Questions and Replies
04 September 2019 - NW466
Bozzoli, Prof B to ask the Minister of Higher Education, Science and Technology
(1)What amount did each sector education and training authority (Seta) spend on catering (a) in each of the past five financial years and (b) since 1 April 2019; (2) whether any norms that Setas need to adhere to regarding spending on catering have been put in place; if not, why not; if so, what are the relevant details?
Reply:
1. According to the information provided by entities, the table below shows the amount spent by each Sector Education and Training Authority (SETA) on catering (a) in each of the past five financial years and (b) since 1 April 2019.
SETA Name |
Amount spent on catering |
|||||
2014/15 |
2015/16 |
2016/17 |
2017/18 |
2018/19 |
Since April 2019/20 |
|
Banking Sector Education and Training Authority (BANKSETA) |
R107 718.92 |
R137 437.03 |
R106 070.02 |
R150 725.32 |
R222 450.00 |
R67 340.00 |
Education, Training and Development Practices Sector Education and Training Authority (ETDPSETA) |
R1 231 602.88 |
R1 503 452.23 |
R1 339 502.44 |
R1 574 235.83 |
R1 747 615.28 |
R6 861.18 |
Finance and Accounting Services Sector Education and Training Authority (FASSET) |
R19 634.00 |
R36 113.00 |
R35 600.00 |
R27 628.00 |
R74 568.00 |
R49 011.00 |
Fibre Processing and Manufacturing Sector Education and Training Authority (FP&MSETA) |
R54 313.00 |
R98 080.00 |
R72 318.00 |
R28 392.00 |
R 73 921.00 |
R 32 575.00 |
Insurance Sector Education and Training Authority (INSETA) |
R22 623.50 |
R86 929.70 |
R87 724.95 |
R157 001.94 |
R204 406.98 |
R64 950.00 |
Local Government Sector Education and Training Authority (LGSETA) |
R2 204 083.51 |
R1 729 209.51 |
R1 532 200.20 |
R2 835 886.74 |
R3 103 967.84 |
R639 708.32 |
Public Services Sector Education and Training Authority (PSETA) |
R347 369.64 |
R422 120.78 |
R384 334.67 |
R352 575.40 |
R473 486.08 |
R155 011.65 |
Wholesale and Retail Sector Education and Training Authority (W&RSETA) |
R322 212.71 |
R249 702.42 |
R259 125.77 |
R334 222.54 |
R638 351.71 |
R196 704.18 |
Food and Beverages Sector Education and Training Authority (FOODBEV) |
R58 000.00 |
R 94 000.00 |
R115 000.00 |
R117 000.00 |
R105 000.00 |
R71 000.00 |
Safety and Security Sector Education and Training Authority (SASSETA) |
R477 193.14 |
R114 133.40 |
R63 630.00 |
R244 232.20 |
R513 745.45 |
R185 994.50 |
Transport Sector Education and Training Authority (TETA) |
R131 172.07 |
R108 878.40 |
R80 413.35 |
R115 332.25 |
R76 817.65 |
R35 973.60 |
Chemical Industries Education and Training Authority (CHIETA) |
R730 263.79 |
R709 479.70 |
R1 397 211.12 |
R464 805.85 |
R631 371.59 |
R209 527.26 |
Construction Education and Training Authority (CETA) |
R125 174.71 |
R97 684.61 |
R474 641.09 |
R510 800.55 |
R752 426.20 |
R45 058.27 |
Manufacturing and Related Services Sector Education and Training Authority (MERSETA) |
R212 283.00 |
R290 260.00 |
R356 171.00 |
R409 215.00 |
R427 311.00 |
R243 115.00 |
Health and Welfare Sector Education and Training Authority (HWSETA) |
R221 000.00 |
R267 000.00 |
R258 000.00 |
R353 000.00 |
R369 000.00 |
R155 000.00 |
Agricultural Sector Education and Training Authority (AGRISETA) |
R58 000.00 |
R94 000.00 |
R115 000.00 |
R117 000.00 |
R105 000.00 |
R71 000.00 |
Culture, Art, Tourism, Hospitality and Sports Sector Education and Training Authority (CATHSSETA |
Data not available |
R298 202.89 |
R111 939.64 |
R259 684.55 |
R211 515.21 |
R61 734.55 |
Energy and Water Sector Education and Training Authority (EWSETA) |
R146 373.83 |
R165 439.83 |
R105 011.75 |
R107 111.30 |
R66 160.20 |
R700.00 |
Services Sector Education and Training Authority (SERVICES SETA) |
R559 582.00 |
R698 426.00 |
R1 056 252.00 |
R960 312.00 |
R1 220 218.00 |
R255 584.00 |
Mining Qualifications Authority (MQA) |
R408 622.01 |
R574 339.07 |
R457 839.98 |
R452 145.67 |
R235 002.56 |
R201 792.61 |
Media, Information and Communication Sector Education and Training Authority (MICT SETA) |
R54 000.00 |
R122 000.00 |
R117 000.00 |
R190 000.00 |
R249 000.00 |
R131 108.00 |
2. SETAs’ spending on catering is guided by the National Treasury Instruction 02 of 2016/17 on cost containment measures. The instruction stipulates that public entities may not incur catering expenses for internal meetings, unless approved otherwise by the relevant Accounting Officer or Accounting Authority. This excludes meetings held with employees of the same institution coming from other areas other than where the meeting is held. The public entity may incur catering expenses for official engagements that lasts for five (5) continuous hours or more, including the hosting of conferences, workshops, indabas, forums, recruitment interviews, training sessions or hearings, meetings relating to commissions or commissions of inquiry, and meetings hosted by the Accounting Officer or Accounting Authority including governance committee meetings.
13 August 2019 - NW361
Chetty, Mr M to ask the Minister of Higher Education, Science and Technology
What (a) number of official international trips is (i) he and (ii) his deputy planning to undertake in the 2019-22 medium term expenditure framework, (b) will the (i) destination, (ii) date, (iii) purpose and (iv) number of persons who will travel with the delegation be and (c) is the detailed breakdown of the expected cost of (i) flights, (ii) accommodation and (iii) any other expenses in each case?
Reply:
DEPARTMENT OF HIGHER EDUCATION AND TRAINING:
a) (i) The Minister is planning to undertake three international travel missions abroad for 2019/20.
(ii) The Deputy Minister is planning to undertake two international travel missions abroad for 2019/20.
(b) The table below outlines the (i) destination, (ii) date, (iii) purpose and (iv) number of persons who will travel with the delegation.
MINISTER |
|||
Destination |
Date |
Purpose |
Delegation |
Paris, France |
12 – 16 November 2019 |
The 40th UNESCO General Conference determines the policies and work of the Organisation. Participation will be in the high-level meeting on the Global Convention on Higher Education. |
5 Officials |
Nicosia, Cyprus |
2020 |
The Minister has been invited to visit and explore educational cooperation opportunities. The Minister will lead a delegation of senior management from universities as part of strengthening institutional partnerships. |
4 Officials |
Nouakchott, Mauritania |
2020 |
The Mauritanian Minister of Higher Education visited South Africa in 2017 and extended an invitation for the Minister to lead a delegation of officials and academics to visit Mauritania to strengthen bilateral relations in higher education. |
4 Officials |
DEPUTY MINISTER |
|||
Destination |
Date |
Purpose |
Delegation |
Kazan, Russia |
22 - 27 August 2019 |
To lead the South African delegation to the World Skills 2019 Competition focusing on vocational education skills development and transformation of education systems. |
23 Officials |
New Delhi, India |
26 - 27 August 2019 |
To participate in the India-Africa Higher Education and Skills Development Summit. Specific projects for collaboration in the education sector will be discussed. |
Spouse and 6 officials |
(c) The table below provides a breakdown of the expected costs of (i) flights, (ii) accommodation and (iii) other expenses.
Destination |
Date |
Flight |
Accommodation |
Other Expenses |
Paris, France |
12 – 16 November 2019 |
Business Class R25 500 Economy Class R8 100 |
Suite R12 000 Standard Room R3 500 |
R1 855 per diem |
Nicosia, Cyprus |
2020 |
Suite R6 000 Standard Room R3 000 |
R1 680 per diem |
|
Nouakchott, Mauritania |
2020 |
Business Class R18 450 Economy Class R10 500 |
Suite R2 300 Standard Room R1 400 |
R1 395 per diem |
Kazan, Russia |
22- 27 August 2019 |
Business Class R28 350 Economy Class R14 300 |
Suite R3 100 Standard Room R1 400 |
R4 757 per diem |
New Delhi, India |
26 - 27 August 2019 |
R28 000 Business Class R15 000 Economy Class |
Suite R1 750 Standard Room R1 400 |
R1 200 per diem |
DEPARTMENT OF SCIENCE AND TECHNOLOGY:
d) The Minister and the Deputy Minister are invited to meetings and conferences internationally by their foreign counterparts, international organizations and by the Presidency among others intermittently. The list of international engagements below reflects only the engagements that both the Minister and Deputy Minister have accepted. The international travel calendar for the outer years is subject to receiving invitations. All international missions require presidential approval prior to traveling.
(i) The Minister is currently planning to undertake two international travel missions abroad for 2019 – 2020.
(ii) The Deputy Minister is currently planning to undertake one international travel mission abroad for 2019 – 2020.
e) The table below outlines the (i) destination, (ii) date, (iii) purpose and (iv) number of persons who will travel with the delegation as direct support to the Minister and Deputy Minister, which is tentative until approved by the Minister. For the multilateral engagements, additional Departmental officials will participate for example in senior officials’ meetings preparing the ministerial meetings, but not in a direct supporting role to the Minister and Deputy Minister. For the purpose of this reply the number of officials in the delegations assigned to a direct supporting role to the principals is indicated.
DESTINATION |
DATE |
PURPOSE |
DELEGATION |
Minister’s Trips |
|||
Yokohama, Japan |
27-30 August 2019 |
7th Summit of the Tokyo International Conference on African Development (TICAD VII). Africa-Japan Ministerial Dialogue Meeting on Science, Technology and Innovation for the Sustainable Development Goals (SDGs). Meeting is convened on the occasion of the Tokyo International Conference for Africa’s Development (TICAD) – South Africa has played a leadership role in in encouraging a science, technology and innovation focus as part of TICAD. The President also invited the Minister to join his delegation to TICAD. |
4 Officials |
Dresden, Germany |
11-13 October 2019 |
Carnegie Meeting of Science and Technology Ministers and Science Advisors hosted by the German Minister of Education and Research. The Carnegie meeting is a prestigious, informal annual gathering bringing together the government science leaders of the G8 (Canada, France, Germany, Italy, Japan, Russian Federation, United Kingdom and the United States); the European Commission; as well as Brazil, China, India, Mexico and South Africa. It provides an opportunity for Ministers to discuss and share experiences in an informal setting with regard to science and technology policy as part of their governments’ and the international agendas |
1 Official |
Deputy Minister’s Trips |
|||
Campinas, Brazil |
19 - 20 September 2019 |
BRICS Science, Technology and Innovation Ministerial Meeting – the meeting is the highest inter-governmental BRICS Forum dedicated to decide on and review BRICS science, technology and innovation partnership initiatives. |
2 Officials |
f) The table below shows the detailed breakdown of the expected cost of (i) flights, (ii) accommodation and (iii) any other expenses in each case?
DESTINATION |
DATE |
FLIGHT |
ACCOMMODATION |
OTHER EXPENSES |
Minister’s Trips: |
||||
Yokohama, Japan |
27-30 August 2019 |
Business Class R66 000 Economy Class R25 000 |
Suite R8400 Standard Room R3500 |
R4370 per diem |
Dresden, Germany |
11-13 October 2019 |
Business Class R80 000 Economy Class R21 000 |
Suite R11 000 Standard Room R3 000 |
R5800 per diem |
Deputy Minister’s Trips |
||||
Campinas, Brazil |
19 - 20 September 2019 |
Business Class R80 000 Economy Class R25 000 |
Suite R3500 Standard Room R3500 |
R4164 per diem |
13 August 2019 - NW346
Boshoff, Dr WJ to ask the Minister of Higher Education, Science and Technology
(1)Whether his department has any plans in place to retain the services and skills of academics, including academics who have reached retirement age, for the benefit of the Republic in general and for their specialist academic fields in particular; if not, why not; if so, what are the relevant details; (2) whether he will make a statement on the matter?
Reply:
1. The appointment and retention of personnel at universities is the responsibility of each institution.
The majority of universities have a normal retirement age of 65. Most of these also allow post retirement employment for a further 3 years (some contract, and some deferred retirement) in selected cases where the expertise is required and under specific conditions. This post retirement employment is specifically allowed to enable the retention of scarce and critical skills.
However, retaining critical and scarce skills post-retirement age is not a long-term sustainable solution, and efforts have to be made to strengthen the academic staff pipeline to ensure that there are academics who can competently replace those who retire.
The Department of Higher Education and Training is implementing the Staffing South Africa’s Universities’ Framework (SSAUF) as part of its comprehensive University Capacity Development Programme. The SSAUF is intended to support universities to recruit, develop and retain academic staff. A number of key programmes are being implemented:
- The New Generation of Academics Programme (nGAP) supports universities to appoint and develop new academics in areas of need, including in critical and scarce skills areas. 473 Posts have already been allocated, and going forward, 100 new posts will be allocated every year.
- The University Staff Doctoral Programme (USD) supports existing academics to achieve doctoral degrees so that they can progress more rapidly along the research and teaching career trajectory. The programme was initiated in 2018, and approximately 200 academics are currently being supported, with a further 60 to be recruited this year.
- The Future Professors Programme supports promising academics who have shown academic and research leadership potential to participate in a two-year development programme that will enable them to apply for professor positions. The first phase of the programme will recruit three cohorts of 28 academics over three years, with the first cohort being recruited in 2019.
- The Supplementary Staff Programme enables the recruitment of skilled retired academics to support the implementation of the other SSAUF programmes and other staff development initiatives. These skilled academics are utilised for example, as mentors, or to replace nGAP and USDP scholars when they undertake mobility opportunities away from the university as part of their development programmes.
The Department intends upscaling these programmes as funding becomes available.
2. The Minister has already communicated to the sector on the need to retain critical and scarce skills whilst new capacity is being developed.
.
30 July 2019 - NW276
Seitlholo, Mr IS to ask the Minister of Higher Education, Science and Technology
What (a) total amount was budgeted for his private office for the 2019-20 financial year and (b) was the (i) total remuneration, (ii) salary level, (iii) job title, (iv) qualification and (v) job description of each employee appointed in his private office since 1 May 2019?
Reply:
1. (a) R14 941 573.00.
(b) (i) – (v) Please refer to the attached table.
23 July 2019 - NW202
Ngcobo, Mr SL to ask the Minister of Higher Education, Science and Technology
What is the total (a) number of government employees in his department who are being paid whilst on undue and/or extended periods of sick leave and (b) cost to government in each case?
Reply:
DEPARTMENT OF HIGHER EDUCATION AND TRAINING: -
a) Sixteen government employees within the Department of Higher Education and Training are being paid whilst on undue and/or extended periods of sick leave. This figure includes employees in Technical and Vocational Education and Training (TVET) and Community Education and Training (CET) colleges.
Long Term Incapacity Leave: 16 officials (Higher Education and Training)
b) Cost to government:
Employee |
Cost to Government |
1 |
R 132 525.76 |
2 |
R 79 070.60 |
3 |
R 22 049.75 |
4 |
R 85 937.70 |
5 |
R 71 081.47 |
6 |
R 112 606.75 |
7 |
R 117 174.41 |
8 |
R 229 265.87 |
9 |
R 73 229.59 |
10 |
R 56 003.42 |
11 |
R 104 282.28 |
12 |
R 29 462.81 |
13 |
R 29 301.73 |
14 |
R 36 481.23 |
15 |
R 114 565.43 |
16 |
R 52 393.91 |
DEPARTMENT OF SCIENCE AND TECHNOLOGY/ INNOVATION: -
a) Number – 1
b) Cost - R 12 368, 23.
23 July 2019 - NW199
Boshoff, Dr WJ to ask the Minister of Higher Education, Science and Technology
(1)Whether his department can extend the same financial research benefits currently provided to universities to the Iziko Museums of South Africa as a result of their employees' research output; (2) whether he will make a statement on the matter?
Reply:
1. The Research Outputs Policy published in the Government Gazette No 38552 (Notice 188) of 11 March 2015, through which university research outputs are evaluated and then funded, applies only to universities. This funding forms part of baseline subsidies provided to universities.
2. In 2013, the Department of Science and Technology (now the Department of Science and Innovation (DSI) published the Declaration of Research Institutions in the Government Gazette No. 36637 (Notice 46) which declares the research institutions that are eligible for research funding support by the National Research Foundation (NRF). According to the Declaration, the Iziko Museums of South Africa qualifies to receive research grants (for performing research).
23 July 2019 - NW200
Boshoff, Dr WJ to ask the Minister of Higher Education, Science and Technology
Whether he has been informed of the socio-economic and environmental implications of the Square Kilometre Array (SKA) project; if not, why not; if so, what (a) steps has he taken to address the negative impact of the withdrawal of an estimated 16 000 ewes from production, (b) investment has been made by both the Government and SKA South Africa to minimize the resultant loss of permanent jobs in the local meat production and processing industry, as well as other supporting businesses and (c) measures are being taken to ensure the survival of affected species that have been dependent on watering points previously provided and maintained by farmers on the land currently occupied by the SKA project; 2. Whether he will make a statement on the matter?
Reply:
1. The Minister has been briefed about the SKA project.
a) Impact studies have been conducted for all phases of the project. A Strategic Environmental Impact (SEI) assessment of the area was conducted in 2015/16 for SKA Phase 1. This assessment encompassed various specialist studies that included a socio-economic assessment, an agricultural economic assessment, and several environmental assessments, these studies were all incorporated into the Environmental Management Plan (EMP) for the project. These documents are publicly available on the CSIR and NRF websites. The EMP that was composed as a result of the SEI assessment was signed by the Minister of Environmental Affairs and gazetted on 22 March 2019. The South African Radio Astronomy Observatory (SARAO) collaborates with organised agriculture to ensure that steps taken to counteract any negative impact that the project activities may have on farming activities are supported by the farming community. In addition, the project representatives interact with national, provincial, and local farming unions, as well as with individual farmers. Through this process of consultation and interactions, three projects have been identified that would ensure that the impact of livestock withdrawn from production would be mitigated and that possible negative effects are alleviated. It is standard practice that SARAO also review and consider any other suggestions and/or proposals from organised agriculture on sustainable initiatives to support agriculture in the area.
b) Several approaches have been adopted, in collaboration with different government departments and universities, to circumvent the impact on the meat processing industry by creating solutions to improve on environmental sustainability and creating new jobs. Two projects aimed at improving the overall sustainability of the red meat industry are being implemented. SARAO is collaborating with the Williston Cooperative to establish a feedlot that will contribute to sustainable supply of sheep to the local abattoir. The feedlot was constructed at a cost of R3.5 million, of which R2.4 million was financed by SARAO, and it now contains 3 300 sheep. This project created 4 new jobs but also ensured the sustainability of jobs by providing a consistent supply of livestock to the abattoir. As a result of this initiative, the Northern Cape Department of Agriculture Rural Development and Land Reform has since joined the project and has committed to developing an offal processing plant in Williston, on land provided by the Karoo Hoogland Municipality. In addition to this, ten youth from the Williston area are in college for meat processing training as part of the National Rural Youth Service Corps programme. In addition, SARAO is also in negotiations with the Carnarvon Kaap Landbou Korporasie (KLK) Abattoir on the development of a project that could also contribute to sustainability of the local meat processing industry.
c) The land procured by SARAO will be declared a national park and this process is underway. When this process is completed, SANPARKS will manage the surface water on the reserve. However, since the process has not yet concluded, a local farmer from Carnarvon was appointed four months ago, to ensure that all water pumps on the SKA land are operational and to monitor the water level of the surface dams. SARAO also supports the studies by the University of Cape Town on small mammal and predator that could assist the industry with the management of Jackal and Caracal, territorial wild animals that predominantly hunt livestock in the area with the ultimate objective of increasing livestock yields. In addition, Rhodes University and SANPARKS are collaborating with farmers on the management of Prosopus and other invasive species in the area that are responsible for depleting the underground water supply. These aspects will later be managed by SANParks and the studies will assist in optimizing farming activities in the area.
2. The Minister will not be making a statement on this issue, the Department and the NRF have put in place a communications strategy that keeps the public informed about developments in the SKA project.
17 July 2019 - NW151
Ngcobo, Mr SL to ask the Minister of Higher Education, Science and Technology
(1)Whether his department has plans in place to help provide accommodation for the students in technical and vocational education and training colleges to deal with unhealthy and dangerous squatting which in most cases expose students to drug abuse and other related criminal elements; if not, why not; if so, what are the relevant details; (2) whether all accommodation of the deserving students will be paid for or subsidised by his department; if not, why not; if so, what are the relevant details of the roll-out plan?
Reply:
1. The development of decent, affordable student housing for universities and TVET colleges is a priority of government. The Student Housing Infrastructure Programme has been developed to accelerate the provision of 300 000 beds over 10 years, which includes
100 000 beds for TVET college students. A pilot project is currently underway at the King Hintsa TVET College with the Lephalale and Northlink TVET Colleges forming the next projects in the pipeline. A further six colleges will be selected for consideration during the course of this year.
The Department is also assisting TVET colleges with the repairs and maintenance of existing student accommodation through the College Capital Infrastructure Efficiency Grant.
The Department of Human Settlements, Water and Sanitation is also working towards supporting the development of student housing as part of their social housing developments.
2. Given the substantial increase in the bursary allocation from R2.437 billion in 2017 to R5.164 billion in 2018 and R6.517 billion in 2019 for the introduction of fee-free education, the Department is able to provide accommodation or travel allowances to qualifying TVET college students. In view of the increase in funding, the Department has standardised rates for allowances to ensure that TVET students’ basic needs are met to be successful in their studies.
NSFAS assesses the financial eligibility of all applicants while the colleges’ financial aid committee verifies the students’ supporting documents to make a determination on eligibility for either a travel or accommodation allowance. NSFAS pays out the allowances to students in accordance with the recommendation of the college financial aid committee, based on the College Bursary Rules and Guidelines developed by the Department of Higher Education and Training.
In 2018, approximately 115 000 students qualified for accommodation allowances.
04 July 2019 - NW63
Keetse, Mr PP to ask the Minister of Higher Education, Science and Technology
What is the total number of nurses who are employed at each institution of higher learning?
