii) behind evictions of the National Student Financial Aid Scheme beneficiaries from residences?

Reply:

The NSFAS has received various complaints relating to alleged theft of student allowances via the direct payment service platforms. These complaints are being investigated and we are working with the direct payment service providers and law enforcement on resolving the complaints.

The investigation process will reveal what transpired and as such will confirm who should be held accountable for the alleged loss suffered by the students.

11 December 2023 - NW4025

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Zondo, Mr S S to ask the Minister of Higher Education, Science and Innovation

Whether his department conducted any financial audit on the University of Venda in the 2022-23 financial year; if not, why not; if so, (a) what were the findings of the audit, (b) on what date will the audit report be released into the public domain and (c) what are the further relevant details?

Reply:

The Department did not conduct any financial audit on the University of Venda in the 2022-23 financial year. In terms of the Department’s annual reporting regulations for universities, an annual audit of the financial statements of a university is conducted by external auditors appointed by the University. All universities submit their annual report with the audited financial statements to the Department at the end of June each year.

11 December 2023 - NW3941

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Malatsi, Mr MS to ask the Minister of Higher Education, Science and Innovation

Whether (a) he, (b) the Deputy Minister and (c) any other official in his department attended the Rugby World Cup final in France in October 2023; if not; what is the position in this regard; if so, what (i) are the relevant details of each person in his department who attended the Rugby World Cup, (ii) is the total number of such persons and (iii) were the total costs of (aa) travel, (bb) accommodation and (cc) any other related costs that were incurred by his department as a result of the trip(s)?

Reply:

I, the Deputy Minister, and any department staff did not attend the Rugby World Cup in France in 2023 in an official capacity. The Honourable Member should note that nothing prevented officials from attending the Rugby World Cup final in France at their own expense.

  1. (a) to (c) not applicable;
  2. (i) to (iii) not applicable; and
  3. (aa) to (cc) not applicable.

Once again, we are proud of the Springboks' triumph and especially the exciting matches against France, England, and New Zealand.

11 December 2023 - NW3816

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Zondo, Mr S S to ask the Minister of Higher Education, Science and Innovation

Whether his department has conducted any audits into (a) further education and training colleges and (b) public universities from 1 January 2017 to 31 December 2022; if not, why not; if so, what are the relevant details of each audit of each institution in the specified period?

Reply:

a) The Auditor-General of South Africa (AGSA) has elected to audit all 50 TVET Colleges as part of its mandate as provided through the Public Audit Act. The AGSA implemented a phased-in approach over a 4-year period, in which all 50 TVET were audited from the 2017 financial year. The audit outcomes of the TVET Colleges for the period 2017 to 2022 is listed in the table below:

