Questions and Replies

22 November 2018 - NW3160

Profile picture: Nolutshungu, Ms N

Nolutshungu, Ms N to ask the Minister of Higher Education and Training

What was the (a) total number of students, (b) total number of staff including the (i) position and (ii) qualifications of each staff member and (c) budget of each faculty at each institution of higher learning in the country in the past five academic years?

Reply:

A) The total number of students at universities in the 2017 academic year was 1 036 984.

B) The table below provides the Instructional Research Professionals by rank and qualification:

Highest most relevant qualification

Professor

Associate Professor

Vice Rector

Director

Associate Director

Senior Lecturer

Lecturer

Junior Lecturer

Below Junior Lecturer

Undesignated/
Other

Total

University Qualification

Undergraduate Diploma or Certificate (1 or 2 years)

0

0

0

0

0

1

11

3

0

1

16

Undergraduate Diploma or Certificate (3 years)

0

0

0

0

0

8

7

1

0

3

19

General Academic first Bachelors Degree

4

8

0

0

2

57

175

65

16

7

334

Professional first Bachelor's Degree (3 years)

0

0

0

0

0

0

1

0

0

0

1

Professional first Bachelors Degree

11

9

0

0

0

86

327

87

37

6

563

Post-graduate Diploma or Certificate

2

1

0

0

0

25

76

19

4

2

129

Post-graduate Bachelors Degree

1

7

0

0

0

57

101

41

0

3

210

Honours Degree

17

14

0

0

2

224

654

273

46

15

1 245

Masters Degree

113

179

0

1

24

1 394

4 442

213

66

33

6 465

Doctoral Degree

2 095

1 935

0

2

30

2 910

1 717

35

29

74

8 827

Technikon Qualification

National Certificate

0

0

0

0

0

0

4

2

1

0

7

National Higher Certificate

0

0

0

0

0

1

3

1

0

2

7

National Diploma

0

0

0

0

0

8

76

43

0

6

133

Post-Diploma Diploma

0

0

0

0

0

1

4

1

0

0

6

National Higher Diploma

1

1

0

0

2

13

81

9

0

0

107

Baccalaureus Technologiae Degree

0

0

0

0

1

16

291

196

1

0

505

Masters Diploma in Technology

1

5

0

0

0

21

20

1

0

0

48

Magister Technologiae Degree

1

1

0

1

7

68

441

17

0

0

536

Laureatus in Technology

0

0

0

0

0

0

0

0

0

0

0

Doctor Technologiae Degree

12

27

0

0

5

110

50

1

0

0

205

Other Qualification

Pre-tertiary Qualification

0

0

0

0

0

0

0

0

0

0

0

None of the above

27

11

0

0

0

49

110

23

12

26

258

Unknown

0

1

0

0

0

1

7

0

0

1

10

Total

2 285

2 199

0

4

73

5 050

8 598

1 031

212

179

19 631

C) Universities are not funded per faculty. The table below illustrates the public higher education institution's annual budgets from 2015 to 2018.

Institution

2018

2017

2016

2015

 

Income

Expenditure

Income

Expenditure

Income

Expenditure

Income

Expenditure

 

R'000

R'000

R'000

R'000

R'000

R'000

R'000

R'000

  1. Cape Peninsula University of Technology

2 338 659

2 407 142

2 227 008

2 226 465

2 016 362

2 022 051

1 981 126

1 978 082

  1. Central University of Technology

808 280

765 765

736 313

689 277

635 675

609 789

593 902

559 954

  1. Durban University of Technology

1 774 001

1 754 608

1 643 635

1 636 974

1 433 150

1 428 665

1 179 974

1 174 113

  1. University of Limpopo

1 537 317

1 517 899

1 479 248

1 411 272

1 297 878

116 176

1 962 168

1 043 105

  1. University of Mpumalanga

328 023

417 127

302 200

363 865

245 924

245 923

244 609

241 808

  1. Mangosuthu University of Technology

777 828

390 893

704 167

344 481

581 170

285 201

548 123

538 151

  1. Nelson Mandela University

1 777 397

1 856 210

1 653 473

1 720 663

1 497 630

1 518 388

1 404 076

1 405 227

  1. North West University

4 213 921

4 161 890

3 859 871

3 820 451

3 598 965

3 568 123

3 453 307

3 397 849

  1. University of Pretoria

6 927 200

6 518 900

6 527 700

6 207 100

6 000 000

5 647 200

5 406 500

5 050 100

  1. Rhodes University

1 159 938

1 182 546

1 101 280

1 079 079

1 061 696

1 049 909

1 013 954

1 005 436

  1. Sefako Makgatho University

1 110 158

1 146 787

820 095

1 031 158

661 919

714 519

862 813

607 635

  1. Sol Plaatje University

310 311

310 127

212 138

212 093

160 346

160 027

78 796

78 434

  1. Stellenbosch University

5 898 273

5 884 679

5 524 307

5 491 538

4 960 303

5 079 174

4 692 971

4 672 801

  1. Tshwane University of Technology

3 364 040

3 423 149

3 174 942

3 234 612

2 760 770

2 942 208

2 827 182

2 824 182

  1. University of Cape Town

3 325 170

3 272 330

3 117 510

3 059 740

2 841 400

2 790 340

2 668 510

2 616 430

  1. Fort Hare University

1 142 451

1 142 452

1 068 497

965 845

953 118

943 118

819 448

817 448

  1. University of the Free State

2 060 212

1 934 329

1 910 068

1 743 969

1 666 139

1 788 638

1 621 665

1 727 661

  1. University of Johannesburg

3 616 267

3 611 930

3 365 875

3 384 945

3 095 982

3 126 319

2 890 520

2 915 510

  1. University of KwaZulu-Natal

3 695 841

3 745 174

3 264 683

3 116 484

3 044 654

2 943 088

2 798 324

2 719 782

  1. University of South Africa

7 170 698

7 136 129

6 972 490

6 968 669

4 493 601

2 957 297

5 752 252

5 586 928

  1. University of Zululand

1 166 795

1 161 696

1 295 907

1 291 107

985 686

901 826

909 391

756 780

  1. University of Western Cape

2 145 683

2 108 723

1 995 757

1 953 412

1 813 812

1 789 073

1 727 346

1 654 180

  1. University of Venda

1 036 021

32 544

999 136

892 079

839 416

818 763

778 474

751 935

  1. Vaal University of Technology

1 319 456

1 358 968

1 167 651

1 202 699

1 193 657

1 229 360

1 077 551

1 093 209

  1. University of the Witwatersrand

4 856 590

4 926 995

4 440 387

4 490 517

3 784 553

3 777 499

3 483 022

3 490 050

  1. Walter Sisulu University

1 683 092

1 680 479

1 543 593

1 544 634

1 299 905

1 299 905

1 578 208

1 250 844

22 November 2018 - NW3233

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Robinson, Ms D to ask the Minister of Higher Education and Training

What (a) amount did (i) her department and (ii) each entity reporting to her borrow from any entity in the People’s Republic of China (aa) in each of the past three financial years and (bb) since 1 April 2018, (b) is the name of the lender of each loan, (c) conditions are attached to each loan and (d) are the repayment periods for each loan in each case?

Reply:

a) The Department and its entities have not borrowed money from any entity in the People’s Republic of China.

b) Not applicable.

c) Not applicable.

d) Not applicable.

22 November 2018 - NW3175

Profile picture: Oosthuizen, Mr GC

Oosthuizen, Mr GC to ask the Minister of Higher Education and Training

(1)Whether her department has done any demographic studies in order to determine priorities for the future expansion or establishment of public technical and vocational education and training college campuses and hostel accommodation; if so, what (a) criteria were used to determine the future needs and (b) were the findings in each case; (2) to what extent are priority projects for future infrastructure investment in college campuses and hostels influenced by factors not related to demographic figures, but by the availability of buildings or the offer of land by local governments and other land owners; (3) does her department have a priority list for the expansion of college infrastructure, including hostels, beyond the bids that were advertised in 2016; if so, (a) which projects appear on the currently ranked list of priority projects and (b) which of the specified projects have been included in the medium term budget by her department; 4) (a) what requests for the construction of facilities have been submitted by public technical and vocational education and training college councils since January 2015, (b) on what dates have the requests been received, (c) which of the proposed projects have been considered in terms of a prioritisation list and (d) on which of the specified projects have formal feedback been given to college councils?

Reply:

  1. The Department is in the process of conducting a broad study of the spatial and demographic placement of current Technical and Vocational Education and Training (TVET) and Community Education and Training (CET) sites. These are being linked to multiple indicators as a first step towards determining the possible future expansion of colleges. To date, the spatial footprint of 361 TVET and 1 152 CET sites (out of approximately 3 500 CET sites) has been completed.
  2. The criteria at present are linked to ward numbers, population statistics, educational and unemployment levels, as well as poverty indexing based on the South African Multiple Poverty Index (2014).
  3. At present, there are no findings on priority beyond the current spatial footprint of the TVET and CET colleges.
  4. A list of underutilised State buildings has been compiled for consideration in any future expansion of student accommodation. These are largely linked to the current sites of delivery of the colleges and other PSET institutions.
  5. There is no priority list at present for future expansion, and the focus in the immediate term is to complete the above mentioned spatial/demographic study and ensure that current infrastructure is brought to full operational functionality and maximum utilisation before a programme of new construction is put in place.
  6. (a) A request for the construction of a new campus in Mitchells Plain has been received from False Bay TVET College.

(b) The request was received on 5 July 2018.

(c) The proposal has not yet been considered in terms of a priority list for state funding.

(d) No formal communication has taken place with the College Council.

COMPILER DETAILS

NAME AND SURNAME: MR STEVE MOMMEN

CONTACT: 012 357 5311

RECOMMENDATION

It is recommended that the Minister signs Parliamentary Reply 3175.

MR GF QONDE

DIRECTOR–GENERAL: HIGHER EDUCATION AND TRAINING

DATE:

PARLIAMENTARY REPLY 3175 IS APPROVED / NOT APPROVED / AMENDED.

COMMENT/S

MRS GNM PANDOR, MP

MINISTER OF HIGHER EDUCATION AND TRAINING

DATE:

21 November 2018 - NW3063

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van der Westhuizen, Mr AP to ask the Mr AP van der Westhuizen (DA) to ask the Minister of Higher Education and Training

(1) Whether the Institute for the National Development of Learnerships, Employment Skills and Labour Assessments (lndlela) is already assessing candidates for the welder qualification against the standards and contents as recently set by the Quality Council for Trades and Occupations; if not, (a) why not and (b) will lndlela be moving towards the more modern industry standards in due course; if so, (i) how do the contents and standards in the new qualification differ from the standards set for the old qualification and (ii) what number of learners have been successful in their trade test against the reviewed standard up to the latest date for which information is available; (2) whether lndlela possesses all equipment required to assess students against the revised qualification; if not, (a) what would the estimated costs be to purchase the necessary equipment and (b) by what date would lndlela be ready to assess students for the welding qualification; (3) (a) which body would be undertaking an advocacy campaign in order to inform potential employers about the contents and benefits of the new qualification and (b) what amount is envisaged to be spent on the advocacy campaign? NW3427E

Reply:

(1 )(a) The Department through the Dual System Pilot Project is still developing the National Occupations Curriculum Content (NOCC) for the 13 priority occupational trades including welding. In the interim, INDLELA and the other trade test centres are still using the legacy trades to train and test artisans.

(b) INDLELA has no other option but to modernise its equipment, which is largely ideal only for the transitional legacy trades. To achieve the transformation, a Recapitalisation Plan for INDLELA was developed in 2016 to cater for the improvement of security and upgrading of the INDLELA facility as a whole, which includes the modernisation of workshop machinery. Sector Education and Training Authorities (SET As) have contributed R26 million towards the upgrading of INDLELA.

(i) The primary difference between the content of legacy trade programme (including welding) and the new occupational trade programmes is in the trade curriculum content, which for the occupational trades emphasises more workplace learning. This is a departure from the legacy trades, which do not emphasise rigorous workplace learning, especially where a workplace contract is absent. Furthermore, the mode of delivery of training for legacy trades uses one of the two approaches, i.e. dual or linear depending on the availability of a workplace contract. Where a workplace contract is available, the training will be of a dual nature. Where a workplace contract is not available, the training will be linear, resulting in the learner initially acquiring theory and practical learning, and later workplace learning when a workplace contract is available.

(ii) No learners have been tested against the reviewed qualifications to date.

(2) INDLELA has sufficient equipment to test only for the transitional legacy trades.

(a) To meet the new assessment standards for welding once the NOCC has been completed, INDLELA will need approximately R20 million to upgrade its existing welding workshops.

(b) The current funding made available by SETAs will allow INDLELA to deliver the trade testing by 2020. It should be noted that INDLELA does not receive voted funds to undertake major capital projects.

3)(a) INDLELA through its Artisan Development and National Artisan Moderation Body Directorates started the advocacy campaign in 2016 when the draft National Artisan Development Strategy was conceptualised. All provinces were visited to conduct workshops on the content of the draft strategy and dual system approach in relation to the new occupational trades. This exercise culminated in the hosting of the Artisan Development Conference on 6 - 7 December 2016. Furthermore, INDLELA established consultative forums, which include Provincial Artisan Development Steering Committees, Technical and Vocational Education and Training colleges, SETAs, organised business and labour, and other government departments with the aim to keep every artisan training stakeholder on board regarding artisan development matters, including the devolution of the new trade occupations.

(b) The national advocacy campaign costs INDLELA approximately R5 million per annum.

21 November 2018 - NW2829

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van der Westhuizen, Mr AP to ask the Minister of Higher Education and Training

(a) How the National Qualification Forum (NQF) is constituted, (b) who is the chairperson of the forum and (c) what (i) is the role of the forum, (ii) are the topics that the forum has dealt with since its inception, (iii) advice or recommendations have emanated from the forum since its inception and (iv) are the reasons the NQF has not met since 1 January 2012?

Reply:

(a} The National Qualification Forum (NQF} is formally constituted through the NQF Implementation Plan 2011-2015 and the System of Collaboration which guides the mutual relations of the South African Qualification Authority (SAQA} and Quality Councils (QCs} as per the National Qualifications Framework Act, sections 13(1 }(f}(i} and 33. Members of the NQF Forum are the Chairpersons and Chief Executive Officers (CEOs} of the Councils/Boards of SAQA and QCs, the Minister of Higher Education and Training, Director-General of Higher Education and Training, and the Chairperson and secretariat of the Inter-Departmental NQF Steering Committee.

(b} The Chairperson of the NQF Forum is the Director-General of Higher Education and Training with SAQA performing the secretariat function.

(c}(i} The role of the NQF Forum is to provide opportunities for the Minister at a strategic level to raise concerns, plans and requests for research and information with SAQA and the QCs. The NQF Forum also provides an opportunity for the Minister to hear the views of the Chairpersons and CE Os of SAQA and the QCs, as well as their challenges and priorities.

(ii}- (iii) Since its inception, the NQF Forum has dealt with and provided recommendations, among others, on the following topics:

- Inter-Departmental NQF Steering Committee: It recommended that an InterDepartmental NQF Steering Committee be established to deal with all matters related to the NQF development and implementation, concerns and questions about the NQF, as well as matters referred to it.

- NQF Forum and related matters: It recommended that the NQF Forum be the vehicle through which complex issues are discussed collaboratively, promote common understanding and ensure the efficient development and implementation of the NQF.

- Determine policy on NQF matters: It recommended that the Minister should publish policies to "drive" the implementation of the Recognition of Prior Learning (RPL} and ensure that articulation happened across the NQF system.

- Publish guidelines: It recommended that guidelines which set out government's strategy and priorities for the NQF be published providing a strategic remit including those for SAQA and the QCs.

- NQF Implementation Framework: It recommended the development of the NQF Implementation Framework.

- Determine a dispute resolution process: It recommended that a regulation be published by the Minister to ensure there is a mechanism in place to resolve disputes between the QCs and SAQA.

- Legislation and related matters: It recommended the setting up of the QCTO needed to be fast-tracked and receive funding from the fiscus.

- Private colleges and quality assurance: It recommended the consideration of the registration of skills development providers with the Department of Higher Education and Training.

- Recognition of Prior Learning (RPL) and Credit Accumulation and Transfer (CAT): It recommended that dedicated task groups research CAT and RPL be set up, and the research consider credit transfer within the sub-frameworks.

- Level descriptors: It recommended that the existing level descriptors be submitted for public comment by SAQA by the end of July 201 O and this was subsequently published in 2012.

- Role of Umalusi: It recommended:

o Umalusi's funding model needs to be changed from a reliance on certification fees to quality assurance levies taken from Provincial education budgets.

o Memorandum of Understanding or Service Level Agreement between Umalusi, Departments of Basic Education, and Higher Education and Training was required;

o Umalusi should not be restricted to Level 4, and the delegated responsibility from the Council on Higher Education be considered.

- Policy strategies for coherence and integration: It recommended that the variety of policy strategies required for integration be referred to the NQF Steering Committee for its consideration and recommendations, and issues of nomenclature and terminology be addressed.

- Standard setting models of the three sub-frameworks: It recommended that SAQA should publish policy and criteria for the registration of qualifications and part qualifications.

Research across the NQF: It recommended that research must underpin policy developments and the further development and implementation of the NQF.

- Transfer of the Education and Training Quality Assurance functions from Sector Education and Training Authorities to the Quality Council for Trades and Occupations: It recommended that short-term delegations be implemented to maintain the status quo during the transitional period.

{iv) The NQF Forum took a decision that meetings would only be convened if there were NQF matters that required their attention. The NQF Forum convened on 14 June 2018 and 26 September 2018.

21 November 2018 - NW3064

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van der Westhuizen, Mr AP to ask the Minister of Higher Education and Training

(1) What are the plans of her department regarding the future of the curricula currently on offer at public technical and vocational education and training colleges? (2) whether the National Certificate Vocational levels 2 to 4 will be offered in the future; if not, why not; if so, (a) will all curricula be reviewed, (b) by what date will the reviewed curricula be introduced and (c) will the choice of curricula be widened or narrowed down; (3) are there any plans to review the (a) curricula and/or (b) minimum periods of study of the National Accredited Technical Education Diploma levels 1 to 6; if so, what are the details and proposed roll-out dates for such changes; (4) will new curricula that cater for the changes in the skills needs which are required by the jobs market, for example for the repair of mobile phones, computer-based graphic design, fibre cabling and logistics, be developed and offered at public technical and vocational education and training colleges; if so, by what date will the renewal programme be rolled out?

Reply:

(1) The Department is in the process of:

- Rationalising some of the Report 191 curricula, especially where there is poor uptake and where such subjects are no longer relevant. This involves 171 engineering-related subjects and 214 business studies-related subjects;
- Updating subjects, through the review process, where there are consistently high enrolments and where the skills sets are still relevant. Thirty-four subjects from N 1 to N6 are being revised in the current year with additional curricula targeted for 2019;

- Improving and updating several National Certificate (Vocational) [NC(V)] curricula.

The current revisions are in the Information Technology and Computer Science and Safety in Society specialisations; and

- Scaling up the offering of occupational programmes through the establishment of the Centres of Specialisation in colleges.

(2) The NC(V) programmes will continue to be offered for at least the next five years.

(a) Several NC(V) subject curricula have been reviewed and based on feedback received from colleges, and other stakeholders, these NC(V) programmes will continue.

(b) The system of review and implementation generally falls within a two-year period. It takes about six months to undertake the review and finalise the revised curriculum. The development of learning materials is undertaken over approximately eight months.

Lecturer development for 'gap training' is taken between November and December of the year preceding the year of implementation. Where all three levels of the subjects are affected, each successive level is introduced in consecutive years. Finally, the national examinations system has to have a final curriculum at least 18 months before the curriculum is examined. The Department adheres to this requirement in managing the implementation of the revisions.

(c) There is a need to rationalise some of the specialisations and subjects in the NC(V) programme to avoid overlap and duplication with other parts of the education system, such as Basic Education offerings. There are also poor enrolments in about five vocational programmes that have been identified for rationalisation.

(3) (a) Identified subjects in the Report 191 programmes are being reviewed.

21 November 2018 - NW3065

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van der Westhuizen, Mr AP to ask the Minister of Higher Education and Training

(1) (a) What qualifications will be offered by public technical and vocational education and training colleges on Level 6 of the National Qualifications Framework as was mentioned in the Minister of Basic Education's speech during her response to the State of the Nation Address 2018 and (b) how will the specified qualifications be named; (2) (a) on what date will the qualifications be introduced and (b) what would be the requirements of staff members' qualifications in order to offer these qualifications; (3) (a) what facilities will be needed to offer these qualifications and (b) how would this be financed?

Reply:

(1 )(a) The White Paper on Post-School Education and Training makes provision for Technical and Vocational Education and Training (TVET} colleges to offer both higher education and occupational qualifications at NQF level 6 on the Higher Education Qualifications SubFramework (HEQSF). Several colleges already offer Higher Certificates at NQF level 5, and some colleges will progress into the Advanced Certificates at NQF level 6. Three colleges offer a combination of NQF levels 6 and 7, i.e. diploma and degree qualifications, in partnership with higher education institutions, as provided for in section 43(3) and 43( 4) of the Continuing Education and Training Act, 2006 (Act No. 16 of 2006). The scale of the provision at NQF levels 5 and 6 is however still small but will be scaled up from 2020 when the funding flow for such students becomes embedded in the integrated funding plans of the Department.

Regarding occupational qualifications, colleges are not in a position to offer NQF level 6 qualifications as yet, and this will only be offered based on demand and for which funding has been secured for delivery, through the Sector Education and Training Authority (SETA) system. In 2018, eight TVET colleges were offering NQF level 5 occupational qualifications. Most occupational qualifications delivered by TVET colleges are at NQF levels 3 and 4. Major planning and funding injections will be required before firm decisions can be taken to scale up the provision of occupational qualifications at NQF level 6.