Reply:
University |
Number of Nurses |
Cape Peninsula University of Technology |
10 |
Central University of Technology |
3 |
Durban University of Technology |
|
Fort Hare University |
|
Free State University |
|
Mangosuthu University of Technology |
4 |
Nelson Mandela University |
|
North-West University |
65 |
Rhodes University |
5 |
Sefako Makgatho University |
4 |
Sol Plaatje University |
1 |
Stellenbosch University |
67 |
Tshwane University of Technology |
38 |
University of Cape Town |
97 |
University of Johannesburg |
20 |
University of Kwazulu-Natal |
|
University of Limpopo |
4 |
University of Mpumalanga |
|
University of Pretoria |
|
University of South Africa |
5 |
University of the Western Cape |
2 |
University of the Witwatersrand |
|
University of Venda |
34 |
University of Zululand |
9 |
Vaal University of Technology |
6 |
Walter Sisulu University |
10 |
04 July 2019 - NW3
Singh, Mr N to ask the Minister of Higher Education, Science and Technology
Whether he is aware of the current situation of distress at the Centre for Fine Art and Design [CFAD] in KwaZulu-Natal resulting from the Department of Higher Education’s refusal to re- accredit the CFAD; if not, what is the position in this regard; if so, what is he doing to expedite the institution’s re-accreditation given the current high standards and quality education produced by CFAD since its inception?
Reply:
On 27 June 2016, the Registrar of Private Higher Education Institutions cancelled the registration of the Centre for Fine Art and Design (CFAD) for its failure to submit a complete 2014 annual report, after a due legal process was followed requesting CFAD to submit its annual report. The submission of the annual report is a legal requirement for the maintenance of registration as a private higher education institution as it allows the Registrar to establish if the institution has discharged its responsibilities as a private higher education institution. Subsequently, on 15 September 2016, the appeal lodged by CFAD with the Minister of Higher Education and Training was successful.
For the second time, on 20 November 2016, the Registrar cancelled the registration of CFAD for its failure to submit its 2015 annual report, after a due legal process was followed requesting CFAD to submit its annual report. Subsequently, on 7 April 2017, the appeal lodged by CFAD with the Minister of Higher Education and Training was unsuccessful, for the following reasons:
- Failure to submit the institution’s administrative data;
- Failure to provide staff and student data;
- Failure to submit audited annual financial statements;
- Failure to submit the financial surety which had expired;
- Failure to comply with the Occupational Health and Safety Regulations;
- Failure to provide proof of certificates awarded to students;
- Failure to comply with the requirements of the National Learner’s Records Database;
- Failure to provide the updated record of the directors of the company as approved by the Consumer Intellectual Property Commission;
- Failure to submit the list of premises on which teaching and learning is provided; and
- Failure to submit the declaration signed by every student.
The Department received a request from parents to extend the phase-out period for CFAD to
31 December 2017 so that final year students would not be affected. At the time, the Department contacted Dr N Soobben, who is the owner and Principal, and requested him to make a formal request to the Director-General, for an extension of the phase-out period from 31 December 2016 to 31 December 2017, which he did and was approved by the Director- General.
The Department has visited the institution in August 2017, January 2018 and April 2018 to assist the institution. At the last site visit in April 2018, an improvement plan was requested from CFAD, which has not yet been submitted.
In an accreditation report dated 28 February 2017, the Council on Higher Education (CHE) withdrew the accreditation of the institution and its programme. The outcome on a subsequent application for accreditation with the CHE is pending. The application for re-registration submitted to the Department is awaiting proof of accreditation from CHE and the submission of an improvement plan as requested on 25 April 2018.
In 2018, the High Court in Durban acceded to CFAD’s request to operate in 2018 and 2019 to teach out its pipeline and final year students. The High Court also ruled that no new students should be enrolled.
CFAD has filed papers with the High Court in Durban to suspend the Registrar’s decision to cancel its registration and suspend the Minister of Higher Education and Training decision to dismiss the appeal. The Minister and Registrar are awaiting the ruling of the High Court.
04 July 2019 - NW62
Motsepe, Ms CCS to ask the Minister of Higher Education, Science and Technology
What number of payments from the National Student Financial Aid Scheme have not been paid out at each campus as at 1 June 2019?
Reply:
The following response was received from the National Student Financial Aid Scheme (NSFAS).
As at 20 June 2019 for the 2019 funding cycle, NSFAS had 565 011 students on record that met the eligible criteria for funding and for which NSFAS received registration data for approved courses. Funds have been disbursed to 536 848 students in the form of allowances, leaving 28 163 students still to be paid, i.e. 22 410 university students and 5 753 Technical and Vocational Education and Training college students.
University Sector
The affected students in the university sector have outstanding National Bursary Agreements (NBA) and disbursements can only be effected once students have signed their agreements. NSFAS is liaising with institutions to assist in:
- ascertaining whether the student still requires funding or has received alternative funding support; and
- if the student still requires funding, the institutions have been requested to assist in contacting the students to sign their NBA online.
Technical and Vocational Education and Training Sector
The affected students in the TVET sector is due to NSFAS Wallet payments not being effected successfully as the cell phone number provided during the registration period is incorrect or invalid. NSFAS is in the process of prioritising the resolution and payment of these allowances by ensuring that the correct contact number is available on the system by:
- confirming if the correct cell phone number can be provided to the NSFAS Wallet team to utilise when creating NSFAS Wallet accounts; and
- where no correct cell phone number can be found, the student is contacted to update the correct number online.
University Sector
Institution Name |
Registration Data Received |
Students Disbursed |
Unsigned NBAs Not Paid |
Total Amount of Allowances Paid |
Cape Peninsula University of Technology |
9 567 |
8 404 |
965 |
R170 370 555.00 |
Central University of Technology |
9 909 |
6 995 |
1 364 |
R183 079 962.00 |
Durban University of Technology |
16 663 |
14 590 |
1 367 |
R340 452 638.00 |
Mangosuthu University of Technology |
8 145 |
6 906 |
959 |
R179 634 638.00 |
Nelson Mandela Metropolitan University |
11 003 |
10 269 |
479 |
R303 089 278.00 |
North West University |
17 275 |
16 944 |
265 |
R563 652 785.00 |
Rhodes University |
2 272 |
2 078 |
171 |
R101 041 822.00 |
Sefako Makgatho University |
2 802 |
2 754 |
35 |
R109 951 908.00 |
Sol Plaatjes University |
900 |
623 |
240 |
R13 897 981.00 |
Tshwane University of Technology |
34 138 |
30 515 |
2 331 |
R641 917 744.00 |
University of Cape Town |
3 424 |
3 302 |
91 |
R180 042 551.00 |
University of Fort Hare |
7 195 |
5 825 |
856 |
R271 461 102.00 |
University of Free State |
17 399 |
16 702 |
314 |
R442 981 472.00 |
University of Johannesburg |
20 865 |
18 800 |
954 |
R320 182 630.00 |
University of Kwazulu-Natal |
21 347 |
18 304 |
2 926 |
R631 674 722.00 |
University of Limpopo |
14 188 |
12 333 |
1 776 |
R372 904 612.00 |
University of Mpumalanga |
2 349 |
2 040 |
148 |
R46 320 332.00 |
University of Pretoria |
8 947 |
8 097 |
674 |
R380 409 104.00 |
University of South Africa |
67 073 |
64 046 |
1 999 |
R508 769 797.00 |
University of Stellenbosch |
3 180 |
2 970 |
150 |
R130 837 657.00 |
University of Venda |
11 782 |
10 390 |
830 |
R276 972 366.00 |
University of Western Cape |
7 407 |
6 554 |
729 |
R164 175 426.00 |
University of Witwatersrand |
7 810 |
7 234 |
310 |
R303 385 672.00 |
University of Zululand |
11 843 |
11 670 |
130 |
R303 346 159.00 |
Vaal University of Technology |
8 757 |
7 988 |
670 |
R187 741 797.00 |
Walter Sisulu University |
17 820 |
14 139 |
2 156 |
R470 377 137.00 |
Total |
344 060 |
310 472 |
22 410 |
R7 598 580 868.00 |
TVET Sector
Institution Name |
Registration Data Received |
Students Disbursed |
Number of Students not paid |
Total Amount of Allowances Paid |
Boland College |
5 086 |
4 277 |
0 |
R25 575 648.00 |
Buffalo City College |
2 915 |
3 016 |
140 |
R22 527 564.00 |
Capricorn College |
6 827 |
6 756 |
0 |
R51 785 368.00 |
Central Johannesburg College |
3 515 |
3 695 |
276 |
R16 889 743.00 |
Coastal College |
7 358 |
7 107 |
242 |
R37 767 170.00 |
College of Cape Town |
5 672 |
4 154 |
0 |
R20 764 665.00 |
East Cape Midlands College |
1 551 |
4 134 |
0 |
R17 346 383.00 |
Ehlanzeni College |
6 755 |
4 774 |
1 307 |
R43 704 942.00 |
Ekurhuleni East College |
6 497 |
5 556 |
128 |
R25 571 165.00 |
Ekurhuleni West College |
9 367 |
8 107 |
695 |
R39 695 199.00 |
Elangeni College |
7 895 |
6 452 |
151 |
R38 959 862.00 |
Esayidi College |
5 998 |
4 081 |
89 |
R32 312 590.00 |
False Bay College |
3 348 |
3 040 |
0 |
R14 238 858.00 |
Flavius Mareka College |
2 489 |
2 591 |
0 |
R16 103 991.00 |
Gert Sibande College |
7 049 |
6 359 |
0 |
R48 517 726.00 |
Goldfields College |
2 715 |
2 759 |
157 |
R16 034 443.00 |
Ikhala College |
3 510 |
2 958 |
0 |
R22 105 219.00 |
Ingwe College |
5 703 |
3 414 |
120 |
R20 013 472.00 |
King Hintsa College |
827 |
2 011 |
74 |
R10 074 176.00 |
King Sabata College |
5 127 |
5 117 |
0 |
R47 088 656.00 |
Lephalale College |
1 741 |
1 775 |
0 |
R11 333 670.00 |
Letaba College |
3 858 |
3 359 |
0 |
R17 753 419.00 |
Lovedale College |
3 002 |
2 154 |
0 |
R22 665 975.00 |
Majuba College |
10 056 |
9 616 |
238 |
R67 101 366.00 |
Maluti College |
6 278 |
5 203 |
0 |
R35 805 418.00 |
Mnambithi College |
4 173 |
2 552 |
197 |
R13 190 695.00 |
Mopani College |
3 857 |
4 007 |
182 |
R33 251 137.00 |
Motheo College |
7 774 |
6 093 |
149 |
R34 675 665.00 |
Mthatshana College |
3 078 |
2 823 |
137 |
R16 806 558.00 |
Nkangala College |
5 901 |
5 193 |
0 |
R43 968 353.00 |
Northern Cape Rural College |
3 292 |
2 081 |
0 |
R13 583 278.00 |
Northern Cape Urban College |
5 377 |
4 439 |
0 |
R35 389 420.00 |
Northlink College |
7 337 |
7 285 |
0 |
R39 311 295.00 |
Orbit College |
4 171 |
4 591 |
0 |
R28 235 046.00 |
Institution Name |
Registration Data Received |
Students Disbursed |
Number of Students not paid |
Total Amount of Allowances Paid |
Port Elizabeth College |
3 390 |
3 570 |
169 |
R20 061 945.00 |
Sedibeng College |
8 306 |
7 123 |
0 |
R37 834 683.00 |
Sekhukhune College |
3 377 |
2 841 |
81 |
R4 158 137.00 |
South Cape College |
2 660 |
3 139 |
0 |
R22 189 964.00 |
South West Gauteng College |
8 367 |
8 711 |
0 |
R42 489 924.00 |
Taletso College |
1 913 |
2 003 |
151 |
R8 459 548.00 |
Thekwini College |
4 479 |
3 535 |
96 |
R19 546 829.00 |
Tshwane North College |
6 266 |
6 543 |
0 |
R37 931 075.00 |
Tshwane South College |
3 523 |
3 603 |
0 |
R27 366 247.00 |
Umfolozi College |
6 171 |
5 262 |
329 |
R33 897 554.00 |
Umngungundlovu College |
3 727 |
3 011 |
89 |
R18 161 601.00 |
Vhembe College |
8 519 |
7 530 |
299 |
R41 514 943.00 |
Vuselela College |
3 141 |
2 869 |
198 |
R19 749 332.00 |
Waterberg College |
2 792 |
2 834 |
59 |
R19 960 271.00 |
West Coast College |
5 414 |
4 484 |
0 |
R34 136 123.00 |
Western College |
8 519 |
7 789 |
0 |
R53 548 635.00 |
Total |
250 663 |
226 376 |
5 753 |
R1 468 317 082.00 |
04 July 2019 - NW64
Keetse, Mr PP to ask the Minister of Higher Education, Science and Technology
What is the total number of new students who were accepted at each institution of higher learning in each of the past five years?
Reply:
Number of first-time entering undergraduate students in public HEIs, by institution, from 2013 to 2017.
Institution |
2013 |
2014 |
2015 |
2016 |
2017 |
Cape Peninsula University of Technology |
7604 |
7595 |
7343 |
7980 |
7186 |
University of Cape Town |
3748 |
3877 |
4105 |
4235 |
4102 |
Central University of Technology, Free State |
3408 |
3795 |
3683 |
4316 |
4995 |
Durban University of Technology |
6842 |
7568 |
7687 |
7062 |
7825 |
University of Fort Hare |
2276 |
2718 |
2950 |
2792 |
3153 |
University of the Free State |
5533 |
5680 |
4918 |
7966 |
8027 |
University of Johannesburg |
10142 |
11902 |
10443 |
11311 |
9784 |
University of KwaZulu-Natal |
8684 |
10586 |
8108 |
8037 |
8894 |
University of Limpopo |
4861 |
5291 |
4514 |
4878 |
4716 |
Nelson Mandela University |
5226 |
5955 |
5600 |
5769 |
5088 |
North West University |
8770 |
9029 |
9359 |
11166 |
11595 |
University of Pretoria |
8497 |
8648 |
8773 |
7868 |
7519 |
Rhodes University |
1372 |
1491 |
1472 |
1267 |
1339 |
University of South Africa |
33828 |
34897 |
43181 |
19164 |
54434 |
University of Stellenbosch |
4553 |
5161 |
5285 |
5025 |
5200 |
Tshwane University of Technology |
13593 |
13901 |
13053 |
13727 |
14822 |
University of Venda |
3457 |
3579 |
3460 |
3488 |
3086 |
Vaal University of Technology |
4010 |
3841 |
3300 |
4937 |
4513 |
Walter Sisulu University |
5956 |
5809 |
7113 |
7488 |
6960 |
University of Western Cape |
3896 |
4109 |
4047 |
5056 |
4575 |
University of Witwatersrand |
5418 |
5921 |
5475 |
6439 |
5907 |
University of Zululand |
3832 |
4055 |
3814 |
3806 |
3673 |
Sol Plaatje University, Northern Cape |
n.a. |
124 |
220 |
408 |
444 |
University of Mpumalanga |
n.a. |
140 |
310 |
589 |
775 |
Mangosuthu University of Technology |
2883 |
2684 |
2791 |
3138 |
3677 |
Sefako Makgatho Health Science University |
n.a. |
n.a. |
926 |
979 |
993 |
Total |
158389 |
168356 |
171930 |
158891 |
193282 |
Source: 2017 HEMIS database, November 2018.
Note: A First-time entering undergraduate student is defined as a person who is (a) registered for an undergraduate or prediplomate course and (b) has not registered at HEI in the past.
The above statistics are audited figures.
Audited data for the 2018 academic year will be available in October 2019.
18 April 2019 - NW423
Van der Westhuizen, Mr AP to ask the Minister of Higher Education and Training
(1)With reference to her media statement issued on 15 February 2019 in which she stated that the Student Housing Infrastructure Programme is working on a range of partnerships to provide an additional 100 000 beds for accommodation of students of public technical and vocational education and training colleges over the next 10 years, what (a) progress has already been achieved in this regard and (b) number of additional beds will be made available at each of our public technical and vocational education and training colleges; (2) will this eventually lead to a bigger intake of students at our public technical and vocational education and training colleges; if so, (a) what growth in numbers is to be expected, (b) when is it envisaged that this growth will happen, (c) what amount should be budgeted for the growth in infrastructure for teaching and learning and (d) how will this be funded?
Reply:
1. (a) The Department is implementing the Student Housing Infrastructure Programme, which aims to provide 100 000 new beds for the Technical and Vocational Education and Training (TVET) college sector over ten years. Three pilot projects are currently underway, and the following progress has been reported:
- The Department has allocated funds from the TVET College Infrastructure Grant to provide bulk services on the Teko Campus of the King Hintsa TVET College. The intention is that the college will construct student residences with 800 beds once the bulk services have been completed as part of a Public Private Partnership;
- A student housing project with 1 200 beds is planned at the Lephalale TVET College in Limpopo. The feasibility study for the project is being funded by the Infrastructure Investment Programme of South Africa, a joint initiative to fund infrastructure projects by the South African government and European Union; and
- The Northlink TVET College plans to develop 1 500 new beds on its Tygerberg Campus following the completion of its campus master plan, which is currently in progress.
(b) These three pilot projects aim to construct 3 500 new beds as part of the initial phase. Subsequent phases over the remaining ten year period will work towards achieving the target of constructing 100 000 new beds on various TVET college campuses.
2. The investments made in student accommodation are not expected to expand enrolments within the short to medium term.
.
18 April 2019 - NW770
Van der Westhuizen, Mr AP to ask the Minister of Higher Education and Training
(1)What number of meetings has the National Qualifications Forum held (a) in each of the past eight calendar years and (b) since 1 January 2019; (2) whether, with reference to her reply to question 2829 on 21 November 2018, she has found that the lack of activity of the National Qualifications Forum is a matter of concern since the National Qualifications Forum is deemed to be an important forum for her, the chairpersons and chief executive officers of the Quality Councils and the SA Quality Authority to raise issues with one another; if not, what is the position in this regard; if so, what are the relevant details; (3) what steps will be taken to ensure that the National Qualifications Forum fulfils its mandate in future as envisaged in the National Qualifications Framework Act, Act 67 of 2008, as amended?
Reply:
1. (a) The National Qualifications Framework (NQF) Forum held eight meetings in the past eight years.
(b) One NQF Stakeholders Forum meeting was held on 2 March 2019.
2. The NQF Forum is an important structure providing the Minister and Director-General with the opportunity to meet with the Chairpersons of the South African Qualifications Authority (SAQA) and Quality Councils to discuss important issues regarding the strategic direction of the NQF, as well as barriers and challenges experienced in the further development and implementation of the NQF. The NQF Forum promotes dialogue and creates a common understanding to ensure the efficient development and implementation of the NQF. I was concerned about the lack of activity of the NQF Forum and actioned the NQF Stakeholders Forum meeting on 2 March 2019 to identify critical issues and continue with the annual NQF Forum meetings.
The Chief Executive Committee is a permanent sub-committee of the NQF Forum and has met quarterly over the past years. It reports to the Minister, Director-General and NQF Forum.
3. The Director-General will ensure that the NQF Forum meetings are held. SAQA, as the secretariat of the NQF Forum is tasked to develop a schedule of meetings. Furthermore, Recommendation 4.3 of the Improvement Plan for the Evaluation of the Implementation of the NQF Act (Act No. 67 of 2008) compels the NQF Forum to schedule meetings in advance and the fulfilment of its mandate will be monitored through the Department of Higher Education and Training, and the Department of Performance Monitoring and Evaluation.
COMPILER DETAILS
NAME AND SURNAME: BELLINAH MOLAUDZI
CONTACT: 012 312 5703/5081
RECOMMENDATION
It is recommended that the Minister signs Parliamentary Reply 770.
MR GF QONDE
DIRECTOR–GENERAL: HIGHER EDUCATION AND TRAINING
DATE:
PARLIAMENTARY REPLY 770 IS APPROVED / NOT APPROVED / AMENDED.
COMMENT/S
MRS GNM PANDOR, MP
MINISTER OF HIGHER EDUCATION AND TRAINING
DATE:
18 April 2019 - NW748
Matiase, Mr NS to ask the Minister of Higher Education and Training
What number of counsellors are employed at each institution of higher learning?
Reply:
The Department does not collect information on the number of counsellors employed by institutions of higher learning. The Department has requested institutions to provide information on the number of counsellors employed at their various campus clinics/counselling centres. This will take some time to compile, and as soon as the data is available, the information will be provided.
18 April 2019 - NW745
Ntlangwini, Ms EN to ask the Minister of Higher Education and Training
What number of students (a) applied for funding from the National Student Financial Aid Scheme at each institution of higher learning in 2019, (b) who applied for funding at each institution have (i) had their applications approved and (ii) received their funding allocations?
Reply:
The National Student Financial Aid Scheme (NSFAS) provided responses to the questions posed.
a) Number of 2019 applications for funding: 555 708.
b) The breakdown of applications and approved applications (funding eligible) per institution are attached as Annexure A.
(i) Number of approved 2019 applications: 445 054.
(ii) Number of students allocated funding: 433 516.