TVET College

2017

2018

2019

2020

2021

2022

  1. Boland

Qualified with emphasis of matter

Unqualified with emphasis of matter

Unqualified with emphasis of matter

Unqualified

Unqualified with emphasis of matter

Unqualified

  1. Buffalo City

Unqualified with emphasis of matter

Unqualified with emphasis of matter and other matters

Qualified with emphasis of matter

Unqualified with emphasis of matter

Unqualified with emphasis of matter

Unqualified with emphasis of matter

  1. Cape Town

Unqualified with emphasis of matter

Unqualified with emphasis of matter

Unqualified with emphasis of matter

Unqualified

Qualified

Unqualified with emphasis of matter

  1. Capricorn

Qualified with emphasis of matter

Qualified with emphasis of matter

Qualified with emphasis of matter

Qualified with emphasis of matter

Unqualified with emphasis of matter and other matters

Unqualified with emphasis of matter

  1. Central Johannesburg

Qualified with emphasis of matter

Qualified with emphasis of matter

Disclaimer

Disclaimer with other matters

Disclaimer

Outstanding

  1. Coastal

Qualified with emphasis of matter and other matters

Adverse

Disclaimer

Disclaimer with emphasis of matter

Disclaimer

Outstanding

  1. East Cape Midlands

Qualified with emphasis of matter

Unqualified with emphasis of matter

Unqualified with emphasis of matter

Qualified with emphasis of matter

Unqualified with emphasis of matter

Unqualified with emphasis of matter

  1. Ehlanzeni

Disclaimer with emphasis of matter

Disclaimer

Disclaimer

Adverse

Disclaimer with emphasis of matter

Adverse

  1. Ekurhuleni East

Unqualified with emphasis of matter

Unqualified with emphasis of matter

Unqualified with emphasis of matter

Unqualified with emphasis of matter

Unqualified with emphasis of matter

Unqualified

  1. Ekurhuleni West

Unqualified with emphasis of matter

Unqualified with emphasis of matter

Unqualified with emphasis of matter

Unqualified with emphasis of matter

Unqualified with emphasis of matter

Unqualified with emphasis of matter

  1. Elangeni

Qualified with emphasis of matter

Unqualified with emphasis of matter

Unqualified with emphasis of matter

Unqualified with emphasis of matter

Unqualified with emphasis of matter

Unqualified with emphasis of matter

  1. Esayidi

Qualified with emphasis of matter

Unqualified with emphasis of matter

Unqualified with emphasis of matter

Unqualified with emphasis of matter

Unqualified with emphasis of matter

Unqualified

  1. False Bay

Unqualified with emphasis of matter

Unqualified with emphasis of matter

Unqualified with emphasis of matter

Unqualified

Qualified with emphasis of matter

Qualified with emphasis of matter

  1. Flavius Mareka

Unqualified with emphasis of matter and other matters

Unqualified with emphasis of matter

Qualified with emphasis of matter

Qualified with emphasis of matter

Qualified

Qualified with emphasis of matter

  1. Gert Sibande

Unqualified with emphasis of matter

Unqualified with emphasis of matter

Qualified with emphasis of matter

Unqualified with emphasis of matter

Qualified

Outstanding

  1. GoldFields

Qualified with emphasis of matter and other matters

Qualified with emphasis of matter

Qualified with emphasis of matter

Qualified with emphasis of matter

Qualified

Qualified with emphasis of matter

  1. Ikhala

Qualified with emphasis of matter

Qualified with emphasis of matter

Qualified with emphasis of matter

Qualified with emphasis of matter

Unqualified with emphasis of matter

Unqualified with emphasis of matter

  1. Ingwe

Qualified with emphasis of matter

Qualified with other matters

Qualified with other matters

Unqualified with emphasis of matter

Unqualified with emphasis of matter

Unqualified

  1. King Hintsa

Qualified with emphasis of matter and other matters

Qualified with emphasis of matter

Qualified with emphasis of matter

Qualified with emphasis of matter

Unqualified with emphasis of matter and other matters

Unqualified with emphasis of matter

  1. King Sabata

Qualified with emphasis of matter

Qualified with emphasis of matter

Qualified with emphasis of matter

Qualified with emphasis of matter

Qualified with emphasis of matter

Qualified with emphasis of matter

  1. Lephalale

Disclaimer

Qualified with emphasis of matter

Qualified with emphasis of matter

Qualified

Qualified

Unqualified with emphasis of matter and other matters

  1. Letaba

Qualified with emphasis of matter

Unqualified with emphasis of matter

Qualified

Unqualified with emphasis of matter and other matters

Unqualified with emphasis of matter and other matters

Unqualified with emphasis of matter

  1. Lovedale

Unqualified with emphasis of matter

Qualified with emphasis of matter

Qualified with emphasis of matter

Qualified with emphasis of matter

Unqualified with emphasis of matter and other matters

Unqualified

  1. Majuba

Qualified with other matters

Unqualified with emphasis of matter

Unqualified with emphasis of matter