(b) The naming of occupational qualifications to better align with the HEQSF nomenclature is under consideration but has not yet been finalised.

(2)(a) A reasonable time for the introduction of NQF level 6 qualifications into the TVET system would be January 2021, given the several elements that are integral to their implementation success, i.e. existence of curricula and learning programmes, learning materials, lecturer readiness, and a clear and co-ordinated system of funding for students enrolled in the occupational and higher education programmes at NQF level 6.

(b) For the higher education qualifications at NQF level 6, lecturers will have to be in possession of an honours degree as the minimum academic qualification to teach at this level.

In relation to occupational qualifications, the qualification itself sets out the requirements for delivering the practical instructional component. Currently, pilot programmes are underway to understand the requirement of lecturers.

(3)(a) For the higher education qualifications at NQF level 6, the major requirement apart from physical space and basic teaching tools will be the need for teaching technologies to support innovative teaching methods. For occupational qualifications, the provision of specialised and modern plant equipment, simulators and practicum rooms will be critical.

(b) In planning for the delivery of the occupational qualifications, funding from the various sources, i.e. the fiscus, SETAs, National Skills Fund and private sector, will have to be factored into a coherent plan of delivery before implementation. For the scaling up of the higher education qualifications that will be offered in TVET colleges in partnership with higher education institutions, the Department intends to provide earmarked grants to the colleges to enrol against set targets.

13 November 2018 - NW3036

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Nolutshungu, Ms N to ask the Minister of Higher Education and Training

What (a) will be the capacity of each faculty at each institution of higher learning in 2019 and (b) number of first year students will each specified institution of higher learning be able to accept in 2019?

Reply:

(a) Universities have a variety of ways in which they name their faculties, and therefore, the programmes offered by faculties across institutions vary considerably. The enrolment plan for each university is not developed per faculty, but rather for the institution as a whole. It is therefore not possible to indicate the capacity of each faculty at each institution. However, it is possible to provide the planned overall enrolments per field of study at each university.

Table 1 below shows the approved enrolment planning targets for each university by major fields of study in Science, Engineering and Technology; Business and Commerce; Education and Other Humanities, for 2019.

(b) The approved number of first-time entering students across all fields of study that each university will be able to accept in the 2019 academic year, is indicated in table 2 below.

09 November 2018 - NW2894

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Nolutshungu, Ms N to ask the Minister of Higher Education and Training

What number of students are beneficiaries of the National Student Financial Aid Scheme at each institution of higher learning in each province from 1 January 2018 up to the latest specified date for which information is available?

Reply:

The National Student Financial Aid Scheme (NSFAS) has provided the following information as at 18 September 2018 in relation to the number of students that are beneficiaries at each institution of higher learning:

Number of beneficiaries per University:

No.

Institutions (Universities)

New student

Returning student

   

Students funded

Students funded

1

Cape Peninsula University of Technology

5008

7264

2

Central University of Technology

3566

6338

3

Durban University of Technology

7136

13016

4

Mangosuthu University of Technology

2705

4431

5

Nelson Mandela Metropolitan University

5235

6414

6

North-West University

7431

8238

7

Rhodes University

1040

881

8

Sefako Makgatho Health Science University

1242

1489

9

Sol Plaatje University

289

307

10

Tshwane University of Technology

13270

21686

11

University of Cape Town

1507

2187

12

University of Fort HARE

2483

5940

13

University of Free State

7098

6972

14

University of Johannesburg

8042

13742

15

University of KwaZulu-Natal

9389

11470

16

University of Limpopo

5183

10074

17

University of Mpumalanga

1055

689

18

University of Pretoria

3886

3811

19

University of South Africa

31370

15773

20

University of Stellenbosch

1240

1147

21

University of The Western Cape

3197

4566

22

University of the Witwatersrand

3216

4035

23

University of Venda

3641

7902

24

University of Zululand

5270

9065

25

Vaal University of Technology

4259

5864

26

Walter Sisulu University

7659

11968

Number of beneficiaries per Technical and Vocational Education and Training College:

No.

Institutions
(TVET Colleges)

New students

Returning students

   

Students funded

Students funded

 

Boland

2269

1359

 

Buffalo City

1446

1388

 

Capricorn

3390

4039

 

Central Johannesburg

2481

1264

 

Coastal KZN

3254

3167

 

College of Cape Town

2640

1689

 

East Cape Midlands

1989

1578

 

Ehlanzeni

3869

750

 

Ekurhuleni East

4538

1322

 

Ekurhuleni West

5336

3727

 

Elangeni

3311

2116

 

Esayidi

1303

2299

 

False Bay

1659

1716

 

Flavius Mareka

2094

806

 

Gert Sibande

3737

2671

 

Goldfields

991

410

 

Ikhala

1603

1190

 

Ingwe

1736

2075

 

King Hintsa

1220

816

 

King Sabata Dalindyebo

2406

2605

 

Lephalale

880

725

 

Letaba

2562

1200

 

Lovedale

1447

1206

 

Majuba

7198

3173

 

Maluti

3032

2208

 

Mnambithi

1684

1406

 

Mopani

2361

1520

 

Motheo

5077

1336

 

Mthashana

1835

1133

 

Nkangala

3084

1915

 

Northern Cape Rural

1920

376

 

Northern Cape Urban

1667

671

 

Northlink

5416

2569

 

Orbit

2923

1426

 

Port Elizabeth

1800

1894

 

Sedibeng

5833

3303

 

Sekhukhune

2165

934

 

South Cape

1826

775

 

South West Gauteng

6346

2294

 

Taletso

744

210

 

Thekwini

2580

1608

 

Tshwane North

4581

2602

 

Tshwane

2669

1061

 

Umfolozi

2446

2233

 

Umgungundlovu

1845

1342

 

Vhembe

8242

3469

 

Vuselela

1915

557

 

Waterberg

1784

983

 

West Coast

3010

659

 

Western (Gauteng)

6333

1263

09 November 2018 - NW2828

Profile picture: Oosthuizen, Mr GC

Oosthuizen, Mr GC to ask the Minister of Higher Education and Training

Will the National Financial Student Aid Scheme (NSFAS) be (a) scrapping or (b) amending the so-called student-centred model adopted in 2018; if so, what are the features of the future system to disburse payments to students; (2) what does it mean that there has only been a 46% utilisation of the funds made available by the NSFAS by technical and vocational education and training colleges as at 30 August 2018?

Reply:

  1. (a) No decision has been made on the scrapping of the student-centred model.

(b) Part of the Terms of Reference for the Administrator is to work with the Department of Higher Education and Training to review the business processes of the entity and make long-term recommendations on the future models, structures, systems and business processes necessary for an effective National Student Financial Aid Scheme (NSFAS).

2. The budget allocation for Technical and Vocational Education and Training (TVET) college students was calculated on an expected proportion of eligible students linked to the enrolment plan. The number of students that have taken up the opportunity has been lower than expected for the TVET college sector. A major factor has been a large number of students who have not signed their bursary contracts. To mitigate this, NSFAS has sought approval from the Auditor-General to pay TVET colleges on proof of registration rather than on the basis of a signed contract.

07 November 2018 - NW2972

Profile picture: Oosthuizen, Mr GC

Oosthuizen, Mr GC to ask the Minister of Higher Education and Training

(1)What number of applications for accreditation of educational programmes were (a) received and (b) finalised by the Council on Higher Education in each of the past three financial years;

Reply:

The Council on Higher Education (CHE) provided the following response to the questions posed.

  1. - (2) The table below shows the number of applications received, finalised and accredited:

Financial year

Applications received

Applications finalised

Applications accredited

Percentage of finalised accredited

2015/16

483

424

292

68%

2016/17

463

681

549

81%

2017/18

580

784

610

78%

It should be noted that programmes submitted in one financial year might only receive a Higher Education Quality Committee outcome in the following financial year.

(3) (a) Currently, the CHE has 1 128 new applications for programme accreditation that are in various stages of the process. The sharp increase in submissions is due to higher education institutions, and in particular, the universities of technology, submitting replacement programmes for those that are not aligned to the Higher Education Qualifications Sub–Framework (HEQSF). This alignment process has to be completed by December 2019. From the 1 January 2020, first-year registrations will only be allowed in HEQSF aligned programmes.

(b) Over the past three years, the average time from receipt of an application to the final decision on accreditation was 8.5 months.

4. (a) Public universities do not pay any fees for accreditation applications. Private Higher Education Institutions (PHEIs) are required to make a payment before a programme application can be processed. The calculation of fees is based on a cost recovery basis.

(b) (i) The total income received from accreditation for private institutions in the 2017/18 financial year was R5 476 892. This includes fees for a range of different applications, including programme accreditation and site approval. The different application fees are published on the CHE’s website: http://www.che.ac.za.

(ii) The application fee to PHEIs for the accreditation per programme is currently R12 500.

07 November 2018 - NW3111

Profile picture: Bara, Mr M R

Bara, Mr M R to ask the Minister of Higher Education and Training

Whether, since she served in Cabinet, she (a)(i) was ever influenced by any person and/or (ii) influenced any of her department’s employees to take any official administrative action on behalf of any (aa) member, (bb) employee and/or (cc) close associate of the Gupta family and/or (b) attended any meeting where any of the specified persons were present; if so, what are the relevant details in each case?

Reply:

(a) (i) No.

(ii) No.

(aa) No.

(bb) No.

(cc) No.

(b) No.

07 November 2018 - NW2971

Profile picture: Oosthuizen, Mr GC

Oosthuizen, Mr GC to ask the Minister of Higher Education and Training

(1) What number of learners, excluding those being allocated the National Senior Certificate, Nated qualifications and the National Certificate (Vocational) Level 4, achieved full level 4 qualifications in the (a) 2015-16, (b) 2016-17 and (c) 2017-18 financial years; (2) what number of learners that achieved full level 4 qualifications were in learnership agreements when they achieved the qualifications in the (a) 2015-16, (b) 2016-17 and (c) 2017-18 financial years; (3) has she found that the learnership programme has been functioning at the levels and in accordance with the vision of Government since the learnership system was introduced in legislation; if not, what changes can be expected in the near future?

Reply:

  1. - (2) The table below provides the number of learners who received the full level 4 NATED and National Certificate (Vocational) Level 4 qualifications as well as the number of learners in learnership agreements when they achieved their qualifications:

Sector Education and Training Authority

Financial Year (Period)

  1. Number of full level 4 NATED and NC(V) Level 4 qualifications
  1. Number of learners that achieved full level 4 qualifications in learnership agreements when they achieved their qualifications

Health and Welfare Sector Education and Training Authority

  1. 2015/16

3 171

3 171

 
  1. 2016/17

3 365

3 365

 
  1. 2017/18

2 445

2 445

Public Service Sector Education and Training Authority

  1. 2015/16

None

125

 
  1. 2016/17

150

192

 
  1. 2017/18

163

370

Food and Beverages Manufacturing Industry Sector Education and Authority

  1. 2015/16

114

114

 
  1. 2016/17

124

124

 
  1. 2017/18

192

192

Fibre Processing and Manufacturing Sector Education and Training Authority

  1. 2015/16

0

0

 
  1. 2016/17

18

96

 
  1. 2017/18

0

5

Services Sector Education and Training Authority

  1. 2015/16

7 845

31

 
  1. 2016/17

5 275

252

 
  1. 2017/18

6 617

2 043

Insurance Sector Education and Training Authority

  1. 2015/16

3 488

1 377

 
  1. 2016/17

2 450

1 286

 
  1. 2017/18

519

1 350

Sector Education and Training Authority

Financial Year (Period)

  1. Number of full level 4 NATED and NC(V) Level 4 qualifications
  1. Number of learners that achieved full level 4 qualifications in learnership agreements when they achieved their qualifications

Transport Education and Training Authority

  1. 2015/16

59

37

 
  1. 2016/17

319

252

 
  1. 2017/18

400

400

Banking Sector Education and Training Authority

  1. 2015/16

2 565

51

 
  1. 2016/17

481

149

 
  1. 2017/18

911

352

Energy and Water Sector Education and Training Authority

  1. 2015/16

712

712

 
  1. 2016/17

766

766

 
  1. 2017/18

125

125

Financial and Accounting Services Sector Education and Training Authority

  1. 2015/16

1 671

322

 
  1. 2016/17

1 885

58

 
  1. 2017/18

1 102

67

Media, Advertising, Information and Communication Technologies Sector

Education and Training Authority

  1. 2015/16

3 177

1 593

 
  1. 2016/17

1 984

1 345

 
  1. 2017/18

2 797

971

Chemical Industries Education and Training Authority

  1. 2015/16

389

288

 
  1. 2016/17

439

381

 
  1. 2017/18

427

430

Mining Qualifications Authority

  1. 2015/16

505

505

 
  1. 2016/17

636

636

 
  1. 2017/18

723

723

Sector Education and Training Authority

Financial Year (Period)

  1. Number of full level 4 NATED and NC(V) Level 4 qualifications
  1. Number of learners that achieved full level 4 qualifications in learnership agreements when they achieved their qualifications

Education, Training and Development Practices Sector Education and Training Authority

  1. 2015/16

1 291

911

 
  1. 2016/17

751

301

 
  1. 2017/18

1 246

747

Manufacturing Engineering and Related Services Sector Education and Training Authority

  1. 2015/16

4 632

7 962

 
  1. 2016/17

3 806

5 136

 
  1. 2017/18

2 926

7 250

Safety and Security Sector Education and Training Authority

  1. 2015/16

1 543

1 543

 
  1. 2016/17

1 180

1 180

 
  1. 2017/18

1 231

1 231

Agriculture sector education and training Authority

  1. 2015/16

229

229

 
  1. 2016/17

359

359

 
  1. 2017/18

704

704

Wholesale and Retail Sector Education and Training Authority

  1. 2015/16

952

952

 
  1. 2016/17

833

833

 
  1. 2017/18

796

796

Culture, Arts, Tourism, Hospitality and Sports Education and Training Authority

  1. 2015/16

3 276

1 422

 
  1. 2016/17

3 939

755

 
  1. 2017/18

3 379

922

Construction Education and Training Authority

  1. 2015/16

59

281

 
  1. 2016/17

82

213

 
  1. 2017/18

99

516

Local Government Sector Education and Training Authority

  1. 2015/16

1 673

854

 
  1. 2016/17

1 923

1 082

 
  1. 2017/18

889

432

3.The Human Sciences Research Council Policy Brief (February 2014) regarding Learnerships and Apprenticeships: Key mechanisms for skills development and capability building in South Africa, demonstrates that learnership and apprenticeship systems lead to employment. They tracked the trajectories of individuals after completing these qualifications, with a hypothesis that it might be difficult for them to access the labour market.

It was evident that the majority of apprenticeship and learnership participants, i.e. 70% and 86% respectively, completed their qualifications and experienced a smooth transition directly into stable employment. For example, 90% of those who completed a learnership reported that they were employed in permanent positions. Most were absorbed by the formal sector in large private firms or by the public sector, and just over half were employed at the same workplace as their experiential training.

07 November 2018 - NW2967

Profile picture: Paulsen, Mr N M

Paulsen, Mr N M to ask the Minister of Higher Education and Training

What is the total number of (a) students that each institution of higher learning can accommodate and (b) new rooms that are currently being built at each institution of higher learning?

Reply:

(a) The total number of students that the 26 public universities can accommodate is 128 714.

(b) The new beds that are in the process of being built at institutions from 2018/19 onwards are 39 332, as shown in the table below:

University

Number of beds 2017/18

Beds being developed from 2018/19

  1. Cape Peninsula University of Technology

7 817

250

  1. Central University of Technology

944

500

  1. Durban University of Technology

3 411

610

  1. Mangosuthu University of Technology

1 910

612

  1. Nelson Mandela University

3 507

2 000

  1. North West University

9 881

1 760

  1. Rhodes University

4 232

264

  1. Sefako Makgatho Health Sciences University

2 985

2 500

  1. Sol Plaatje University

1 021

320

  1. Stellenbosch University

7 878

250

  1. Tshwane University of Technology

10 614

250

  1. University of Cape Town

6 589

551

  1. University of Fort Hare

6 259

1 436

  1. University of the Free State

5 755

515

  1. University of Johannesburg

4 955

2 000

  1. University of KwaZulu-Natal

7 184

500

  1. University of Limpopo

6 435

3 500

  1. University of Mpumalanga

634

250

  1. University of Pretoria

8 771

300

  1. University of South Africa

0

0

  1. University of Venda

2 162

2 424

  1. University of the Western Cape

4 756

2 680

  1. University of Zululand

5 012

3 500

  1. University of the Witwatersrand

5 999

140

  1. Vaal University of Technology

4 385

1 836

  1. Walter Sisulu University

5 618

384

Total

128 714

39 332

The total number of students that can currently be accommodated at TVET colleges is 16 927.

In the past, the Department did not receive funding for the development or maintenance of student housing infrastructure at Technical and Vocational Education and Training (TVET) colleges.

The Department received its first budget allocation for TVET infrastructure in the 2018/19 to 2020/21 Medium Term Expenditure Framework. The amount allocated in 2018/19 is R1.3 billion, which is set to increase to R1.484 billion in 2019/20 and R1.647 billion in 2020/21. Initially, this budget will be prioritised for the refurbishment of existing TVET infrastructure, including student housing. Once the maintenance and refurbishment backlog has been sufficiently addressed, consideration will be given to developing new TVET infrastructure. The Department is engaging with National Treasury and other stakeholders to source additional funding for the development of new residences at TVET colleges.

07 November 2018 - NW2933

Profile picture: Xalisa, Mr Z R

Xalisa, Mr Z R to ask the Minister of Higher Education and Training

(a) What (i) is the total number of employees that have been outsourced from private companies and/or contractors by (aa) her department and (bb) each entity reporting to her (aaa) in the past three financial years and (bbb) since 1 April 2018 and (ii) is the name of each company or contractor and (b) what amount is each employee paid?

Reply:

(a)-(b) The tables below provide the details of the total number of employees that have been outsourced from private companies and/or contractors by the Department and its entities with the name of each company or contractor and contract value.

Department of Higher Education and Training

Financial Year

Number of Employees

Type of Services

Company Name

Contract value in Rand

1 April 2015 –
31 March 2016

0

National Skills Authority (NSA) fund manager

SAB & T Chartered Accountants t/a Nexia SAB&T

R 5 886 155.88

 

0

Business process mapping

Sizwe Ntsaluba Gobodo Advisory Services (Pty) Ltd

R 3 494 850.00

 

0

Internal and Forensic Audit (Department of Higher Education and Training)

A2A Kopano Inc

Average hourly rate, VAT inclusive

Audit fees:

Year 1: R 606.15

Year 2: R 642.52

Year 3: R 681.07

Forensic Audit fees:

Year 1: R 710.22

Year 2: R 752.83

Year 3: R 798.00

 

0

Internal and Forensic Audit (NSF)

A2A Kopano Inc

Average hourly rate, VAT inclusive

Audit fees:

Year 1: R 625.17

Year 2: R 662.68

Year 3: R 702.44

Forensic Audit fees:

Year 1: R 710.22

Year 2: R 752.83

Year 3: R 798.00

 

0

Monitoring and evaluation framework for the teaching and learning development sector support programme

Uweso Consulting (Pty) Ltd

R 495 869.22

 

0

Forensic Service

Nexus Forensic Services

R 541.00/hour

 

0

Roll-out of skills planning system

Core Focus

R 2 639 199.18

 

0

Subject matter expert for mathematics

SAIDE

R 156 417.60

1 April 2016 –

31 March 2017

0

Career development services

Amoriway (Pty) Ltd

R 1 450 000.00

 

0

Fund manager for the Human Resource Development Council (HRDC)

Duja Consulting

R 1 985 973.38

 

0

Bid assistance for infrastructure procurement

Deloitte & Touché

R 3 787 404.08

 

0

Transactional advisory services

Maya Group Consortium

R 31 307 458.62

 

0

Business analysis: Recruitment

Ernest & Young Advisory Services (Pty) Ltd

R 7 035 789.00

 

0

Summative evaluation of career development services

Kwem Management

R 629 339.00

 

0

Communication services

Angela Church

R 3 407 174.00

 

0

Forensic, communication and information services

Indigo

R 40 000 000.00

 

0

Subject matter expert for natural sciences

SAIDE

R 312 835.20

 

0

Fund manager for SAIVCET

SAB & T Chartered Accountants t/a Nexia SAB&T

R4.62% calculated on the actual amount spent (estimated funds to be managed R22m per year)

1 April 2017 –

31 March 2018

0

Occupational Team Conveners: Plumbing

Plumbing Industry Registration Board (PIRB)

Plumbing:

R 2 022.00/hour

 

0

0

Occupational Team Conveners: Welding

Southern African Institute of Welding (SAIW)

Welding: R 625.00/hour

 

0

0

0

Occupational Team Conveners: Bricklayer, carpenter and joiner; mechanical fitter

Steel and Engineering Industries Federation of Southern Africa (SEIFSA)

    1. Bricklayer R 950,00/hour
    1. Carpenter and Joiner

R 950,00/hour

    1. Mechanical Fitter
      R 950,00/hour
 

0

Enhancement, monitoring and evaluation of PSET

Underhill Investment Holdings

R 525 000.00

 

0

Develop costing model for occupational programmes

Learning Strategies

R 2 998 656.00

 

0

IT services

Praxis Computing

R 1 841 784.00

 

0

Development of self-directed learning material for adult programmes

SAIDE

R 6 042 004.00

 

0

Occupational Team Conveners: Mechanic, including automotive mechanic and diesel mechanic

Retail Motor Industry Organisation

  1. Mechanic, including automotive mechanic

R 1 425.00/hour

  1. Diesel mechanic

R 1 425.00/hour

 

0

Occupational Team Conveners: bricklayer

Steel and Engineering Industries Federation of Southern Africa (SEIFSA)