Annexure A
2019 APPLICATIONS FOR NSFAS FUNDING |
||
TECHNICAL AND VOCATIONAL EDUCATION TRAINING COLLEGES |
||
INSTITUTION |
APPLICATIONS RECEIVED |
FUNDING ELIGIBLE |
BOLAND |
3 942 |
3 454 |
BUFFALO CITY |
2 505 |
2 285 |
CAPRICORN |
5 162 |
4 427 |
CENTRAL JOHANNESBURG |
3 800 |
3 380 |
COASTAL KWAZULU-NATAL |
5 844 |
5 308 |
COLLEGE OF CAPE TOWN |
4 238 |
3 803 |
EAST CAPE MIDLANDS |
2 701 |
2 486 |
EHLANZENI |
4 720 |
4 360 |
EKURHULENI EAST |
4 780 |
4 310 |
EKURHULENI WEST |
6 715 |
6 240 |
ELANGENI |
4 999 |
4 545 |
ESAYIDI |
2 739 |
2 544 |
FALSE BAY |
2 405 |
2 133 |
FLAVIUS MAREKA |
1 569 |
1 428 |
GERT SIBANDE |
6 600 |
6 107 |
GOLDFIELDS |
2 280 |
2 109 |
IKHALA |
1 917 |
1 778 |
INGWE |
2 156 |
2 018 |
KING HINTSA |
1 616 |
1 461 |
KING SABATA DALINDYEBO |
3 159 |
3 009 |
LEPHALALE |
1 036 |
956 |
LETABA |
1 875 |
1 700 |
LOVEDALE |
1 406 |
1 261 |
MAJUBA |
6 960 |
6 686 |
MALUTI |
4 024 |
3 594 |
MNAMBITHI |
1 642 |
1 586 |
MOPANI SOUTH EAST |
2 036 |
1 866 |
MOTHEO |
4 677 |
4 301 |
MTHASHANA |
2 064 |
1 945 |
NKANGALA |
4 274 |
3 871 |
NORTHERN CAPE RURAL |
2 164 |
1 936 |
NORTHERN CAPE URBAN |
4 684 |
4 469 |
NORTHLINK |
5 408 |
4 904 |
ORBIT |
4 135 |
3 464 |
PORT ELIZABETH |
3 065 |
2 763 |
SEDIBENG |
4 320 |
3 905 |
SEKHUKHUNE |
1 830 |
1 659 |
SOUTH CAPE |
2 875 |
2 617 |
SOUTH WEST GAUTENG |
5 659 |
5 137 |
TALETSO |
2 310 |
2 020 |
THEKWINI |
3 373 |
3 039 |
TSHWANA NORTH |
5 140 |
4 476 |
TSHWANE SOUTH |
3 733 |
3 299 |
UMFOLOZI |
4 256 |
3 897 |
UMGUNGUNDLOVU |
4 427 |
3 902 |
VHEMBE |
6 150 |
5 642 |
VUSELELA |
3 535 |
3 114 |
WATERBERG |
2 364 |
2 209 |
WEST COAST |
3 668 |
3 428 |
WESTERN |
5 768 |
5 230 |
UNIVERSITIES |
||
CAPE PENINSULA UNIVERSITY OF TECHNOLOGY |
10 040 |
7 195 |
CENTRAL UNIVERSITY OF TECHNOLOGY |
8 143 |
6 045 |
DURBAN UNIVERSITY OF TECHNOLOGY |
17 267 |
13 871 |
MANGOSUTHU UNIVERSITY OF TECHNOLOGY |
7 478 |
6 003 |
NELSON MANDELA METROPOLITAN UNIVERSITY |
11 514 |
8 478 |
NORTH-WEST UNIVERSITY |
15 789 |
11 527 |
RHODES UNIVERSITY |
1 532 |
999 |
SEFAKO MAKGATHO HEALTH SCIENCES UNIVERSITY |
2 125 |
1 509 |
SOL PLAATJE UNIVERSITY |
848 |
646 |
TSHWANE UNIVERSITY OF TECHNOLOGY |
29 558 |
23 573 |
UNIVERSITY OF CAPE TOWN |
5 178 |
3 587 |
UNIVERSITY OF FORT HARE |
6 047 |
4 405 |
UNIVERSITY OF FREE STATE |
20 063 |
15 485 |
UNIVERSITY OF JOHANNESBURG |
34 966 |
27 522 |
UNIVERSITY OF KWAZULU NATAL |
24 921 |
19 849 |
UNIVERSITY OF LIMPOPO |
15 246 |
12 331 |
UNIVERSITY OF MPUMALANGA |
1 453 |
1 192 |
UNIVERSITY OF PRETORIA |
8 543 |
5 781 |
UNIVERSITY OF SOUTH AFRICA |
95 444 |
66 546 |
UNIVERSITY OF STELLENBOSCH |
2 912 |
1 801 |
UNIVERSITY OF THE WESTERN CAPE |
7 594 |
5 281 |
UNIVERSITY OF THE WITWATERSRAND |
8 532 |
5 555 |
UNIVERSITY OF VENDA |
6 911 |
5 301 |
UNIVERSITY OF ZULULAND |
11 138 |
9 218 |
VAAL UNIVERSITY OF TECHNOLOGY |
5 901 |
4 345 |
WALTER SISULU UNIVERSITY |
13 860 |
10 948 |
18 April 2019 - NW661
Lekota, Mr M to ask the Minister of Higher Education and Training
What (a) is the extent of fraud and corruption that has been uncovered and (b) is being done about the uncovered corruption with regard to the National Student Financial Aid Scheme?
Reply:
a) The National Student Financial Aid Scheme (NSFAS) has appointed forensic investigators and investigations are currently underway.
b) Appropriate action will be taken once the investigations have been completed.
18 April 2019 - NW652
Nolutshungu, Ms N to ask the Minister of Higher Education and Training
What (a) number of (i) undergraduate and (ii) post-graduate students are enrolled at each (aa) university and (bb) technical and vocational education and training college in the Republic and (b) is the name of each institution?
Reply:
The latest audited and verified data is for the 2017 academic year and the information is provided in the tables below.
Number of students enrolled in public higher education institutions, by qualification type and institution in 2017:
Institution |
Qualification Type |
|||
Occasional |
Undergraduate Qualifications |
Postgraduate Qualifications |
Total |
|
Cape Peninsula University of Technology |
140 |
32 426 |
2 136 |
34 702 |
University of Cape Town |
975 |
16 899 |
10 850 |
28 724 |
Central University of Technology |
118 |
16 815 |
1 252 |
18 185 |
Durban University of Technology |
0 |
28 533 |
1 254 |
29 787 |
University of Fort Hare |
32 |
11 538 |
3 856 |
15 426 |
University of the Free State |
496 |
30 350 |
7 256 |
38 102 |
University of Johannesburg |
81 |
41 779 |
8 587 |
50 447 |
University of KwaZulu-Natal |
669 |
34 309 |
14 118 |
49 096 |
University of Limpopo |
0 |
17 827 |
2 781 |
20 608 |
Nelson Mandela University |
326 |
23 002 |
4 293 |
27 621 |
North West University |
228 |
49 065 |
13 265 |
62 558 |
University of Pretoria |
463 |
34 536 |
15 696 |
50 695 |
Rhodes University |
63 |
5 598 |
2 416 |
8 077 |
University of South Africa |
15 659 |
272 411 |
55 945 |
344 015 |
University of Stellenbosch |
1 087 |
19 403 |
10 624 |
31 114 |
Tshwane University of Technology |
222 |
59 829 |
2 981 |
63 032 |
University of Venda |
0 |
13 967 |
1 738 |
15 705 |
Vaal University of Technology |
292 |
18 363 |
563 |
19 218 |
Walter Sisulu University |
0 |
28 656 |
1 861 |
30 517 |
University of Western Cape |
0 |
17 238 |
5 205 |
22 443 |
University of Witwatersrand |
498 |
24 621 |
13 261 |
38 380 |
University of Zululand |
104 |
15 409 |
1 695 |
17 208 |
Sol Plaatje University |
0 |
1 063 |
0 |
1 063 |
University of Mpumalanga |
0 |
1 736 |
35 |
1 771 |
Mangosuthu University of Technology |
0 |
12 422 |
243 |
12 665 |
Sefako Makgatho Health Science University |
5 |
4 556 |
1 264 |
5 825 |
Totals |
21 458 |
832 351 |
183 175 |
1 036 984 |
(bb) There are no categories of graduates and post-graduates for Technical and Vocational Education and Training (TVET) college programme enrolment. Reflected in the tables below are the enrolled numbers for 2017 as were published in the statistical publication of the Department. These enrolment numbers are the latest officially released numbers.
TVET college name |
NC(V) |
Report 191 (N1-N6) |
Occupational Qualifications |
Other |
Total |
1. Boland |
1 468 |
5 958 |
2 501 |
162 |
10 089 |
2. Buffalo City |
3 098 |
5 186 |
0 |
0 |
8 284 |
3. Capricorn |
7 755 |
29 376 |
88 |
0 |
37 219 |
4. Central Johannesburg |
1 716 |
13 601 |
1 |
40 |
15 358 |
5. Coastal |
4 767 |
8 980 |
0 |
50 |
13 797 |
6. College of Cape Town |
2 901 |
9 395 |
0 |
3 992 |
16 288 |
7. Eastcape Midlands |
2 880 |
7 934 |
0 |
0 |
10 814 |
8. Ehlanzeni |
4 120 |
9 438 |
0 |
0 |
13 558 |
9. Ekurhuleni East |
3 537 |
13 211 |
0 |
25 |
16 773 |
10. Ekurhuleni West |
6 864 |
11 147 |
0 |
261 |
18 272 |
11. Elangeni |
3 492 |
4 452 |
269 |
25 |
8 238 |
12. Esayidi |
3 409 |
12 217 |
15 |
90 |
15 731 |
13. False Bay |
1 672 |
7 022 |
1 124 |
2 147 |
11 965 |
14. Flavius Mareka |
686 |
10 307 |
0 |
291 |
11 284 |
15. Gert Sibande |
5 593 |
7 033 |
0 |
0 |
12 626 |
16. Goldfields |
1 362 |
7 133 |
0 |
0 |
8 495 |
17. Ikhala |
1 894 |
6 182 |
0 |
0 |
8 076 |
18. Ingwe |
3 563 |
10 701 |
0 |
0 |
14 264 |
19. King Hintsa |
1 718 |
3 475 |
0 |
0 |
5 193 |
20. King Sabata Dalindyebo |
3 518 |
8 674 |
0 |
40 |
12 232 |
21. Lephalale |
623 |
8 865 |
69 |
28 |
9 585 |
22. Letaba |
2 223 |
4 399 |
0 |
107 |
6 729 |
23. Lovedale |
1 083 |
4 008 |
0 |
343 |
5 434 |
24. Majuba |
4 561 |
18 434 |
0 |
0 |
22 995 |
25. Maluti |
3 663 |
7 014 |
0 |
12 |
10 689 |
26. Mnambithi |
1 664 |
7 084 |
0 |
125 |
8 873 |
27. Mopani South East |
3 443 |
6 372 |
0 |
81 |
9 896 |
28. Motheo |
1 291 |
18 943 |
0 |
518 |
20 752 |
29. Mthashana |
1 263 |
5 358 |
204 |
0 |
6 825 |
30. Nkangala |
3 275 |
16 166 |
0 |
0 |
19 441 |
31. Northern Cape Rural |
981 |
4 340 |
356 |
0 |
5 677 |
32. Northern Cape Urban |
571 |
3 363 |
308 |
448 |
4 690 |
33. Northlink |
2 218 |
18 630 |
2 732 |
1 851 |
25 431 |
34. Orbit |
3 481 |
10 521 |
224 |
0 |
14 226 |
35. Port Elizabeth |
2 652 |
7 502 |
84 |
1 555 |
11 793 |
36. Sedibeng |
3 979 |
16 422 |
0 |
30 |
20 431 |
37. Sekhukhune |
1 905 |
7 398 |
26 |
0 |
9 329 |
38. South Cape |
1 359 |
3 356 |
0 |
1 068 |
5 783 |
39. South West Gauteng |
8 495 |
16 628 |
30 |
276 |
25 429 |
40. Taletso |
2 064 |
6 836 |
0 |
0 |
8 900 |
41. Thekwini |
1 681 |
10 264 |
197 |
135 |
12 277 |
42. Tshwane North |
3 137 |
19 075 |
0 |
2 471 |
24 683 |
43. Tshwane South |
2 184 |
19 189 |
0 |
4 143 |
25 516 |
44. Umfolozi |
3 521 |
9 044 |
511 |
543 |
13 619 |
45. Umgungundlovu |
1 936 |
8 197 |
473 |
313 |
10 919 |
46. Vhembe |
5 472 |
25 106 |
0 |
0 |
30 578 |
47. Vuselela |
1 813 |
6 794 |
281 |
303 |
9 191 |
48. Waterberg |
1 985 |
1 344 |
291 |
101 |
3 721 |
49. West Coast |
2 622 |
5 503 |
1 185 |
2 640 |
11 950 |
50. Western College |
1 215 |
22 576 |
0 |
319 |
24 110 |
Total |
142 373 |
510 153 |
10 969 |
24 533 |
688 028 |
Sources: Statistics on Post-School Education and Training in South Africa, 2017.
11 April 2019 - NW738
Mente-Nkuna, Ms NV to ask the Minister of Higher Education and Training
What was the total number of graduates for each degree and diploma at each university in each of the past 25 years?
Reply:
Information on the total number of students who graduated with 3-year diplomas, 3-year degrees, Bachelor of Technology and 4-year degrees by institution from 1993 to 2017 are attached as Annexure A.
Annexure A: Number of students graduated with 3-year diplomas, 3-year degrees and 4-year degrees by institution from 1993 to 2017
3 Year Diploma Graduates (UNIVERSITIES) |
||||||||||||
Institution |
1993 |
1994 |
1995 |
1996 |
1997 |
1998 |
1999 |
2000 |
2001 |
2002 |
2003 |
2004 |
University of Cape Town |
120 |
76 |
115 |
83 |
67 |
65 |
169 |
102 |
64 |
324 |
441 |
356 |
University of Durban-Westville |
1 |
2 |
2 |
1 |
0 |
1 |
0 |
3 |
2 |
2 |
20 |
n.a. |
University of KwaZulu-Natal |
n.a. |
n.a. |
n.a. |
n.a. |
n.a. |
n.a. |
n.a. |
n.a. |
n.a. |
n.a. |
n.a. |
870 |
University of Fort Hare |
3 |
21 |
19 |
2 |
10 |
1 |
1 |
4 |
4 |
5 |
10 |
237 |
Medical Uni. of South Africa |
29 |
21 |
22 |
26 |
11 |
10 |
5 |
3 |
36 |
5 |
39 |
6 |
University of Natal |
161 |
163 |
184 |
232 |
273 |
246 |
0 |
505 |
248 |
436 |
1087 |
n.a. |
University of the North |
17 |
58 |
95 |
108 |
65 |
33 |
20 |
106 |
262 |
152 |
206 |
308 |
University of the Free State |
10 |
18 |
26 |
9 |
6 |
6 |
5 |
5 |
13 |
224 |
475 |
371 |
University of Port Elizabeth |
48 |
130 |
108 |
102 |
81 |
312 |
739 |
897 |
1012 |
526 |
1019 |
1627 |
Potchefstroom University |
31 |
28 |
32 |
35 |
120 |
344 |
1443 |
898 |
1444 |
1093 |
1057 |
n.a. |
North West University |
n.a. |
n.a. |
n.a. |
n.a. |
n.a. |
n.a. |
n.a. |
n.a. |
n.a. |
n.a. |
n.a. |
2578 |
University of Pretoria |
132 |
153 |
252 |
351 |
377 |
508 |
4461 |
3625 |
3002 |
2980 |
1751 |
2437 |
Rand Afrikaans University |
27 |
867 |
2272 |
2390 |
2096 |
2823 |
1952 |
1574 |
1358 |
1099 |
1381 |
1596 |
Rhodes University |
41 |
40 |
162 |
209 |
83 |
124 |
391 |
88 |
260 |
145 |
788 |
241 |
University of South Africa |
600 |
536 |
497 |
525 |
668 |
835 |
2830 |
694 |
3079 |
4746 |
2297 |
4274 |
University of Stellenbosch |
63 |
101 |
96 |
102 |
98 |
104 |
153 |
84 |
65 |
85 |
115 |
42 |
University of Western Cape |
282 |
214 |
196 |
191 |
228 |
139 |
149 |
174 |
187 |
326 |
513 |
272 |
University of Witwatersrand |
84 |
96 |
77 |
84 |
154 |
206 |
165 |
119 |
273 |
436 |
407 |
180 |
University of Zululand |
204 |
152 |
221 |
237 |
261 |
176 |
187 |
72 |
193 |
173 |
387 |
126 |
Vista University |
4970 |
4840 |
4783 |
4431 |
3337 |
3167 |
2033 |
2077 |
1384 |
883 |
373 |
n.a. |
University of Transkei |
n.a. |
n.a. |
124 |
199 |
121 |
n.a. |
36 |
57 |
32 |
140 |
821 |
575 |
University of North West |
n.a. |
n.a. |
n.a. |
n.a. |
n.a. |
n.a. |
n.a. |
46 |
202 |
231 |
333 |
n.a. |
University of Venda |
n.a. |
n.a. |
147 |
277 |
167 |
127 |
54 |
32 |
352 |
190 |
443 |
359 |
TOTAL |
6823 |
7516 |
9430 |
9594 |
8223 |
9227 |
14793 |
11165 |
13472 |
14201 |
13963 |
16455 |
3 Year Diploma Graduates (TECHNIKONS) |
||||||||||||
Institution |
1993 |
1994 |
1995 |
1996 |
1997 |
1998 |
1999 |
2000 |
2001 |
2002 |
2003 |
2004 |
Cape Technikon |
1541 |
1483 |
1612 |
1630 |
1562 |
1540 |
1504 |
1539 |
1646 |
1740 |
2009 |
2220 |
Northern Gauteng Technikon |
326 |
673 |
778 |
948 |
941 |
1078 |
1062 |
1051 |
1071 |
1225 |
1276 |
n.a. |
Mangosuthu Technikon |
234 |
29 |
430 |
481 |
706 |
817 |
860 |
874 |
845 |
865 |
856 |
926 |
M.L. Sultan Technikon |
753 |
869 |
959 |
942 |
1069 |
908 |
1157 |
1156 |
1076 |
1270 |
n.a. |
n.a. |
Natal Technikon |
1135 |
967 |
n.a. |
n.a. |
1073 |
n.a. |
1053 |
1026 |
941 |
927 |
n.a. |
n.a. |
Technikon Free State |
596 |
585 |
767 |
759 |
777 |
690 |
649 |
654 |
744 |
868 |
893 |
1041 |
Peninsula Technikon |
798 |
n.a. |
n.a. |
918 |
777 |
1025 |
1081 |
1090 |
1428 |
1228 |
1392 |
1275 |
Port Elizabeth Technikon |
867 |
924 |
1041 |
1063 |
1117 |
1124 |
1083 |
1067 |
1115 |
1088 |
1126 |
1225 |
Pretoria Technikon |
2076 |
2032 |
2108 |
2056 |
1903 |
2288 |
2186 |
2043 |
2204 |
2476 |
2789 |
n.a. |
Technikon SA |
286 |
2248 |
3221 |
3746 |
4260 |
3285 |
4003 |
2478 |
1493 |
1317 |
1624 |
n.a. |
Vaal Triangle Technikon |
788 |
572 |
640 |
903 |
441 |
925 |
997 |
393 |
1290 |
1529 |
1775 |
1876 |
Witwatersrand Technikon |
1273 |
1533 |
1434 |
1521 |
1477 |
1539 |
1433 |
1051 |
1170 |
1248 |
1211 |
1478 |
Border Technikon |
n.a. |
n.a. |
n.a. |
117 |
162 |
353 |
n.a. |
14 |
520 |
574 |
676 |
675 |
Technikon North West |
n.a. |
n.a. |
n.a. |
187 |
36 |
71 |
407 |
287 |
339 |
451 |
622 |
n.a. |
Eastern Cape Technikon |
n.a. |
n.a. |
n.a. |
178 |
440 |
429 |
872 |
435 |
683 |
861 |
1309 |
1061 |
Durban Institute of Technology |
n.a. |
n.a. |
n.a. |
n.a. |
n.a. |
n.a. |
n.a. |
n.a. |
n.a. |
n.a. |
2315 |
2629 |
Tshwane University of Technology |
n.a. |
n.a. |
n.a. |
n.a. |
n.a. |
n.a. |
n.a. |
n.a. |
n.a. |
n.a. |
n.a. |
5133 |
TOTAL |
10673 |
11915 |
12991 |
15449 |
16741 |
16072 |
18347 |
15158 |
16565 |
17667 |
19873 |
19539 |
3 Year Diploma Graduates (UNIVERSITIES POST MERGER) |
|||||||||||||
Institution |
2005 |
2006 |
2007 |
2008 |
2009 |
2010 |
2011 |
2012 |
2013 |
2014 |
2015 |
2016 |
2017 |
Cape Peninsula University of Technology |
3496 |
3984 |
3933 |
3810 |
4112 |
3650 |
3921 |
4088 |
4141 |
4093 |
4127 |
4091 |
4177 |
Central University of Technology, Free State |
1186 |
1360 |
1240 |
1392 |
1121 |
1209 |
1418 |
1492 |
1419 |
1378 |
1443 |
1498 |
1400 |
Durban University of Technology |
2952 |
2928 |
3298 |
3008 |
3836 |
3297 |
3499 |
3936 |
4061 |
4207 |
3858 |
4148 |
4372 |
Mangosuthu University of Technology |
1140 |
1779 |
1792 |
1732 |
1731 |
1530 |
1800 |
1858 |
2110 |
2203 |
2262 |
2082 |
2088 |
Nelson Mandela Metropolitan University |
1410 |
1205 |
1121 |
1157 |
1631 |
1574 |
1534 |
2059 |
2261 |
1925 |
1835 |
1836 |
1756 |
North West University |
334 |
520 |
586 |
825 |
743 |
886 |
1071 |
1272 |
1609 |
1874 |
2394 |
3738 |
3338 |
Tshwane University of Technology |
4796 |
4922 |
5434 |
6120 |
6149 |
6293 |
6272 |
6522 |
6666 |
6611 |
7125 |
7469 |
8034 |
University of Cape Town |
55 |
90 |
25 |
21 |
22 |
25 |
18 |
15 |
24 |
37 |
28 |
27 |
31 |
University of Fort Hare |
267 |
419 |
13 |
82 |
156 |
93 |
53 |
106 |
126 |
85 |
42 |
45 |
27 |
University of Free State |
544 |
480 |
18 |
69 |
165 |
158 |
158 |
136 |
148 |
196 |
395 |
509 |
532 |
University of Johannesburg |
1886 |
2047 |
2113 |
2351 |
2485 |
2492 |
2852 |
3061 |
3227 |
3260 |
3052 |
3038 |
3042 |
University of KwaZulu Natal |
8 |
9 |
14 |
18 |
11 |
7 |
30 |
17 |
10 |
9 |
13 |
1 |
3 |
University of Limpopo |
868 |
910 |
1047 |
258 |
119 |
329 |
260 |
177 |
130 |
163 |
17 |
0 |
0 |
University of Pretoria |
2911 |
12 |
4 |
15 |
4 |
10 |
8 |
9 |
2 |
3 |
9 |
5 |
3 |
University of South Africa |
1938 |
1773 |
1862 |
2642 |
1541 |
3613 |
3755 |
3404 |
3958 |
4292 |
4624 |
4225 |
3442 |
University of Stellenbosch |
0 |
0 |
0 |
0 |
0 |
47 |
11 |
10 |
19 |
22 |
13 |
4 |
8 |
University of Venda |
487 |
14 |
214 |