Unqualified with emphasis of matter

Unqualified with emphasis of matter

Qualified with emphasis of matter

  1. Maluti

Unqualified with emphasis of matter and other matters

Unqualified with emphasis of matter

Qualified with emphasis of matter

Qualified with emphasis of matter

Unqualified with emphasis of matter and other matters

Unqualified with emphasis of matter

  1. Mnambithi

Qualified

Qualified with emphasis of matter

Qualified with emphasis of matter

Qualified with emphasis of matter

Unqualified with emphasis of matter

Qualified with emphasis of matter

  1. Mopani

Qualified

Qualified with emphasis of matter

Unqualified with emphasis of matter and other matters

Unqualified with emphasis of matter

Unqualified with emphasis of matter and other matters

Qualified with emphasis of matter

  1. Motheo

Qualified with emphasis of matter

Qualified with emphasis of matter

Qualified with emphasis of matter

Qualified

Qualified

Qualified with emphasis of matter

  1. Mthashana

Unqualified with emphasis of matter

Unqualified with emphasis of matter

Unqualified with emphasis of matter

Unqualified with emphasis of matter

Unqualified with emphasis of matter

Unqualified with emphasis of matter

  1. Nkangala

Unqualified with emphasis of matter

Unqualified with emphasis of matter

Unqualified with emphasis of matter

Unqualified with emphasis of matter

Unqualified with emphasis of matter

Unqualified with emphasis of matter

  1. Northern Cape Rural

Unqualified with other matters

Unqualified with emphasis of matter

Unqualified with emphasis of matter

Unqualified with emphasis of matter

Unqualified with emphasis of matter and other matters

Qualified with emphasis of matter

  1. Northern Cape Urban

Unqualified with emphasis of matter

Unqualified with emphasis of matter

Qualified

Unqualified with emphasis of matter and other matters

Qualified

Qualified with emphasis of matter

  1. Northlink

Unqualified with emphasis of matter and other matters

Unqualified with emphasis of matter

Unqualified with emphasis of matter

Unqualified

Unqualified with emphasis of matter

Unqualified

  1. Orbit

Qualified with emphasis of matter and other matters

Qualified with emphasis of matter

Qualified with emphasis of matter

Qualified with emphasis of matter

Unqualified

Unqualified with emphasis of matter

  1. Port Elizabeth

Unqualified with emphasis of matter

Unqualified with emphasis of matter

Unqualified with emphasis of matter

Qualified

Qualified with emphasis of matter

Qualified with emphasis of matter

  1. Sedibeng

Qualified with emphasis of matter

Qualified with emphasis of matter

Qualified

Qualified with emphasis of matter

Unqualified with emphasis of matter

Unqualified with emphasis of matter

  1. Sekhukhune

Qualified with emphasis of matter

Qualified with emphasis of matter and other matters

Qualified with emphasis of matter and other matters

Unqualified with emphasis of matter

Unqualified with emphasis of matter

Unqualified with emphasis of matter

  1. South Cape

Unqualified with other matters

Unqualified with emphasis of matter

Unqualified with emphasis of matter

Unqualified

Unqualified with emphasis of matter

Unqualified with emphasis of matter

  1. South West Gauteng

Disclaimer with emphasis of matter

Disclaimer

Disclaimer

Disclaimer with emphasis of matter

Qualified

Unqualified with emphasis of matter

  1. Taletso

Disclaimer

Disclaimer

Disclaimer

Disclaimer with emphasis of matter

Qualified

Outstanding

  1. Thekwini

Unqualified with emphasis of matter

Unqualified with emphasis of matter

Unqualified with emphasis of matter and other matters

Unqualified with emphasis of matter

Unqualified with emphasis of matter

Unqualified with emphasis of matter

  1. Tshwane North

Disclaimer

Disclaimer

Disclaimer with emphasis of matter

Disclaimer

Qualified

Qualified

  1. Tshwane South

Qualified with emphasis of matter

Qualified with emphasis of matter and other matters

Qualified

Qualified with emphasis of matter

Qualified

Qualified with emphasis of matter

  1. Umfolozi

Qualified with emphasis of matter

Qualified with emphasis of matter

Qualified with emphasis of matter

Qualified

Qualified

Qualified with emphasis of matter

  1. Umgungundlovu

Qualified

Qualified with emphasis of matter and other matters

Qualified with emphasis of matter and other matters

Unqualified with emphasis of matter

Unqualified with emphasis of matter

Unqualified

  1. Vhembe

Qualified with emphasis of matter

Qualified with emphasis of matter

Qualified with emphasis of matter

Unqualified with emphasis of matter

Unqualified with emphasis of matter and other matters

Qualified with emphasis of matter

  1. Vuselela

Disclaimer with emphasis of matter

Qualified with emphasis of matter

Disclaimer

Qualified with emphasis of matter

Qualified with emphasis of matter

Qualified with emphasis of matter

  1. Waterberg

Qualified with emphasis of matter

Qualified with emphasis of matter