  1. Electrician R450.00/hr
  1. Millwright: R450.00/hr
  1. Boilermaker: R 950.00/hr
  1. Rigger: R950.00/hr
  1. Fitter and turner: R950.00/hr
  1. Pipefitter: R950.00/hr
   

Develop curriculum content and open learning material for electricians

Neil Butcher and Associates

R 3 284 904.30

   

Summative evaluation for Career Development Services

Tematha Investments cc

R 819 126.00

 

0

Call centre services

i-choice Call Centre Outsourcing

Year 1: R 5 324 162.81

Year 2: R 4 488 795.60

 

0

Subject matter expert for English

SAIDE

R 156 417.60

 

0

NSA fundholder

SAB & T Chartered Accountants t/a Nexia SAB&T

5.15% pa management of an estimated budget of R30m

1 April 2018 to date

0

Monitoring and evaluation framework and evaluation plan for teaching and learning development sector reform contract (TLDSRC)

Uweso Consulting

R 2 007 480.72

 

0

Forensic services

Pricewaterhouse Coopers (PWC)

R 939 599.22

The response below is based on the information provided by public entities reporting to the Department of Higher Education and Training:

Public Entities reporting to the Department of Higher Education and Training

Entities

Financial Year (Period)

Number of Employees

Company/ Contractor

Amount Paid

National Student Financial Aid Scheme

2015/16

1

Dimension Data

R 396 870.00

   

4

Deloitte

R 2 296 200.00

   

2

EOH

R 631 800.00

   

3

Argility

R 1 820 560.00

 

2016/17

2

Dimension Data

R 465 120.00

   

1

EOH

R 109 440.00

   

6

Argility

R 2 439 920.00

 

2017/18

2

Dimension Data

R 673 698.00

   

2

Deloitte

R 988 756.00

   

6

EOH

R 4 695 813.00

   

6

Argility

R 4 505 074.00

 

2018 to date

5

Dimension Data

R 2 424 257.00

   

3

Deloitte

R 1 493 947.00

   

2

Nambiti Technologies (Pty) Ltd

R 582 360.00

   

1

Ronauna Management Consulting (Pty) Ltd

R 408 000.00

   

6

Argility

R 6 029 270.00

Council on Higher Education

April 2015 – March 2016

1

IT Empowerment Consulting

R 148 619.52

 

April 2015 – March 2016

1

IT Empowerment Consulting

R 148 619.52

 

April 2015 – May 2015

1

IT Empowerment Consulting

R 24 769.92

 

April 2015 – April 2016

1

IT Empowerment Consulting

R 143 433.81

 

April 2017 – June 2017

1

Ebus-Tech Consulting

R 36 750.00

 

2017/18

1

Ebus-Tech Consulting

R 147 000.00

 

2017/18

1

Raido Othila Kanaz Outsourcing

R 147 000.00

 

1 April 2018 to date

There are no employees outsourced from private companies and/or contractors since 01 April 2018

National Institute for Humanities

2015/16

1

Mindworx

R 33 120.00

 

2016/17

1

Mindworx

R 2 000.00

   

1

Mindworx

R 36 001.00

   

1

Mindworx

R 3 628.00

   

1

Mindworx

R 192 290.72

   

1

Mindworx

R 1 800.00

   

1

Mindworx

R 1 200.00

   

1

Mindworx

R 54 000.00

   

1

Senior Manager: HR

R 463 299.52

   

1

Acting Director: BRICS

R 69 165.38

   

1

Programme Co-ordinator

R 101 594.88

   

1

Events Management Officer

R 210 196.99

   

1

Programme Co-ordinator

R 96 394.08

 

2017/18

1

Mindworx

R 16 246.59

   

1

Mindworx

R 47 317.50

   

1

Mindworx

R 29 454.93

   

1

Mindworx

R 530 507.71

   

1

Senior Manager: HR

R 107 413.27

   

1

Acting Director: BRICS

R 1 118 141.58

   

1

Programme Co-ordinator

R 520 912.72

   

1

Events Management Officer

R 463 648.27

   

1

Programme Co-ordinator

R 488 532.57

   

1

Senior Manager: HR

R 687 384.41

   

1

IT Helpdesk Technician

R 291 004.41

   

1

Legal Consultant

R 251 268.03

   

1

Manager: IT

R 388 313.90

 

1 April 2018 to date

2015/16

1

Mindworx

R 14 630.90

   

1

Mindworx

R 278 675.26

   

1

iThemba

R 46 056.96

   

1

Senior Manager: Governance

R 56 666.67

   

1

Acting Director: BRICS

R 644 152.72

   

1

Programme Co-ordinator

R 286 105.17

   

1

Events Management Officer

R 262 733.78

   

1

Programme Co-ordinator

R 271 262.77

   

1

Senior Manager: HR

R 454 544.48

   

1

IT Helpdesk Technician

R 86 257.38

   

1

Legal Consultant

R 162 118.50

   

1

Manager: IT

R 411 884.07

   

1

IT Helpdesk Technician

R 49 718.85

   

1

Programme Co-ordinator

R 172 170.41

   

1

Administrator: Marketing

R 161 994.72

South African Qualifications Authority

1 April –
11 June 2018

1 April –
31 May 2018

2

Dante Personnel

R 19 617 pm X2

 

May-September 2018 (Incumbent on maternity leave)

1

Express Personnel

R 19 617 pm

 

1 April –
11 June 2018

2

Kelly

R 19 617 pm

Public Service Sector Education and Training Authority

2016/17

1

Sifuna Consulting (Pty) Ltd

R 99 066.00

 

2017/18

1

Blackseed (Pty) Ltd

R 456 000.00

 

2018/19

1

Human Communications (Pty) Ltd

R 18 762.00

Food and Beverages Manufacturing Industry Sector Education and Authority

2015/16

1

Cleaning Africa Service (Pty) Ltd

R 7078.00
per Month

 

2016/17

1

Cleaning Africa Service (Pty) Ltd

R 7078.00
per Month

 

2017/18

1

Cleaning Africa Service (Pty) Ltd

R 7078.00
per Month

 

2018/19

1

Cleaning Africa Service (Pty) Ltd

R 7078.00
per Month

Fibre Processing and Manufacturing Sector Education and Training Authority

2016/17

1

Deloitte Consulting (PTY) Ltd

R 903 492.53

Wholesale and Retail Sector Education and Training Authority

2016/17

2

Deloitte IT Services

R 560 000.00
per Month

 

2017/18

2

Deloitte

IT Services

R 560 000.00
per Month

 

2018/19

1

Deloitte (Solugrowth)

IT Services

R 610 000.00
per Month

Manufacturing Engineering and Related Services Sector Education and Training Authority

2015/16

Information not provided by the contracted company

21st Century Pay Solutions

R 10 830.00

   

Information not provided by the contracted company

Cecilia Denton Independent Practice

R 14 394.00

   

Information not provided by the contracted company

Dajo Associates CC

R 131 100.00

   

Information not provided by the contracted company

F R Research Services

R 84 360.00

   

Information not provided by the contracted company

HR Touch

R 9 904.32

   

Information not provided by the contracted company

Ideaology Communication and Design

R 13 794.00

   

Information not provided by the contracted company

Media Works

R 87 511.70

   

Information not provided by the contracted company

Productivity Development t/a Moonshot

R 120 976.16

   

Information not provided by the contracted company

Softline VIP Payroll

R 46 567.32

 

2016/17

Information not provided by the contracted company

21st Century Pay Solutions

R 104 880.00

   

Information not provided by the contracted company

Consultancy in Session

R 41 952.00

   

Information not provided by the contracted company

ERS Biometrics

R 22 689.42

   

Information not provided by the contracted company

Media Works

R 1 356.60

   

Information not provided by the contracted company

NUMSA Investment Co

R 130 000.00

   

Information not provided by the contracted company

Sizwe Ntsaluba

R 37 661.33

   

Information not provided by the contracted company

Skill Writer CC

R 25 373.02

   

Information not provided by the contracted company

Softline VIP Payroll

R 60 509.82

 

2017/18

Information not provided by the contracted company

21st Century Pay Solutions

R 65 892.00

   

Information not provided by the contracted company

Africa is Open for Business

R 82 872.90

   

Information not provided by the contracted company

Brand Fischer Morgensen

R 149 216.40

   

Information not provided by the contracted company

BSI Group

R 11 104.74

   

Information not provided by the contracted company

Emergence Growth

R 5 700.00

   

Information not provided by the contracted company

Frainah’s Consulting and Projects

R 27 930.00

   

Information not provided by the contracted company

Genex Insights

R 592 434.96

   

Information not provided by the contracted company

Green Vision Consulting

R 60 600.00

   

Information not provided by the contracted company

Jolenhla Consulting

R 9 405.00

   

Information not provided by the contracted company

Laetoli

R 130 000.01

   

Information not provided by the contracted company

MIE

R 29 084.40

   

Information not provided by the contracted company

Nantso Holdings

R 143 640.00

   

Information not provided by the contracted company

Peter Tobin Consultancy

R 80 000.00

   

Information not provided by the contracted company

Sizwe Ntsaluba

R 65 677.68

   

Information not provided by the contracted company

Skill Writer CC

R 29 298.36

   

Information not provided by the contracted company

Softline VIP Payroll

R 101 287.18

 

2018/19

12 Temp data capturers/filing clerks

Kgobolize Recruitment Consultancy

R 498 028.60

   

Information not provided by the contracted company

DSTNCTV Group

R 44 000.15

   

Information not provided by the contracted company

F R Research Services

R 85 962.18

   

Information not provided by the contracted company

Genex Insights

R 197 478.32

   

Information not provided by the contracted company

Jolenhla Consulting

R 9 288.55

   

Information not provided by the contracted company

Laetoli

R 130 000.00

   

Information not provided by the contracted company

Measure Value

R 79 988.90

   

Information not provided by the contracted company

Skill Writer CC

R 34 090.28

   

Information not provided by the contracted company

Softline VIP Payroll

R 18 450.98

Insurance Sector Education and Training Authority

2015/16

Information not provided by the contracted company

Deloitte

R 9 967 625.00

 

2016/17

Information not provided by the contracted company

Deloitte

R 10 203 285.00

 

2017/18

Information not provided by the contracted company

Deloitte

R 10 712 572.00

 

2018/19

Information not provided by the contracted company

SOLU GROWTH (formerly Deloitte)

R 7 091 490.00

Education, Training and Development Practices Sector Education and Training Authority

2015/16

3

Deloitte

R 1 518 961.42

 

2016/17

5

Delloitte

R 4 029 087.52

 

2017/18

3

Delloitte

R 3 736 398.48

 

2018/19

3

Delloitte

R 1 567 641.15

Chemical Industries Education and Training Authority

2015/16

3

Grand Primacy

R 87 278.40

   

2

Financial Control

R 59 391.72

 

2016/17

3

Grand Primacy

R 171 641.01

   

8

Financial Control

R 101 552.25

 

2017/18

4

Grand Primacy

R 119 959.14

   

2

Watershed Consulting

R 237 987.33

   

4

Humantouch

R 97 204.00

   

2

Financial Control

R 129 456.44

Financial and Accounting Services Sector Education and Training Authority

2017/18

2

Phalamash Recruitment Agency

R 15 000.00

Local Government Sector Education and Training Authority

2015/16

Financial services

Deloitte

R 9 230 866.89

   

Learning Programmes

Dajo Associates

R 995 600.00

   

Internal Audit services

Sizwe Ntsaluba Gobodo

R 1 731 324.74

   

Communication and Marketing services

Zanenza Holdings (Pty) Ltd

R 190 608.00

 

2016/17

Financial services

Deloitte

R 5 202 731.58

   

Internal Audit services

Sizwe Ntsaluba Gobodo

R 814 008.46

 

2017/18

Internal Audit services

Sizwe Ntsaluba Gobodo

R 116 775.72

 

2018/19

Learning Programmes

Basadzi

R 33 247.62

Energy and Water Sector Education and Training Authority

2016/17

1

Baruch Memoirs

R 791 037.50

   

1

Ngubane and Co Inc

R 277 169.48

 

2017/18

1

Baruch Memoirs

R 553 576.00

   

1

Ngubane and Co Inc

R 898 328.50

 

2018/19

1

Baruch Memoirs

R 257 730.00

   

1

Ngubane and Co Inc

R 223 603.00

Services Sector Education and Training Authority

2015/16

7

Best Enough t/a Talent Inc

R 3 738 013.17

 

2016/17

5

Gauge Imperial Services

R 5 009 831.25

   

8

Mampro IT Solutions Pty (Ltd)

R 6 613 800.00

 

2017/18

5

Gauge Imperial Services

R 3 011 774.19

   

8

Mampro IT Solutions Pty (Ltd)

R 9 768 896.55

   

1

Systems Cyber Operations and Resilience Excellence (Pty)Ltd

R 700 000.00

 

2018/19

8

IQ

R 5 570 056.07

   

1

Systems Cyber Operations and Resilience Excellence (Pty)Ltd

R 832 045.45

Quality Council For Trades and Occupations

2015/16

1

Sage VIP

R 16 837.80

   

3

Human Communication Capital

R 155 527.22

 

2016/17

01

Edge Executive

R 26 544.00

   

01

Professional Appointments CC

R 28 500.00

   

02

Dante Personnel

R 25 697.70

 

2017/18

01

Dante Personnel Recruitment

R 129 505.92

   

01

Ntirho Human Capital

R 187 499.87

   

01

Edge Executive Search CC

R 29 505.60

 

2018/19

01

Dante Personnel Recruitment

R 88 988.28

   

02

Hlabahlosile Recruitment Solutions

R 111 040.76

   

01

Ntirho Human Capital

R 25 219.30

National Skills Fund

2015/16

11

Afri Guard 2015/2016 (11 security guards)

R 143 096.59

 

2016/17

11

Afri Guard 2016/2017 (11 security guards)

R 143 096.59

 

2017/18

11

Cannabe 2017/2018( 11 security guards)

R 88 684.00

 

2018/19

11

Cannabe 2017/2018( 11 security guards)

R 88 684.00

07 November 2018 - NW2893

Profile picture: Nolutshungu, Ms N

Nolutshungu, Ms N to ask the Minister of Higher Education and Training

(a) What number of institutions of higher learning in the country have contracts with a certain company (name furnished) as at 9 October 2018 and (b) what (i) is the (aa) value and (bb) length of the contract in each case and (ii) are the relevant details of the goods and services that the specified company provides in each case?

Reply:

(a) Seven (7) universities have confirmed that they have contracts with South Point while fifteen (15) universities have no contracts with the company. Four (4) universities, i.e. University of Cape Town, University of Fort Hare, University of KwaZulu-Natal and Vaal University of Technology did not respond.

(b)The details related to each confirmed contract, as provided by the institutions, are indicated in the table below:

Name of University

  1. (i) (aa) Value of the contract

(bb) Length of the contract

(ii) Goods and services provided

Cape Peninsula University of Technology

R45 729 920
(4 separate contracts for 4 residences)

1 February 2018 to
30 November 2018

Student accommodation for 1 535 students

University of Johannesburg

R13 942 442 for 2018
The amount (value) per annum will depend on the number of NSFAS qualifying students staying in the property in a particular year.

1 January 2018 to
31 October 2020

Student accommodation for NSFAS recipients

Mangosuthu University

Value of the three-year contract R51 734 664 (R1 437 074 per month)

Three-year contract ending in December 2020

Student accommodation

Nelson Mandela University

R12 906 625 for 2018

The length of the contract is one year subject to renewal if the company complies with the minimum accreditation requirements.

Student accommodation consisting of 607 beds, with a study area, kitchenettes, recreational areas, IT facilities, security and cleaning of common areas.

Sefako Makgatho University

R26 485 400 for 2018
(R2 207 200 per month)

1 January 2011 to
31 December 2018

Student accommodation for 992 students

University of Western Cape

R7 257 000
(R2 950 monthly rental per student)

01 February 2018 to
31 November 2018

Student accommodation for 248 students

University of the Witwatersrand

R 2 700 000 for six months

1 July 2018 to 30 November 2018

Emergency student accommodation for 270 students

02 November 2018 - NW2835

Profile picture: Bozzoli, Dr B

Bozzoli, Dr B to ask the Minister of Higher Education and Training

(a) What number of the students who were awarded funding from the National Student Financial Aid Scheme (NSFAS) for the 2018 academic year had not received their funding as at 20 September 2018 and (b) for what number of the specified students was funding (i) not yet paid to the institution due to (aa) a lack of registration data that must be received by NSFAS and (bb) the student not having signed a bursary agreement despite registration data having been received by NSFAS, (ii) paid to the institution, but not allocated to a student due to a lack of remittances sent with the payment to the institution and (iii) (aa) not yet received by the student for other reason(s) and (bb) what is the number of affected students in respect of each other reason?

Reply:

(a) A student only becomes eligible for funding once they have been approved as financially eligible by the National Student Financial Aid Scheme (NSFAS) and is academically eligible through the confirmation of registration by the relevant institution. As of 12 October 2018, 3 242 students, who had been confirmed as eligible for funding and signed their agreements, was being processed for payment.

(b) (i) (aa) The NSFAS system automatically generates a link for a student to sign their NSFAS Bursary Agreement once their registration data has been successfully matched to NSFAS data. NSFAS was waiting for registration data from institutions for 9 194 students who are financially eligible.

(bb) 48 104 Contracts issued to students remain unsigned.

(ii) Since 1 September 2018, payments to institutions were sent with remittance information. Reconciliations for earlier upfront payments are still in progress.

(iii) None.

23 October 2018 - NW2757

Profile picture: Bozzoli, Dr B

Bozzoli, Dr B to ask the Minister of Higher Education and Training

(1)What number of (a) cases of (i) rape, (ii) gender-based violence, (iii) murder, (iv) homicide and (v) fatal attacks have been reported at each campus of each (aa) university and (bb) technical and vocational education and training college since 1 January 2014 and (b) the specified cases (i) went to court and (ii) resulted in convictions; (2) will her department be monitoring the rates of gender-based violence occurring on campuses in order to assess whether her department’s new gender-based violence policy is having an effect; if not, why not; if so, what are the relevant details?

Reply:

  1. The Department currently does not routinely monitor such cases at university and Technical and Vocational Education and Training (TVET) campuses. The Department has initiated a process to collect such data from institutions and developed an instrument to be distributed to institutions. Once responses have been received, a report will be provided.
  2. The Gender Based Violence (GBV) Policy and Strategic Framework is still in the process of development. HEAIDS developed the draft GBV Policy and Strategic Framework, and handed them over to the Department on 26 August 2018. The formal policy development process still needs to be conducted, such as conducting further external consultation, including with the Departments of Social Development, Health, Women, Justice and Constitutional Development, and the National Prosecuting Agency; a Socio-Economic Impact Assessment Study needs to be conducted; and a public comments process. The GBV Policy and Strategic Framework will provide an implementation plan that includes monitoring and reporting on incidents. Once finalised and published, the Department will monitor the implementation of the policy.

17 October 2018 - NW2406

Profile picture: van der Westhuizen, Mr AP

van der Westhuizen, Mr AP to ask the Minister of Higher Education and Training

(1)(a) What periods were set from the last examination session for the target dates for the bulk release of examination results for the (a) National Accredited Technical Education Diploma and (c) National Certificate (Vocational) at each public technical and vocational education and training college since the November 2015 examination cycle, (d) how do the periods differ from those set in the previous 10 years and (d) what are the reasons for any changes; (2) whether any delays were experienced in the publication of examination results for the specified programmes since the November 2015 examination cycle; if so, (a) why was the publication of the results delayed, (b) which subjects’ results were delayed, (c) for what amount of time were the results delayed and (d) what mechanisms have been put in place to eliminate these delays in the future?

Reply:

  1. (a)-(c) The dates for the bulk release of examination results for the National Accredited Technical Education Diploma and National Certificate (Vocational) at each public Technical and Vocational Education and Training college since the November 2015 examination cycle are provided in the table below.

Qualification

Examination cycle

Scheduled release dates

Actual dates

(exceptions are given in 2(a) below)

Engineering Studies (ES)

April 2015

11 May 2015

22 May 2015

 

August 2015

04 September 2015

04 September 2015

 

November 2015

13 January 2016

31 December 2015

Business Studies (BS)

June 2015

17 July 2015

17 July 2015

 

November 2015

13 January 2016

31 December 2015

 

November 2015

13 January 2016

31 December 2015

Engineering Studies (ES)

April 2016

10 May 2016

10 May 2016

 

August 2016

06 September 2016

06 September 2016

 

November 2016

31 December 2016

31 December 2016

Business Studies (BS)

June 2016

13 July 2016

12 July 2016

 

November 2016

31 December 2016

30 December 2016

 

November 2016

31 December 2017

30 December 2017

Engineering Studies (ES)

April 2017

09 May 2017

09 May 2017

 

August 2017

05 September 2017

05 September 2017

 

November 2017

31 December 2017

31 December 2017

Business Studies (BS)

June 2017

18 July 2017

18 July 2017

 

November 2017

31 December 2017

31 December 2017

 

November 2017

31 December 2017

31 December 2017

d) The target dates for the bulk release of examination results for the 2015-2017 academic years are more or less the same with insignificant changes due to college recess periods. These dates are in line with those of the past 10 years for both NATED and NC (V) qualifications respectively.

However, there were minor changes to the release date for November examinations. From 2015, the release of results was moved from between the 3rd and 8th January to 31 December. This change was made to afford colleges’ the opportunity to distribute results and conduct candidate registration in time for the new academic year.

To standardise raw marks, the Department is required by Umalusi to capture 95% for a subject to be considered suitable for standardisation. This is an increase from 80% for NATED qualifications.