103 |
96 |
154 |
171 |
91 |
106 |
172 |
100 |
102 |
112 |
University of Western Cape |
4 |
0 |
2 |
1 |
2 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
University of Witwatersrand |
154 |
6 |
28 |
7 |
6 |
7 |
5 |
3 |
3 |
1 |
2 |
|
1 |
University of Zululand |
115 |
4 |
8 |
41 |
225 |
320 |
361 |
410 |
335 |
271 |
296 |
290 |
257 |
Vaal University of Technology |
1885 |
1890 |
2103 |
2410 |
2381 |
2221 |
2678 |
2875 |
2797 |
2947 |
2813 |
2747 |
2764 |
Walter Sisulu University |
1664 |
1856 |
1554 |
1696 |
1248 |
1540 |
2048 |
2198 |
2211 |
2346 |
2097 |
2451 |
2505 |
Sol Plaatje University, Northern Cape |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
49 |
41 |
University of Mpumalanga |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
145 |
85 |
TOTAL |
28100 |
26208 |
26409 |
27758 |
27784 |
29455 |
31923 |
33739 |
35363 |
36095 |
36545 |
38500 |
38018 |
B Tech Graduates |
||||||||||||
Institution |
1993 |
1994 |
1995 |
1996 |
1997 |
1998 |
1999 |
2000 |
2001 |
2002 |
2003 |
2004 |
Cape Technikon |
n.a. |
n.a. |
155 |
318 |
378 |
407 |
558 |
442 |
543 |
741 |
959 |
1031 |
Northern Gauteng Technikon |
n.a. |
n.a. |
n.a. |
90 |
146 |
269 |
225 |
240 |
221 |
276 |
303 |
n.a. |
Mangosuthu Technikon |
n.a. |
n.a. |
8 |
7 |
5 |
10 |
2 |
3 |
4 |
9 |
21 |
26 |
M.L. Sultan Technikon |
n.a. |
n.a. |
17 |
86 |
150 |
227 |
209 |
231 |
278 |
301 |
n.a. |
n.a. |
Natal Technikon |
n.a. |
n.a. |
n.a. |
n.a. |
242 |
n.a. |
249 |
374 |
494 |
377 |
n.a. |
n.a. |
Technikon Free State |
n.a. |
n.a. |
12 |
99 |
116 |
166 |
188 |
172 |
271 |
366 |
442 |
701 |
Peninsula Technikon |
66 |
n.a. |
n.a. |
104 |
236 |
373 |
340 |
380 |
473 |
514 |
592 |
761 |
Port Elizabeth Technikon |
n.a. |
n.a. |
71 |
201 |
285 |
333 |
374 |
322 |
393 |
468 |
441 |
472 |
Pretoria Technikon |
n.a. |
n.a. |
n.a. |
176 |
354 |
456 |
2192 |
3317 |
2178 |
1762 |
2364 |
n.a. |
Technikon SA |
n.a. |
n.a. |
51 |
174 |
221 |
254 |
644 |
916 |
672 |
719 |
1060 |
n.a. |
Vaal Triangle Technikon |
n.a. |
n.a. |
48 |
86 |
78 |
109 |
110 |
33 |
195 |
249 |
320 |
399 |
Witwatersrand Technikon |
n.a. |
n.a. |
93 |
219 |
338 |
378 |
504 |
427 |
476 |
543 |
545 |
563 |
Border Technikon |
n.a. |
n.a. |
n.a. |
n.a. |
n.a. |
10 |
n.a. |
9 |
40 |
49 |
45 |
80 |
Technikon North West |
n.a. |
n.a. |
n.a. |
n.a. |
n.a. |
n.a. |
7 |
2 |
18 |
33 |
30 |
n.a. |
Eastern Cape Technikon |
n.a. |
n.a. |
n.a. |
n.a. |
n.a. |
n.a. |
2 |
5 |
3 |
89 |
100 |
106 |
Durban Institute of Technology |
n.a. |
n.a. |
n.a. |
n.a. |
n.a. |
n.a. |
n.a. |
n.a. |
n.a. |
n.a. |
642 |
925 |
Tshwane University of Technology |
n.a. |
n.a. |
n.a. |
n.a. |
n.a. |
n.a. |
n.a. |
n.a. |
n.a. |
n.a. |
n.a. |
3662 |
TOTAL |
66 |
n.a. |
455 |
1560 |
2549 |
2992 |
5604 |
6873 |
6259 |
6496 |
7864 |
8726 |
B Tech Graduates (POST MERGER) |
|||||||||||||
Institution |
2005 |
2006 |
2007 |
2008 |
2009 |
2010 |
2011 |
2012 |
2013 |
2014 |
2015 |
2016 |
2017 |
Cape Peninsula University of Technology |
1726 |
1952 |
2018 |
2175 |
1989 |
2172 |
2231 |
2351 |
2458 |
2639 |
2651 |
2706 |
2974 |
Central University of Technology, Free State |
576 |
579 |
536 |
518 |
602 |
672 |
698 |
821 |
874 |
977 |
1005 |
1026 |
1084 |
Durban University of Technology |
928 |
989 |
1118 |
1127 |
1545 |
1873 |
1790 |
1834 |
2162 |
2235 |
2149 |
2534 |
2712 |
Mangosuthu University of Technology |
38 |
29 |
56 |
64 |
68 |
59 |
164 |
93 |
164 |
242 |
221 |
131 |
122 |
Nelson Mandela Metropolitan University |
542 |
418 |
449 |
449 |
530 |
584 |
660 |
874 |
930 |
883 |
877 |
923 |
986 |
Tshwane University of Technology |
2800 |
2417 |
2118 |
2224 |
2426 |
2434 |
2549 |
2627 |
2691 |
3050 |
3847 |
3900 |
4727 |
University of Johannesburg |
682 |
719 |
798 |
926 |
1072 |
1106 |
1093 |
1252 |
1358 |
1435 |
1470 |
1727 |
1661 |
University of South Africa |
764 |
612 |
795 |
1091 |
1278 |
1692 |
2005 |
2079 |
2008 |
1685 |
1379 |
1300 |
1488 |
Vaal University of Technology |
372 |
478 |
523 |
547 |
699 |
830 |
895 |
1006 |
1268 |
1100 |
994 |
1123 |
1181 |
Walter Sisulu University |
67 |
107 |
183 |
294 |
320 |
352 |
333 |
262 |
390 |
494 |
489 |
751 |
881 |
TOTAL |
8495 |
8300 |
8594 |
9415 |
10529 |
11774 |
12418 |
13199 |
14303 |
14740 |
15082 |
16121 |
17816 |
3 Year Degree Graduates |
||||||||||||
Institution |
1993 |
1994 |
1995 |
1996 |
1997 |
1998 |
1999 |
2000 |
2001 |
2002 |
2003 |
2004 |
University of Cape Town |
1339 |
1303 |
1172 |
1170 |
1162 |
1220 |
1121 |
1089 |
1192 |
1258 |
1522 |
1646 |
University of Durban-Westville |
829 |
936 |
1069 |
973 |
946 |
851 |
750 |
684 |
665 |
680 |
696 |
n.a. |
University of KwaZulu-Natal |
n.a. |
n.a. |
n.a. |
n.a. |
n.a. |
n.a. |
n.a. |
n.a. |
n.a. |
n.a. |
n.a. |
2757 |
University of Fort Hare |
501 |
487 |
549 |
496 |
554 |
487 |
565 |
376 |
271 |
228 |
349 |
406 |
Medical Uni. of South Africa |
131 |
147 |
149 |
142 |
147 |
120 |
128 |
130 |
111 |
101 |
120 |
105 |
University of Natal |
1464 |
1652 |
1667 |
1645 |
1789 |
1823 |
0 |
1648 |
1662 |
1749 |
1984 |
n.a. |
University of the North |
293 |
1636 |
1811 |
2324 |
2378 |
1811 |
1360 |
1047 |
669 |
415 |
328 |
502 |
University of the Free State |
737 |
752 |
652 |
643 |
730 |
730 |
810 |
702 |
688 |
777 |
943 |
1119 |
University of Port Elizabeth |
604 |
582 |
555 |
490 |
519 |
511 |
475 |
435 |
408 |
460 |
524 |
848 |
Potchefstroom University |
974 |
923 |
839 |
804 |
866 |
902 |
814 |
1124 |
1234 |
1262 |
1176 |
n.a. |
North West University |
n.a. |
n.a. |
n.a. |
n.a. |
n.a. |
n.a. |
n.a. |
n.a. |
n.a. |
n.a. |
n.a. |
2032 |
University of Pretoria |
1737 |
1593 |
1553 |
1709 |
1950 |
1997 |
1874 |
2011 |
2062 |
2394 |
2687 |
2968 |
Rand Afrikaans University |
1138 |
1005 |
1048 |
851 |
1030 |
1083 |
1129 |
1283 |
1391 |
1749 |
1929 |
2292 |
Rhodes University |
658 |
570 |
510 |
507 |
491 |
507 |
570 |
596 |
610 |
711 |
720 |
635 |
University of South Africa |
4077 |
5226 |
5920 |
6374 |
6586 |
6731 |
5482 |
5564 |
4792 |
4709 |
4232 |
4330 |
University of Stellenbosch |
1199 |
1303 |
1190 |
1191 |
1168 |
1208 |
1311 |
1288 |
1263 |
1384 |
1503 |
1413 |
University of Western Cape |
1239 |
1076 |
1264 |
1380 |
1484 |
903 |
759 |
714 |
498 |
462 |
575 |
630 |
University of Witwatersrand |
1549 |
1455 |
1266 |
1174 |
1126 |
1051 |
1099 |
1002 |
981 |
956 |
1022 |
1306 |
University of Zululand |
455 |
328 |
405 |
317 |
230 |
618 |
576 |
411 |
432 |
428 |
627 |
552 |
Vista University |
872 |
975 |
1171 |
1404 |
1549 |
1890 |
2121 |
1860 |
1640 |
1377 |
1229 |
n.a. |
University of Transkei |
n.a. |
n.a. |
514 |
497 |
511 |
n.a. |
485 |
334 |
327 |
221 |
192 |
205 |
University of North West |
n.a. |
n.a. |
n.a. |
n.a. |
n.a. |
n.a. |
n.a. |
561 |
389 |
258 |
367 |
n.a. |
University of Venda |
n.a. |
n.a. |
493 |
661 |
517 |
495 |
720 |
501 |
382 |
283 |
457 |
521 |
TOTAL |
19795 |
21948 |
23797 |
24753 |
25733 |
24938 |
22149 |
23360 |
21667 |
21862 |
23182 |
24267 |
3 Year Degree Graduates (POST MERGER) |
|||||||||||||
Institution |
2005 |
2006 |
2007 |
2008 |
2009 |
2010 |
2011 |
2012 |
2013 |
2014 |
2015 |
2016 |
2017 |
Central University of Technology, Free State |
119 |
146 |
149 |
185 |
100 |
46 |
2 |
0 |
4 |
0 |
1 |
0 |
0 |
Nelson Mandela Metropolitan University |
916 |
875 |
869 |
916 |
853 |
884 |
954 |
983 |
992 |
1057 |
989 |
1163 |
1191 |
North West University |
2068 |
2424 |
2380 |
2454 |
2613 |
2711 |
2796 |
3003 |
3599 |
3610 |
3840 |
4011 |
3872 |
Rhodes University |
799 |
807 |
844 |
745 |
797 |
854 |
950 |
1036 |
1026 |
1009 |
956 |
1090 |
1146 |
University of Fort Hare |
531 |
416 |
450 |
557 |
568 |
635 |
719 |
943 |
932 |
969 |
960 |
988 |
1121 |
University of Cape Town |
1789 |
1589 |
1732 |
1556 |
1544 |
1686 |
1738 |
1942 |
1870 |
1833 |
1786 |
1791 |
1802 |
University of Free State |
951 |
1320 |
1299 |
1442 |
1535 |
1713 |
1834 |
2058 |
2352 |
2368 |
2303 |
2187 |
1978 |
University of Johannesburg |
2373 |
2794 |
2568 |
2653 |
2671 |
2944 |
3015 |
3304 |
3423 |
3600 |
3524 |
3563 |
3525 |
University of KwaZulu-Natal |
2661 |
3500 |
3155 |
2931 |
2757 |
2717 |
2905 |
3324 |
3646 |
3321 |
3283 |
3726 |
3885 |
University of Limpopo |
723 |
990 |
1359 |
1447 |
1128 |
1219 |
1315 |
1828 |
1970 |
2137 |
2040 |
1971 |
2200 |
University of Pretoria |
3121 |
3324 |
3179 |
3225 |
3291 |
3235 |
3432 |
3400 |
3836 |
3519 |
3791 |
3976 |
3856 |
University of South Africa |
3310 |
4153 |
4157 |
4448 |
5275 |
5725 |
6031 |
5745 |
8289 |
9079 |
9198 |
9729 |
8189 |
University of Stellenbosch |
1555 |
1833 |
1851 |
1979 |
2012 |
2113 |
2097 |
2276 |
2220 |
2100 |
2152 |
2412 |
2570 |
University of Venda |
631 |
723 |
841 |
997 |
1003 |
980 |
681 |
561 |
522 |
832 |
913 |
906 |
1107 |
University of Western Cape |
840 |
1015 |
1054 |
985 |
990 |
1162 |
1182 |
1269 |
1420 |
1537 |
1764 |
1698 |
1691 |
University of Witwatersrand |
1441 |
1495 |
1689 |
1688 |
1549 |
1672 |
1735 |
1995 |
2106 |
2159 |
2172 |
2416 |
2637 |
University of Zululand |
459 |
669 |
575 |
724 |
680 |
600 |
739 |
1445 |
1264 |
1212 |
1444 |
1500 |
1424 |
Walter Sisulu University |
193 |
282 |
308 |
477 |
419 |
557 |
532 |
504 |
456 |
302 |
370 |
491 |
484 |
Sefako Makgatho University |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
270 |
205 |
269 |
University of Mpumalanga |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
25 |
35 |
Sol Plaatje University, Northern Cape |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
13 |
TOTAL |
24480 |
28355 |
28459 |
29409 |
29785 |
31453 |
32657 |
35616 |
39927 |
40644 |
41756 |
43848 |
42995 |
4 Year Degree Graduates |
||||||||||||
Institution |
1993 |
1994 |
1995 |
1996 |
1997 |
1998 |
1999 |
2000 |
2001 |
2002 |
2003 |
2004 |
University of Cape Town |
771 |
827 |
833 |
817 |
793 |
931 |
1013 |
871 |
997 |
1157 |
1126 |
1110 |
University of Durban-Westville |
360 |
500 |
645 |
608 |
557 |
506 |
462 |
525 |
423 |
467 |
432 |
n.a. |
University of KwaZulu-Natal |
n.a. |
n.a. |
n.a. |
n.a. |
n.a. |
n.a. |
n.a. |
n.a. |
n.a. |
n.a. |
n.a. |
1175 |
University of Fort Hare |
171 |
249 |
170 |
178 |
174 |
176 |
133 |
180 |
133 |
338 |
352 |
433 |
Medical Uni. of South Africa |
142 |
150 |
266 |
299 |
350 |
362 |
449 |
362 |
368 |
397 |
448 |
422 |
University of Natal |
647 |
592 |
582 |
549 |
595 |
542 |
0 |
642 |
664 |
601 |
769 |
n.a. |
University of the North |
221 |
363 |
388 |
537 |
683 |
596 |
412 |
382 |
281 |
285 |
271 |
277 |
University of the Free State |
547 |
549 |
536 |
498 |
458 |
458 |
470 |
455 |
391 |
408 |
378 |
546 |
University of Port Elizabeth |
133 |
143 |
177 |
191 |
232 |
212 |
242 |
523 |
499 |
518 |
699 |
883 |
Potchefstroom University |
348 |
410 |
405 |
415 |
481 |
454 |
508 |
513 |
407 |
433 |
584 |
n.a. |
North West University |
n.a. |
n.a. |
n.a. |
n.a. |
n.a. |
n.a. |
n.a. |
n.a. |
n.a. |
n.a. |
n.a. |
1000 |
University of Pretoria |
1538 |
1600 |
1578 |
1575 |
1520 |
1532 |
1450 |
1528 |
1566 |
1417 |
1398 |
1746 |
Rand Afrikaans University |
338 |
361 |
407 |
341 |
443 |
469 |
435 |
506 |
266 |
324 |
303 |
410 |
Rhodes University |
87 |
101 |
147 |
125 |
140 |
167 |
158 |
196 |
207 |
356 |
286 |
206 |
University of South Africa |
882 |
1030 |
1184 |
1098 |
1105 |
1054 |
1172 |
557 |
659 |
690 |
580 |
1717 |
University of Stellenbosch |
762 |
842 |
770 |
817 |
783 |
776 |
754 |
864 |
906 |
960 |
984 |
970 |
University of Western Cape |
255 |
308 |
340 |
397 |
403 |
367 |
379 |
453 |
511 |
493 |
428 |
546 |
University of Witwatersrand |
1194 |
1210 |
1162 |
954 |
1015 |
968 |
914 |
960 |
875 |
903 |
958 |
1019 |
University of Zululand |
426 |
142 |
318 |
144 |
133 |
323 |
365 |
211 |
205 |
126 |
203 |
347 |
Vista University |
249 |
283 |
431 |
627 |
563 |
733 |
741 |
357 |
281 |
257 |
175 |
n.a. |
University of Transkei |
n.a. |
n.a. |
341 |
513 |
377 |
n.a. |
518 |
417 |
362 |
263 |
205 |
258 |
University of North West |
n.a. |
n.a. |
n.a. |
n.a. |
n.a. |
n.a. |
n.a. |
659 |
285 |
162 |
154 |
n.a. |
University of Venda |
n.a. |
n.a. |
122 |
193 |
212 |
133 |
154 |
147 |
187 |
198 |
189 |
222 |
TOTAL |
9071 |
9660 |
10802 |
10876 |
11017 |
10759 |
10729 |
11308 |
10473 |
10753 |
10922 |
13287 |
Institution |
2005 |
2006 |
2007 |
2008 |
2009 |
2010 |
2011 |
2012 |
2013 |
2014 |
2015 |
2016 |
University of Cape Town |
1278 |
1341 |
1312 |
1362 |
1267 |
1295 |
1339 |
1389 |
1440 |
1471 |
1503 |
1528 |
Cape Peninsula University of Technology |
0 |
0 |
0 |
0 |
398 |
491 |
567 |
572 |
661 |
654 |
648 |
733 |
Central University of Technology, Free State |
25 |
18 |
49 |
85 |
87 |
108 |
218 |
301 |
301 |
292 |
278 |
449 |
Durban University of Technology |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
23 |
320 |
24 |
Nelson Mandela Metropolitan University |
759 |
663 |
672 |
514 |
529 |
463 |
493 |
543 |
677 |
649 |
738 |
760 |
North West University |
1167 |
1295 |
1266 |
1244 |
1289 |
1451 |
1453 |
1768 |
2025 |
2015 |
2229 |
2236 |
Rhodes University |
219 |
233 |
237 |
231 |
232 |
212 |
224 |
250 |
263 |
230 |
270 |
234 |
Tshwane University of Technology |
98 |
70 |
57 |
126 |
311 |
370 |
486 |
362 |
485 |
490 |
537 |
577 |
University of Fort Hare |
648 |
694 |
707 |
529 |
749 |
844 |
900 |
697 |
805 |
909 |
789 |
826 |
University of Free State |
819 |
686 |
640 |
691 |
635 |
687 |
798 |
792 |
912 |
1065 |
1187 |
1118 |
University of Johannesburg |
459 |
553 |
507 |
534 |
523 |
516 |
637 |
682 |
850 |
1078 |
1094 |
1177 |
University of KwaZulu Natal |
1765 |
1523 |
1525 |
1602 |
1464 |
1540 |
1651 |
1912 |
1897 |
1882 |
2095 |
2184 |
University of Limpopo |
799 |
838 |
882 |
986 |
1070 |
1017 |
1041 |
1193 |
1335 |
1673 |
1342 |
1468 |
University of Pretoria |
1870 |
1893 |
2021 |
2081 |
1981 |
2061 |
2127 |
2204 |
2534 |
2391 |
2637 |
2866 |
University of South Africa |
1815 |
808 |
917 |
1054 |
1186 |
1360 |
1654 |
2227 |
3549 |
5079 |
6665 |
8517 |
University of Stellenbosch |
1047 |
1083 |
1056 |
938 |
1073 |
1085 |
1131 |
1201 |
1310 |
1335 |
1397 |
1513 |
University of Venda |
291 |
300 |
345 |
566 |
828 |
1084 |
883 |
819 |
820 |
928 |
957 |
1375 |
University of Western Cape |
658 |
589 |
690 |
763 |
771 |
807 |
925 |
853 |
965 |
1141 |
1159 |
1222 |
University of Witwatersrand |
1210 |
1208 |
1432 |
1301 |
1291 |
1415 |
1448 |
1550 |
1861 |
1794 |
1948 |
2064 |
University of Zululand |
306 |
510 |
577 |
732 |
681 |
808 |
739 |
1602 |
1144 |
1273 |
1298 |
1526 |
Vaal University of Technology |
0 |
12 |
28 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
Walter Sisulu University |
236 |
270 |
319 |
432 |
512 |
460 |
762 |
1011 |
1072 |
1100 |
1319 |
1117 |
Sefako Makgatho Health Science University |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
469 |
432 |
TOTAL |
15469 |
14587 |
15239 |
15771 |
16877 |
18074 |
19476 |
21928 |
24906 |
27472 |
30879 |
33946 |
29 March 2019 - NW410
Alberts, Mr ADW to ask the Minister of Higher Education and Training
(1)Whether, with reference to her reply to question 2633 on 17 October 2018, she is now in a position to indicate whether her department's higher education language policy, of which the concept was published in the Government Gazette of 23 February 2018, has already been finalised; if not, what (a) processes are still outstanding and (b) is the timeframe for finalisation; if so, by what date will it be published; (2) whether her department has received and considered the submissions of (a) the SA Academy for Science and Arts, (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 has not yet been finalised, she will consider holding a symposium to fine-tune 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 of the Republic of South Africa, 1996, to manage and monitor the use of the official languages by means of legislative and other measures, since subsection 27(2) of the Higher Education Act, Act 101 of 1997, has the above as underlying basis; (5) whether she will make a statement on the matter?
Reply:
1. The Department has not yet finalised the Language Policy for Higher Education, which was published in February 2018 for public comment.