Qualified with emphasis of matter

Qualified

Unqualified with emphasis of matter and other matters

Unqualified with emphasis of matter

  1. West Coast

Unqualified with other matters

Unqualified with emphasis of matter

Unqualified with emphasis of matter

Unqualified with other matters

Unqualified with emphasis of matter

Unqualified

  1. Western

Unqualified with emphasis of matter

Unqualified with emphasis of matter

Unqualified with emphasis of matter

Unqualified with emphasis of matter

Unqualified with emphasis of matter

Unqualified with emphasis of matter

b) The Department does not conduct audits on public universities. In terms of the Higher Education Act, 101 of 1997, the council of a public higher education institution must in the manner prescribed by the Minister ensure the implementation of the recommendations of an external auditor in accordance with accepted audit principles and standards on an annual basis. The Minister has prescribed through the Regulations for Reporting by Public Higher Education Institutions (2014) that the Councils must include in their annual reports the statement of the Audit Committee on how it fulfilled its responsibilities and the report of the independent auditor on the annual report. Independent (external) auditors of universities are appointed by the councils, with the concurrence of the Auditor General South Africa.

The Council on Higher Education through the Higher Education Quality Committee (HEQC) also conducts institutional audits as part of its responsibilities for quality assurance. The audits focus on an institution’s policies, systems, procedures, strategies and use of resources. More specifically, the institutional audits also seek to assess an institution’s capacity for quality management of its academic activities in a manner that meets its specified mission, goals, and objectives, and engages appropriately with the expectations and needs of various internal and external constituencies.

11 December 2023 - NW3694

Profile picture: Shikwambana, Mr M

Shikwambana, Mr M to ask the Minister of Higher Education, Science and Innovation

What are the reasons for his refusal to release the report of Prof Yunus Ballin into the administration of the National Student Financial Aid Scheme?

Reply:

There is no motive or desire to withhold the report. I have tasked my team to process the report further to the Portfolio Committee on Higher Education, Science and Innovation.

11 December 2023 - NW3693

Profile picture: Shikwambana, Mr M

Shikwambana, Mr M to ask the Minister of Higher Education, Science and Innovation

(1)Whether he has been informed of the recording of the Chairperson of the National Student Financial Aid Scheme (NSFAS) with two other people who suggested the appointment of a certain law firm (name furnished) because they have someone inside who can guide the investigation to stay away from issues of awarding funding to students which can get too many persons into trouble, with the possibility of arrest; if not, what is the position in this regard; if so, what steps does he intend to take in this regard;

Reply:

  1. No, I have not been informed of any recording of the Chairperson of the National Student Financial Aid Scheme (NSFAS) and others. The honourable member can share further information.
  2. NSFAS has appointed a panel of Legal Service Providers. All Legal Service Providers are appointed from this panel as and when legal services are required.

11 December 2023 - NW3560

Profile picture: Mogale, Mr T

Mogale, Mr T to ask the Minister of Higher Education, Science and Innovation

Whether his department has plans in place to build a further education and training college in Villiers, Free State; if not, why not; if so, what are the (a) relevant details of the plan and (b) time frames?

Reply:

The Department is currently finalizing the infrastructure plan for 2024/25 financial year. However, the plan consists of the completion of campuses that are under construction.

The process of planning for new campuses is dependent on the budget which has not been finalized. The projects that are in the plan are summarized below:

NAME OF FACILITY

CAMPUS NAME

Province

Status

Ikhala TVET College

New Sterkspruit Campus

Eastern Cape

Practical Completion

Ingwe TVET College

Ntabankulu Campus

Eastern Cape

Feasibility

Gert Sibande TVET College

New Balfour Campus

Mpumalanga

95% Construction

Umgungundlovu TVET College

Greytown (Completion)

KwaZulu-Natal

Planning

uMfolozi TVET College

Bhambanana (Completion)

KwaZulu-Natal

Planning

uMfolozi TVET College

Nkandla B Campus

KwaZulu-Natal

Planning

Mnambithi TVET College

Berville/Escourt Campus

KwaZulu-Natal

Planning

Letaba TVET College

Giyani Campus

Limpopo

10% Construction

False Bay TVET College

Mitchels Plain Campus

Western Cape

Planning

Mthashana TVET College

Vryheid Campus

KwaZulu-Natal

30% Construction

The request for the Villiers campus has been presented to the Department. The request will be processed.