Largely due to the introduction of an offline data capturing desktop system which provides an easy-to-use mechanism for the capturing of marks, there has been a significant improvement in respect of the timeous release of results compared to the previous ten years. The delays experienced in the release of the results were remnants of challenges inherited with the function shift of the TVET colleges from Provincial Education Departments to the Department of Higher Education and Training.

2. (a)-(c) Despite the general improvement in the timeous release of results there have been exceptions to this.

The Department may only standardise raw marks where the capture rate meets the required 95% as already indicated. In smaller cohorts of students, for example 1 to 14 students, the capture rate needs to be 100% before the subject results can be released.

The Department may not release results for the following reasons:

  • Where an irregularity reported during the conduct of examinations is of such a nature that it affects the overall integrity of the subject, e.g. suspected leakage of papers. In this instance, the results for affected subjects are released as soon as the investigation is completed if nothing wrong is found.
  • Where a candidate is alleged to have engaged in an act of dishonesty during an examination, e.g. copying, ghost writing, and crib notes. The national policy allows for 21 days for the candidate to be informed of the alleged irregularity post resulting and a final decision on the candidate’s status (guilty / not guilty) is made by the National Examinations Irregularities Committee on the basis of reports and evidence submitted and investigations where required. In such instances, the results for the affected candidates are only released where a candidate has been found not guilty.
  • Candidates who wrote examinations starting from the November 2016 examinations without complying with the minimum examination admission requirements (MQ) as indicated in Memorandum 46 of 2015 as well as 80% attendance. These candidates were reflected as MQ in the Schedule of Results released to centres and would therefore not receive a subject result for the affected subject(s). Unfortunately, despite the instruction in Memorandum 46 of 2015, a significant number of candidates who did not meet the requirements were still allowed to write the examinations, which shows that colleges fail to manage the implementation of the minimum examination entry requirements.
  • Where the examination centre has not submitted all the raw marks for all of the components of a subject, the raw marks may not be processed to generate subject results. In instances where a centre submits an outstanding mark (777) the accompanying evidence (scripts, portfolios of evidence) must be verified by both the Department and the quality council before the raw marks can be captured and the results for the affected subjects or candidates are released. This verification process can delay the release of the results of the affected students because Umalusi needs to verify the marks that are submitted outside the examination cycle.
  • Where an examination centre submitted incorrect raw marks and requests the amendment of a mark, the accompanying evidence (scripts, portfolios of evidence) must be verified by both the Department and Umalusi before the raw marks can be amended and the results for the affected candidates are released. This also causes the delay in the release of the results of few affected students.

While the Department is responsible for the entire value chain, some functions are performed by different role players as follows: quality assurance, standardisation and approval of results (Umalusi and QCTO); the development and maintenance of the examination IT system {State Information Technology Agency (SITA)}, processing of examination results (the Department), distribution of results to candidates (TVET colleges).

Generally, the bulk release for the November examination results are released earlier than anticipated to afford colleges an opportunity to begin the new academic year on time. Where the results were not released on the scheduled date, this was due to the non-submission of raw marks on the part of the examination centre; examination irregularities; or due to examination technical IT system challenges.

Delays in the bulk release of 2015 examinations results

A National Examination Irregularities Committee (NEIC) has been established to manage irregularities and to ensure that the results of those found guilty are declared null and void. The core business of the committee is to protect the integrity of the results.

Irregularities can take place at any point in the value chain or organisation and it is always a challenging task to detect the genesis of the irregularities

For the April 2015 examinations all NATED subject results were delayed by approximately 4-9 days due to SITA examination IT processing problems.

For June 2015 examinations all NATED subject results were released on the scheduled dates except for some subjects where the electronic file submitted by the examination centre did not include the raw marks for all candidates or did not fully upload onto the examinations IT system. As a result, the outstanding mark sheets/marks were sourced and the “missing” marks were captured at the beginning of the academic year and an updated schedule of results were released on a date following the bulk release date.

For August 2015 examinations all subjects’ results were released on scheduled dates with the exception of the 25 subjects, namely, Electrical Trade Theory N2, Electro-Technology N3, Engineering Drawing N3, Engineering Science N1, Engineering Science N2, Engineering Science N3, Fitting and Machining Theory N2, Industrial Electronics N2, Industrial Electronics N3, Mathematics N2-N3 and Mechanotechnology N3, Engineering Science N4, Electrotechnics N4, Industrial Electronics N4-N6, Mathematics N4-N6, Mechanotechnics N4-N5, Power Machines N5-N6 and Supervisory Management N6 due to alleged irregularities. These results were delayed with approximately 7-22 days due to the nature of examination anomalies, which required a protracted investigation before the release of the results.

For December 2015 examinations, the results of more than 600 subjects were released on scheduled dates. There were delays in releasing the results of NC(V) (i.e. Stored Programme Systems Level 4); and 3 NATED (i.e. Industrial Orientation N3, Motor Trade Theory N3 and Mechanical Drawing and Design N5) subjects’. This was due to Umalusi requesting re-marking of the scripts of these subjects at certain raw mark intervals (i.e. 30-39% and 40-49%).

Bulk release of 2016 examination results

For April 2016 examinations, all NATED subject results were released on the scheduled dates with the exception of four subjects (4) (i.e. Plating and Structural Steel Drawings N3, Electrical Trade Theory N3, Water Treatment Practice N3 and Waste-Water Treatment Practice N3). The delays were due to the examination centres not having submitted all the raw marks for all of the components of these subjects. The remaining results were released on 16 May 2016, shortly after the scheduled release on 10th May.

For June 2016 examination all NATED results were released on the scheduled dates, except that there were gaps in the subject results for examination centres where the electronic file submitted by the examination centre did not include the raw marks for all candidates. The outstanding mark sheets/marks were sourced and an updated schedule of results were released on a mop-up date following the bulk release date.

For August 2016 examinations all subjects’ results were released on scheduled dates with the exception of 8 subjects, namely, Engineering Science N3, Mathematics N3, N4, N5, Mechano-Technology N3, Electrotechinics N3 and Engineering drawing N2 due to alleged irregularities. In addition, Plant Operation Theory N2 examination results were not released on the scheduled date owing to the examination centres not having submitted all the raw marks for all of the components of this subject. A protracted investigation into examination anomalies delayed these results by 1-23 days.

For December 2016 examinations all subjects’ results were released on scheduled dates with exception of Engineering Science N3, Engineering Science N2, Mathematics N5, Building Drawing N3 and Electrical Trade theory N2 due to alleged irregularities. The results of 13 subjects were delayed due to low capture rate: Aircraft Maintenance theory N3, Aircraft Metalwork Theory N3, Building Drawing N3, Building Science N2, Digital Electronics N4, Electronic Trade Theory N2, Engineering Science N3, Logic Systems N3, Mathematics N5, Motor Electrical Theory N5, Refrigeration N3, and Water and Waste-water Treatment Practice N2. These results were released between 4-10 days after the bulk release of results.

Bulk release of 2017 examinations results

For April 2017 examination all NATED subject results were released on the scheduled dates, except where the electronic file submitted by exam centre did not include the raw marks for all candidates (i.e. it was incomplete) or did not fully upload onto the examinations IT system. An updated schedule of results were released on a mop-up date following the bulk release date.

For June 2017 examination all NATED subject results were released on the scheduled dates except, as indicated previously, where the electronic file submitted by exam centre did not include the raw marks for all candidates (i.e. it was incomplete) or did not fully upload onto the examinations IT system. These were addressed as indicated previously.

For August 2017 examinations all NATED results were released on the scheduled dates with the exception of following subjects, namely, Rigging Theory N2, and Logic Systems N5 owing to the examination centres not having submitted all the raw marks for all of the components of these subjects. The results for these subjects were released on 10 September 2017 (three days after bulk release).

For December 2017 examinations all results were released on scheduled dates with exception of 5 NATED subjects, where there were alleged irregularities, namely, Engineering Science N3, Industrial Electronics N2, Mathematics N2, N3 and MechanoTechnology N2. In addition, there were delays in the release of results for 2 NATED subjects (i.e. Radio Theory N1 and Motor Bodywork Theory N3); and 4 NC (V) subjects (i.e. Engineering Fabrication-Sheet Metalwork L3, isiXhosa First Additional Language L3, Engineering Fabrication- Sheet Metalwork L4, ixiXhosa First Additional Language L4). These results were delayed by approximately 5 days due to the examination centres not having submitted all the raw marks for all of the components of this subject.

(d) The Department conducts a mock end-to-end examination process to simulate the examination process in order to diagnose any examination IT system challenges for improvement purposes. The Department has also met with all role players in the value chain and formed a technical task team to look at all examination challenges including certifications in between examinations. The Director-General also instituted weekly meetings with the SITA Chief Executive Officer and both SITA and departmental senior managers responsible for the examinations function. These meetings have been instrumental in ensuring that the pressure is kept on SITA to resolve the exam IT system challenges and is the reason that substantial improvements have been made in resulting in the past two years.

The Department has built capacity to conduct investigations of any reported examination anomalies or irregularities. Papers that are reported to have been leaked are replaced. If the paper has already been written, the scripts of the candidates are audited to assess if there are common responses that may suggest that candidates had prior access to the paper. The Department has made significant progress in eliminating the phenomenon of leakages. Umalusi commended the Department for managing the April 2018 examination leakages; while in August 2018, the allegations were not confirmed and Umalusi approved the results.

The Department issued a non-compliance directive to all public TVET colleges that displayed non-compliance to a lesser or greater extent in respect to the non-submission or incorrect submission of raw marks. This process has resulted in a significant improvement in terms of the timeous release of results compared to the previous ten years.

Finally, the development of the new integrated examination computer system is at an advanced stage and the data migration process, which entails the transfer of the old SITA data to the new system, is ongoing. The Provincial Education Departments and national examination officials have already tested and assessed the completed modules against the user requirements/ specifications

17 October 2018 - NW2758

Profile picture: Bozzoli, Dr B

Bozzoli, Dr B to ask the Minister of Higher Education and Training

(1)Whether she has found that students who recently walked out of an examination at the University of Limpopo did so because the examination was deemed too difficult; if not, (2) whether she has found that the walk-out was staged due to a different reason; if so, what (a) was the reason, (b) are the further relevant details of the walk-out, (c) action will be taken to address the situation and (d) consequences will be faced by the students who walked out?

Reply:

1. The University of Limpopo responded to the posed question as follows:

The session was not an examination paper as reported in social and mainstream print and electronic media. It was a scheduled test for the second semester Education Studies (HEDA032) module. While the preliminary outcome of the investigation indicates that the test content was of an appropriate standard, the test cover had mistakes, which resulted in a small number of students disrupting the test session.

(2) (a) and (b) While the Department of Education Studies, in which the module is located, has sufficient summative and formative assessment moderation procedures in place, it was found that the test in question was not subjected to these checks. This unfortunately has been found to be one of the contributory factors that led to the disruptions of the test.

(c) Students and staff (lecturer, invigilators, Head of Department and Director of the School) are being subjected to a formal investigation process.

(d) The matter is still under investigation.

17 October 2018 - NW2742

Profile picture: Nolutshungu, Ms N

Nolutshungu, Ms N to ask the Minister of Higher Education and Training

What is the total number of students who enrolled in (a) community education and training colleges, (b) technical and vocational education and training colleges and (c) universities in each of the past 10 academic years?

Reply:

The total number of students enrolled in Community Education and Training (CET) colleges, Technical and Vocational Education and Training (TVET) colleges and universities for the past 10 academic years are provided below:

Academic year

a) CET Colleges

b) TVET Colleges

c) Universities

  1. 2008

*

**

799 490

  1. 2009

*

**

837 776

  1. 2010

*

358 393

892 936

  1. 2011

*

400 273

938 201

  1. 2012

*

657 690

953 373

  1. 2013

*

639 618

983 698

  1. 2014

*

702 383

969 154

  1. 2015

283 602

737 880

985 212

  1. 2016

273 431

705 397

975 837

  1. 2017

262 156

In the process of quality checking for official release in November 2018

1 036 984 ***

* The enrolment data for CET colleges is provided from the 2015 academic year onwards as CET colleges were only established in 2015.

** Enrolment data prior to 2010 resides with the Department of Education.

*** Provisional data as verification will be finalised by 31 October 2018.

17 October 2018 - NW2574

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Nolutshungu, Ms N to ask the Minister of Higher Education and Training

(1)(a) What is the total number of (i) deputy directors-general and (ii) chief directors that are employed in (aa) an acting and (bb) a permanent capacity in her department and (b) what is the total number of women in each case; (2) (a) what is the total number of (i) chief executive officers and (ii) directors of each entity reporting to her and (b) what is the total number of women in each case?

Reply:

1.The table below shows the total number of Deputy Directors-General and Chief Directors employed on an acting and permanent capacity in the Department and the total number of women in each case.

 

(aa) Acting

(bb) Permanent

Total Number

(a) (i) Deputy Directors-General

3

3

6

(b) Women

2

2

4

 

(aa) Acting

(bb) Permanent

Total Number

(a) (ii) Chief Directors

7

23

30

(b) Women

1

8

9

2. The entities reporting to the Department have provided the following information to the question posed.

Entity

(a)(i) Chief Executive Officers

  1. (ii) Directors

(b) Number of women

Council on Higher Education

1

7 including 1 in an acting position

4

National Institute for Humanities and Social Sciences

1

2

3

National Student Financial Aid Scheme

1

26

9

South African Qualifications Authority

1

11

8

21 Sector Education and Training Authorities

21 (7 filled and 14 vacant with acting CEOs)

184

104

National Skills Fund

1

15

9

Quality Council for Trades and Occupations

1

6

3

17 October 2018 - NW2623

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Alberts, Mr ADW to ask the Minister of Higher Education and Training

(1)Whether her department’s language policy on higher education, of which the concept was published in the Government Gazette of 23 February 2018, has already been finalised; if not, (a) which processes are still outstanding and (b) what is the timeframe for finalisation; if so, when will it be published; (2) whether her department received and considered submissions from (a) the SA Academy for Arts and Science, (b) the Afrikaans Language Board and (c) Afriforum; if not, what is the position in this regard; if so, what are the relevant details in each case; (3) whether, if the specified policy is not yet finalised, she will possibly consider hosting a symposium in order to refine it; if not, what is the position in this regard; if so, what are the relevant details; (4) whether she has found that the policy is in compliance with her obligation under subsection 6(4) of the Constitution, 1996, to regulate and monitor the use of official languages by means of legislative and other measures, as subsection 27(2) of the Higher Education Act, Act 101 of 1997, has the aforementioned as its underlying basis; (5) whether she will make a statement on the matter?

Reply:

1. The Department is still in the process of finalising the Language Policy for Higher Education, which was published in February 2018 for public comment.

(a) The draft was a revision of the 2002 Language Policy for Higher Education. The Department received a large volume of submissions/inputs from various stakeholders, mainly universities and agencies interested in language development in South Africa. The Department has analysed these inputs and is in the process of developing a final draft taking into account the various comments received. The following aspects of the policy are still outstanding:

  • Department must submit and request the advice of the Council on Higher Education, as required in terms of the Higher Education Act (Act 101 of 1997); this advice may lead to further policy changes; and
  • Socio-Economic Impact Assessment.

(b) The Department envisages that the final policy will be published by 31 March 2019.

2. The Department received submissions from the SA Academy for Arts and Science and AfriForum. No submission was received from the Afrikaans Language Board. All submissions are being considered to ensure that the language policy is consistent with the Constitution and begins to address the historical marginalisation of indigenous African languages. The relevant details of the submissions are as follows:

The SA Academy for Arts and Science welcomed the revised Language Policy for Higher Education and proposed that specific universities be assigned to develop indigenous South African languages. It called for research to be done to establish guiding principles and procedures for the development of new terminology for African languages. Moreover, the Academy suggests that a core cohort of lecturers proficient in African languages be developed to ensure that there are lecturers who can teach in these languages.

Afriforum generally welcomed the review of the policy and called for funding allocations to be made in support of multilingualism at universities. It highlighted the fundamental right of learners/students to receive education in their mother tongue or language of their choice. It supported the proposed partnerships with the Department of Basic Education in promoting the development of all indigenous languages in South Africa. It welcomed the explicit recognition of Afrikaans as an indigenous South African language in the policy.

3. The Department has already held a number of symposiums and seminars on this matter and is not planning to hold any others before the policy is finalised. However, the Department will continue to engage with universities and other relevant bodies regarding the implementation of the policy once it is published.

4. The revision of the Language Policy for Higher Education is being done in compliance with the Constitution of the Republic of South Africa, 1996 and the Higher Education Act of 1997
(Act 101 of 1997).

5. The Minister will communicate to all stakeholders once the policy has been published in the government gazette for implementation.

COMPILER DETAILS

NAME AND SURNAME: MR SIMON MOTLHANKE

CONTACT: 012 312 5260

RECOMMENDATION

It is recommended that the Minister signs Parliamentary Reply 2623.

MR GF QONDE

DIRECTOR–GENERAL: HIGHER EDUCATION AND TRAINING

DATE:

PARLIAMENTARY REPLY 2623 IS APPROVED / NOT APPROVED / AMENDED.

COMMENT/S

MRS GNM PANDOR, MP

MINISTER OF HIGHER EDUCATION AND TRAINING

DATE:

17 October 2018 - NW2815

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Kwankwa, Mr NL to ask the Minister of Higher Education and Training

By what date will she commit to finalise the payment of the outstanding (a) salary from April 2010 to October 2017, (b) the promised pension arrangement and (c) promised leave gratuity as undertaken by her department on 26 October 2017 to Mr Dyafta (details furnished)?

Reply:

Mr Dyafta is not an employee of the Department of Higher Education and Training. Mr Dyafta was transferred to the Department of Education in the Eastern Cape after the migration process on 1 April 2015. The question should therefore be directed to the Department of Education in the Eastern Cape.

27 September 2018 - NW2611

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Mokoena, Mr L to ask the Minister of Higher Education and Training

(1)Whether she has been informed of (a) the allegations and (b) the case that has been opened against the Chief Executive Officer and members of the board of the National Institute for the Humanities and Social Sciences; if not, what is the position in this regard; if so, (2) has she instituted an investigation and/or followed up on the allegations and the case; if not, why; if so, what are the relevant details?

Reply:

1. (a) The Minister has received two letters containing allegations of maladministration and corruption against the Chief Executive Officer (CEO) and the Board from NIHSS staff, as well as a whistle-blower.

(b) The Minister has not been made aware of any case opened against the CEO or the Board.

2. The Director-General on 20 August 2018 requested the Board of NIHSS to investigate the allegations mentioned above and provide a response to the Department on how they have been addressed. The response was received on 04 September 2018 and is currently being analysed. This response covers the allegations made by the staff and a whistle-blower. The Board has requested the CEO and Human Resource unit to respond to the allegations contained within the formal letter of collective grievance.

27 September 2018 - NW2607

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Nolutshungu, Ms N to ask the Minister of Higher Education and Training

What are the names of all institutions of higher learning where (a) cleaning, (b) gardening, (c) catering and (d) security staff are insourced?

Reply:

The Department does not routinely collect information on the way in which services are managed at individual universities and the management thereof. The Department requested all universities to respond whether or not they have insourced cleaning, gardening, catering and security staff. The responses from universities are provided in the table below.

Institution

(a) Cleaning

(b) Gardening

(c) Catering

(d) Security staff

1. Cape Peninsula University of Technology

No response

2. University of Cape Town

Insourced

Insourced

Insourced

Insourced

3. Central University of Technology

Insourced

Insourced

Outsourced

Insourced

4. Durban University of Technology 

Outsourced

Outsourced

Outsourced

Outsourced

5. University of Fort Hare

No response

6. University of the Free State 

No response

7. University of Johannesburg 

Insourced

Insourced

Outsourced

Insourced

8. University of Limpopo

Outsourced

Outsourced

Outsourced

Outsourced

9. Mangosuthu University of Technology

Outsourced

Outsourced

Outsourced

Outsourced

10. University of 
Mpumalanga

Insourced

Insourced

Outsourced (Insourcing will be done with effect from 1 January 2019)

Outsourced University pays a subvention

11. Nelson Mandela University

Insourced

Insourced

Insourced

Insourced

12. North-West University

Outsourced

Outsourced

Potch Campus

Insourced: 19%

Vaal Campus

Insourced

Mafikeng Campus:

Outsourced

Potch Campus

Insourced: 59%

Vaal Campus

Outsourced

Mafikeng Campus:

Insourced: 9%

13. University of Pretoria

Insourced

Insourced

Insourced

Insourced

14. Sefako Makgatho Health Sciences University

Insourced

Insourced

Insourced

Insourced

15. Sol Plaatje University

Insourced

Insourced

Outsourced University pays a subvention

Insourcing in process and will commence on
1 October 2018

16. University of  South Africa

Insourced

Insourcing underway

Outsourced

Insourced

17. Stellenbosch University 

Outsourced

Outsourced

Outsourced

Outsourced

18. Tshwane University of Technology 

Insourced

Insourced

Outsourced

Outsourced

19. Vaal University of Technology 

Outsourced

Outsourced

Outsourced

Outsourced

20. University of Venda 

Insourced

Insourced

Insourced (except for student catering)

Insourced

21. Walter Sisulu University

Outsourced: 90%

Outsourced: 90%

Insourced only for staff on Mthatha campus

Outsourced: 95%

22. University of the Western Cape

Outsourced

Outsourced

Outsourced

Outsourced

23. University of the Witwatersrand

No response

24. University of Zululand

Insourced

Insourced

Outsourced

Insourced

19 September 2018 - NW2437

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Nolutshungu, Ms N to ask the Minister of Higher Education and Training

What is the (a) name of each investing company that has invested on land owned by (i) her department and (ii) each entity reporting to her and (b)(i) nature, (ii) value and (iii) length of each investment?