(a) The Department has developed a further draft of the policy taking into consideration all the public comments received. The draft policy will be taken through the Socio-Economic Impact Assessment (SEIAS), which is a necessary process for all government policies, bills and regulations before approval for implementation. Parallel to the SEIAS process, a draft will be submitted to the Council on Higher Education (CHE) for advice, as required by the Higher Education Act (Act 101 of 1997, as amended). These two processes may invariably take about four months to complete (May-August 2019). Feedback from the abovementioned processes may lead to further amendments to the draft policy and will feed into the development of a final draft for publication and implementation.
(b) The policy will be finalised during 2019 once the above processes have been completed. It is envisaged that the policy will be implemented in 2020 when stakeholders, in particular the universities, have been taken through the revisions.
2. The Department received comments from a wide range of stakeholders. Submissions from all stakeholders have been considered taking into account the values of equity and the need to address the historical marginalisation of African languages as provided for in the Constitution of the Republic of South Africa (1996).
(a) The Department received a submission from the SA Academy for Arts and Science. The Academy 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 undertaken to establish guiding principles and procedures for the development of new terminology for African languages. Moreover, the Academy proposed that a core cohort of lecturers proficient in African languages be developed to ensure that there are lecturers who can teach in these languages.
(b) No submission was received from the Afrikaans Language Board.
(c) Afriforum welcomed the review of the policy and called for a funding allocation to be made in support of multilingualism at universities. It underscored the fundamental right of learners/students to receive education in their mother tongue or the 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 further welcomed the explicit reference to 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 has been 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 (Act 101 of 1997, as amended).
5. The Minister will communicate to all stakeholders once the policy has been published in the government gazette for implementation.
29 March 2019 - NW702
Khanyile, Ms AT to ask the Minister of Higher Education and Training
What is the (a) make, (b) model, (c) price and (d) date on which each vehicle was purchased for use by (i) her and/or the former minister and (ii) her deputy and/or former deputy minister (aa) in the (aaa) 2016-17 and (bbb) 2017-18 financial years and (bb) since 1 April 2018?
Reply:
(a)-(d) The details of the vehicles purchased for use by the Minister, former Minister and Deputy and/or former Deputy Minister are provided in the tables below:
(i) (aa) |
|||
Vehicle purchased |
(aaa) 2016/17 |
(bbb) 2017/18 |
(bb) Since April 2018 |
a) Make |
None |
None |
Toyota Land Cruiser Prado |
b) Model |
None |
None |
2018 |
c) Price |
None |
None |
R 854 006.01 |
d) Date Purchased |
None |
None |
18 September 2018 |
(ii) (aa) |
|||
Vehicle purchased |
(aaa) 2016/17 |
(bbb) 2017/18 |
(bb) Since April 2018 |
a) Make |
BMW GT |
None |
None |
b) Model |
2016 |
None |
None |
c) Price |
R 727 770.02 |
None |
None |
d) Date Purchased |
3 July 2016 |
None |
None |
29 March 2019 - NW532
Nolutshungu, Ms N to ask the Minister of Higher Education and Training
(a) What number of (i) buildings, (ii) properties and (iii) facilities does her department currently (aa) own and (bb) rent, (b) what is the value and purpose of each (i) owned and (ii) rented property and (c)(i) for how long has each property been rented, (ii) from whom is each property rented and (iii) what is the monthly rental fee for each property?
Reply:
a) (aa) The Department does not own buildings, properties or facilities.
(bb) The table below provides a list of buildings rented by the Department.
Rented Building |
(b) Value / Size |
(b) The purpose of the rented building |
(c)(i) Period of renting the building |
(c)(ii) Owner of the building |
(c)(iii) Monthly rental fee |
1. 123 Francis Baard Street Building |
19 024.15 m2 |
Office Space Accommodation |
Month-to-month rental |
Bothongo Group |
R 3 961 430.53 |
2. Ndinaye House |
11 583.26 m2 |
Office Space Accommodation |
Month-to-month rental |
Bothongo Group |
R 1 906 457.55 |
3. INDLELA Training Centre |
18 Hectares |
Trade Test Service and Office Space Accommodation |
State Owned Department of Public Works |
State Owned |
R278 373.00 |
4. Golden Acre (Regional Office Cape Town) |
815.68 m2 |
Office Space Accommodation |
5 Years |
Paramount Property Fund Ltd. |
R 147 712.88 |
5. 21 Corner Robison and South Street building (Regional Office North West) |
637.25 m2 |
Office Space Accommodation |
5 Years |
Platinum Crossroads Properties |
R 61 552.00 |
29 March 2019 - NW501
Mulaudzi, Adv TE to ask the Minister of Higher Education and Training
What is the total number of (a) plumbers, (b) electricians, (c) welders, (d) carpenters, (e) boiler makers and (f) mechanics who graduated from each institution of higher learning in the country in the 2018 academic year?
Reply:
The first phase of training artisans involves an integrated learning process of obtaining fundamental and practical training at a Technical and Vocational Education and Training (TVET) college. The second phase covers the trade theory including workplace training at an accredited workplace. The final phase is taking a National Trade Test in the relevant trade. The table below indicates the training that has taken place from 01 April 2018 to 31 December 2018:
Plumbers |
Electricians |
Welders |
Carpenters |
Boilermakers |
Mechanics |
715 |
2 291 |
651 |
102 |
703 |
2 262 |
Candidates are given three chances to pass the trade test. If they are still unsuccessful, they are placed on the Artisan Recognition of Prior Learning programme, which will assist them in obtaining their trade qualification.
The knowledge components for the trades are currently provided through the Report 191 qualification at N2 level and National Certificate Vocational (NCV) level three on the National Qualification Framework.
The table below indicates the number of students who passed the theory component of the trades through the Report 191 and NCV qualifications in the November 2018 national examination.
Trade Test |
Passed |
Plumber’s Theory N2 |
402 |
Plumbing L3 |
940 |
Electrical Trade Theory N2 |
3 147 |
Electrical Systems and Construction L3 |
5 288 |
Welder’s Theory N2 |
77 |
Welding L3 |
564 |
Plater’s Theory N2 |
685 |
Engineering Fabrication: Boiler making L3 |
1 054 |
Carpentry Theory N2 |
161 |
Carpentry and Roof Work L3 |
958 |
Motor Trade Theory N2 |
435 |
Automotive Repairs and Maintenance L3 |
1 816 |
Grand Total |
15 527 |
COMPILER DETAILS
NAME AND SURNAME: MR JABU NTSHINGILA AND MR JAMES MOGALE
CONTACT: 087 236 9324 / 012 312 6205
RECOMMENDATION
It is recommended that the Minister signs Parliamentary Reply 501.
MR GF QONDE
DIRECTOR–GENERAL: HIGHER EDUCATION AND TRAINING
DATE:
PARLIAMENTARY REPLY 501 IS APPROVED / NOT APPROVED / AMENDED.
COMMENT/S
MRS GNM PANDOR, MP
MINISTER OF HIGHER EDUCATION AND TRAINING
DATE:
29 March 2019 - NW176
Bozzoli, Prof B to ask the Minister of Higher Education and Training
(1)(a) Which public technical and vocational education and training colleges did not receive all the results of the November 2018 examinations from Umalusi during the bulk release of marks early in January 2019 and (b) what subjects were affected in each case; (2) (a) which results were still outstanding for each subject at each specified college as at 31 January 2019 and (b) what were the main reasons for the specified delays?
Reply:
1. All the centres that complied with the rules of examination as encapsulated in the policy on the conduct of examinations received their results on 31 December 2018. The tables attached as Annexure A provide the lists of subjects, and Technical and Vocational Education and Training (TVET) colleges that did not receive all their results from Umalusi for the November 2018 examinations during the bulk release of marks on
31 December 2018.
2. (a) Annexure A also provides the lists of outstanding results for each subject at each specified college as at 31 January 2019.
(b) The bulk of the outstanding results were released on 04 February 2019, following the first mop-up process by the Department and Umalusi. The main reason for this delay was that TVET colleges had failed to submit their Internal Continuous Assessments (ICASS) and some of the external marks timeously, i.e. Report 190-N1, National Certificate (Vocational) levels 2 and 3. The Department has written warning letters to college Principals for not submitting their ICASS and the external marks on time. During May to June 2019, Departmental officials will be visiting non-compliant colleges to audit the control measures and systems related to the management of internal assessments.
Annexure A
BUSINESS STUDIES OUTSTANDING EXAMINATION MARKS |
|||
TVET COLLEGE NAME |
CENTRE NAME |
SUBJECT NAME |
LEVEL |
EKURHULENI EAST PUBLIC TVET COLLEGE |
SPRINGS CAMPUS FOR VOCATIONAL EDUCATION |
MANAGEMENT COMMUNICATION |
N4 |
ELANGENI PUBLIC TVET COLLEGE |
KWA-MASHU CAMPUS |
MANAGEMENT COMMUNICATION |
N4 |
ESAYIDI PUBLIC TVET COLLEGE |
PORT SHEPSTONE CAMPUS |
ENTREPRENEURSHIP AND BUSINESS MANAGEMENT |
N6 |
MAJUBA PUBLIC TVET COLLEGE
|
CENTRE FOR PEOPLE DEVELOPMENT |
ENTREPRENEURSHIP AND BUSINESS MANAGEMENT |
N6 |
DUNDEE TECHNOLOGY CENTRE NUMBER 2 CAMPUS |
COMMUNICATION |
N6 |
|
MNAMBITHI PUBLIC TVET COLLEGE |
ESTCOURT CAMPUS |
ENTREPRENEURSHIP AND BUSINESS MANAGEMENT |
N6 |
EZAKHENI A CAMPUS
|
ENTREPRENEURSHIP AND BUSINESS MANAGEMENT |
N6 |
|
MANAGEMENT COMMUNICATION |
N4 |
||
LADYSMITH CAMPUS |
MANAGEMENT COMMUNICATION |
N4 |
|
ORBIT PUBLIC TVET COLLEGE |
RUSTENBURG CAMPUS |
ENTREPRENEURSHIP AND BUSINESS MANAGEMENT |
N6 |
SEDIBENG PUBLIC TVET COLLEGE
|
HEIDELBERG CAMPUS |
COMMUNICATION |
N5 |
SEBOKENG CAMPUS |
ENTREPRENEURSHIP AND BUSINESS MANAGEMENT |
N6 |
|
SOUTH WEST GAUTENG PUBLIC TVET COLLEGE |
KRUGERSDORP CAMPUS |
ENTREPRENEURSHIP AND BUSINESS MANAGEMENT |
N6 |
THEKWINI PUBLIC TVET COLLEGE |
SPRINGFIELD CAMPUS |
ENTREPRENEURSHIP AND BUSINESS MANAGEMENT |
N6 |
UMFOLOZI PUBLIC TVET COLLEGE |
RICHTEK CAMPUS FOR VOCATIONAL EDUCATION |
MANAGEMENT COMMUNICATION |
N4 |
NCV STUDIES OUTSTANDING EXAMINATION MARKS |
||
TVET COLLEGE NAME |
CENTRE NAME |
OFFERING DESCRIPTION |
BOLAND PUBLIC TVET COLLEGE |
WORCESTER CAMPUS |
AGRIBUSINESS L3 |
BUFFALO CITY PUBLIC TVET COLLEGE |
EAST LONDON CAMPUS |
NEW VENTURE CREATION L2 |
OFFICE PRACTICE L2 |
||
OFFICE DATA PROCESSING L2 |
||
ENGLISH FIRST ADDITIONAL LANGUAGE L2 |
||
LIFE ORIENTATION L2 |
||
INTRODUCTION TO COMPUTERS L2 |
||
INTRODUCTION TO INFORMATION SYSTEMS L2 |
||
ELECTRONICS L2 |
||
INTRODUCTION TO SYSTEMS DEVELOPMENT L2 |
||
CONTACT CENTRE OPERATIONS L2 |
||
MATHEMATICS L2 |
||
TOURISM OPERATIONS L2 |
||
ELECTROTECHNOLOGY L2 |
||
JOHN KNOX BOKWE CAMPUS |
ENGLISH FIRST ADDITIONAL LANGUAGE L2 |
|
FITTING AND TURNING L2 |
||
ENGINEERING FUNDAMENTALS L2 |
||
ENGINEERING TECHNOLOGY L2 |
||
ENGINEERING SYSTEMS L2 |
||
LIFE ORIENTATION L2 |
||
MATHEMATICS L2 |
||
CONSTRUCTION PLANNING L2 |
||
MATERIALS L2 |
||
MASONRY L2 |
||
PLANT AND EQUIPMENT L2 |
||
ELECTRONIC CONTROL AND DIGITAL ELECTRONIL3 |
||
CAPRICORN PUBLIC TVET COLLEGE |
POLOKWANE CAMPUS |
NEW VENTURE CREATION L2 |
ENTREPRENEURSHIP L2 |
||
MARKETING L3 |
||
MARKETING COMMUNICATION L3 |
||
ENGLISH FIRST ADDITIONAL LANGUAGE L2 |
||
ENGLISH FIRST ADDITIONAL LANGUAGE L3 |
||
LIFE ORIENTATION L2 |
||
LIFE ORIENTATION L3 |
||
PRINCIPLES OF CRIMINAL JUSTICE L2 |
||
INTRODUCTION TO COMPUTERS L2 |
||
MATHEMATICAL LITERACY L3 |
||
MATHEMATICAL LITERACY L4 |
||
MATHEMATICS L2 |
||
MATHEMATICS L4 |
||
HOSPITALITY SERVICES L2 |
||
SENWABARWANA CAMPUS |
OPERATIONS MANAGEMENT L3 |
|
MARKETING L3 |
||
ADVERTISING AND PROMOTIONS L3 |
||
MARKETING COMMUNICATION L3 |
||
ENGLISH FIRST ADDITIONAL LANGUAGE L4 |
||
SESHEGO CAMPUS |
PROFESSIONAL ENGINEERING PRACTICE L4 |
|
CENTRAL JOHANNESBURG PUBLIC TVET COLLEGE |
HIGHVELD CAMPUS |
APPLIED ACCOUNTING L2 |
FINANCIAL MANAGEMENT L2 |
||
ECONOMIC ENVIRONMENT L2 |
||
NEW VENTURE CREATION L2 |
||
BUSINESS PRACTICE L2 |
||
OFFICE PRACTICE L2 |
||
OFFICE DATA PROCESSING L2 |
||
ENGLISH FIRST ADDITIONAL LANGUAGE L2 |
||
ENGLISH FIRST ADDITIONAL LANGUAGE L3 |
||
LIFE ORIENTATION L2 - L3 |
||
CONTACT CENTRE OPERATIONS L3 |
||
MATHEMATICAL LITERACY L2 |
||
MATHEMATICAL LITERACY L3 |
||
COASTAL KZN PUBLIC TVET COLLEGE |
APPELSBOSCH CAMPUS |
APPLIED ACCOUNTING L2 |
BUSINESS PRACTICE L2 |
||
OFFICE PRACTICE L2 |
||
OFFICE DATA PROCESSING L2 |
||
ENGLISH FIRST ADDITIONAL LANGUAGE L2 |
||
LIFE ORIENTATION L2 |
||
MATHEMATICAL LITERACY L2 |
||
MATHEMATICS L2 |
||
MASONRY L3 |
||
UBUHLE-BOGU CAMPUS |
ENGLISH FIRST ADDITIONAL LANGUAGE L2 |
|
LIFE ORIENTATION L2 |
||
MATHEMATICAL LITERACY L2 |
||
COLLEGE OF CAPE TOWN PUBLIC TVET |
CITY CAMPUS |
ENGLISH FIRST ADDITIONAL LANGUAGE L4 |
LIFE ORIENTATION L4 |
||
MATHEMATICAL LITERACY L4 |
||
EASTCAPE MIDLANDS PUBLIC TVET COLLEGE |
HEATH PARK CAMPUS |
LIFE ORIENTATION L4 |
EHLANZENI PUBLIC TVET COLLEGE |
BARBERTON CAMPUS |
FINANCIAL MANAGEMENT L3 |
ENTREPRENEURSHIP L2 |
||
MATHEMATICAL LITERACY L3 |
||
MAPULANENG CAMPUS |
FINANCIAL MANAGEMENT L2 |
|
MANAGEMENT PRACTICE L2 |
||
MANAGEMENT PRACTICE L3 |
||
OPERATIONS MANAGEMENT L2 |
||
ENTREPRENEURSHIP L2 |
||
PROJECT MANAGEMENT L3 |
||
ENGLISH FIRST ADDITIONAL LANGUAGE L2 |
||
ENGLISH FIRST ADDITIONAL LANGUAGE L3 |
||
ENGINEERING FUNDAMENTALS L2 |
||
ENGINEERING TECHNOLOGY L2 |
||
ENGINEERING SYSTEMS L2 |
||
ENGINEERING FABRICATION L2 |
||
LIFE ORIENTATION L2 |
||
LIFE ORIENTATION L3 |
||
MATHEMATICAL LITERACY L2 |
||
MATHEMATICS L2 |
||
MATHEMATICS L3 |
||
HOSPITALITY GENERICS L2 |
||
FOOD PREPARATION L2 |
||
CONSTRUCTION PLANNING L3 |
||
ELECTRICAL PRINCIPLES AND PRACTICE L2 |
||
ELECTRICAL PRINCIPLES AND PRACTICE L3 |
||
WORKSHOP PRACTICE L2 |
||
ELECTRICAL WORKMANSHIP L3 |
||
ELECTRONIC CONTROL AND DIGITAL ELECTRONIL2 |
||
ELECTRONIC CONTROL AND DIGITAL ELECTRONIL3 |
||
ELECTRICAL SYSTEMS AND CONSTRUCTION L2 |
||
ELECTRICAL SYSTEMS AND CONSTRUCTION L3 |
||
MLUMATI CAMPUS |
BUSINESS PRACTICE L3 |
|
ENGLISH FIRST ADDITIONAL LANGUAGE L2 |
||
MTHIMBA CAMPUS |
ENGLISH FIRST ADDITIONAL LANGUAGE L2 |
|
MATHEMATICS L2 |
||
MATHEMATICS L3 |
||
NELSPRUIT CAMPUS |
NEW VENTURE CREATION L2 |
|
BUSINESS PRACTICE L2 |
||
OFFICE PRACTICE L2 |
||
OFFICE DATA PROCESSING L2 |
||
ENGLISH FIRST ADDITIONAL LANGUAGE L2 |
||
ENGLISH FIRST ADDITIONAL LANGUAGE L4 |
||
LIFE ORIENTATION L2 |
||
MATHEMATICAL LITERACY L2 |
||
EKURHULENI WEST PUBLIC TVET COLLEGE |
GERMISTON CAMPUS |
MANAGEMENT PRACTICE L2 |
ENTREPRENEURSHIP L2 |
||
ENGLISH FIRST ADDITIONAL LANGUAGE L2 |
||
ENGINEERING FUNDAMENTALS L2 |
||
ENGINEERING TECHNOLOGY L2 |
||
ENGINEERING SYSTEMS L2 |
||
AUTOMOTIVE REPAIR AND MAINTENANCE L2 |
||
MANUAL MANUFACTURING L2 |
||
MECHATRONIC SYSTEMS L2 |
||
LIFE ORIENTATION L2 |
||
INTRODUCTION TO COMPUTERS L2 |
||
INTRODUCTION TO INFORMATION SYSTEMS L2 |
||
ELECTRONICS L2 |
||
INTRODUCTION TO SYSTEMS DEVELOPMENT L2 |
||
MATHEMATICS L2 |
||
ELECTROTECHNOLOGY L2 |
||
ELANGENI PUBLIC TVET COLLEGE |
NDWEDWE CAMPUS |
NEW VENTURE CREATION L2 |
NEW VENTURE CREATION L3 |
||
BUSINESS PRACTICE L2 |
||
BUSINESS PRACTICE L3 |
||
OFFICE PRACTICE L2 |
||
OFFICE PRACTICE L3 |
||
OFFICE DATA PROCESSING L2 |
||
OFFICE DATA PROCESSING L3 |
||
ENGLISH FIRST ADDITIONAL LANGUAGE L2 |
||
ENGLISH FIRST ADDITIONAL LANGUAGE L3 |
||
LIFE ORIENTATION L2 |
||
LIFE ORIENTATION L3 |
||
MATHEMATICAL LITERACY L2 |
||
MATHEMATICAL LITERACY L3 |
||
MATHEMATICS L2 |
||
MATHEMATICS L3 |
||
CLIENT SERVICE AND HUMAN RELATIONS L2 |
||
CLIENT SERVICE AND HUMAN RELATIONS L3 |
||
SCIENCE OF TOURISM L2 |
||
SCIENCE OF TOURISM L3 |
||
SUSTAINABLE TOURISM IN SA L2 |
||
SUSTAINABLE TOURISM IN SA AND REGIONAL TL3 |