11 December 2023 - NW3423

Profile picture: Chirwa-Mpungose, Ms NN

Chirwa-Mpungose, Ms NN to ask the Minister of Higher Education, Science and Innovation

(a) How does Higher Health ensure that adequate mental health support is provided to students who need it beyond the incidental and event-based hotline that caters for emergency situations, (b) how does his department ensure the provision of sustainable solutions and ongoing intervention through Higher Health to students who require it and (c) which institutions are currently catered for regarding direct access to Higher Health?

Reply:

(a) How does Higher Health ensure that adequate mental health support is provided to students who need it beyond the incidental and event-based hotline that caters for emergency situations, (b) how does his department ensure the provision of sustainable solutions and ongoing intervention through Higher Health to students who require it and

HIGHER HEALTH Mental Health Program is structured on three levels of interventions:

Level 1: focuses on combating stigma associated with mental health disorders, creating awareness of mental health, providing psycho-education, building resilience and self-help capacity, and modifying aspects of the campus environment that might affect mental health and wellbeing. We achieve these objectives through peer-peer dialogues, Our Co-Curriculum on mental health, use of mental health self-assessment tool by students, and guidelines and protocols to address risk factors on campus. This all forms part of the student toolkit.

Level 2: provides access to short term crisis counselling and support. The vehicle for this is the toll-free 24-hour helpline which HIGHER HEALTH offers in partnership with the South African Depression and Anxiety Group (SADG).

Level 3: is concerned with offering professional care and making referrals where necessary for further care and specialised facilities. HIGHER HEALTH has clinical and counselling psychologists attached to our provincial offices and recently added the Registered Counsellors that are based in some Campuses. Universities and some TVET Colleges have psychologists and counsellors on their staff. Referrals are made to private practitioners (where students have medical aid and referral to department of health as well).

The need for mental health support far exceeds the prevention and treatment of mental health, and the number of psychologists currently available. We have introduced task shifting and employed Registered Counsellors who are able to undertake some of the work of the psychologist. HIGHER HEALTH offers a time limit of six sessions per student. Those requiring prolonged support are referred to external service providers, and Department of Health (in districts where they are available).

(c) which institutions are currently catered for regarding direct access to Higher Health?

HIGHER HEALTH has clinical and counselling psychologists attached to our Provincial Offices and recently added the Registered Counsellors that are based in some Campuses. Universities and some TVET Colleges have psychologists and counsellors on their staff. For those that do not, Higher Health covers those students with their staff based at the provincial offices, or refers students to private practitioners (where students have medical aid) or to the Department of Health for assistance.

11 December 2023 - NW3542

Profile picture: Shikwambana, Mr M

Shikwambana, Mr M to ask the Minister of Higher Education, Science and Innovation

What (a) is the status of the establishment of a new campus of the Tshwane University of Technology Giyani campus and (b) specific time frames has his department set in this regard?

Reply:

a) The Tshwane University of Technology (TUT) Giyani Campus is being established at the former Giyani College of Education which is currently owned by the Limpopo Department of Education (LDE). In May 2023, my department commenced with a feasibility study for the establishment of the campus, but it then experienced a delay of more than 5 months from the side of LDE. An agreement on the way forward was reached on 16 October and the Department is now finalizing the feasibility study. Notwithstanding the delay mentioned above, in September 2023 I allocated R31.916 million to TUT for the University to carry out refurbishments and deferred maintenance on existing facilities upon the completion of the feasibility study.

b) The feasibility study will be completed in December 2023 and TUT will commence with the refurbishment and deferred maintenance in February 2024 which will enable the first intake of students during the 2025 academic year. Subject to the current budget cuts process, more funding will be allocated from 2024/25 onwards and over an anticipated 6-year period. The funding to be allocated during 2024/25 will enable TUT to start with the planning of the major projects during the 2024 calendar year.