Reply:

(a) (i) None

(ii) None

(b) (i) None

(ii) None

(iii) None

19 September 2018 - NW2340

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Nolutshungu, Ms N to ask the Minister of Higher Education and Training

(1)(a) What is the total number of instances of corruption at each institution of higher learning in the country that have been reported to her department or which her department has been made aware of by the police in the 2017-18 financial year, (b) what are the reported allegations in each case, (c) was each allegation investigated, (d) what was the outcome of each investigation and (e) what is the name of each person who is implicated;

Reply:

1. (a) In terms of South African criminal law, corruption is defined as follows: Anybody who accepts any gratification from anybody else, or offers or gives any gratification (benefit) to anybody else in order to influence the receiver to conduct herself, himself or itself in a way, which amounts to the unlawful or irregular exercise of any duties.

Six cases of corruption at universities were reported to the Department in the 2017/18 financial year. The South African Police Services has not brought any cases to the attention of the Department.

It is important to note that this response does not include a variety of general complaints and allegations received by the Department in 2017/18 against institutions. These complaints are often of a vague nature and do not contain any evidence to support allegations of corruption. Such complaints have been referred to universities to investigate, and they have been requested to provide reports on these matters to the Department.

The details of the cases reported in the 2017/18 financial year are listed below.

Institution

(b) Cases reported

(c) Status of investigation

(d) Outcome

(e) Person(s) allegedly involved

1. University of Johannesburg (UJ)

  1. Activities and transactions relating to certain UJ commercial ventures.

The University concluded a forensic investigation.

Both persons have left the University. The University has laid criminal charges against the implicated persons and is implementing the recommendations of the forensic report.

The former Chairperson of Council Professor Marcus and the former Deputy Vice-Chancellor: Finance

Professor van Schoor.

 

2. UJ uncovered irregularities with regard to payments made to the President of their Convocation. The President of Convocation was a member of Council at the time and was paid for a service that he did not provide. He also failed to disclose his business interests to the University Council.

The University concluded a forensic investigation.

The President of the Convocation resigned from the UJ Council.

Mr Mbali Mkhonto.

 

3. Improper use of a credit card by the Vice-Chancellor.

The University concluded a forensic investigation.

The University is implementing the recommendations of the forensic report.

Former Vice-Chancellor, Prof Ihron Rensburg.

2. University of Venda (Univen)

4. During a monitoring visit to Univen at the end of August 2017, the Department discovered that there were a number of abandoned infrastructure projects. The Department queried the reasons for the contractors abandoning the projects, and due to the cost implications and the possibility of corruption allegations, requested Univen to investigate the matter.

In October 2017, the Univen Council instituted an independent forensic investigation into the abandoned infrastructure projects. The university has informed the Minister that the results of this investigation are currently being finalised and will be submitted to Council at its next meeting, after which the Minister will be fully informed of the outcome.

Awaiting the forensic report.

Awaiting the forensic report.

 

5. In early 2018, the Department was made aware that in 2017, Univen, through its investment company, the Univen Innovate Growth Company (UIGC), entered into various agreements with private companies to develop infrastructure at the university campus in Thohoyandou. Univen did not request Ministerial approval for the proposed developments as is required by Higher Education Act, and there were alleged irregularities in the process.

The Minister issued a directive to Univen in terms of section 42 of the Higher Education Act, instructing the Univen Council not to restart the process of procuring or developing any new infrastructure, including through the UIGC. The Minister informed Univen of her intention to appoint an Independent Assessor to undertake an investigation into the affairs of Univen in terms of section 44 of the Act and provided the university an opportunity to respond before acting.

Departmental officials are currently assessing Univen’s response to the Minister’s directive. The Minister will apply her mind to the matter and decide on further action once this assessment is complete.

UIGC, university management and Council.

3. University of KwaZulu-Natal (UKZN)

6. UKZN is conducting forensic investigations into admissions fraud at UKZN. This has also been reported to the HAWKS.

The investigation is ongoing.

Awaiting the outcome of the investigation.

Awaiting the outcome of the investigation.

11 September 2018 - NW2419

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Boshoff, Ms SH to ask the Minister of Higher Education and Training

What programmes for the Continuous Professional Training and Development of teachers at special needs schools are (i) currently being implemented and (ii) planned for future academic years and (b) what number of teachers are trained or will be trained in each programme?

Reply:

a) The development of inclusive education competence begins in initial teacher education programmes, and deeper specialisation is developed through continuing professional development programmes.

Universities offer initial teacher education and continuing professional development qualification programmes for teachers based on the policy requirements stipulated in the Policy on Minimum Requirements for Teacher Education Qualifications (PMRTEQ) (Department of Higher Education and Training 2011, revised in 2015).

The PMRTEQ makes it possible for universities to offer the following initial teacher education programmes:

  • Bachelor of Education (BEd) (480 credits, NQF level 7); and
  • Postgraduate Certificate in Education (PGCE) (120 credits, NQF Level 7).

The PMRTEQ requires that all BEd and PGCE graduates “must be knowledgeable about inclusive education and skilled in identifying and addressing barriers to learning, as well as in curriculum differentiation to address the needs of individual learners within a grade.”
(PMRTEQ, page 25 and 29)

The PMRTEQ specifies 11 basic competencies for beginner teachers. One of the competencies requires that “Newly qualified teachers must understand diversity in the South African context in order to teach in a manner that includes all learners. They must also be able to identify learning or social problems and work in partnership with social providers to address these.” (PMRTEQ, page 62)

To support the implementation of these policy directives, the Department is implementing the Teacher Education for Inclusive Teaching (TEfIT) Project. This project involves the collaborative development of knowledge and practice standards for inclusive teaching and supporting curriculum frameworks, courses and course materials that universities can use for the development of new and existing teachers’ inclusive teaching competence. The goal is that all new teachers graduating from initial teacher education programmes are able to address inclusive education competently in their practice.

A further component of the TEfIT Project involves support for three universities to develop as centres of specialisation for special needs education in three areas. The University of Pretoria is being supported to develop as a centre of specialisation for Visual Impairment Studies, the University of the Witwatersrand for Deaf Studies, and the University of Johannesburg for Neurological-Developmental Learning Needs. These centres will have the function of training specialist teachers who work/will work in special schools, special schools resource centres and full-service schools, and of leading research in these areas to inform policy and practice.

The three universities are developing programmes aligned with the PMRTEQ and Higher Education Qualifications Sub-Framework.

Table 1: Continuous Professional Development programmes under development by the three universities

University

Programmes under development

Target date for offering of programmes

University of Pretoria

Advanced Certificate: Inclusive Education (Barriers to Learning: Learning Difficulties)

2020

 

Bachelor of Education (Honours):

(Special Needs and Inclusive Education)

2020

 

Advanced Diploma in Education: Visual Impairment Studies

2020

University of
the Witwatersrand

Post Graduate Diploma in Deaf Education (South African Sign Language as a language specialisation )

2020

 

Bachelor of Education Honours

(Deaf Education)

2020

University of Johannesburg

Advanced Diploma in Education: Remedial Education

2020

 

Postgraduate Diploma in Education (Inclusive Education)

2020

Other universities are also active in this area. The latest audited 2016 data received from universities indicates the following Advanced Certificate in Education (ACE) programme offerings.

Table 2: Headcount Enrolments (HC), Full-time Equivalent Enrolments (FTE) and Graduates (Grads) in active inclusive education/special needs education in 2016.

University and ACE Specialisation

HC

FTE

Grads

Nelson Mandela University

Education: SNE: Remedial

3

1

3

North West University

Learner Support

209

68

97

University of South Africa

Inclusive Education

41

15

28

University of Pretoria

Special Needs Education

71

41

50

The number and range of ACE programme offerings were much higher a few years ago, and many teachers completed their ACE qualifications with an inclusive education/remedial education/special needs education focus. The number of graduates are now declining because the ACE is not aligned to the HEQSF and being phased out. Universities will replace the ACE specialisations with Advanced Diplomas in Education and Postgraduate Diplomas in Education.

The scale at which the new Advanced Diplomas and Postgraduate Diplomas will be offered will be dependent on the extent to which the Department of Basic Education signals a need for them and teachers are supported to enrol for the specialist programmes.

It is not possible for the Department of Higher Education and Training to predict future numbers of teachers who will undertake these specialist programmes. This is dependent on the extent to which teachers choose to do these courses, or are specifically supported by the Department of Basic Education and provincial education departments to register for these programmes.

11 September 2018 - NW2410

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Bozzoli, Dr B to ask the Minister of Higher Education and Training

(1)Has the University of Cape Town (UCT) begun to (a) plan and/or (b) construct the new art gallery promised at the time of the Fees Must Fall protests; if not, (i) why not and (ii) by what date will planning and construction begin; if so, what progress has been made in each case; (2) has UCT made overtures to, or offered an apology to, artists whose artworks were damaged, destroyed or censored during the Fees Must Fall protests; if not, why not; if so, what (a) is the name of each artist with whom communication was made and (b) are the details of the communication that has taken place in each case; (3) (a) what number of artworks remain censored at UCT, either through being physically covered up or placed out of sight and (b)(i) which category of artworks remain censored and (ii) what is the name of each affected (aa) artist and (bb) artwork?

Reply:

The University of Cape Town (UCT) has provided the following responses to the questions posed.

  1. UCT intends to construct an Art Gallery. However, this has not yet materialised due to competing capital projects and other priorities.
  2. UCT has not made any apologies to individual artists. However, UCT has condemned the vandalism and violence that led to the destruction of the Art Gallery.
  3. UCT does not censor artwork. Where artworks have been removed from public spaces on campus, this was to protect the artwork against possible damage during times of tension and facilitate on-going consultative processes around curatorial policies that are informed by the context of the university’s public spaces, which have become a subject of contestation.

UCT welcomes these debates while recognising the moral rights of artists and the need to balance the rights of various parties. The University does not acquire artwork with any condition, requirement or understanding that it will be on display forever. It remains the University’s prerogative to determine when, where and for how long it will display the artwork.

In respect of the Sarah Baartman sculpture, UCT will host an exhibition at the Ritchie Gallery from 20 September 2018 to 4 October 2018. In preparation for this exhibition, the sculpture has been removed from the Chancellor Oppenheimer Library. UCT remains committed to its programme of public debates about the display of artwork.

11 September 2018 - NW2384

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Madisha, Mr WM to ask the Minister of Higher Education and Training

What (a) were the (i) circumstances and (ii) reasons that informed the decision to place the National Student Financial Aid Scheme under administration and (b) are the terms of reference of such administration?

Reply:

a) (i) The Minister has through engagement with the National Student Financial Aid Scheme (NSFAS) in 2018, raised serious concerns about the failure of NSFAS to effectively confirm funding for students and disburse funding timeously to students in Technical and Vocational Education and Training (TVET) colleges and universities. The Department with experts from the sector and support of the Board has provided support to the entity during 2017 and 2018. However, despite this support, the entity continues to face serious challenges in its business processes, IT systems, capacity, policies and controls.

(ii) These challenges have had a grave effect on the student-funding environment since 2017 and have been exacerbated in 2018. Should these matters not be addressed urgently, the challenges facing the entity will continue to negatively impact on the effective implementation of government funding for poor and working-class students to enable them to access higher education and training, and succeed in their studies.

(b) The Administrator will take over the governance, management and administration of NSFAS for one year. The general and specific Terms of Reference of the Administrator during this period will be to:

  • Ensure the effective close out of the 2017 and 2018 student-funding cycles. This involves resolving data integration challenges as a matter of urgency, finalising all necessary funding decisions, ensuring reconciliation of funding data between universities and TVET colleges and NSFAS, ensuring that all the necessary agreements are in place, students are accurately funded and recorded, and ensure that all NSFAS qualifying students receive funding;
  • Oversee the opening of the 2019 online applications process, ensure that all necessary partnerships for managing the applications process are in place and can be effectively monitored, and develop and manage a communications plan for the application period;
  • Develop, in consultation with the Department, universities and TVET colleges, an effective and realistic plan for the 2019 funding cycle and ensure that all parties understand all their roles and responsibilities, and any necessary implementation support is made available as needed;
  • Ensure that the entity pays adequate attention to both TVET colleges and universities in all aspects of its core business processes;
  • Put in place the necessary management and governance controls to ensure that all risks for the 2019 student funding cycle are appropriately managed, with the support of the Department and institutions as necessary;
  • Ensure that adequate plans are in place to make funding decisions at the earliest possible time of the year and as close to the period of registration as possible;
  • Manage the day-to-day work of the entity, and steer NSFAS to address its operational challenges fully. This will include the strengthening of structures, systems and policies that will ensure good governance and effective management of the core operational mandate of NSFAS;
  • Oversee all necessary forensic and other investigations necessary for the effective operation and management of the entity;
  • Work closely with the Ministerial Committee of Inquiry appointed by the Minister to review the business processes of the entity and make long-term recommendations on the future models, structures, systems and business processes necessary for an effective NSFAS; and
  • Maintain a close and productive working relationship between NSFAS and universities and TVET colleges, with a view of re-establishing a NSFAS presence on campuses from 2018 onwards.

The Administrator will report to the Minister of Higher Education and Training or her delegated officials. In addition to other forms of communication and interaction with the Ministry and Department, the Administrator is expected to submit a written report every three months on the progress made regarding the issues mentioned above. The Administrator may appoint technical experts where necessary to assist in the different areas.

11 September 2018 - NW2466

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Nolutshungu, Ms N to ask the Minister of Higher Education and Training

What number of rape incidents took place at each institution of higher learning in 2017?

Reply:

The Department does not collect such information as a matter of routine.

The Department requested all universities and Technical and Vocational Education and Training (TVET) college to respond to the question. The table below provides the responses received from 20 universities.

University

Number of rape incidents

1. Cape Peninsula University of Technology

1

2. University of Cape Town

9

3. Central University of Technology

0

4. Durban University of Technology

1

5. University of Johannesburg

4

6. University of Limpopo

0

7. Mangosuthu University of Technology

0

8. University of Mpumalanga

0

9. Nelson Mandela University

5

10 North-West University

1

11. University of Pretoria

1

12. Rhodes University

2

13. Sol Plaatje University

0

14. University of South Africa

1

15. Stellenbosch University

0

16. Tshwane University of Technology

6

17. University of Venda

0

18. Walter Sisulu University

7

19. University of Western Cape

2

20. University of the Witwatersrand

1

The table below provides the responses received from 4 TVET colleges.

TVET College

Number of rape incidents

1. Umfolozi TVET College

1

2. Majuba TVET College

2

3. Vuselela TVET College

1

4. Northlink TVET College

3

11 September 2018 - NW2379

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Nolutshungu, Ms N to ask the Minister of Higher Education and Training

Whether she intends to support a presidential pardon for the convicted Fees Must Fall activists since the Government has agreed to the principle that education must be free?

Reply:

There is no provision in the relevant laws and regulations which allows for intervention or support by Ministers in the processing of Presidential pardons.

10 September 2018 - NW2367

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Wolmarans, Mr M to ask the Minister of Higher Education and Training

With reference to the SA Human Rights Commission Report on Transformation at Universities which recommended that her department takes a leading role in the transformation of institutions of higher learning and that universities should report annually on their state of transformation, what work has been put in to address recommendations which have not yet been addressed?

Reply:

In 2014, the Department of Higher Education and Training (DHET) promulgated
the revised Regulations for Reporting by Public Higher Education Institutions
(R464, Government Gazette No. 37726 of 9 June 2014) which impose a duty on all university councils to report on transformation in their annual reports. In terms of the Regulations, public higher education institutions are required to adopt, implement and report on policies that promote transformation in their respective institutions. This report on transformation must clearly indicate initiatives that seek to advance people from historically disadvantaged backgrounds, women and people with disabilities. It should also indicate any transformation measures implemented with regard to teaching, learning and research activities. In addition, public higher education institutions are required to monitor the effectiveness and impact of policies implemented to address transformation in their respective institutions. All this information must be submitted to the Department annually.

Upon receipt of the South African Human Rights Commission’s report in December 2016, the Department circulated the report to all University Vice-Chancellors for their consideration and action. Universities were requested to respond to the report by submitting their implementation plans to the Department in which they demonstrate how they intend giving effect to the recommendations outlined in the report, including the resolutions of the 2015 Higher Education Transformation Summit held in Durban in October 2015.

The Ministerial Committee on Transformation in Public Universities (TOC) has conducted an analysis of both Universities’ annual transformation reports as well as the transformation implementation plans, and it is currently in the process of compiling a report on the state of transformation in the higher education system. The envisaged report will identify barriers to substantive transformation in the sector, and will include recommendations to the Minister on appropriate interventions and initiatives to be effected in order to accelerate the pace of transformation in the sector.

Subsequent to its appointment in July 2017, the TOC developed and is currently implementing a three-year action plan which is informed by, among others, the recommendations of the SAHRC report. The TOC’s primary mandate is to monitor transformation in the sector and to advise the Minister on appropriate policies and other interventions required to accelerate transformation of the higher education sector. The Department and the TOC hold regular meetings with Universities South Africa which represents all twenty-six (26) public Universities, with the intention of addressing transformation challenges confronting the sector and to collaborate on sectoral transformation activities.

10 September 2018 - NW2370

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Mchunu, Ms S to ask the Minister of Higher Education and Training

In view of the recent 6th BRICS Education Ministers’ meeting that was held in Cape Town recently under the theme Deepening BRICS Education Partnerships and Exchanges, where the Ministers reflected on the successes and challenges related to earlier education commitments made by the BRICS countries, how has she found the reflections made by the BRICS partners on university partnerships, technical and vocational education and training, work-based learning and digitisation can assist in strengthening the country’s post-school education and training system?

Reply:

The Department hosted the 6th BRICS Education Ministers Meeting on 10 July 2018 under the theme “Deepening BRICS Education Partnerships and Exchanges”. The meeting aimed to reflect on the successes and challenges related to earlier education commitments made by the BRICS countries. The meeting ensured the exchange of best practices to improve education and training systems as well as pursuing opportunities for skills development.

Collaboration in higher education and training with BRICS countries is based on mutual learning and knowledge sharing. The cooperation facilitates the exchange of skills, expertise and knowledge between BRICS countries and various agencies in the education system to build long-term relations of mutual benefit. BRICS cooperation also promotes system-to-system cooperation whereby policymakers, institutions, academics and students have access to relevant, high-quality international practices, research, experiences and expertise.

The meeting reflected on how Workplace-Based Learning can support improved learning and employability and shared their best practice models. The meeting also highlighted the importance to develop innovative approaches to vocational education provision, guaranteeing workforce integration into the future labour market and consequently, increase economic productivity and social inclusion.

The meeting also discussed experiences on digitisation where India developed a massive Open Online Course platform known as the SWAYAM (Study Webs of Active – Learning for Young Aspiring Minds). This is a holistic learning platform, which can be accessed anytime. It comes in an e-Content self-instructional material, e-Books, illustrations, case studies and presentations.

This experience together with international research strongly suggest that in pursuing the shift towards an open learning orientation will also encourage the post-school sector towards taking on board evident changes in the way a new generation of learners are beginning to view learning, education and training as well as how they are using technology in teaching and learning.

The meeting noted that Technical and Vocational Education and Training (TVET) provision has a direct role in supporting the skills needs of industry, and the employment and career needs of workers, however, TVET- industry partnerships in South Africa have been weak. The BRICS platform will assist members in positioning TVET in a way that not only addresses the skills sets required to improve productivity and economic growth but also to reduce poverty and inequality in society. As such, workers need to have both general and more defined skill sets, with the capacity to adapt these skill sets in the face of evolving industry demands.

The interaction was aimed at promoting university partnerships with the need to strengthen academic exchange and student mobility among the BRICS member states. A representative of the BRICS Network University indicated that successful collaboration of the BRICS universities on research and teaching, student and staff exchanges is already a significant contribution to global knowledge production. South Africa is already receiving scholarship offers from BRICS countries and have students studying in China, Russia and India. Negotiations are underway way with Brazil.

Through its teaching partnerships, the BRICS Network University will promote academic programmes that produce the kind of graduates that can lead the BRICS societies into the future. The thematic areas for the BRICS Network University, i.e. energy, information security, climate change, water resources and pollution treatment have been carefully selected to exploit the knowledge strengths of the BRICS member states.

The work of the BRICS Network University is in alignment with that which the post-school education and training system is aiming to accomplish; that is to build a stronger and more cooperative relationship between education and training institutions and the workplace. BRICS gives a real opportunity for effective learning and knowledge diplomacy to make a difference to the lives of its citizens.

The BRICS Education Ministers meeting resulted in the signing of a joint declaration with tangible outcomes in different areas. Brazil offered to host a workshop on innovation among TVET institutions in BRICS countries. India offered to develop a proposal, which will focus on e-learning across BRICS countries, and share best practices, South Africa offered to develop a doctoral BRICS Network Programme, and lastly, Russia offered to put together a proposal for the establishment of a coordinating process for the BRICS Network University.

10 September 2018 - NW2369

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Mavunda, Mr RT to ask the Minister of Higher Education and Training

With reference to the 23 member Recognition of Prior Learning (RPL) Reference Group which was recently appointed as part of the implementation of Phase 1 of the Recognition of Prior Learning Coordination Policy, to what extent will the work and implementation of the RPL Coordination Policy be underpinned by the findings and recommendations of the 2013 RPL Ministerial Task Team Report?

Reply:

The Recognition of Prior Learning (RPL) Coordination Policy was published on
31 March 2016. The conceptual framework for the RPL policy was the findings and recommendations contained in the Report of the Ministerial Task Team (MTT). The MTT for RPL recommended that RPL must be used for access and credit, and advancement. The RPL policy establishes these as principles of RPL. The establishment of the RPL Reference Group was one of the recommendations of the MTT Report. The Terms of Reference (ToR) of the RPL Reference Group draws from the MTT Report, in aspects such as advising the Minister on how to fund RPL for the public, develop a strategy and implementation plan for the establishment of a coordinating mechanism for RPL, collaborate and support RPL centres, and advise the Minister on the professionalisation of RPL practitioners. The work of the RPL Reference Group is aligned to the ToR set out in the RPL Policy attached as an Annexure.