||
TOURISM OPERATIONS L2 |
||
TOURISM OPERATIONS L3 |
||
CONSTRUCTION PLANNING L2 |
||
MATERIALS L2 |
||
CONSTRUCTION PLANNING L3 |
||
MATERIALS L3 |
||
MASONRY L2 |
||
MASONRY L3 |
||
PLANT AND EQUIPMENT L2 |
||
PLANT AND EQUIPMENT L3 |
||
NTUZUMA CAMPUS |
ENGLISH FIRST ADDITIONAL LANGUAGE L2 |
|
ENGLISH FIRST ADDITIONAL LANGUAGE L3 |
||
PINETOWN CAMPUS |
ENGLISH FIRST ADDITIONAL LANGUAGE L2 |
|
QADI CAMPUS |
NEW VENTURE CREATION L3 |
|
BUSINESS PRACTICE L2 |
||
BUSINESS PRACTICE L3 |
||
OFFICE PRACTICE L2 |
||
OFFICE PRACTICE L3 |
||
OFFICE DATA PROCESSING L2 |
||
OFFICE DATA PROCESSING L3 |
||
ENGLISH FIRST ADDITIONAL LANGUAGE L2 |
||
ENGLISH FIRST ADDITIONAL LANGUAGE L3 |
||
LIFE ORIENTATION L2 |
||
LIFE ORIENTATION L3 |
||
MATHEMATICAL LITERACY L2 |
||
MATHEMATICAL LITERACY L3 |
||
MATHEMATICS L2 |
||
CONSTRUCTION PLANNING L2 |
||
MATERIALS L2 |
||
PLUMBING L2 |
||
PLANT AND EQUIPMENT L2 |
||
ESAYIDI PUBLIC TVET COLLEGE |
KOKSTAD CAMPUS |
BUSINESS PRACTICE L2 |
ENGLISH FIRST ADDITIONAL LANGUAGE L4 |
||
LIFE ORIENTATION L4 |
||
MATHEMATICAL LITERACY L2 |
||
MATHEMATICS L4 |
||
CONSTRUCTION PLANNING L4 |
||
CONSTRUCTION SUPERVISION L4 |
||
MATERIALS L4 |
||
CARPENTRY AND ROOF WORK L4 |
||
PORT SHEPSTONE CAMPUS |
APPLIED ACCOUNTING L2 |
|
APPLIED ACCOUNTING L3 |
||
FINANCIAL MANAGEMENT L2 |
||
ECONOMIC ENVIRONMENT L2 |
||
NEW VENTURE CREATION L2 |
||
NEW VENTURE CREATION L3 |
||
BUSINESS PRACTICE L2 |
||
BUSINESS PRACTICE L3 |
||
OFFICE PRACTICE L2 |
||
OFFICE PRACTICE L3 |
||
OFFICE DATA PROCESSING L2 |
||
OFFICE DATA PROCESSING L3 |
||
ENGLISH FIRST ADDITIONAL LANGUAGE L2 |
||
ENGLISH FIRST ADDITIONAL LANGUAGE L3 |
||
LIFE ORIENTATION L2 |
||
LIFE ORIENTATION L3 |
||
MATHEMATICAL LITERACY L2 |
||
MATHEMATICAL LITERACY L3 |
||
UMZIMKHULU CAMPUS |
SOIL SCIENCE L3 |
|
FLAVIUS MAREKA PUBLIC TVET COLLEGE |
SASOLBURG CAMPUS |
MATHEMATICAL LITERACY L4 |
GERT SIBANDE PUBLIC TVET COLLEGE |
ERMELO CAMPUS |
APPLIED ACCOUNTING L2 |
NEW VENTURE CREATION L2 |
||
OFFICE DATA PROCESSING L3 |
||
PHYSICAL SCIENCE L2 |
||
ELECTRICAL PRINCIPLES AND PRACTICE L2 |
||
ELECTRONIC CONTROL AND DIGITAL ELECTRONIL2 |
||
EVANDER CAMPUS |
MANAGEMENT PRACTICE L3 |
|
ENGLISH FIRST ADDITIONAL LANGUAGE L3 |
||
FITTING AND TURNING L3 |
||
WELDING L4 |
||
MATHEMATICS L2 |
||
MATHEMATICS L3 |
||
ELECTRICAL PRINCIPLES AND PRACTICE L3 |
||
SIBENESEFTHU CAMPUS |
CONSUMER BEHAVIOUR L3 |
|
ENGLISH FIRST ADDITIONAL LANGUAGE L2 |
||
STANDERTON CAMPUS |
ENGLISH FIRST ADDITIONAL LANGUAGE L2 |
|
ENGLISH FIRST ADDITIONAL LANGUAGE L3 |
||
FOOD PREPARATION L2 |
||
GOLDFIELDS PUBLIC TVET COLLEGE |
WELKOM CAMPUS |
MARKETING L2 |
ADVERTISING AND PROMOTIONS L2 |
||
MARKETING COMMUNICATION L2 |
||
CONSUMER BEHAVIOUR L2 |
||
ENGLISH FIRST ADDITIONAL LANGUAGE L2 |
||
ENGLISH FIRST ADDITIONAL LANGUAGE L3 |
||
LIFE ORIENTATION L2 |
||
LIFE ORIENTATION L3 |
||
MATHEMATICAL LITERACY L2 |
||
MATHEMATICAL LITERACY L3 |
||
MATHEMATICS L2 |
||
MATHEMATICS L3 |
||
IKHALA PUBLIC TVET COLLEGE |
EAST LONDON ALIWAL NORTH CAMPUS |
ENTREPRENEURSHIP L2 |
MATHEMATICAL LITERACY L2 |
||
SUSTAINABLE TOURISM IN SA L2 |
||
EZIBELENI CAMPUS |
ENGLISH FIRST ADDITIONAL LANGUAGE L3 |
|
ENGINEERING PRACTICE AND MAINTENANCE L3 |
||
MATERIAL TECHNOLOGY L3 |
||
ENGINEERING GRAPHICS AND DESIGN L3 |
||
AUTOMOTIVE REPAIR AND MAINTENANCE L3 |
||
LIFE ORIENTATION L3 |
||
INGWE PUBLIC TVET COLLEGE |
MALUTI CAMPUS |
APPLIED ACCOUNTING L3 |
NEW VENTURE CREATION L2 |
||
MATHEMATICAL LITERACY L4 |
||
MOUNT FRERE CAMPUS |
NEW VENTURE CREATION L3 |
|
MARKETING L4 |
||
ADVERTISING AND PROMOTIONS L4 |
||
MARKETING COMMUNICATION L4 |
||
CONSUMER BEHAVIOUR L2 |
||
BUSINESS PRACTICE L2 |
||
BUSINESS PRACTICE L3 |
||
OFFICE PRACTICE L2 |
||
ENGLISH FIRST ADDITIONAL LANGUAGE L3 |
||
ENGLISH FIRST ADDITIONAL LANGUAGE L4 |
||
FITTING AND TURNING L2 |
||
LIFE ORIENTATION L2 |
||
CONTACT CENTRE OPERATIONS L4 |
||
MATHEMATICAL LITERACY L3 |
||
NGQUNGQUSHE CAMPUS |
APPLIED ACCOUNTING L3 |
|
MATHEMATICS L3 |
||
KING HINTSA PUBLIC TVET COLLEGE |
H.B.TSENGWA CAMPUS |
OFFICE PRACTICE L2 |
OFFICE DATA PROCESSING L4 |
||
ENGLISH FIRST ADDITIONAL LANGUAGE L3 |
||
TEKO CAMPUS |
ENGLISH FIRST ADDITIONAL LANGUAGE L3 |
|
MATHEMATICAL LITERACY L2 |
||
KING SABATADALINDYEBO PUBLIC TVET COLLEGE |
NTABOZUKO CAMPUS |
LIFE ORIENTATION L2 |
FREIGHT LOGISTICS L2 |
||
TRANSPORT ECONOMICS L2 |
||
TRANSPORT OPERATIONS L3 |
||
ENGCOBO CAMPUS |
PLANT PRODUCTION L2 |
|
LIFE ORIENTATION L2 |
||
MATHEMATICAL LITERACY L2 |
||
LIBODE CAMPUS |
INTRODUCTION TO POLICING PRACTICES L2 |
|
MATHEMATICAL LITERACY L3 |
||
MAPUZI CAMPUS(KING SABATADALINDYEBO TVET) |
ENGLISH FIRST ADDITIONAL LANGUAGE L3 |
|
LIFE ORIENTATION L3 |
||
MATHEMATICAL LITERACY L3 |
||
CLIENT SERVICE AND HUMAN RELATIONS L3 |
||
SCIENCE OF TOURISM L3 |
||
SUSTAINABLE TOURISM IN SA AND REGIONAL TL3 |
||
TOURISM OPERATIONS L3 |
||
MTHATHA CAMPUS |
LIFE ORIENTATION L2 |
|
INTRODUCTION TO INFORMATION SYSTEMS L2 |
||
ELECTRONICS L2 |
||
MATHEMATICS L2 |
||
CARPENTRY AND ROOF WORK L2 |
||
LEPHALALE PUBLIC TVET COLLEGE |
MODIMOLLE CAMPUS |
OFFICE DATA PROCESSING L2 |
ENGLISH FIRST ADDITIONAL LANGUAGE L2 |
||
LETABA PUBLIC TVET COLLEGE |
MAAKE CAMPUS |
ENGLISH FIRST ADDITIONAL LANGUAGE L2 |
LIFE ORIENTATION L2 |
||
MATHEMATICS L2 |
||
MATHEMATICS L3 |
||
TRANSPORT ECONOMICS L2 |
||
MATERIALS L3 |
||
TZANEEN CAMPUS |
BUSINESS PRACTICE L2 |
|
OFFICE PRACTICE L2 |
||
OFFICE DATA PROCESSING L3 |
||
ENGLISH FIRST ADDITIONAL LANGUAGE L2 |
||
LIFE ORIENTATION L2 |
||
MATHEMATICAL LITERACY L2 |
||
MATHEMATICAL LITERACY L3 |
||
SUSTAINABLE TOURISM IN SA L2 |
||
LOVEDALE PUBLIC TVET COLLEGE |
EAST LONDON KING CAMPUS |
OFFICE DATA PROCESSING L3 |
LIFE ORIENTATION L2 |
||
LIFE ORIENTATION L3 |
||
MALUTI PUBLIC TVET COLLEGE |
BONAMELO CAMPUS |
NEW VENTURE CREATION L2 |
NEW VENTURE CREATION L3 |
||
BUSINESS PRACTICE L2 |
||
BUSINESS PRACTICE L3 |
||
OFFICE PRACTICE L2 |
||
OFFICE PRACTICE L3 |
||
OFFICE DATA PROCESSING L2 |
||
OFFICE DATA PROCESSING L3 |
||
ENGLISH FIRST ADDITIONAL LANGUAGE L2 |
||
ENGLISH FIRST ADDITIONAL LANGUAGE L3 |
||
LIFE ORIENTATION L2 |
||
LIFE ORIENTATION L3 |
||
MATHEMATICAL LITERACY L2 |
||
MATHEMATICAL LITERACY L3 |
||
ITEMOHELENG CAMPUS |
ENGLISH FIRST ADDITIONAL LANGUAGE L3 |
|
MATERIAL TECHNOLOGY L3 |
||
ENGINEERING GRAPHICS AND DESIGN L3 |
||
APPLIED ENGINEERING TECHNOLOGY L4 |
||
LIFE ORIENTATION L4 |
||
MATHEMATICS L3 |
||
MASONRY L2 |
||
ELECTRICAL PRINCIPLES AND PRACTICE L3 |
||
ELECTRICAL WORKMANSHIP L3 |
||
ELECTRONIC CONTROL AND DIGITAL ELECTRONIL3 |
||
MALUTI TVET:MAIN CAMPUS |
MANAGEMENT PRACTICE L2 |
|
SEFIKENG CAMPUS |
ANIMAL PRODUCTION L3 |
|
AGRIBUSINESS L3 |
||
MNAMBITHI PUBLIC TVET COLLEGE |
ESTCOURT CAMPUS |
BUSINESS PRACTICE L4 |
GOVERNANCE L4 |
||
LADYSMITH CAMPUS |
BUSINESS PRACTICE L2 |
|
OFFICE DATA PROCESSING L2 |
||
MOPANI SOUTH EAST PUBLIC TVET COLLEGE |
SIR VAL DUNCAN CAMPUS |
ENGLISH FIRST ADDITIONAL LANGUAGE L4 |
FITTING AND TURNING L4 |
||
PROFESSIONAL ENGINEERING PRACTICE L4 |
||
ENGINEERING FABRICATION - BOILER MAKINGL3 |
||
ELECTRICAL WORKMANSHIP L4 |
||
ELECTRONIC CONTROL AND DIGITAL ELECTRONIL4 |
||
ELECTRICAL SYSTEMS AND CONSTRUCTION L4 |
||
MOTHEO PUBLIC TVET COLLEGE |
BLOEMFONTEIN CAMPUS |
LIFE ORIENTATION L4 |
MATHEMATICAL LITERACY L4 |
||
MTHASHANA PUBLIC TVET COLLEGE |
KWA-GQIKAZI CAMPUS |
BUSINESS PRACTICE L3 |
OFFICE DATA PROCESSING L3 |
||
ENGLISH FIRST ADDITIONAL LANGUAGE L3 |
||
MATHEMATICAL LITERACY L2 |
||
HOSPITALITY GENERICS L2 |
||
HOSPITALITY GENERICS L3 |
||
FOOD PREPARATION L2 |
||
CLIENT SERVICE AND HUMAN RELATIONS L2 |
||
NKANGALA PUBLIC TVET COLLEGE |
C.N. MAHLANGU CAMPUS |
NEW VENTURE CREATION L3 |
OFFICE PRACTICE L3 |
||
OFFICE DATA PROCESSING L3 |
||
ENGLISH FIRST ADDITIONAL LANGUAGE L2 |
||
ENGLISH FIRST ADDITIONAL LANGUAGE L3 |
||
ENGLISH FIRST ADDITIONAL LANGUAGE L4 |
||
LIFE ORIENTATION L4 |
||
MIDDELBURG CAMPUS |
ENGLISH FIRST ADDITIONAL LANGUAGE L2 |
|
LIFE ORIENTATION L2 |
||
WATERVAL-BOVEN CAMPUS |
ENGLISH FIRST ADDITIONAL LANGUAGE L3 |
|
MATHEMATICAL LITERACY L2 |
||
CLIENT SERVICE AND HUMAN RELATIONS L2 |
||
CLIENT SERVICE AND HUMAN RELATIONS L3 |
||
SUSTAINABLE TOURISM IN SA AND REGIONAL TL3 |
||
TOURISM OPERATIONS L3 |
||
WITBANK CAMPUS |
APPLIED ACCOUNTING L2 |
|
APPLIED ACCOUNTING L3 |
||
FINANCIAL MANAGEMENT L2 |
||
FINANCIAL MANAGEMENT L3 |
||
ECONOMIC ENVIRONMENT L2 |
||
ECONOMIC ENVIRONMENT L3 |
||
NEW VENTURE CREATION L2 |
||
NEW VENTURE CREATION L3 |
||
ENGLISH FIRST ADDITIONAL LANGUAGE L2 |
||
ENGLISH FIRST ADDITIONAL LANGUAGE L3 |
||
LIFE ORIENTATION L2 |
||
LIFE ORIENTATION L3 |
||
MULTIMEDIA CONTENT L3 |
||
SYSTEM ANALYSIS AND DESIGN L3 |
||
COMPUTER HARDWARE AND SOFTWARE L3 |
||
PRINCIPLES OF COMPUTER PROGRAMMING L3 |
||
MATHEMATICAL LITERACY L2 |
||
MATHEMATICAL LITERACY L3 |
||
MATHEMATICS L3 |
||
FOOD PREPARATION L3 |
||
CLIENT SERVICE AND HUMAN RELATIONS L3 |
||
HOSPITALITY SERVICES L3 |
||
ORBIT PUBLIC TVET COLLEGE |
BRITS CAMPUS |
MANAGEMENT PRACTICE L2 |
OPERATIONS MANAGEMENT L2 |
||
OFFICE DATA PROCESSING L3 |
||
ENGLISH FIRST ADDITIONAL LANGUAGE L3 |
||
LIFE ORIENTATION L2 |
||
LIFE ORIENTATION L3 |
||
MATHEMATICAL LITERACY L2 |
||
MATHEMATICAL LITERACY L3 |
||
RUSTENBURG CAMPUS |
ENGINEERING FABRICATION - BOILER MAKINGL3 |
|
PORT ELIZABETH PUBLIC TVET COLLEGE |
BETHELSDORP CAMPUS |
ENTREPRENEURSHIP L2 |
ENGLISH FIRST ADDITIONAL LANGUAGE L2 |
||
ENGLISH FIRST ADDITIONAL LANGUAGE L4 |
||
LIFE ORIENTATION L2 |
||
LIFE ORIENTATION L4 |
||
MATHEMATICAL LITERACY L2 |
||
FREIGHT LOGISTICS L2 |
||
TRANSPORT ECONOMICS L2 |
||
TRANSPORT OPERATIONS L2 |
||
IQHAYIYA CAMPUS |
ENGLISH FIRST ADDITIONAL LANGUAGE L2 |
|
ENGINEERING FUNDAMENTALS L2 |
||
ENGINEERING PRACTICE AND MAINTENANCE L3 |
||
ENGINEERING TECHNOLOGY L2 |
||
MATERIAL TECHNOLOGY L3 |
||
ENGINEERING SYSTEMS L2 |
||
ENGINEERING GRAPHICS AND DESIGN L3 |
||
AUTOMOTIVE REPAIR AND MAINTENANCE L2 |
||
AUTOMOTIVE REPAIR AND MAINTENANCE L3 |
||
LIFE ORIENTATION L2 |
||
INTRODUCTION TO COMPUTERS L2 |
||
MATHEMATICS L2 |
||
MATHEMATICS L3 |
||
ELECTRICAL PRINCIPLES AND PRACTICE L2 |
||
RUSSELL ROAD COLLEGE FOR CAREER EDUC |
APPLIED ACCOUNTING L3 |
|
MARKETING L2 |
||
ADVERTISING AND PROMOTIONS L2 |
||
ADVERTISING AND PROMOTIONS L3 |
||
MARKETING COMMUNICATION L2 |
||
BUSINESS PRACTICE L4 |
||
ENGLISH FIRST ADDITIONAL LANGUAGE L2 |
||
LIFE ORIENTATION L2 |
||
INTRODUCTION TO INFORMATION SYSTEMS L2 |
||
ELECTRONICS L2 |
||
INTRODUCTION TO SYSTEMS DEVELOPMENT L2 |
||
PRINCIPLES OF COMPUTER PROGRAMMING L3 |
||
CONTACT CENTRE OPERATIONS L2 |
||
MATHEMATICAL LITERACY L2 |
||
MATHEMATICS L2 |
||
RURAL PUBLIC TVET COLLEGE |
DE AAR CAMPUS |
NEW VENTURE CREATION L2 |
NEW VENTURE CREATION L3 |
||
BUSINESS PRACTICE L2 |
||
BUSINESS PRACTICE L3 |
||
OFFICE PRACTICE L2 |
||
OFFICE PRACTICE L3 |
||
OFFICE DATA PROCESSING L2 |
||
OFFICE DATA PROCESSING L3 |
||
AFRIKAANS FIRST ADDITIONAL LANGUAGE L3 |
||
ENGLISH FIRST ADDITIONAL LANGUAGE L2 |
||
ENGLISH FIRST ADDITIONAL LANGUAGE L3 |
||
LIFE ORIENTATION L2 |
||
LIFE ORIENTATION L3 |
||
MATHEMATICAL LITERACY L2 |
||
MATHEMATICAL LITERACY L3 |
||
HOSPITALITY GENERICS L2 |
||
HOSPITALITY GENERICS L3 |
||
FOOD PREPARATION L2 |
||
FOOD PREPARATION L3 |
||
CLIENT SERVICE AND HUMAN RELATIONS L2 |
||
CLIENT SERVICE AND HUMAN RELATIONS L3 |
||
HOSPITALITY SERVICES L2 |
||
HOSPITALITY SERVICES L3 |
||
KATHU CAMPUS |
MATHEMATICAL LITERACY L4 |
|
SOUTH WEST GAUTENG PUBLIC TVET COLLEGE |
GEORGE TABOR CAMPUS |
PROJECT MANAGEMENT L4 |
ENGLISH FIRST ADDITIONAL LANGUAGE L4 |
||
LIFE ORIENTATION L4 |
||
MATHEMATICAL LITERACY L4 |
||
FREIGHT LOGISTICS L4 |
||
TRANSPORT ECONOMICS L4 |
||
TRANSPORT OPERATIONS L4 |
||
ROODEPOORT CAMPUS |
MANAGEMENT PRACTICE L4 |
|
MATHEMATICAL LITERACY L4 |
||
TALETSO PUBLIC TVET COLLEGE |
LEHURUTSHE CAMPUS |
FINANCIAL MANAGEMENT L2 |
MANAGEMENT PRACTICE L2 |
||
OPERATIONS MANAGEMENT L2 |
||
ENTREPRENEURSHIP L2 |
||
ENGLISH FIRST ADDITIONAL LANGUAGE L2 |
||
LIFE ORIENTATION L2 |
||
THE SOUTH AFRICAN HEALTH CARE SYSTEM L3 |
||
MATHEMATICAL LITERACY L2 |
||
MAFIKENG/MMABATHO CAMPUS |
FINANCIAL MANAGEMENT L2 |
|
ECONOMIC ENVIRONMENT L3 |
||
NEW VENTURE CREATION L2 |
||
MANAGEMENT PRACTICE L2 |
||
MANAGEMENT PRACTICE L3 |
||
OPERATIONS MANAGEMENT L2 |
||
OPERATIONS MANAGEMENT L3 |
||
BUSINESS PRACTICE L2 |
||
BUSINESS PRACTICE L3 |
||
OFFICE PRACTICE L2 |
||
OFFICE DATA PROCESSING L2 |
||
ENGLISH FIRST ADDITIONAL LANGUAGE L2 |
||
ENGLISH FIRST ADDITIONAL LANGUAGE L3 |
||
ENGINEERING PRACTICE AND MAINTENANCE L3 |
||
WELDING L3 |
||
LIFE ORIENTATION L2 |
||
MATHEMATICAL LITERACY L2 |
||
HOSPITALITY GENERICS L2 |
||
FOOD PREPARATION L2 |
||
CLIENT SERVICE AND HUMAN RELATIONS L2 |
||
HOSPITALITY SERVICES L2 |
||
ELECTRICAL PRINCIPLES AND PRACTICE L3 |
||
ELECTRONIC CONTROL AND DIGITAL ELECTRONIL3 |
||
THEKWINI PUBLIC TVET COLLEGE |
SPRINGFIELD CAMPUS |
ENGLISH FIRST ADDITIONAL LANGUAGE L2 |
ENGINEERING FUNDAMENTALS L2 |
||
ENGINEERING TECHNOLOGY L2 |
||
ENGINEERING SYSTEMS L2 |
||
AUTOMOTIVE REPAIR AND MAINTENANCE L2 |
||
LIFE ORIENTATION L2 |
||
MATHEMATICS L2 |
||
UMBILO CAMPUS |
NEW VENTURE CREATION L3 |
|
LIFE ORIENTATION L3 |
||
TSHWANE NORTH PUBLIC TVET COLLEGE |
MAMELODI CAMPUS |
BUSINESS PRACTICE L3 |
OFFICE PRACTICE L2 |
||
OFFICE DATA PROCESSING L2 |
||
OFFICE DATA PROCESSING L3 |
||
ENGLISH FIRST ADDITIONAL LANGUAGE L2 |
||
SOSHANGUVE NORTH CAMPUS |
APPLIED ACCOUNTING L4 |
|
BUSINESS PRACTICE L4 |
||
ENGLISH FIRST ADDITIONAL LANGUAGE L2 |
||
LIFE ORIENTATION L2 |
||
LIFE ORIENTATION L3 |
||
PHYSICAL SCIENCE L2 |
||
MATHEMATICS L2 |
||
CONSTRUCTION PLANNING L2 |
||
MATERIALS L2 |
||
CONSTRUCTION PLANNING L3 |
||
PLUMBING L2 |
||
PLANT AND EQUIPMENT L2 |
||
ELECTRICAL PRINCIPLES AND PRACTICE L2 |
||
WORKSHOP PRACTICE L2 |
||
ELECTRONIC CONTROL AND DIGITAL ELECTRONIL2 |
||
ELECTRICAL SYSTEMS AND CONSTRUCTION L2 |
||
TEMBA CAMPUS |
ENGLISH FIRST ADDITIONAL LANGUAGE L2 |
|
ENGINEERING FABRICATION L2 |
||
LIFE ORIENTATION L2 |
||
INTRODUCTION TO POLICING PRACTICES L2 |
||
THEORY OF POLICING PRACTICES L3 |
||
INTRODUCTION TO LAW L2 |
||
PRINCIPLES OF CRIMINAL JUSTICE L2 |
||
CRIMINAL JUSTICE PROCESS L4 |
||
MATHEMATICAL LITERACY L2 |
||
UMFOLOZI PUBLIC TVET COLLEGE |
ESHOWE CAMPUS(SUB-CENTRE FOR 5517) |
NEW VENTURE CREATION L3 |
BUSINESS PRACTICE L3 |
||
OFFICE PRACTICE L3 |
||
OFFICE DATA PROCESSING L3 |
||
ENGLISH FIRST ADDITIONAL LANGUAGE L2 |
||
ENGLISH FIRST ADDITIONAL LANGUAGE L3 |
||
LIFE ORIENTATION L2 |
||
LIFE ORIENTATION L3 |
||
MATHEMATICAL LITERACY L2 |
||
MATHEMATICAL LITERACY L3 |
||
MATHEMATICS L2 |
||
MATHEMATICS L3 |
||
HOSPITALITY GENERICS L3 |
||
FOOD PREPARATION L3 |
||
CLIENT SERVICE AND HUMAN RELATIONS L3 |
||
HOSPITALITY SERVICES L3 |
||
ESIKHAWINI CAMPUS |
FINANCIAL MANAGEMENT L3 |
|
ECONOMIC ENVIRONMENT L2 |
||
ECONOMIC ENVIRONMENT L3 |
||
PROJECT MANAGEMENT L3 |
||
ENGLISH FIRST ADDITIONAL LANGUAGE L3 |
||
ENGINEERING GRAPHICS AND DESIGN L3 |
||
LIFE ORIENTATION L2 |
||
LIFE ORIENTATION L3 |
||
MATHEMATICAL LITERACY L2 |
||
MATHEMATICAL LITERACY L3 |
||
MATHEMATICS L2 |
||
MATHEMATICS L3 |
||
FREIGHT LOGISTICS L3 |
||
TRANSPORT OPERATIONS L3 |
||
CONSTRUCTION PLANNING L2 |
||
MATERIALS L2 |
||
MASONRY L2 |
||
PLANT AND EQUIPMENT L2 |
||
PLUMBING L3 |
||
MANDENI CAMPUS(SUB-CENTRE FOR 5517) |
ENGINEERING PRACTICE AND MAINTENANCE L3 |
|
MATERIAL TECHNOLOGY L3 |
||
ENGINEERING GRAPHICS AND DESIGN L3 |
||
AUTOMOTIVE REPAIR AND MAINTENANCE L3 |
||
PROCESS TECHNOLOGY L3 |
||
PULP AND PAPERMAKING TECHNOLOGY L3 |
||
LIFE ORIENTATION L2 |
||
LIFE ORIENTATION L3 |
||
PHYSICAL SCIENCE L2 |
||
PHYSICAL SCIENCE L3 |
||
MATHEMATICAL LITERACY L2 |
||
MATHEMATICAL LITERACY L3 |
||
MATHEMATICS L2 |
||
MATHEMATICS L3 |
||
ELECTRICAL PRINCIPLES AND PRACTICE L3 |
||
ELECTRICAL WORKMANSHIP L3 |
||
ELECTRONIC CONTROL AND DIGITAL ELECTRONIL3 |
||
ELECTRICAL SYSTEMS AND CONSTRUCTION L3 |
||
RICHTEK CAMPUS FOR VOCATIONAL EDUCATION |
ENGLISH FIRST ADDITIONAL LANGUAGE L2 |
|
MATHEMATICAL LITERACY L2 |
||
ELECTRICAL PRINCIPLES AND PRACTICE L3 |
||
UMGUNGUNDLOVU PUBLIC TVET COLLEGE |
EDENDALE CAMPUS |
ENGLISH FIRST ADDITIONAL LANGUAGE L2 |
LIFE ORIENTATION L2 |
||
MATHEMATICS L2 |
||
CONSTRUCTION PLANNING L2 |
||
MATERIALS L2 |
||