11 December 2023 - NW3541

Profile picture: Shikwambana, Mr M

Shikwambana, Mr M to ask the Minister of Higher Education, Science and Innovation

Following the suspension of the Chief Executive Officer of the National Student Financial Aid Scheme over allegations of being involved in irregular appointments of the service providers, what action has been taken against the companies that were wrongfully appointed?

Reply:

The NSFAS Board has sought legal advice on steps to take to cancel the impugned tender process. Of the advice received, approaching the High Court on self-review is the most legally astute and will afford all parties to state their cases before the court. NSFAS will abide by the just and equitable order once granted by the court.

24 November 2023 - NW3256

Profile picture: Chirwa-Mpungose, Ms NN

Chirwa-Mpungose, Ms NN to ask the Minister of Higher Education, Science and Innovation

What (a) are the demographics of the 45 000 students who were dismissed by the National Student Financial Aid Scheme (NSFAS) following application discrepancies, (b) are the reasons that NSFAS was unable to assist applicants in correcting discrepancies during the course of the year and/or in the very beginning of the year, (b) primary issues constitute the majority of the discrepancies in the applications and (d) steps does NSFAS intend to take to resolve the specified issues in future?

Reply:

  1. The demographics of the 45 000 students is not immediately available, the Department will ask NSFAS to retrieve the data from its systems.
  2. The discrepancies were only picked up after data remediation which takes place on the 28th March 2023 up to 29th June 2023 and these were only communicated to affected applicants, NSFAS communicated to students on the 10th of July 2023 via a media statement after they were picked up.
  3. The discrepancies were caused by the outdated data received from SARS and NSFAS verification processes and financial eligibility assessments. After identifying the problem, NSFAS re-instated 14703 of the continuing students to be funded again and the remaining 31225 students remained unfunded and were given the opportunity to appeal.
  4. We have implemented system enhancements to mitigate the problem moving forward, we have also moved away from the manual processes that were being utilized. Moving forward, the system will communicate with external parties directly via APIS to ensure that the data is not manipulated in any form.

24 November 2023 - NW3255

Profile picture: Chirwa-Mpungose, Ms NN

Chirwa-Mpungose, Ms NN to ask the Minister of Higher Education, Science and Innovation

(a) Which glitches was he referring to when addressing systemic issues at the National Student Financial Aid Scheme (NSFAS), (b) how will the systemic issues be resolved, (c) what effect has the systemic issues at NSFAS had on the students funded by NSFAS and (d) by what date does he envisage the systemic issues will be resolved?

Reply:

a) Minister was referring to system glitches that were experienced during disbursement processes, there were registration data changes that was requested to be amended. (b) As per these changes that were requested the issue was resolved. (c) Payments to students was delayed by 2 days. (d) The issue was resolved. The system changes were made as requested by stakeholders and actioned. R119 million was allocated by DHET to support procurement of new systems. NSFAS reported that a new application system has been developed.

22 November 2023 - NW3712

Profile picture: Sibiya, Ms DP

Sibiya, Ms DP to ask the Minister of Higher Education, Science and Innovation

Considering that funding requirements that align with community education and training colleges (CETs) have been one of the progressive factors concerning the higher education sector, what are the relevant details of the sustainable funding model that has been developed for CETs?

Reply:

In the 2022/23 financial year, the Department developed the sustainable funding model for Community Education and Training (CET) Colleges. The model was implemented with effect from the 2023/24 financial year. The intended outcome of the model is to equitably distribute available funding to Community Colleges taking into account a number of variables including a minimum allocation for basic college operations, enrolment numbers, programmes and qualifications mix, duration of programmes, etc. The model does not provide for any additional funding, it distributes the available budget equitably.

The model estimates that the CET college sector requires R876 million for annual operational activities (subsidy), and this amount excludes employee salary costs. This translates into a 76% funding gap when compared to the allocated subsidy of R211.641 million for the 2023/24 financial year.