10 September 2018 - NW2368

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September, Ms CC to ask the Minister of Higher Education and Training

In view of the Centres of Specialisation Artisan Programme which was launched at the beginning of 2018 as an initiative that involves the provision of apprenticeships for young people by employers, the provision of training by colleges and the provision of funding by her department to support the initiatives through funding, how will the specified partnerships strengthen the link between education and the workplace which include areas of work such as artisan trades and the apprenticeship system?

Reply:

The Centres of Specialisation (CoS) Programme has two key objectives; firstly, to accelerate the rate at which 13 priority trades are produced; and secondly, to build the capacity of the Technical and Vocational Education and Training (TVET) colleges to play their part in delivering these priority trades. The 13 priority trades were identified after a period of intensive research into the skills required for the large government infrastructure projects as well as for the Phakisas and War on Leaks. The trades are auto mechanic, boilermaker, bricklayer, carpenter and joiner, diesel mechanic, electrician, fitter and turner, mechanical fitter, millwright, pipefitter, plumber, rigger and welder.

Each of these trades is to be delivered using the newly registered Occupational Qualifications on the Quality Council for Trades and Occupations (QCTO) sub-framework. These qualifications have three interwoven components, i.e. theory, practical in a simulated sense and real workplace experience. The role of the TVET colleges is to provide the theory and practical components in partnership with workplaces.

The partnership between the education and workplace is effected through an apprenticeship contract. For CoS, all apprentices must have such apprenticeship contracts with employers before they enrol at a TVET college. This cements the partnership between the TVET college and industry.

Two colleges were selected to deliver each one of the 13 priority trades. In practice, 19 colleges are participating in the CoS programme, as 7 colleges have two trades each (albeit at different campuses). Every province has at least one college participating in the CoS.

What makes CoS different from many other initiatives is that learners must have apprenticeship contracts before they enrol at the college. This has required a considerable amount of work amongst employers, work that commenced at the beginning of this year. CoS has a target of 30 learners/apprentices per college, meaning that 780 apprenticeship contracts have to be signed. On 10 August 2018, the Department received reports indicating that there were 1 053 expressions of interest from employers wishing to take up apprentices for particular trades in the vicinity of selected colleges. The Sector Education and Training Authorities are being asked to consider these expressions of interest and where employers qualify, to allocate apprenticeship grants to them.

With apprenticeship grants, learners have a far greater chance not only of completing their trade test but also of securing employment either with the company with which they have been contracted or with another company in the network. Furthermore, companies have a better chance of finding the skills they need and ensuring that the skills trained are in line with their needs.

10 September 2018 - NW2317

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Nolutshungu, Ms N to ask the Minister of Higher Education and Training

(1)(a) What number of labour disputes are currently being faced by (i) her department and (ii) the entities reporting to her, (b) what is the cause of each dispute, (c) what is the nature of each dispute and (d) on what date was each dispute (i) reported and (ii) resolved;

Reply:

  1. (a)(i) There are 56 disputes currently faced by the Department.

(ii) There are 50 disputes currently faced by the entities reporting to the Department.

(b)-(d) The details of the cause, nature, date of dispute reported and resolved of each dispute are provided in the table below:

Department:

Number of Conciliations

(b) Cause of dispute

(c ) Nature of dispute

(i) Date reported

(ii) Date resolved

Employee 1 (Head Office)

Allegation of unfair dismissal

Unfair dismissal

26/04/2018

26/04/2018 Unresolved

Employee 2 (Lovedale TVET College)

Allegations of unfair labour practice related benefits

Unfair Conduct - benefits

11/06/2018

11/06/2018 Unresolved

Employee 3 (Lovedale TVET College)

Allegations of unfair labour practice related benefits

Unfair Conduct - benefits

11/06/2018

11/06/2018 Unresolved

Employee 4 (Motheo TVET College)

Allegations of unfair labour practice related benefits

Unfair Conduct - benefits

18/04/2018

18/04/2018 Withdrawn

Employee 5 (Motheo TVET College)

Allegations of failure to promote

Unfair Conduct - promotion

26/04/2018

26/04/2018 Settlement agreement reached

Employee 6 (Head Office)

Allegations of failure to promote

Unfair Conduct - promotion

30/04/2018

30/04/2018 Unresolved

Employee 7 (Northlink TVET College)

Allegations of unfair conduct related to promotion, demotion, training, probation and benefits

Unfair Conduct - promotion, demotion, training, probation and benefits

07/05/2018

07/05/2018 Unresolved

Employee 8 (Lovedale TVET College)

Allegations of unfair labour practice related benefits

Unfair Conduct - benefits

24/05/2018

24/05/2018 Withdrawn by the Applicant

Employee 9 (College of Cape Town)

Allegations of unfair conduct related to promotion, demotion, training, probation and benefits

Unfair Conduct - promotion, demotion, training, probation and benefits

31/05/2018

31/05/2018 Withdrawn by the Applicant

Employee 10 (Eastern Cape CET)

Allegations of demotion

Unfair Conduct - demotion

07/06/2018

07/06/2018 Unresolved

Employee 11 (Port Elizabeth TVET College)

Equal pay for equal value of work

Unfair Discrimination

20/04/2018

20/04/2018 Unresolved

Employee 12 (Motheo TVET College)

Allegations of failure to interpret and apply collective agreement

Interpretation or Application of Collective Agreement

26/04/2018

26/04/2018 Unresolved

Employee 13 (Central Johannesburg TVET College)

Allegations of refusal to disclose information

Protected disclosure of information

04/05/2018

04/05/2018 Unresolved

Employee 14 (Head Office)

Equal pay for equal value of work

Unfair Discrimination

01/06/2018

01/06/2018 Unresolved

Employee 15 (Coastal TVET College)

Allegations of unfair labour practice related benefits

Unfair Conduct - benefits

10/04/2018

10/04/2018 Settlement agreement reached

Number of Arbitrations

(b) Cause of dispute

(c ) Nature of dispute

(i) Date reported

(ii) Date resolved

Employee 1 (Coastal TVET College)

Allegations of failure to interpret and apply collective agreement

Interpretation and application of Collective Agreement

01/04/2018

01/04/2018 Settlement reached

Employee 2 (Head Office)

Allegation of unfair suspension

Unfair Suspension

03/04/2018

03/04/2018 Settlement reached

Employee 3 (Ikhala TVET College)

Allegations of unfair dismissal

Unfair dismissal

05/04/2018

Pending

Employee 4 (Taletso TVET College)

Allegations of non-renewal of fixed term contract

Fixed term contract

12/04/2018

18/06/2018 Arbitration award in favour of Respondent

Employee 5 (Buffalo City TVET College)

Allegations of unfair dismissal

Unfair dismissal

12/04/2018

Pending

Employee 6 (Eastcape Midlands TVET College)

Allegations of failure to provide conditions of service in terms of Basic Conditions of Employment Act

Provisions of basic conditions of employment act

12/04/2018

Pending

Employee 7 (Ekurhuleni West TVET College)

Allegations of failure to interpret and apply collective agreement

Interpretation and application of Collective Agreement

13/04/2018

Pending

Employee 8 (Letaba TVET College)

Allegations of unfair dismissal

Unfair dismissal

17/04/2018

08/05/2018 Arbitration award in favour of the Department

Employee 9 (Ehlanzeni TVET College)

Allegations of unfair dismissal

Unfair dismissal

19/04/2018

30/05/2018 Arbitration award in favour of the applicant

Employee 10 (Port Elizabeth TVET College)

Allegations of failure to interpret and apply collective agreement

Interpretation and application of Collective Agreement

23/04/2018

30/05/2018 Dispute withdrawn

Employee 11 (South West Gauteng TVET College)

Allegations of unfair labour practice related benefits

Unfair labour practice- benefits

24/04/2018

24/04/2018

Settlement reached

Employee 12 (South West Gauteng TVET College)

Allegations of unfair dismissal

Unfair dismissal

30/04/2018

Pending

Employee 13 (Orbit TVET College)

Allegations of unfair dismissal

Unfair dismissal

02/05/2018

Pending

Employee 14 (Maluti TVET College)

Allegations of unfair suspension

Unfair suspension or disciplinary action

04/05/2018

Pending

Employee 15 (Free State CET)

Allegations of termination of service based on Public Service Act Section 17(3) B

Termination of employment in terms of Public Service Act Section 17(3) b

04/05/2018

04/05/2018 Matter dismissed

Employee 16 (Ingwe TVET College)

Allegations of unfair labour practice related benefits

Unfair labour practice: benefits

07/05/2018

07/05/2018 Default award issued against the applicant

Employee 17 (Department of Education)

Allegations of unfair dismissal

Unfair dismissal

08/05/2018

Pending

Employee 18 (Head Office)

Allegations of failure to interpret and apply collective agreement

Interpretation and application of Collective Agreement

10/05/2018

Pending

Employee 19 (Tshwane South TVET College)

Allegations of unfair dismissal

Unfair dismissal

10/05/2018

Pending

Employee 20 (Ehlanzeni TVET College)

Allegations of failure to interpret and apply collective agreement

Interpretation and application of Collective Agreement

14/05/2018

Pending

Employee 21 (Westcoast TVET College)

Allegations of unfair dismissal

Unfair dismissal

15/05/2018

Pending

Employee 22 (Majuba TVET College)

Allegations of failure to interpret and apply collective agreement

Interpretation and application of Collective Agreement

17/05/2018

Pending

Employee 23 (Tshwane South TVET College)

Allegations of failure to interpret and apply collective agreement

Interpretation and application of Collective Agreement

17/05/2018

Pending

Employee 24 (Lovedale TVET College)

Allegations of unfair labour practice related benefits

Unfair labour practice- benefits

17/05/2018

17/05/2018 Settlement agreement reached

Employee 25 (Tshwane North TVET College)

Allegations of failure to promote

Unfair conduct : promotion

18/05/2018

Pending

Employee 26 (Ekurhuleni West TVET College)

Allegations of failure to promote

Unfair conduct : promotion

18/05/2018

18/05/2018 Matter withdrawn

Employee 27 (Eastcape Midlands TVET College)

Allegations of non-renewal of fixed term contract

Fixed term contract

22/05/2018

Pending

Employee 28 (Mnambithi TVET College)

Allegations of unfair labour practice related benefits

Unfair labour practice- benefits

23/05/2018

Pending

Employee 29 (Maluti TVET College)

Allegations of failure to interpret and apply collective agreement

Interpretation and application of Collective Agreement

22/05/2018

22/05/2018 Settlement agreement reached

Employee 30 (Umfolozi TVET College)

Non-renewal of fixed term contract

Fixed term contract

04/05/2018

Pending

Employee 31 (Port Elizabeth TVET College)

Allegations of unlisted unfair labour practice

Unfair labour practice- other

05/05/2018

Pending

Employee 32 (Majuba TVET College)

Allegations of unfair dismissal based on employers operational requirements

Dismissal based on employers operational requirements

06/06/2018

27/06/2018 Award in favour of applicants

Employee 33 (Majuba TVET College)

Allegations of unfair dismissal

Unfair dismissal

08/06/2018

08/06/2018 Applicant withdraw dispute

Employee 34 (Central Johannesburg TVET College)

Allegations of unfair labour practice related promotion

Unfair labour practice- promotion

19/06/2018

Pending

Employee 35 (Ikhala TVET College)

Allegations of unfair dismissal

Unfair dismissal

20/06/2018

Pending

Employee 36 (South Cape TVET College)

Allegations of unfair labour practice related benefits

Unfair labour practice- benefits

20/06/2018

20/06/2018 Default award against the Department

Employee 37 (Lovedale TVET College)

Allegations of unfair labour practice related benefits

Unfair labour practice- benefits

21/06/2018

Pending

Employee 38 (Tshwane South TVET College)

Allegations of unfair dismissal

Unfair dismissal

21/06/2018

Pending

Employee 39 (Ekurhuleni East TVET College)

Allegations of unfair dismissal

Unfair dismissal

22/06/2018

Pending

Employee 40 (Ikhala TVET College)

Allegations of unfair labour practice related benefits

Unfair labour practice- benefits

25/06/2018

Pending

Employee 41 (Letaba TVET College)

Allegations of unfair dismissal

Unfair dismissal

26/06/2018

Pending

Entities reporting to the Department:

Culture, Arts, Tourism, Hospitality and Sport Sector Education and Training Authority (CATHSSETA) – 4

  1. Cause of dispute
  1. Nature of dispute
  1. Date of dispute
  1. Reported
  1. Resolved
  1. Failure to declare personal interest / conflict of interest

Dishonesty and breach of employment conditions.

01/2015

07/2015

Pending - CCMA

  1. Bringing the employer into to disrepute

Violation of code of conduct.

06/2015

04/2016

Pending -Labour Court

  1. Gross insubordination

Abuse of authority and failure to take reasonable instructions.

06/2015

08/2015

Pending - Labour Court

  1. Failure to execute reasonable instruction

Poor work performance, intimidation and failure to execute a reasonable instruction.

04/2018

Pending

Construction Education and Training Authority (CETA) – 9

  1. Cause of dispute
  1. Nature of Dispute
  1. Date dispute
  1. Reported

(ii) Resolved

  1. Labour Relations matter

Misconducts: Disciplinary Hearing

04/2013

05/2013

  1. Labour Relations matter

Misconducts: Disciplinary Hearing

08/2014

09/2014

  1. Labour Relations matter

Misconducts: Disciplinary Hearing

05/2015

09/2015

  1. Labour Relations matter

Misconducts: Disciplinary Hearing

05/2015

07/2015

  1. Labour Relations matter

Misconducts: Disciplinary Hearing

05/2015

11/2015

  1. Labour Relations matter

Misconducts: Disciplinary Hearing

07/2015

11/2015

  1. Labour Relations matter

Misconducts: Disciplinary Hearing

09/2015

112015

  1. Labour Relations matter

Misconducts: Disciplinary Hearing

01/2016

02/2016

  1. Labour Relations matter

Misconducts: Disciplinary Hearing

10/2013

10/2013

Chemical Industries Education and Training Authority (CHIETA) – 1

  1. Cause of dispute
  1. Nature of Dispute
  1. Date dispute
  1. Reported

(ii) Resolved

  1. Dereliction of duties

Employee challenging final written warning

03/2018

Pending -CCMA

Education, Training and Development Practices Sector Education and Training Authority (ETDPSETA) – 9

  1. Cause of dispute
  1. Nature of Dispute
  1. Date dispute
  1. Reported

(ii) Resolved

  1. Dismissal

Unfair dismissal

09/2015

04/2016

  1. Transfer to Another Unit

Alleged unfair demotion

05/2016

07/2018

  1. Non Signing of Internship Agreement

Constructive dismissal

10/2016

09/2017

  1. Non-Renewal of Internship Agreement

Unfair dismissal

01/2017

05/2017

  1. Non-Payment of Performance Bonus

Unfair labour practice (Bonus)

10/2017

11/2017

  1. Acceptance of Repudiation of Contract

Constructive dismissal

11/2018

01/2018

  1. Non-Payment of Performance Bonus

Unfair labour practice (Bonus)

11/2018

02/2018

  1. Acceptance of repudiation of Contract

Constructive dismissal

01/2018

06/2018

  1. Non-Signing of Internship Agreement

Unfair labour practice

08/2018

Pending

Energy and Water Sector Education and Training Authority (EWSETA) – 1

  1. Cause of dispute
  1. Nature of Dispute
  1. Date dispute

(i) Reported

(ii) Resolved

  1. 13th Cheque

Protected Strike

11/2016

03/2017

Finance and Accounting Services Sector Education and Training Authority (FASSET) – 3

  1. Cause of dispute
  1. Nature of Dispute
  1. Date dispute

(i) Reported

(ii) Resolved

  1. Failure to adhere to SCM policies and

Failure to adhere to SCM policy, non-adherence to recruitment and selection policy

01/2018

08/2018.

  1. Withdrawal of incorrect appointment

Withdrawal of job offer

02/2018

Pending -CCMA.

  1. Poor performance and misrepresentation of information

Poor performance, failure to meet crucial deadline.

08/2018

Pending

Food and Beverage Manufacturing Industry Sector Education and Training Authority
(FOODBEV) – 4

  1. Cause of dispute
  1. Nature of Dispute
  1. Date dispute
  1. Reported
  1. Resolved
  1. Misconduct

Unfair dismissal

12/2014

04/2016

  1. Misconduct

Unfair dismissal

08/2017

06/2018

  1. Misconduct

Unfair dismissal

11/2014

Pending -Labour Court

  1. Retrenchment

Unfair dismissal

11/2017

Pending - CCMA

Health and Welfare Sector Education and Training Authority (HWSETA) – 1

  1. Cause of dispute
  1. Nature of Dispute
  1. Date dispute

(i) Reported

(ii) Resolved

  1. Employee was unsuccessful in the interview

Unfair Labour Practise

03/2017

08/2017

Media, Information and Communication Technologies Sector Education and Training Authority (MICT) – 4

  1. Cause of dispute
  1. Nature of Dispute
  1. Date dispute
  1. Reported

(ii) Resolved

  1. Non-renewal of fixed-term contract

Unfair dismissal

04/2018

Pending - CCMA

  1. Change in retirement age

Unfair labour practice

10/2016

Pending - Labour Court

  1. Misconduct

Unfair dismissal

04/2013

Pending - Labour Court

  1. Misconduct

Unfair dismissal

03/2018

Mining Qualifications Authority (MQA) – 2

  1. Cause of dispute
  1. Nature of Dispute
  1. Date dispute

(i) Reported

(ii) Resolved

  1. Dismissal

Challenging fairness of his dismissal

06/2017

Pending - CCMA

  1. Dismissal

Challenging fairness of her dismissal

07/2018

Pending - CCMA

Safety and Security Sector Education and Training Authority (SASSETA) – 2

  1. Cause of dispute
  1. Nature of Dispute
  1. Date dispute

(i)Reported

(ii) Resolved

  1. Refusal to accept job placement

Unfair labour practice

06/2018

Pending

  1. Dissatisfaction with the procedure and substance of the disciplinary hearing proceedings leading to dismissal

Unfair dismissal

08/2018

Pending

Services Sector Education and Training Authority (Services SETA) – 1

  1. Cause of dispute
  1. Nature of Dispute
  1. Date dispute

(i) Reported

(ii) Resolved

  1. Interpretation of Labour Law

NEHAWU unhappiness with implementation of organisational realignment decision

10/2017

Pending

Wholesale and Retail Sector Education and Training Authority (W&RSETA) – 1 labour dispute

  1. Cause of dispute
  1. Nature of Dispute
  1. Date dispute

(i) Reported

(ii) Resolved

  1. Unfair labour practice

Non-shortlist

03/2018

Pending - CCMA

Quality Council for Trades and Occupations (QCTO) – 1

  1. Cause of dispute
  1. Nature of Dispute
  1. Date of dispute

Reported

(ii) Resolved

  1. Alleged acts of gross misconduct

Misrepresentation of financial disclosure and Performing extra work/private work for own benefit, during the employer’s working hours without the permission of the employer.