CARPENTRY AND ROOF WORK L2 |
||
PLUMBING L2 |
||
PLANT AND EQUIPMENT L2 |
||
MSUNDUZI CAMPUS |
BUSINESS PRACTICE L3 |
|
MATHEMATICAL LITERACY L2 |
||
PLESSISLAER CAMPUS |
ENGINEERING SYSTEMS L2 |
|
URBAN PUBLIC TVET COLLEGE |
KIMBERLEY(MOREMOGOLO) CAMPUS |
OFFICE DATA PROCESSING L2 |
ENGLISH FIRST ADDITIONAL LANGUAGE L3 |
||
LIFE ORIENTATION L2 |
||
LIFE ORIENTATION L3 |
||
MATHEMATICAL LITERACY L2 |
||
MATHEMATICAL LITERACY L3 |
||
NORTHERN CAPE CAMPUS |
LIFE ORIENTATION L2 |
|
CLIENT SERVICE AND HUMAN RELATIONS L2 |
||
VHEMBE PUBLIC TVET COLLEGE |
MAVHOI CAMPUS |
ENGLISH FIRST ADDITIONAL LANGUAGE L2 |
ENGLISH FIRST ADDITIONAL LANGUAGE L4 |
||
LIFE ORIENTATION L4 |
||
MATHEMATICS L3 |
||
CARPENTRY AND ROOF WORK L2 |
||
ELECTRICAL PRINCIPLES AND PRACTICE L2 |
||
ELECTRICAL PRINCIPLES AND PRACTICE L3 |
||
ELECTRICAL WORKMANSHIP L3 |
||
ELECTRONIC CONTROL AND DIGITAL ELECTRONIL2 |
||
ELECTRONIC CONTROL AND DIGITAL ELECTRONIL3 |
||
ELECTRICAL SYSTEMS AND CONSTRUCTION L3 |
||
SOUTH CAMPUS(MASHAMBA) |
ANIMAL PRODUCTION L2 |
|
AGRIBUSINESS L2 |
||
ENGLISH FIRST ADDITIONAL LANGUAGE L3 |
||
TECHNIVEN CAMPUS |
NEW VENTURE CREATION L4 |
|
ENGLISH FIRST ADDITIONAL LANGUAGE L4 |
||
PROFESSIONAL ENGINEERING PRACTICE L4 |
||
VUSELELA PUBLIC TVET COLLEGE |
KLERKSDORP CAMPUS |
SOIL SCIENCE L2 |
SOIL SCIENCE L3 |
||
PLANT PRODUCTION L2 |
||
PLANT PRODUCTION L3 |
||
ANIMAL PRODUCTION L2 |
||
ANIMAL PRODUCTION L3 |
||
AGRIBUSINESS L2 |
||
AGRIBUSINESS L3 |
||
NEW VENTURE CREATION L3 |
||
BUSINESS PRACTICE L3 |
||
OFFICE PRACTICE L3 |
||
OFFICE DATA PROCESSING L2 |
||
OFFICE DATA PROCESSING L3 |
||
ENGLISH FIRST ADDITIONAL LANGUAGE L2 |
||
ENGLISH FIRST ADDITIONAL LANGUAGE L3 |
||
LIFE ORIENTATION L2 |
||
LIFE ORIENTATION L3 |
||
MATHEMATICAL LITERACY L2 |
||
MATHEMATICAL LITERACY L3 |
||
MATHEMATICS L3 |
||
TAUNG CAMPUS |
MATHEMATICAL LITERACY L2 |
|
WESTERN PUBLIC TVET COLLEGE |
RANDFONTEIN CAMPUS |
NEW VENTURE CREATION L3 |
26 March 2019 - NW531
Nolutshungu, Ms N to ask the Minister of Higher Education and Training
What number of teachers graduated from each of the country’s institutions of higher learning in 2018?
Reply:
The universities start identifying their graduates for the 2018 academic year once all the supplementary and postgraduate examinations have been completed. Thereafter they will commence with the auditing of this data. The 2018 audited Higher Education Information Management System (HEMIS) data from all 26 public universities is due at the end of July 2019. The audit reports will be checked and data verified by the end of October 2019. Verified graduate data for the 2018 academic year will only be available in November 2019.
22 March 2019 - NW500
Matiase, Mr NS to ask the Minister of Higher Education and Training
What number of engineers graduated from each of the country’s institutions of higher learning in 2018?
Reply:
The universities start identifying their graduates for the 2018 academic year once all the supplementary and postgraduate examinations have been completed. Thereafter they will commence with the auditing of this data. The 2018 audited Higher Education Information Management System (HEMIS) data from all 26 public universities is due at the end of
July 2019. The audit reports will be checked and data verified by the end of October 2019. Verified graduate data for the 2018 academic year will only be available in November 2019.
22 March 2019 - NW499
Nolutshungu, Ms N to ask the Minister of Higher Education and Training
What number of (a) nurses, (b) dentists and (c) doctors graduated from each of the country’s institutions of higher learning in 2018?
Reply:
The universities start identifying their graduates for the 2018 academic year once all the supplementary and postgraduate examinations have been completed. Thereafter they will commence with the auditing of this data. The 2018 audited Higher Education Information Management System (HEMIS) data from all 26 public universities is due at the end of
July 2019. The audit reports will be checked and data verified by the end of October 2019. Verified graduate data for the 2018 academic year will only be available in November 2019.
22 March 2019 - NW441
Dreyer, Ms AM to ask the Minister of Higher Education and Training
What amount does the Government spend on average (a) in respect of each student and (b) annually for students studying at (i) universities and (ii) technical vocational education and training colleges?
Reply:
(a) -(b)(i) The total state budget for university subsidies for the 2017 university academic year was R34.067 billion, as stated in table one of the annual Ministerial Statement on University Funding. This allocation was for 1 036 984 individual students. On average, government subsidised each university student with an amount of R32 852 in the 2017 academic year.
It is important to note that this amount does not include the funding provided by government through the National Student Financial Aid Scheme (NSFAS) to individual poor and working-class students to support them to pay university fees and their daily expenses while studying.
(ii) On average, government subsidised each student at a Technical and Vocational Education and Training (TVET) college with an amount of R45 929 in the 2019 academic year based on a Full-Time Equivalent (FTE) basis. This amount is based on the 2019/20 available budget of R12.976 billion (80% State subsidy plus 20% NSFAS Tuition Bursaries, excluding any allowances) and the funded 282 526 FTE students for the 2019 academic year as contained in the TVET colleges’ enrolment plans.
08 March 2019 - NW130
Bergman, Mr D to ask the Minister of Higher Education and Training
With reference to the reply of the Minister of Public Service and Administration to question 3797 on 21 December 2018, what was the total expenditure incurred by her department relating to the travel privileges contained in the 2007 Ministerial Handbook of former (a)(i) Ministers and (ii) their spouses, (b)(i) Deputy Ministers and (ii) their spouses, (c) Ministers’ widows or widowers and (d) Deputy Ministers’ widows or widowers (i) in each of the past five financial years and (ii) since 1 April 2018?
Reply:
The Department of Higher Education and Training is not responsible for the payment of travel privileges as contained in the 2007 Ministerial Handbook regarding former political beneficiaries in terms of Chapter 10 of the Handbook (Annexure A) travel privileges are administered and paid for by Parliament and the Secretary of Parliament may accordingly be approached or contacted for the provision of relevant details and administration relevant to these privileges.
In terms of Chapter 9, Paragraph2.2.1 approved travel expenditure defined within the application parameters of “special privileges” for former Ministers, Deputy Ministers and their spouses respectively, are indicated as follows:
(a)(i) Minister, Dr B Nzimande:2017/18 financial year – R92 328 – 00; and
Minister, Prof HB Mkhize: 2017/18 financial year – R47 472 – 00
(a)(ii) None
(b)(i) None
(ii) None
©(i) None
(d)(i) None
(ii) None
07 March 2019 - NW332
Nolutshungu, Ms N to ask the Minister of Higher Education and Training
What number of qualified teachers have graduated from the country’s higher education system in each year since 1 January 1996?
Reply:
The Higher Education Management Information System (HEMIS) was introduced by the Department of Education in 2000 and started capturing information from the 1999 academic year onwards. Data for 1997 and 1998 has been sourced from archived documents, and the numbers include all graduates in teacher education.
Year |
University and Technikons |
Colleges of Education |
1998 |
32 526 |
20 474 |
1997 |
16 148 |
20 578 |
1996 |
19 060 |
Not available |
The data for 1999 to 2017 is only for initial teacher education. Teachers who have upgraded their qualifications are excluded.
Year |
Initial Teacher Education Graduation Totals |
2017 |
25 212 |
2016 |
22 150 |
2015 |
20 698 |
2014 |
19 124 |
2013 |
16 808 |
2012 |
13 740 |
2011 |
10 518 |
2010 |
7 863 |
2009 |
6 856 |
2008 |
5 939 |
2007 |
6 746 |
2006 |
5 909 |
2005 |
4 765 |
2004 |
4 994 |
2003 |
3 744 |
2002 |
5 416 |
2001 |
4 137 |
2000 |
3 783 |
1999 |
2 581 |
07 March 2019 - NW397
Van der Westhuizen, Mr AP to ask the Minister of Higher Education and Training
(1)(a) What measures are being applied to calculate the (i) number of learners and (ii) cost-effectiveness of the community education and training (CET) college sector and (b) how do the various colleges rank in this respect; (2) for each CET college and for each level, what was the number of (a) subject entries, (b) learners who actually wrote external examinations and (c) learners that passed their external examinations or assessments in (i) 2016, (ii) 2017 and (iii) 2018?
Reply:
(1) The Community Education and Training (CET) colleges continue to be funded as they were before migration from the Provincial Education Departments. At the moment there are no measures applied to calculate both the number of students and cost allocation. The CET system continues to rely on headcount enrolments, as there has not been a determination of full-time equivalents. The Department is in the process of developing funding norms, which will inform the calculations, cost-effectiveness and the ranking colleges in terms of funding.
(2) Verified data for the 2018 exam cycle is not yet available.
2016 Academic Year |
||||
CET College |
Number of Candidates |
Wrote |
Passed |
Completion Rate (%) |
Eastern Cape |
11 155 |
6 937 |
2 720 |
39.2 |
Free State |
4 216 |
3 682 |
1 205 |
32.7 |
Gauteng |
14 392 |
10 792 |
3 381 |
31.3 |
KwaZulu-Natal |
24 057 |
16 934 |
6 845 |
40.4 |
Limpopo |
22 103 |
19 485 |
7 213 |
37.0 |
Mpumalanga |
10 101 |
7 882 |
2 696 |
34.2 |
Northern Cape |
2 165 |
1 856 |
519 |
28.0 |
North-West |
9 226 |
8 116 |
2 502 |
30.8 |
Western Cape |
3 075 |
2 421 |
943 |
39.0 |
Total |
100 490 |
78 105 |
28 024 |
35.9 |
2017 Academic Year |
||||
CET College |
Number of Candidates |
Wrote |
Passed |
Completion Rate (%) |
Eastern Cape |
12 695 |
8 970 |
3 945 |
44.0 |
Free State |
4 214 |
3 556 |
1 538 |
43.3 |
Gauteng |
14 437 |
10 810 |
4 202 |
38.9 |
KwaZulu-Natal |
21 560 |
15 013 |
6 296 |
41.9 |
Limpopo |
9 121 |
8 783 |
1 968 |
22.4 |
Mpumalanga |
10 436 |
7 949 |
3 113 |
39.2 |
Northern Cape |
2 178 |
1 616 |
498 |
30.8 |
North-West |
7 992 |
6 968 |
2 495 |
35.8 |
Western Cape |
2 503 |
1 560 |
702 |
45.0 |
Total |
85 136 |
65 225 |
24757 |
38.0 |
07 March 2019 - NW345
Van der Westhuizen, Mr AP to ask the Minister of Higher Education and Training
With reference to each technical vocational and training college, what (a) is the total number of students who have been approved for financing by the National Student Financial Aid Scheme to date and (b) number of students received (i) their standard allowance of R1 950 on or before 8 February 2019 as presented to Parliament on 13 February 2019 and (ii) cash on or before 21 February 2019?
Reply:
a) The total number of students who have been approved for funding in the Technical and Vocational Education and Training (TVET) college sector is 382 888.
b) (i) The total number of students who received the standard upfront allowance of R1 950 on or before the 08 February 2019, based on registration confirmations, was 186 199.
(ii) The number of students who received allowance payments by 21 February 2019 was 23 238. This was due to administrative delays on the part of colleges.
The detailed breakdown per institution is reflected in the table below:
TVET College |
Approved for funding |
Upfront allowance payments by 8 Feb 2019 |
Allowance payments by 21 Feb 2019 |
1. Boland |
7 424 |
4 140 |
57 |
2. Buffalo City |
5 858 |
2 491 |
135 |
3. Capricorn |
13 091 |
6 458 |
159 |
4. Central Johannesburg |
5 557 |
3 534 |
104 |
5. Coastal KZN |
11 997 |
5 855 |
1 122 |
6. College of cape town |
7 852 |
3 237 |
701 |
7. Eastcape Midlands |
6 796 |
3 924 |
194 |
8. Ehlanzeni |
8 063 |
402 |
3 325 |
9. Ekurhuleni East |
8 979 |
1 127 |
3 680 |
10. Ekurhuleni West |
14 779 |
7 970 |
414 |
11. Elangeni |
10 030 |
5 781 |
151 |
12. Esayidi |
6 128 |
3 488 |
100 |
13. False Bay |
5 073 |
2 625 |
160 |
14. Flavius Mareka |
4 092 |
2 469 |
111 |
15. Gert Sibande |
11 692 |
5 844 |
380 |
16. Goldfields |
3 523 |
2 366 |
93 |
17. Ikhala |
5 289 |
2 588 |
313 |
18. Ingwe |
5 460 |
3 128 |
201 |
19. King Hintsa |
3 459 |
1 788 |
201 |
19. King Sabata Dalindyebo |
7 765 |
3 627 |
833 |
20. Lephalale |
2 485 |
1 592 |
138 |
21. Letaba |
5 991 |
3 167 |
88 |
22. Lovedale |
4 378 |
0 |
0 |
23. Majuba |
16 353 |
9 103 |
27 |
24. Maluti |
8 983 |
4 746 |
254 |
25. Mnambithi |
4 393 |
2 429 |
178 |
26. Mopani South East |
6 582 |
3 791 |
205 |
27. Motheo |
9 026 |
2 409 |
46 |
28. Mthashana |
4 720 |
2 574 |
98 |
29. Nkangala |
8 867 |
4 570 |
161 |
30. Northern Cape Rural |
3 025 |
1 858 |
- |
31. Northern Cape Urban |
5 863 |
3 829 |
531 |
32. Northlink |
12 629 |
6 627 |
371 |
33. Orbit |
8 780 |
4 115 |
233 |
34. Port Elizabeth |
5 900 |
3 469 |
100 |
35. Sedibeng |
12 070 |
6 553 |
299 |
36. Sekhukhune |
4 677 |
2 688 |
92 |
37. South Cape |
5 107 |
2 755 |
143 |
38. South West Gauteng |
15 616 |
8 035 |
602 |
39. Taletso |
3 014 |
1 500 |
192 |
40. Thekwini |
6 503 |
2 680 |
815 |
41. Tshwane North |
11 725 |
5 920 |
389 |
42. Tshwane South |
5 579 |
3 521 |
- |
43. Umfolozi |
8 239 |
4 238 |
248 |
44. Umgungundlovu |
6 718 |
2 302 |
88 |
45. Vhembe |
13 277 |
6 217 |
772 |
46. Vuselela |
4 992 |
2 747 |
61 |
47. Waterberg |
5 926 |
2 874 |
- |
48. West Coast |
7 256 |
- |
4 305 |
49. Western |
11 307 |
7 048 |
368 |
Total |
382 888 |
186 199 |
23 238 |
It must be noted that the number of students “approved for funding” means provisionally funded. NSFAS is still waiting for registration data from colleges to confirm their final funding status. The upfront allowance was only paid to students whose registrations have been verified. Due to administrative difficulties experienced at colleges, some students were paid after 8 February 2019.
07 March 2019 - NW344
Van der Westhuizen, Mr AP to ask the Minister of Higher Education and Training
(1)With reference to her reply to question 3389 on 5 December 2018, on what date (a) was the responsibility for adult basic education transferred to her department, (b) date did the negotiations regarding the post-provisioning model for community education and training (CET) colleges commence and (c) on what date does she expect to issue the post-provisioning model for the CET colleges; (2) whether she has found that the (a) work on the finalisation of the post-provisioning model for CET colleges was approached with the necessary urgency and (b) delays of more than a year were unavoidable and in the best interests of the learners and the country; if so, how was the conclusion reached in each case?
Reply:
1. (a) The function of Adult Education and Training (AET) was transferred to the Department of Higher Education and Training on 1 April 2015.
(b) The Post Provisioning Norms Task Team was established in April 2016.
(c) The finalisation of the post-provisioning model is subject to an extensive consultative process with stakeholders and bargaining councils scheduled to be completed by 30 September 2019 for implementation on 1 April 2020.
2. (a) The work was approached with urgency as the Task Team was set up within a year of the function shift.
(b) Immediately after the function shift, the Department undertook a process of understanding the challenges within the Adult Education and Training system. The scope of work for the task team is extensive given that Provincial Education Departments had varied approaches to the following matters:
- Application of the minimum requirements for appointment
- Nature of appointment
- Salaries and types of payment
- Working Hours
- Leave
- Performance management
- Allowances
05 March 2019 - NW255
Nolutshungu, Ms N to ask the Minister of Higher Education and Training
What number of new rooms for accommodation were built at each (a) university and (b) technical and vocational education and training college in 2018?