07/2018

Pending (Employee is on suspension, investigations are in progress)

National Institute for Humanities and Social Sciences (NIHSS) = 5 labour dispute

(1)(b) Cause of dispute

(1)(c) Nature of dispute

(1)(d) Date of dispute

(d)(i) Reported

(d)(ii) Resolved

Grievance lodged against the Chief Executive Officer (CEO) by BRICS Programme Coordinator for alleged bullying, harassment, victimisation, intimidation, discrimination and bullying

11/2017

Pending, independent investigative report to be tabled to the NIHSS board for final decision making

Grievance lodged against the Acting BRICS/Research Director by the BRICS Programme Coordinator for alleged harassment, bullying, badgering, victimisation and intimidation

11/2017

Pending, independent investigative report to be tabled to the NIHSS board for final decision making

Grievance lodged against the Acting BRICS/Research Director by the BRICS Programme Coordinator for alleged harassment, bullying, badgering, victimisation and intimidation

11/2017

Pending, independent investigative report to be tabled to the NIHSS board for final decision making

Commission for Conciliation, Mediation and Arbitration (CCMA) arbitration lodged by APSA trade union obo Programme Administrator against Senior Human Resource (HR) Manager and Acting Director, BRICS/Research for unfair labour practice

07/2018

Pending, awaiting date of hearing at CCMA

CCMA arbitration lodged by APSA trade union obo Senior Administrator against Senior HR Manager and Chief Financial Officer for unfair labour practice

08/ 2018

Pending, awaiting date of hearing at CCMA

CCMA Arbitration lodged by APSA Trade Union against NIHSS for alleged infringement of organisational rights

08/2018

Pending, awaiting date of hearing at CCMA

South African Qualifications Authority (SAQA) = 3 labour disputes

(1)(b) Cause of dispute

(1)(c) Nature of dispute

(1)(d) Date of dispute

Reported

Resolved

Dismissal after failing to make probation after the probation period was extended

Labour Court

10/2015

SAQA is waiting for judgement after the matter was heard on 16 August 2018

Fraud / deliberately supplying incorrect or falsified information and Committing an act which undermines the financial management and internal control system of the organisation

Disciplinary hearing

08/2018

Set for hearing on 29 August 2018

Dissatisfaction with performance review outcomes

Grievance

08/2018

Pending

  1. (a) (i) Total number of employees who were dismissed by the Department in the past five years is 35. The table below provide a breakdown of employees dismissed:

Number of employees dismissed from
01 January 2018 to 30 June 2018 = 11

Reason for dismissal for each employee

Employee 1 (National Skills Fund)

Collusion

Employee 2 (Ikhala TVET College)

Gross insurbordination

Employee 3 (Buffalo City TVET College)

Abuse of sick leave

Employee 4 (Tshwane South TVET College)

Causing prejudice to the administration of the College

Employee 5 (Mthashana TVET College)

Failure to comply with the rules or regulations

Employee 6 (False Bay TVET College)

Unauthorised absence, poor time keeping and neglignce

Employee 7 (Motheo TVET College)

Gross insubordination, gross negligence and bringing the Collleg name and image of the into disrepute

Employee 8 (False Bay TVET College)

Gross negligence, contravenining of cash management policy, bringing the name and image of the college into disrepute and contravenining staff code of conduct policy

Employee 9 (Ikhala TVET College)

Racism

Employee 10 (False Bay TVET College)

Gross insurbordination and dereliction of duty

Employee 11 (Motheo TVET College)

Gross insurbordination or dereliction of duty

Number of employees dismissed from
01 January 2017 to December 2017 = 7

Reason for dismissal for each employee

Employee 1 (South West TVET College)

Abscondment

Employee 2 (Westcoast TVET College)

Assault

Employee 3 (Northern Cape Rural TVET College)

Abscondment

Employee 4 (Northern Cape Rural TVET College)

Abscondment

Employee 5 (Northern Cape Rural TVET College)

Abscondment

Employee 6 (Goldfields TVET College)

Racism

Employee 7 (Motheo TVET College)

Wilful mismangement of funds

Number of employees dismissed from
01 January 2016 to December 2016 = 12

Reason for dismissal for each employee

Employee 1 (South West TVET College)

Poor performance other than incapacity

Employee 2 (Head Office)

Gross dishonesty, threatening of a superior and insubordination

Employee 3 (Tshwane South TVET College)

Theft

Employee 4 (Taletso TVET College)

Theft

Employee 5 (Ehlanzeni TVET College)

Corruption

Employee 6 (Northlink TVET College)

Fraud

Employee 7 (Umfolozi TVET College)

Abuse of college vehicle

Employee 8 (Ehlanzeni TVET College)

Abscondment

Employee 9 (Western TVET College)

Racism

Employee 10 (Taletso TVET College)

Abscondment

Employee 11 (Tshwane South TVET College)

Gross dishonesty

Employee 12 (Ingwe TVET College)

Mismanagement of funds

Number of employees dismissed from
01 January 2015 to December 2015 = 5

Reason for dismissal for each employee

Employee 1 (Westcoast TVET College)

Gross insurbordination

Employee 2 (South West Gauteng TVET College)

Gross dishonesty

Employee 3 (Ehlanzeni TVET College)

Abscondment

Employee 4 (Motheo TVET College)

Procurement irregularities and fraud

Employee 5 (Lovedale TVET College)

Collecting money from students without authority

Total

5

*Number of employees dismissed from 01 January 2014 to 30 December 2014 = Employees not yet migrated to the Department, no figures available.

07 August 2018 - NW2070

Profile picture: Bozzoli, Dr B

Bozzoli, Dr B to ask the Minister of Higher Education and Training

What (a) was the total monetary value of the damages to each (i) university and (ii) technical and vocational education and training college due to Fees Must Fall protests in the (aa) 2015-16, (bb) 2016-17 and (cc) 2017-18 financial years and (b)(i) is the name of each specified institution and (ii) are the details of the main incidents related to damages that contributed to the specified value?

Reply:

a) (i) The table below shows the monetary value of damages reported by 13 universities over the (aa) 2015/16, (bb) 2016/17 and (cc) 2017/18 financial years. It is important to note that not all universities have provided information.

Institution

(aa) 2015-16

(bb) 2016-17

(cc) 2017-18

Details of Damages

Cape Peninsula of Technology

R3 600 000

R35 000 000

R6 900 000

Security control office and sports hall were set alight. Auditorium was damaged, financial aid office gutted and staff members cars stoned.

Central University of Technology

-

R1 956 240

R52 868

Damage to substation at Welkom campus, property and vehicles.

Durban University of Technology

R550 000

-

R90 000

Graduation and DVC offices, and two vehicles were burnt.

Mangosuthu University of Technology

-

R900 000

-

Refurbishment of vandalised buildings on campus.

Nelson Mandela University

R8 881 000

R11 100 000

 

-

One prefabricated building was completely burnt down. A fire damaged one building. One building was petrol bombed, windows were smashed and walls damaged.

North West University

R151 000 000

R47 000 000

-

Mafikeng campus was set alight.

Rhodes University

R250 000

R500 000

-

Buildings were damaged.

Stellenbosch University

R21 439 997

-

-

Administration block, Chamber of Mines building, Maties Community Services and residences were vandalised.

Tshwane University of Technology

R47 690 445

-

-

Damages at Soshanguve campus:

  • Dining hall set alight
  • Building 40 burnt down
  • Replacement of broken windows

Ga-Rankuwa campus: Protestors smashed guardhouse window, discharged fire extinguishers, concrete and steel boundary palisade fencing damaged and student residences doors and windows were smashed.

University of Cape Town

R255 000

R 1 690 000

R150 000

UCT artwork, a vehicle and the
Vice-Chancellor’s office were set alight.

University of Fort Hare

R8 000 000

R200 000

-

Staff centre was burnt down, buildings vandalised and looted, and students centre vandalised.

University of Johannesburg

R84 000 000

R60 000 000

-

Core 1 Lift APK campus, guardhouse, students bus, Sanlam Auditorium, B Red 22 (small auditorium), Classroom in Bram Fischer Building, Minolta storeroom in Maropeng Building; Gents restrooms at Imbizo were set alight and vandalised.

DFC campus: Residences vandalised.

Stolen and damaged fire-extinguishing equipment.

University of KwaZulu-Natal 

R28 716 115

R71 623 984

R 280162

Buildings were set alight and vandalised across various campuses, including the Administration building on the Westville campus; the Law Library on the Howard College campus; and Residences on the Pietermaritzburg campus.

University of Limpopo

R7 826 126

-

-

Damages to lecture halls and administration building. Dustbins were burnt.

University of Pretoria

R530 000

R355 000

-

Cars were petrol bombed, refurbishing of buildings burnt down by petrol bombs.

University of South Africa

R251 868

R6 907 694

-

Muckleneuk Chemistry Laboratory burnt, buildings vandalised and cars damaged, dispatch department at Durban campus ransacked.

University of the Free State

R7 991 277

-

-

Buildings were torched.

University of Mpumalanga

-

-

-

There was no damage to property, apart from a few dustbins and the burning of tyres on the road.

University of the Western Cape

R63 613 380

-

-

Some buildings were burnt.

University of Venda

-

-

-

Did not experience damage of any sort.

University of Zululand

R4 500 000

-

R49 000 000

Library, bookshop, some residences, water pipes were vandalised; a police vehicle and some staff vehicles were set alight.

Sefako Makgatho Health Sciences University

R50 000

-

-

Campus gate was burnt.

Sol Plaatje University

-

R500 000

-

Buildings damaged (South and West blocks, Games room, Stairwell, A Block and Luka Jantjies)

Vaal University of Technology

R24 012 529

-

-

Breakage of CCTV cameras and campus gates, damage to buildings (Meropa A and B, residences burnt and vandalised, residences burnt (mattresses burnt) cafeteria looted and burnt.

University of the Witwatersrand

R28 847 579

-

-

Buildings on campus and residences were vandalised and damaged.

Walter Sisulu University

R351 287

-

-

Campus bookstore was looted and burnt at Zamukulungisa campus, buildings damaged at Buffalo City campus, Residences vandalised at Butterworth and Zamukulungisa campuses.

(ii) The table below shows the monetary value of damages reported by Technical and Vocational Education and Training colleges for the (aa) 2015/16, (bb) 2016/17 and (cc) 2017/18 financial years.

Institution

(aa) 2015-16

(bb) 2016-17

(cc) 2017-18

Eastern Cape

 

 

 

Buffalo City TVET College

-

-

-

Eastcape Midlands TVET College

-

-

-

Ikhala TVET College

-

-

-

King Hintsa TVET College

-

R3 649 052

-

King Sabata TVET College

-

-

-

Lovedale TVET College

-

R3 599 000

-

Port Elizabeth TVET College

-

-

-

Ingwe TVET College

-

-

-

Gauteng

Central Johannesburg TVET College

R78 000

R81 000

R84 000

Ekurhuleni East TVET College

-

-

-

Ekurhuleni West TVET College

-

-

-

Sedibeng TVET College

-

-

-

South West Gauteng TVET College

-

-

-

Tshwane North TVET College

-

R28 238

-

Tshwane South TVET College

-

-

-

Western TVET College

-

R32 000

R2 000

KwaZulu-Natal

Coastal TVET College

-

-

R3 700 000

Esayidi TVET College

-

-

-

Mnambithi TVET College

-

-

-

Umfolozi TVET College

-

-

-

Umgungundlovu TVET College

Majuba TVET College

R349 381

-

-

Mthashana TVET College

-

-

-

Thekwini TVET College

-

-

-

Elangeni TVET College

R1 000 000

-

-

Limpopo

Capricorn TVET College

-

-

-

Lephalale TVET College

-

-

-

Letaba TVET College

-

-

-

Mopani South TVET College

-

-

-

Sekhukhune TVET College

-

-

-

Vhembe TVET College

-

-

-

Waterberg TVET College

Western Cape

Boland TVET College

R254 873

-

-

College of Cape Town TVET College

-

-

-

False Bay TVET College

-

-

-

Northlink TVET College

-

R250 000

-

South Cape TVET College

-

-

-

West Coast TVET College

-

-

-

North West

Orbit TVET College

-

-

-

Taletso TVET College

 -

 -

 -

Vuselela TVET College

-

-

-

Northern Cape

Northern Cape Rural TVET College

-

-

-

Northern Cape Urban TVET College

-

-

-

Mpumalanga

Ehlanzeni TVET College

-

Gert Sibanda TVET College

-

-

-

Nkangala TVET College

-

-

-

Free State

Flavius Mareka TVET College

-

-

-

Goldfields TVET College

-

-

R70 000

Maluti TVET College

-

-

Motheo TVET College

-

-

-

07 August 2018 - NW1750

Profile picture: Bozzoli, Dr B

Bozzoli, Dr B to ask the Minister of Higher Education and Training

(a) What is the total number of (i) universities and (ii) technical vocational education and training colleges have (aa) experienced disruptions and damage of any sort and/or (bb) had to close as a result of student protests in 2018, (b) what is the name of each institution that was affected, (c) on what date(s) did the disruption(s) take place, (d) what was the (i) extent and type of disruption and (ii) damage caused during the disruption, (e) what were the reasons for the disruptions and (f) what has his department done to resolve the situation in each case?

Reply:

a) (i) (aa) 13 Universities experienced disruptions and/or damages in some cases.

(ii) (aa) 11 Technical and Vocational Education and Training (TVET) colleges experienced disruptions or damages in some cases.

(bb) No TVET colleges were closed as a result of disruptions in 2018. However, the Mafikeng Campus of Vuselela TVET College was closed on 23 April 2018. Normal operations at the Carletonville Campus of Westcol TVET College was disrupted from 21 May 2018 to 18 June 2018.

Seven Universities closed as a result of protests, i.e. Nelson Mandela University (NMU), Sefako Makgatho University (SMU), Mangosuthu University of Technology (MUT), University of Zululand (UNIZULU), Walter Sisulu University (WSU), Durban University of Technology (DUT) and Tshwane University of Technology (TUT).

b) The following TVET colleges were affected by disruptions:

  • Buffalo City TVET College;
  • Central Johannesburg TVET College;
  • Ehlanzeni TVET College;
  • King Sabata Dalindyebo TVET College;
  • Maluti TVET College;
  • Mthashana TVET College;
  • Port Elizabeth TVET College;
  • Tshwane North TVET College;
  • Vhembe TVET College;
  • Vuselela TVET College; and
  • Westcol TVET College.

The table below responds to questions (b) to (f) regarding the universities that were affected by disruptions, dates and the extent of the damage caused during the disruptions, reasons for the disruptions and intervention by the Department to resolve the situation.

(b) Institution

(c) and (d) (i) and (ii) Dates of protests and/or extent of damages

(d) Reasons for disruption

(f) Intervention by the Department

1. Nelson Mandela University

2 - 4 May 2018: Students blocked the main entrances at the PE campus. The academic programme was interrupted, and staff members were unable to reach their workstations, and as a result, registration slowed down.

Delays in receiving confirmations of NSFAS funding for both first-time entering and senior students.

None.

2. Durban University of Technology

05 January -
27 February 2018: Employees were on strike. The registration process was disrupted and delayed.

Salary negotiations.

The Deputy Minister facilitated negotiations between unions and management. An agreement was reached, and employees returned to work.

 

27 - 29 March 2018: Student protest.

No severe damage to property.

Classes were suspended at Durban campus from 28 March - 3 April 2018.

Delays in payment of allowances. This was an IT- related problem between the University and NSFAS systems.

Facilitated engagement with NSFAS.

3. . University of KwaZulu-Natal

20 - 23 March 2018: Student protest.

Classes were disrupted, buildings set alight and vandalised.

Delays in payment of allowances, accommodation issues, academic exclusions and examination dates.

None.

4. University of Mpumalanga

Mbombela Campus

15 - 16 January 2018 and 12 - 16 March 2018:

No damage to property.

The registration of Work Integrated Learning (WIL) students was briefly affected.

The Campus Representative Council (CRC) mobilised the WIL students against paying the R150 refundable deposit fee for their stay on campus during their WIL registration and orientation week.

There was a delay in paying the
off-campus accommodation providers due to the non-submission of required documentation for university payments to be made.

None.

 

Siyabuswa Campus

12 - 23 February 2018 and 14 March 2018: No material damage to property.

Delays in payment of book allowances and study guides

Students demanded Wi-Fi connectivity in the residences.

Concerns were raised regarding the prices of meals from the catering service provider. Students demanded that there should be no increase in the price of food offered by the caterer. The students complained that the maintenance of the campus and residences are not regularly carried out.

 

5. Mangosuthu University of Technology

14 February 2018 -
9 March 2018: A dining hall and canteen were looted, and a lecture hall was petrol bombed.

Delays in the disbursement of allowances linked to a new service provider on campus as well as a shortage of transportation for students.

None.

6. Central University of Technology

12 - 13 April 2018 and
7 - 11 May 2018: 18 Security cameras destroyed; 2 DVRs used to record the video feed were damaged; one gate motor destroyed and cars damaged.

Delayed payment of NSFAS allowances, operating hours of the Library and the cafeteria on campus, lack of sports facilities and appointment of a new security company at the Welkom campus.

None.

7. University of Zululand

16 February 2018 and
1 March 2018: Two police vehicles and a bookshop were burnt, and a canteen/dining hall on campus was looted.

NSFAS allowances not paid timeously. The students submitted a memorandum to the management demanding that the progression and auto promotion rules should be scrapped and students excluded in terms of the rules be allowed to register,

Students did not accept the transactional cost of R30 charged by the service provider (Fundi) for payment of allowances.

The Department engaged with the university on a daily basis in an attempt to find a solution. The Vice-Chancellor submitted daily reports to the Department.

8. Walter Sisulu University

22 February 2018 and
16 March 2018: Students protests at Buffalo, Zamukulungisa and Butterworth Campuses were closed.

2 - 26 June 2018: Staff protest organised by NEHAWU and NTEU.

Buffalo City Campus was closed. Some staff members at the Butterworth campus went on strike

The protest was triggered by the challenges relating to the allocation of residence spaces using the university’s new online system, maintenance of residences and the accreditation of civil engineering programme which was about to be withdrawn by the Engineering Council South Africa (ECSA).

Students also demanded that students that had been academically excluded should be allowed to register. Students demanded that those who had been financially excluded should be allowed to register without paying any amount towards their debt. The university required them to pay 15% towards their debt before registering.

Salary negotiations deadlocked and an agreement was reached on
26 June 2018.

The Department sent officials to WSU to be part of the meetings that were held between the SRC and Institutional Executive Committee over three days. At the end of the third day, the parties reached an agreement on certain issues, and the campuses were reopened on
19 March 2018.

The Department was in contact with the university on a daily basis and received daily reports from the Vice Chancellor.

Before the strike action, the Director-General and Departmental officials met with the two unions. The university management updated the Department regularly.

9. University of the Free State (Qwaqwa campus)

7 May 2018: Damage to the entrance gate and the cafeteria vandalised.

51 Students were not cleared for registration. The university allowed students who do not qualify for NSFAS funding or who indicated that they do not have sufficient funds to register, while committing to pay their first required payments by 31 March 2018. In addition, the University has set up an appeals committee to consider students who are unable to honour their first payment but are academically deserving (using the same criteria as NSFAS, i.e. passed at least 50% of course. In all cases, they were allowed to continue their studies despite not having funds. In many cases, the university also provided funding or managed to secure funding from external donors (approximately R150 million) and assisted final year students. 51 Students at the Qwaqwa Campus could not be accommodated through this process.

None. This was not reported to the Department at the time.

10. University of Venda

1 - 14 March 2018: Disruption of classes at UNIVEN. Classes of the two local schools near the university were disrupted. Streets were barricaded with rubble and burning tyres

Delayed disbursement of NSFAS allowances and the decentralisation of NSFAS. Students demanded that residences under construction should be completed to address the continued shortages of accommodation.

None

11. University of Fort Hare

Until 26 February 2018:

Students boycotted classes at the beginning of the year.

Shortage of student accommodation.

None

 

7 June 2018 and still unresolved as at
18 July 2018. Workers strike relating to wage negotiations. Examinations were disrupted and deferred to the end of July 2018.

On 17 July 2018, the strike was joined by the students preventing other students from entering the examination hall.

Deadlock on wage negotiations in which the workers’ demands include:

  • Insourcing of outsourced services;
  • Ineffective university council;
  • Lack of transparency and communication on matters affecting university stakeholders such as unions;
  • Serous flouting of HR policies; and
  • Allegations of the selling of Master and PhD degrees.

The Department received a memorandum from the unions requesting intervention to resolve the protracted strike. The memorandum is being responded to.

12. University of South Africa

Pretoria Campus
14 - 16 February 2018:

Registration disrupted.

Pietermaritzburg Campus 17 - 24 January 2018: Registration disrupted.

Late payment of NSFAS allowances.

Wage negotiations

None.

13. Tshwane University of Technology

29 January 2018 and
8 February 2018:

Soshanguve Campus
closed.

Four residences were still under renovation, and as a result, a number of first-year students could not be allocated accommodation. Students demanded that the affected students should be provided with alternative accommodation.

None

It should be noted that the Department monitors the stability of the sector during the registration period by requesting regular reports from institutions. However, in the majority of cases, the oversight role of the Department does not extend to intervention, unless there is a specific request from an institution, or unless the Department decides that a fact-finding visit is necessary. The Department is usually informed of the disruption and monitors the situation, engaging with the Vice Chancellor where necessary. In cases where disruptions were linked to NSFAS issues, the Department engaged with NSFAS, students and institutions to assist in resolving the challenge. Major challenges experienced relate to the system integration between NSFAS and institutions, which has had a significant impact on the exchange of registration data. The focus has been to ensure that students who qualify receive allowances and that the agreements are generated and signed.

c) Disruptions at the affected TVET colleges took place on the following dates:

Name of College

Date of Disruption

Buffalo City TVET College

22 March 2018

Central Johannesburg TVET College

11 May 2018 to date

Ehlanzeni TVET College

26 January 2018 - 2 February 2018

King Sabata Dalindyebo TVET College

5 – 14 February 2018

Maluti TVET College

12 April 2018 to date

Mthashana TVET College

9 March 2018

Port Elizabeth TVET College

8 May 2018

Tshwane North TVET College

9 May 2018

Vhembe TVET College

12 March 2018

Vuselela TVET College

12 March 2018

Westcol TVET College

21 May 2018 - 18 June 2018

d) (i) The extent and type of disruptions at affected TVET colleges are as follows:

Name of College

Extent of Disruption

Type of Disruption

Buffalo City TVET College

Minor

Student protest and march.

Central Johannesburg TVET College

Major

Blockage of Alexandra Campus entrance and barricading of the main public road through the burning of tyres, interruption of lectures, intimidation of staff and students and violence.

Ehlanzeni TVET College

Minor

Student protest and march.

King Sabata Dalindyebo TVET College

Medium

Student protest, march and interruption of lectures.

Maluti TVET College

Major

Student protest, march, interruption of lectures, attempted interruption of examinations, disruption of one examination session, intimidation of staff and students and violence.

Mthashana TVET College

Minor

Sit-in and disruption of examinations.

Port Elizabeth TVET College

Minor

Student protest and march.

Tshwane North TVET College

Medium

Forceful and unlawful occupation of student residence at the Soshanguve North Campus.

Vhembe TVET College

Minor

Student protests, march at Makwarela Campus and intimidation of students at other campuses.

Vuselela TVET College

Minor

Disruption of lectures and protests.

Westcol TVET College

Major

Interruption of lectures, blockading entrances, intimidation of staff and students, and interruption of the registration process.

(ii) The extent of damage caused during disruptions at TVET colleges are as follows:

Name of College

Extent of Damage

Buffalo City TVET College

No damaged caused.

Central Johannesburg TVET College

A section of the Student Support Services building was burned down at the Central Office in Parktown.

Ehlanzeni TVET College

No damage caused.

King Sabata Dalindyebo TVET College

Two prefabricated structures and a vehicle belonging to Libode Campus were burnt. Some windows were broken. Damages to gates and some sections of the buildings.

Maluti TVET College

Eight offices at the Central Office, two college buses and three vehicles were burnt down.

Mthashana TVET College

No damage caused.

Port Elizabeth TVET College

No damage caused.

Tshwane North TVET College

Burning of tyres to barricade the road leading to the entrance of Soshanguve North Campus. A lecturer was assaulted.

Vhembe TVET College

No damage caused.

Vuselela TVET College

No damage caused.

Westcol TVET College

No damage caused.

e) Reasons for disruptions at TVET colleges are as follows:

Name of College

Reasons for Disruptions

Buffalo City TVET College

Lack of maintenance of infrastructure, shortage of textbooks, lack of personal protective equipment, lack of Wi-Fi, lack of student accommodation, non-payment and/or delays in payment of NSFAS allowances and the legitimacy of the Student Representative Council being challenged.

Central Johannesburg TVET College

Inadequate infrastructure, non-payment and/or delays in the payment of NSFAS allowances, human resources and labour relation challenges, allegations of mismanagement, corruption, racism and abuse by some members of management and staff.

Ehlanzeni TVET College

Limited space to admit more students.

King Sabata Dalindyebo TVET College

Delays in the issuing of certificates and diplomas, inadequate placement of students for Work Integrated Learning, poor maintenance of ablution facilities, complaints regarding the Campus Manager of Libode Campus, discrepancies in the allocation of rooms in campus residences and non-receipt of students allowances.

Maluti TVET College

Demand for the building of hostels for the college, the safety of students and staff at the College, non-payment of travel and accommodation allowance for students, the amendment to the SRC Constitution and removal of the College Principal.

Mthashana TVET College

NSFAS allowances for 2016 and 2017 not being received by students.

Port Elizabeth TVET College

Non-receipt of travel and accommodation allowances.

Tshwane North TVET College

Illegal occupation of college hostels.

Vhembe TVET College

Free education for all, upfront registration payment to be refunded to all who qualify for free education, non-receipt of NSFAS allowances for 2018, bursary allowances to be paid to all qualifying students as from 2015, the erection of speed humps on all roads within the college, installation of CCTV cameras, access to Wi-Fi, construction of permanent buildings to be used as classes, the allocation of personal protective equipment to students who require them, maintenance of machinery in simulation rooms and removal of a campus coordinator.

Vuselela TVET College

Non-receipt of NSFAS allowances for 2018.

Westcol TVET College

Non-receipt of NSFAS allowances, the lack of operating and fully equipped simulation rooms, poor registration processes, no graduation ceremonies, disregard of student bodies by the Council, demands for free education, the appointment of senior lecturers for NATED, shortage of textbooks, certification backlogs and lack of student activities.

f) Actions which the department took to resolve disruptions:

Name of College

Actions Taken by the Department

Buffalo City TVET College

On 22 March 2018, officials from the Department met with the SRC and management of the college and resolved all issues. The following resolutions were taken at this meeting:

  • The college has started working on the minor maintenance of the hostels.
  • The Council approved the utilisation of R2.4 million rand as a temporary loan to cover accommodation for qualifying students. This should be paid back once the college has claimed its allocation from NSFAS.

No further disruptions have been reported following this engagement.

Central Johannesburg TVET College

The Director-General has led two delegations to the college and furthermore met with the staff, management and Council on 15 June 2018 and 18 June 2018. In the meeting of 18 June 2018, it was resolved that the Department and Council would institute a forensic investigation into matters raised.

Ehlanzeni TVET College

The office of the Acting Deputy Director-General: Technical and Vocational Education and Training requested the Acting Regional Manager of the North West-Mpumalanga Regional Office to intervene at the college and address issues. The Acting Regional Manager visited the college and addressed the matters. No further disruption was reported following this intervention.

King Sabata Dalindyebo TVET College

The Department has requested reports from the Principal regarding disruptions. No further disruptions have been reported.

Maluti TVET College

Students came to the Department on 11 May 2018 to raise their concerns. Following this meeting, a delegation from the Department was sent to the college to address issues further. No further disruptions have been reported following this intervention. However, students indicated that there would be no calm at the college as long as the Principal is at the college.

Mthashana TVET College

The office of the Acting Deputy Director-General: Technical and Vocational Education and Training requested the Acting Regional Manager of the KwaZulu-Natal Regional Office to intervene. The Acting Regional Manager has provided a report, which outlines how the matter was addressed. No further disruptions have been reported following this disruption.

Port Elizabeth TVET College

The Principal intervened, and no further unrest have been reported.

Tshwane North TVET College

Officials from the Department engage continuously with the Principal on the situation, and furthermore, meetings with stakeholders are regularly convened to address this matter.

Vhembe TVET College

The office of the Acting Deputy Director-General: Technical and Vocational Education and Training requested the Acting Regional Manager of the Limpopo Regional Office to intervene. The Acting Regional Manager provided a report. No further disruptions have been reported following this intervention.

Vuselela TVET College

The office of the Acting Deputy Director-General: Technical and Vocational Education and Training requested the North West-Mpumalanga Regional Office to intervene. The Acting Regional Manager visited the college and addressed all matters. No further disruption was reported following this intervention.

Westcol TVET College

On 11 June 2018, a delegation from the Department led by the Director-General visited the college to address issues. A follow-up meeting was convened on 18 June 2018.

11 July 2018 - NW1919

Profile picture: Nolutshungu, Ms N

Nolutshungu, Ms N to ask the Minister of Higher Education and Training

(1)What (a) is the total number of incidents of sexual harassment that were reported to the human resources offices of (i) her department and (ii) entities reporting to her in (aa) 2016 and (bb) 2017 and (b) are the details of each incident that took place; (2) was each incident investigated; if not, why not in each case; if so, what were the outcomes of the investigation in each case?

Reply:

1. (a) (i) None.

(ii) The number of sexual harassment incidents that were reported to the Human Resources section of Technical and Vocational Education and Training (TVET) colleges:

(aa) In 2016, 7 incidents.

(bb) In 2017, 0 incidents.

The information related to public universities are being collected and will be made available once collated.

Sector Education and Training Authorities reported no sexual harassment incidents for the periods in question.

2. In relation to the incidents reported to the Human Resources section of TVET colleges:

  • The South West Gauteng TVET College incident was investigated, and a disciplinary hearing against the official was instituted, which resulted in a guilty verdict with a sanction of dismissal on 19 October 2016.
  • The Tshwane North TVET College incident was investigated, and a disciplinary hearing against the official was instituted. The official resigned on 24 June 2016 before the commencement of the disciplinary hearing.
  • The South West Gauteng TVET College incident was investigated, and a disciplinary hearing against the official was instituted, which resulted in a guilty verdict with a sanction of dismissal on 20 May 2016. The official filed a notice to appeal and the Appeal Committee on 08 December 2016 upheld the sanction of dismissal.
  • The Umfolozi TVET College incident was investigated, but the official withdrew the allegation on 23 January 2017.
  • The False Bay TVET College incident was investigated, and a disciplinary hearing against the official was instituted, which resulted in a guilty verdict with a sanction of a final written warning on 15 December 2016.
  • The Buffalo City TVET College incident was investigated, and a disciplinary hearing against the official was instituted, which resulted in a guilty verdict with a sanction of dismissal on 19 September 2016.
  • The Vhembe TVET College incident was investigated, and a disciplinary hearing against the official was instituted, which resulted in a guilty verdict with a sanction of 3 months without pay and a final written warning on 2 December 2016.

11 July 2018 - NW2065

Profile picture: van der Westhuizen, Mr AP

van der Westhuizen, Mr AP to ask the Minister of Higher Education and Training

(1)How do the (a) salary bands, (b) conditions of service, (c) opportunities for promotions and (d) awards for excellent performance of lecturers at technical and vocational education and training (TVET) colleges compare with those of educators at public schools; (2) what options are open to college managers to (a) recruit and (b) retain college lecturers with scarce skills in fields where the remuneration levels of persons with comparable qualifications and practical experience in the private sector are considerably higher than in the public sector; (3) (a) what are the plans of her department to link the conditions of service of TVET college lecturers and managers to their performance and (b) will the achievements of learners in external assessments be linked to the performance of lecturers?

Reply:

(1)(a) Lecturers in the Technical and Vocational Education and Training TVET colleges are on similar salary bands to that of educators in public schools. In 2010, a Collective Agreement to create parity between the salaries of TVET college lecturers and educators in public schools was reached in the Education Labour Relations Council - Further Education and Training College Bargaining Unit (ELRC - FETCBU). The ELRC - FETCBU Collective Agreement 1 of 2010 was implemented in all the public TVET colleges.

(b) The ELRC - FETCBU Collective Agreement 3 of 2013 brought parity in conditions of service between TVET college lecturers and educators in public schools. College-paid lecturers who did not receive benefits such as a pension and medical aid were then offered 37% in lieu of benefits.

The transfer of all TVET college lecturers to the Department on 1 April 2015 further ensured that all lecturers received benefits and moved away from the 37% in lieu of benefits. Where lecturers are alleging to have lesser conditions of service than educators, these are dealt with on a case-by-case basis. In terms of the Continuing Education and Training Act (CET Act) 16 of 2006 as amended, no public TVET college lecturer, either paid through PERSAL or being a college council employee, should be subjected to lesser conditions of service than what is provided in the public service in general.

(c) Lecturers in the public TVET colleges have equal opportunities for promotions like those experienced by educators in public schools. The difference would be in the availability of promotional posts, given the vast number of public schools compared to TVET colleges.

(d) Currently, at a national level, there are no awards for the excellent performance of lecturers. However, at individual TVET college level, some colleges recognise lecturers for excellent performance. The Department is in the process of initiating plans on a national level to recognise excellent performance of lecturers and once finalised; it will be communicated to the TVET colleges and public.

(2)(a) In terms of Section 20(1)(b) of the CET Act 16 of 2006 as amended, college councils can establish additional posts for colleges over and above what the Minister has established. Section 20(4)(c) of the Act also states that the council must remunerate staff from the funds received by the public college in question from other sources than the money received in terms of section 22 of the Act. Further, in terms of Section 20(4)(d) of the Act, a college council must determine the functions, conditions of service and privileges for staff appointed in additional posts.

(b) In terms of Section 20(4)(e) of the CET Act 16 of 2006 as amended, a college council must remunerate staff in additional posts, that is no less than the remuneration paid to staff appointed in terms of the Public Service Act, appointed by the Minister.

College councils are empowered to pay comparable remuneration to retain college lecturers with scarce skills in fields where the remuneration levels of persons with comparable qualifications and practical experience in the private sector are considerably higher than in the public sector. Where such lecturers are not in posts created by the council(s) in terms of Section 20(1)(b), councils may by agreement with the Minister, pay top-up salaries to Ministerial appointed staff who possess such scarce skills to retain them. Processes to review personnel administrative measures suitable to TVET colleges are underway and should pronounce in favour of such eventualities to enhance the retention of lecturers with scarce skills.

(3(a) Currently, TVET college managers like all managers within the public service sign performance agreements with their supervisors annually and they are awarded performance bonuses based on the achievements of agreed upon targets. Lecturers are awarded pay progression based on the Integrated Quality Management System, a performance assessment tool that is largely viewed as having failed to serve its purpose. The process of reviewing the personnel administrative measures for TVET college lecturers will address amongst others, the lecturer performance management and development system, which should have a clear link between their conditions of service and performance.

(b) The review of personnel administrative measures will also consider linking the achievements of learners in external assessments and the performance of lecturers.

10 July 2018 - NW2184

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Carter, Ms D to ask the Minister of Higher Education and Training

With reference to the Finance and Accounting Services Sector Education and Training Authority SETA (FASSET SETA) which currently offers and operates the TVET Work-Based Experience Project Internship Scheme and the complaints that are being received from companies participating in this scheme that the FASSET SETA has failed to pay over the monthly internship stipends for May and June 2018 to the companies participating in the scheme and that the SETA is failing to answer queries in this regard, (a) what problems are being experienced by the FASSET SETA in paying the monthly TVET Work-Based Experience Project Internship Scheme stipend to companies participating in this scheme, (b) what is the root cause of the specified problem and (c) what is being done to resolve the matter?

Reply:

a) The Finance and Accounting Services Sector Education and Training Authority (FASSET) processes payments within 30 days as required in terms of the National Treasury Regulation 8.2.3. Currently, there are no outstanding payments. FASSET uses the reimbursement model for the Technical and Vocational Education and Training (TVET) Work-Based Experience Project whereby the employer pays a stipend to interns and thereafter submits an invoice together with the following supporting documents to FASSET:

  • Monthly report;
  • Learner payslip; and
  • Proof of payment.

In some cases, employers do not submit all the required documentation on time, which leads to payment delays because FASSET is unable to process an invoice without the accompanying supporting documentation.

b) Not applicable.

c) FASSET is currently reviewing the “reimbursement model” of paying employers who are part of the TVET Work-Based Experience Project as some employers experience cash flow problems when they are required to pay stipends to interns.

03 July 2018 - NW1703

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Nolutshungu, Ms N to ask the Minister of Higher Education and Training

(1)(a) What total amount of land owned by her department and the entities reporting to her in each province is (i) vacant and (ii) unused or has no purpose and (b) what is the (i) location and (ii) size of each specified plot of land; (2) (a) how much of the land owned by her department and the entities reporting to her has been leased out for private use and (b) what is the (i) Rand value of each lease and (ii)(aa) location and (bb) size of each piece of land?

Reply:

1. (a) The Department does not own land; however, it leases two privately owned buildings via the Department of Public Works (123 and 178 Francis Baard Street) and occupies a State-owned building in Olifantsfontein, i.e. the Indlela Trade Test Centre. The Mining Qualifications Authority, South African Qualifications Authority and National Student Financial Aid Scheme reported that they owned land, and the details are provided in the table below.

2. 

Entity

1 (a) Total amount of land owned by the entity in each province

(i) Vacant

(ii) Unused or has no purpose

(b)(i) Location?

(ii) Size of each specified plot of land?

2 (a) Land owned by the entity been leased out for private use

(b)(i) Rand value of each lease

(ii) (aa) Location of each piece of land

(bb) Size of each piece of land

Mining Qualifications Authority

R3 525

Gauteng Province

Not vacant

Used for MQA offices

Erf 917, 7 Anerley Road, Parktown, Johannesburg

3 525 m2

Not applicable

Not applicable

Not applicable

Not applicable

South African Qualifications Authority

R515 455

Gauteng province

Not vacant

Used for SAQA head office

1067 Arcadia Street, Hatfield, Pretoria, Erf 637

2 933 m2

Not applicable

Not applicable

Not applicable

Not applicable

National Student Financial Aid Scheme

R770 000

Western Cape

Not vacant

Used as offices of the organisation

(Erf #, 66447,66458,66459,66460 and 66461 Wynberg, Cape Town)

2 712 m2

Not applicable

Not applicable

Not applicable

Not applicable

03 July 2018 - NW1651

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Van Dalen, Mr P to ask the Minister of Higher Education and Training

(a) What number of cases relating to the Prevention and Combating of Corrupt Activities Act, Act 12 of 2004, as amended, have been referred to the (i) SA Police Service (SAPS) and (ii) Directorate for Priority Crime Investigation (DPCI) by (aa) her department and (bb) each entity reporting to her for further investigation since the Act was assented to and (b) what number of the specified cases have (i) been investigated by SAPS and DPCI, (ii) been followed up by the respective accounting officers and (iii) resulted in a conviction in each specified financial year since 2004?

Reply:

(a) (i) Since the Department of Higher Education and Training became operational on 1 April 2010, six cases were referred to the South African Police Services for further investigation comprising two from the Department and four by public entities based on the information submitted to date.

(ii) The Department referred no matters to the Directorate for Priority Crime Investigations, while the public entities referred four cases for investigation.

(b) (i) Both the Departmental and three of the eight public entity cases have since been investigated by the South African Police Services and Directorate for Priority Crime Investigations.

(ii) In respect of the Department, one of the two cases has been followed up by the Accounting Officer, while the second matter is currently under investigation. The public entity cases are still under investigation.

(ii) None of the investigations has resulted in convictions to date.

29 June 2018 - NW1751

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Bozzoli, Dr B to ask the Minister of Higher Education and Training

With regard to the policy on the Minimum Norms and Standards for Student Housing at Public Universities published in the Government Gazette Notice: R.897 on 29 September 2015, did any council of a public university (a) fail to submit approved plans and strategies for the phasing in of the minimum norms and standards in terms of its existing stock to her department by June 2016 as per section 12(a), and (b) fail to report the level of compliance with student housing minimum norms and standards in the annual report of the specified university as per section 11(c)?

Reply:

a) Only the University of Johannesburg submitted an approved plan and strategy for the phasing in of the minimum norms and standards by June 2016. The Department is developing a process to monitor compliance as part of its implementation of the new Macro Infrastructure Framework (MIF). Universities will be required to upload relevant policy documents, plans and reports on the MIF.

b) 14 Universities reported on their level of compliance with the norms and standards on student housing and 11 universities reported on their student housing target achievements but did not specify their compliance to the norms and standards on student housing. The University of South Africa was not required to report on student housing as it is a distance education institution.

29 June 2018 - NW2020

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Mhlongo, Mr TW to ask the Minister of Higher Education and Training

(1)What are the details of the (a) number of accidents that vehicles owned by her department were involved (i) in each of the past three financial years and (ii) since 1 April 2018, (b) cost for repairs in each case and (c)(i) number of and (ii) reasons for vehicles being written off in each case; (2) whether all vehicles owned by her department have tracking devices installed?

Reply:

(a) (i) In the 2015/16 financial year, one vehicle was involved in a major accident and written off.

In the 2016/17 financial year, one vehicle was involved in a major accident and written off.

In the 2017/18 financial year, five vehicles were involved in minor accidents.

(ii) No accidents have been reported since 1 April 2018 to date.

(b) The table below shows the total repair costs for each of the five vehicles involved in minor accidents in the 2017/18 financial year.

Vehicle Make

Registration

Cost for Repairs

1. Toyota Condor

RYJ 186 GP

R 18 129.25

2. Toyota Corolla

FXN 411 EC

R 16 210. 00

3. BMW 335 GT

FF 18 RB GP

R 51 235.69

4. Mercedes Benz E 200

BB 36 GR GP

R 7 008.25

5. Toyota Corolla

BV 60 ZZ GP

R 4 111.82

Total

R 96 695.01

(c) (i) Two vehicles, i.e. VW Polo models with registration numbers DN 35 DP GP and DN 35 DL GP, were written off respectively in the 2015/16 and 2016/17 financial years.

(ii) The vehicles were damaged beyond repairs.

2. The Director-General has approved the installation of tracking devices, and the process is at the implementation phase.

29 June 2018 - NW1961

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Bozzoli, Dr B to ask the Minister of Higher Education and Training

(a) What is the status of her department’s court application to take the Public Protector’s report on maladministration at the Tshwane South Technical and Vocational Education and Training College on review and (b) on what date is the case expected to be finalised?

Reply:

a) The Department has filed its supplementary affidavit, and the Office of the Public Protector is yet to file its answering affidavit. The attorneys for the Public Protector intend filing a condonation application for the late filing of its answering affidavit, where after the Office of the State Attorney will set the matter down for hearing.

b) As the Clerk of the Court determines the court dates, the Department is unable to indicate when the case will be finalised.

29 June 2018 - NW1904

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Alberts, Mr ADW to ask the Minister of Higher Education and Training

(1)Whether all members of the senior management service (SMS) in her department had declared their interests for the past year as required by the Public Service Regulations; if not, (a) why not, (b) how many of the specified members did not declare their interests and (c) what are the (i) names and (ii) ranks of the specified noncompliant members of the SMS; (2) whether noncompliant SMS members have been charged; if not, why not; if so, what are the relevant details; (3) what number (a) of employees in her department at each post level are currently suspended on full salary and (b) of the specified employees at each post level have been suspended for the specified number of days (details furnished); (4) what is the total amount of cost attached to the days of service lost as a result of the suspensions in each specified case?

Reply:

1. All 160 Senior Management Service members had declared their financial interests by 31 May 2017 in terms of Regulation 18 of the Public Service Regulations 2016. The Department is currently processing the Public Service Commission verification report.

2. None.

(3)-(4) The table below provides a breakdown of officials on suspension and the cost attached to the days of service lost.

(a) Number of employees that are currently suspended on full salary

Salary level

(b) Number of days

(4) Cost attached to the days of service lost

1

13

43

R82 991.39

1

10

76

R90 912.65

1

6

69

R34 700.00

2

5

266

R118 232.99

1

3

120

R37 112.54

Total

R363 949.57

26 June 2018 - NW1745

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van der Westhuizen, Mr AP to ask the Minister of Higher Education and Training

(1)With reference to each public technical and vocational education and training (TVET) college, what maximum number of students, under optimum conditions, can be accommodated in student residences under the control of the relevant public TVET college; (2) what number of students have been accommodated during the first quarter or trimester of 2018 in student residences under the control of each relevant public TVET college; (3) what number of beds have been unoccupied due to (a) vandalism or lack of maintenance funds, (b) colleges lacking student numbers to be at theoretically maximum numbers, (c) financial limitations in bursaries available for poor students and (d) other factors leading to underutilisation of student accommodation?

Reply:

  1. The maximum number of students that can be accommodated in student residences under the control of public Technical and Vocational Education and Training (TVET) colleges is 18 574.
  2. 16 467 Students were accommodated during the first quarter or trimester of the 2018 academic year in student residences, i.e. 6 821 National Certificate (Vocational) and 9 646 Report 191 students.
  3. There are 2 107 unoccupied beds in college residences of which 352 were due to vandalism, 814 were due to a lack of maintenance, and the remaining 941 were due to refurbishments being undertaken.

Reference to factors such as a shortage of students or financial limitations did not lead to the underutilisation of student accommodation. There are sufficient numbers of students enrolled in TVET colleges to fill student residences to capacity. Furthermore, the increased bursary allocation from R2.437 billion in 2017 to R5.164 billion in 2018 is adequate to support students with accommodation allowances to fill student residences to capacity. Some colleges have found that the maximum allocation of R21 000 per annum is insufficient to accommodate students within the colleges’ residences. This amount will be reviewed for the 2019 academic year through a task team that has been established to make recommendations on the allocation of travel and accommodation allowances.