Reply:
a) The number of additional beds (not rooms) constructed and completed at each university in the 2018 academic year is as follows:
Institution |
Number of beds |
Durban University of Technology |
260 |
University of the Free State |
268 |
Mangosuthu University of Technology |
630 |
University of Mpumalanga |
100 |
Rhodes University |
264 |
Vaal University of Technology |
300 |
University of the Witwatersrand |
351* |
Total number of beds completed |
2 173 |
*Extension of various residences
Larger projects are at different phases of planning, procurement and construction. As part of the first phase, eight universities are embarking on large projects for which funding is being secured. These projects once finalised, will yield about 18 000 new beds over the next three years starting in 2019.
The Department’s Student Housing Infrastructure Programme (SHIP) aims to provide 300 000 new student beds, 200 000 at universities and 100 000 at TVET colleges over the next ten year period. More than R4.1 billion has been allocated from the Infrastructure and Efficiency Grant for university student housing for the period 2015/16 to 2020/21 and are mostly for equity in large projects (2000 beds) although some smaller projects have been funded (250 to 500 beds). At this stage no specific funding is available to TVET student housing within the baseline grant to colleges. Additional funds are in the process of being sourced for TVET Colleges.
(b) No new beds were constructed at Technical and Vocational Education and Training colleges during 2018.
27 February 2019 - NW175
Bozzoli, Prof B to ask the Minister of Higher Education and Training
(1)With reference to the reply to question 647 on 11 April 2018 regarding the Rules and Guidelines for the Administration and Management of the Department of Higher Education and Training’s Technical and Vocational Education and Training College Bursary Scheme, which was to be completed by no later than 30 September 2018, what led to the specified document only being released to technical and vocational education and training (TVET) colleges on 14 December 2018; (2) has she found that the late release and downward changes in amounts when comparing the specified document with an earlier draft that was circulated, created risks for the management of budgets and learner-relationships at our public TVET colleges; if so, what are the relevant details; (3) what new steps will her department introduce to prevent a re-occurrence of the continued late release of this important document to TVET colleges;
Reply:
1. The Department was exploring the possibility of converting the bursary tuition amount into a conditional grant to minimise the bursary administrative processes, which would have had an impact on the 2019 Bursary Rules and Guidelines. However, it was not possible to implement this for the 2019 academic year. In addition, the process of introducing standardised allowances for Technical and Vocational Education and Training (TVET) colleges were also protracted.
2. The Department introduced a new category of allowance, i.e. a personal care allowance, for all bursary recipients to assist them with their necessities. The introduction of standardised allowances and a new category of allowance changed the amounts that were initially considered for travel and accommodation contained in the draft version that was sent out to colleges for their comments.
The Department, in collaboration with the National Student Financial Aid Scheme (NSFAS), had numerous engagements with Principals and financial aid practitioners towards the end of 2018 and beginning of 2019 to prepare for the administration of bursaries. In addition to the ongoing engagements with colleges, the Department also issued Circulars to all colleges which set out the immediate and key steps that colleges had to follow to ensure a smooth 2019 bursary application process.
3. Preparing the draft guideline documents for my approval by June at the latest.
4. Engagements with college Principals and Student Representative Councils will start in June 2019 to finalise the 2020 Bursary Rules and Guidelines, which the Department aims to release early in October 2019. Concluding all of these activities timeously will allow colleges and students to focus on teaching and learning rather than on student financial aid matters.
27 February 2019 - NW266
Matiase, Mr NS to ask the Minister of Higher Education and Training
What number of (a) tender briefings were held in 2018 by (i) her department and (ii) each of the entities reporting to her and (b) the specified briefings were compulsory?
Reply:
a) (i) The following tender briefings were scheduled and concluded by the Department during 2018:
Bid Number |
Number of tender briefings held in 2018 |
(b) Compulsory / |
DHET118 |
1 |
Compulsory |
DHET120 |
1 |
Compulsory |
b) (ii) The entities reporting to the Department have provided the following responses to the questions posed:
Entity |
Number of tender briefings held in 2018 |
(b) Compulsory / |
1. Agricultural Sector Education and Training Authority |
1 |
Compulsory |
2. Banking Sector Education and Training Authority |
13 |
12 Compulsory and 1 non-compulsory briefing |
3. Construction Education and Training Authority |
3 |
Compulsory |
4. Council on Higher Education |
5 |
Compulsory |
5. Chemical Industries Education and Training Authority |
2 |
Compulsory |
6. Education Training and Development Practices Sector Education and Training Authority |
3 |
Compulsory |
7. Energy and Water Sector Education and Training Authority |
4 |
Compulsory |
8. Finance and Accounting Services Sector Education and Training Authority |
6 |
Compulsory |
9. Food and Beverage Sector Education and Training Authority |
7 |
Compulsory |
10. Fibre Processing and Manufacturing Sector Education and Training Authority |
1 |
Compulsory |
11. Health and Welfare Sector Education and Training Authority |
5 |
Compulsory |
12. Insurance Sector Education and Training Authority |
14 |
5 Compulsory and 9 non-compulsory briefings |
13. Local Government Sector Education and Training Authority |
1 |
Compulsory |
14. Manufacturing Engineering and Related Services Sector Education and Training Authority |
3 |
Compulsory |
15. Media, Information and Communication Technologies Sector Education and Training Authority |
4 |
Compulsory |
16. Mining Qualification Authority |
3 |
Compulsory |
17. National Student Financial Aid Scheme |
4 |
Compulsory |
18. Public Sector Education and Training Authority |
10 |
Compulsory |
19. Quality Council for Trades and Occupations |
2 |
Compulsory |
20. South African Qualifications Authority |
4 |
2 Compulsory and 2 non-compulsory briefings |
21. Safety and Security Sector Education and Training Authority |
14 |
Compulsory |
22. Services Sector Education and Training Authority |
10 |
Compulsory |
23. Transport Education Training Authority |
15 |
13 Compulsory and 2 non-compulsory briefings |
24. Wholesale and Retail Sector Education and Training Authority |
4 |
Compulsory |
27 February 2019 - NW251
Nolutshungu, Ms N to ask the Minister of Higher Education and Training
What is the projected number of teachers that will graduate from the higher education institutions in each of the next three academic years?
Reply:
The targeted number of teacher education graduates for 2019 as approved in the mid-term review of the Enrolment Plan (2014 to 2019) is 20 414.
Universities are currently working on their new enrolment plans for the period 2020 to 2025 for approval by their Councils. These plans are due to be submitted to the Department on
15 April 2019 for consolidation and finalisation. Once the enrolment planning statement has been approved by the Minister, the enrolment and graduate targets for the next period will be made available.
21 February 2019 - NW76
Van der Westhuizen, Mr AP to ask the Minister of Higher Education and Training
What is the current backlog of (a) administration, (b) reconciliations and (c) payments related to the 2018 academic year that the National Student Financial Aid Scheme has to deal with before commencing with the 2019 academic year?
Reply:
The National Student Financial Aid Scheme (NSFAS) has provided the following information in response to the question.
The global picture for unresolved applications from 2017 and 2018 as at 14 February 2019 is
83 186. Of these, 19 113 relate to unsigned loan/bursary agreements. Without signed contracts, the NSFAS Act prevents payments to be made to the applicant or to the educational institution at which they are registered. The details of the students with unsigned contracts are sent regularly to their host institution for them to ensure that the contracts are signed. Once signed, fees and allowances can be paid immediately.
There are a further 64 073 outstanding cases where there are internal system issues that prevent final resolution. Of these, 54 807 (10 333 from 2017 and 44 474 from 2018) relate to changes in fees or allowances that, for a number of reasons, are rejected by the processing algorithm. The causes of these rejections have now been identified, and the algorithm is currently being updated to resolve the blockage. NSFAS has an internal target to complete this work by 22 February 2019. It is important to note that all these cases refer to students who have received allowances and fee payments based on the original figures submitted by the registering institution. The problems relate to subsequent changes due to a course or personal circumstance changes.
The remaining 9 266 cases relate to internal procedure issues that prevented individual student accounts to be generated. These issues have been identified and are being fixed. These will all be resolved by 22 February 2019.
19 February 2019 - NW77
Van der Westhuizen, Mr AP to ask the Minister of Higher Education and Training
(1)Whether, with reference to her reply to question 359 for oral reply on 21 November 2018, there are currently any plans in place to expand the curricula of the programmes on offer by technical and vocational education and training colleges; if not, why not; if so, (a) what are the details of the plans and (b) by what date will the new curricula be implemented; (2) (a) which public technical and vocational education and training colleges are currently offering Mechatronics, Information Technology and Computer Science and (b) what number of students have been enrolled at each level in these programmes in 2016, 2017 and 2018; (3) what are the reasons for the trends in student numbers in these programmes; (4) what are the admission criteria for these fields of study at public technical and vocational education and training colleges?
Reply:
1. (a) The Department has started with the expansion of curricula into occupational programmes in Technical and Vocational Education and Training (TVET) colleges. A Dual System Pilot Project (DSPP) is currently delivered in two trades qualifications. This followed the approval of a strategy in 2016 of a standardised approach to the implementation of South African Qualifications Authority registered occupational programmes in four colleges, aligned to the dual system model.
(b) The Department has already established twenty-six Centres of Specialisation in nineteen TVET colleges offering thirteen occupational qualifications, which includes the training of Bricklayers, Electricians, Millwrights Boilermakers, Fitters and Welders, amongst them. These occupational programmes are now on the register of nationally approved TVET programmes, which means they are funded through the conditional grant and will be offered from 2019 onwards. The expansion into occupational programmes will be phased in over the next five-years taking into consideration the infrastructure, plant, equipment and specialised human resources required to deliver these in colleges.
2. (a) Mechatronics is offered at seven TVET colleges namely, Buffalo City, Capricorn, Ekurhuleni West, False Bay, Gert Sibande, Port Elizabeth and Sedibeng. The Information Technology and Computer Science (IT&CS) programme are offered in thirty-three TVET colleges.
(b) The table below indicates the enrolments in the Mechatronics and Information Technology and Computer Science programmes from 2016 to 2018:
Programme |
2016 |
2017 |
2018 |
Mechatronics |
1 112 |
1 212 |
1 021 |
IT&CS |
9 298 |
8 555 |
8 468 |
3. TVET colleges are expected to manage student enrolments in line with the available infrastructure and available funding, given the very high cost of delivering these programmes. Opportunities for Work Integrated Learning are also important considerations in determining student enrolment numbers. Colleges have also reported difficulty with recruitment and retention of staff in these programmes, given the demand for their skills in the private sector.
4. Minimum entrance requirements are aligned to the National Certificate Vocational
[NC(V)] policy whereby students can enrol in the NC(V) programmes having passed an NQF level 1 qualification, i.e. Grade 9, AET Level 4, successfully applied for Recognition of Prior Learning (RPL) or completed the Pre-Vocational Learning Programme (PLP). The minimum entry requirements should, therefore, be guided by and aligned to the NC(V) policy. However, TVET colleges are required to develop additional entrance requirements for students intending to enrol in specialised programmes, such as Mechatronics, where mathematics and physical science are key entry subjects.
The Department is in the process of drafting guidelines for Additional Admission Requirements to guide the colleges when formulating their guidelines for additional admission requirements. The recommended points system, which will attach weights to language, mathematics and science in those qualifications/vocational specialisations where these subjects serve as a pre-requisite. Colleges are however cautioned that the points system or additional criteria must not be set unrealistically high or be used as a tool to exclude prospective students from colleges.
19 February 2019 - NW75
Van der Westhuizen, Mr AP to ask the Minister of Higher Education and Training
(1)With reference to her reply to question 297 for oral reply on 21 November 2018, what number of the 614 candidates, who were allowed by the Institute for the National Development of Learnerships to undertake the trade tests after the implementation of the Artisan Recognition of Prior Learning programme in April 2018, have already completed their trade tests; (2) what number of the specified candidates (a) undertook and (b) passed their trade tests; (3) what advice would she give to those candidates that would like to qualify as artisans, but who were unable to progress to the trade test phase, after being provisionally assessed as not having the necessary skills to successfully complete the trade test?
Reply:
1. Of the 614 Artisan Recognition of Prior Learning (ARPL) candidates evaluated and granted access to a trade test, 514 candidates continued to register for a trade test at the Institute for the National Development of Learnerships, Employment Skills and Labour Assessments. (INDLELA). Once a candidate receives confirmation of access to a trade test, they may register to undertake a trade test at any accredited trade test centre in the country.
2. (a) Of the 514 candidates that registered for trade test at INDLELA, 460 candidates undertook and completed the trade test.
(b) 349 Candidates were found to be competent (75.9% pass rate) while 34 candidates’ results are pending subject to the verification of their trade test results. 77 Candidates were found to be not yet competent. 54 Candidates were absent on the day of the trade test.
3. The ARPL process is designed in such a way that it does not discourage candidates who are deemed not to be ready for a trade test. Instead, it seeks to evaluate and establish the levels of knowledge and skills which a candidate possesses. Where a knowledge and/or skills gap is identified, the candidate is supported through focused interventions to address the deficiencies identified, and when ready, is re-evaluated.
Candidates who are evaluated and are deemed not to be ready for a trade test are encouraged to stay within the ARPL system while being assisted in addressing identified knowledge and/or skills gaps, as the ARPL process is designed to promote lifelong learning.
19 December 2018 - NW3679
Mathys, Ms L to ask the Minister of Higher Education and Training
(a) What number of institutions of technical and vocational education and training colleges have contracts with a certain company (name furnished) and (b) what (i) is the (aa) monetary value and (bb) duration of each contract and (ii) are the relevant details of the goods and services that the specified company provides in each case?
Reply:
The National Department of Public Works (NDPW) has taken a stance that all projects implemented by the department need to contribute towards the Expanded Public Works Programme (EPWP). The NDPW will consider the use of EPWP methodology in the erection of lighting and fencing at truck stops at the precincts of Government buildings and State-owned entities, when such projects are implemented by the Department and its entities.
19 December 2018 - NW3692
Mathys, Ms L to ask the Minister of Higher Education and Training
(a) What number of institutions of technical and vocational education and training colleges have contracts with a certain company (name furnished) and (b) what (i) is the (aa) monetary value and (bb) duration of each contract and (ii) are the relevant details of the goods and services that the specified company provides in each case?
Reply:
This information is being individually sourced from the 50 Technical and Vocational Education and Training (TVET) colleges as they are separate juristic entities and given that colleges will be closing for the festive season, the Department will be able to provide this information on or before 31 January 2019.
14 December 2018 - NW3515
Van der Westhuizen, Mr AP to ask the Minister of Higher Education and Training
(1)What is the reason that public technical and vocational education and training colleges that offer qualifications from Level 2 to 4 deny entry to learners who graduate at Level 2 from skills schools and who wish to improve their qualifications beyond this level; (2) whether her department will be exploring options for such learners to be able to improve their skills and formal qualifications at public institutions; if so, (a) what would be required of such an exploratory study and (b) by what date does she expect to report regarding her findings in this regard; (3) whether she will be engaging with both the Department of Basic Education and her department in order to create a learning pathway in this regard; if so, what are the relevant details; (4) what options are there currently for such learners to improve their formal qualifications on a full-time basis?
Reply:
1. Technical and Vocational Education and Training (TVET) colleges cannot deny access to students based on the fact that they come from skills schools. All students who apply to colleges must meet the institution’s admission criteria. Some applicants might not meet the academic criteria for their vocational or occupational programme of choice, because the skills schools are essentially special schools focussing on practical skills and do not offer NQF level 2 qualifications.
2. Where students do not meet the academic criteria, 45 TVET colleges will from
January 2019 offer the Pre-vocational Learning Programme (PLP), which is designed to strengthen the learning foundations of students who wish to study further in the vocational qualifications offered by the chosen college. This is a one-year programme comprising of Foundational Language, Foundational Mathematics, Foundational Science and Life Skills (which includes basic computer literacy). Such students may then ideally articulate into occupational qualifications offered at NQF levels 1 - 2, or even the National Certificate (Vocational) [NC(V)] if the learner is in a position to and wishes to pursue a broader vocational pathway.
(a) The Department is currently in the process of configuring the suite of programmes to be offered in the Community Education and Training (CET) colleges so that other options will be available to learners from skills schools. There are 25 skills schools in Gauteng and 22 in the Western Cape, while the other provinces have between 1 to 5 such schools. The Department will be requesting its Regional Managers to engage with Provincial Education Departments (PEDs) to link these schools to TVET and CET colleges so that opportunities for these students can be mapped out as a collaborative initiative.
9b) The process is in its early stages and therefore data cannot be provided at this stage.
3. Engagements with the Department of Basic Education are already underway on a number of programmes and qualifications affecting the two Departments. The overall intention is to create a comprehensive and integrated public education system, which addresses issues of duplication, as well as gaps in learning pathways.
4. Depending on the competencies of the learners from the skills school, they may access the NC(V) qualifications (if they have the equivalent of a Grade 9 or the General Education and Training Certificate for Adults), N1 programmes or NQF level 2 occupational qualifications offered in TVET colleges. They may gain access either directly or through the PLP programme. Colleges are required to administer baseline tests in language and Mathematics to make this determination.
14 December 2018 - NW3663
Yako, Ms Y to ask the Minister of Higher Education and Training
What number of (a) nurses, (b) doctors, (c) social workers and (d) teachers have graduated from institutions of higher learning in each of the past five academic years?
Reply:
The table below reflects the number of nurses, doctors, social workers and teachers who graduated from public higher education institutions over the past five academic years.
Universities |
||||
Year |
(a) Nurses |
(b) Doctors |
(c) Social Workers |
(d) Teachers |
2013 |
2 817 |
1 346 |
2 546 |
16 808 |
2014 |
3 157 |
1 170 |
2 787 |
19 124 |
2015 |
3 242 |
1 454 |
2 875 |
20 698 |
2016 |
2 801 |
1 496 |
3 200 |
22 150 |
2017 |
3 154 |
1 574 |
3 288 |
25 212 |
14 December 2018 - NW3269
Nolutshungu, Ms N to ask the Minister of Higher Education and Training
Whether (a) her department and/or (b) entities reporting to her awarded any contracts and/or tenders to certain companies (names and details furnished) from 1 January 2009 up to the latest specified date for which information is available; if so, in each case, (i) what service was provided, (ii) what was the (aa) value and (bb) length of the tender and/or contract, (iii) who approved the tender and/or contract and (iv) was the tender and/or contract in line with all National Treasury and departmental procurement guidelines?
Reply:
a) The Department has not awarded any contracts or tenders to Vox Telecommunication.
b) Based on the information submitted by public entities reporting to the Department, the following responses were provided:
Entity |
Company awarded contracts and/or tenders (details furnished) from 1 January 2009 up to specified date |
(i) Service provided |
(ii)(aa) Value of the tender and/or contract |
(bb) Length of the tender and/or contract |
(iii) Official approved the tender and/or contract |
(iv) Compliance with all National Treasury and departmental procurement guidelines |
1. Education Training and Development Practices Sector Education and Training Authority |
Vox Telecommunication |
Support and maintenance of the financial system |
R1 903 513.12 |
1 February 2011 to 31 March 2020 |
Chief Executive Officer |
Yes |
2. Mining Qualification Authority |
Vox Telecommunication |
Internet services |
R6 770 219.68 |
|
Chief Executive Officer |
Yes |
3. Public Sector Education and Training Authority |
Vox Telecommunication |
Internet services |
R493 197.32 |
3.5 years |
Chief Executive Officer |
Yes |
4. Fibre Processing and Manufacturing Sector Education and Training Authority |
Vox Telecommunication |
Wide Area Network (WAN) services |
R1 425 026.28 |
1 June 2014 to 31 May 2017 |
Chief Executive Officer |
Yes |
5. Local Government Sector Education and Training Authority |
Vox Telecommunication |
Wide Area Network (WAN) infrastructure services |
R76 411.54 per month The appointment was based on a monthly rental and a once off set up cost of R56 658.00 |
31 March 2016 to 31 March 2020 The appointment was for the period up to 31 March 2016 with an option to renew for another twelve months period. The contract was extended to 31 March 2020 after permission obtained from National Treasury. |
Administrator |
Yes |
6. Quality Council for Trades and Occupations |
Vox Communication |
IT infrastructure support |
R5 444 515.13 |
1 March 2018 to 28 February 2021 |
Chief Executive Officer |
Yes |
7. Services Sector Education and Training Authority |
Vox Telecommunication |
Implementation of Voice over IP (VoIP) solution |
R2 620 748.75 |
11 April 2016 to 30 November 2018 |
Accounting Authority |
Yes |
8. South African Qualifications Authority |
Vox Telecommunication |
Implementation of new data provision and VoIP |
R231 876.00 |
December 2013 to November 2014 |
Chief Executive Officer |
Yes |
Vox Telecommunication |
Renewal of data provision and VoIP contract |
R398 855.88 |
1 March 2015 to 28 February 2017 |
Chief Executive Officer |
Yes |
|
Vox Telecommunication |
Upgrading data provisioning from 5 Mbps to 20 Mbps |
R147 159.06 |
Once-off for the upgrade and after that month-to-month for four months |
Chief Executive Officer |
Yes |
|
Vox Telecommunication |
Expansion of the Vox telecom for data and VoIP services for six months |
R325 776.62 |
6 Months (1 July to |
Chief Executive Officer |
Yes |
|
Vox Telecommunication |
Fibre and VoIP services |
R165 302.73 |
3 months (1 March to |
Chief Executive Officer |
Yes |
|
Vox Telecommunication |
PABX Solution |
Solution cost of R4 407 757.27 Telephone call charges rate per minute is between R0.23 and R0.33 (local) depending on the network. The rate for international calls is R0.92 per minute. |
1 June 2018 to 31 May 2023 |
Finance Committee |
Yes |
COMPILER DETAILS
NAME AND SURNAME: MR CASPER BADENHORST AND MR OUPA MUTANDANYI
CONTACT: 012 312 5730/5111
RECOMMENDATION
It is recommended that the Minister signs Parliamentary Reply 3269.
MR GF QONDE
DIRECTOR–GENERAL: HIGHER EDUCATION AND TRAINING
DATE:
PARLIAMENTARY REPLY 3269 IS APPROVED / NOT APPROVED / AMENDED.
COMMENT/S
MRS GNM PANDOR, MP
MINISTER OF HIGHER EDUCATION AND TRAINING
DATE:
12 December 2018 - NW3506
Sonti, Ms NP to ask the Minister of Higher Education and Training
What (a) number of institutions of higher learning offer coding and software development as courses and (b) is the total student capacity in each case?
Reply:
(a) - (b) Sixteen universities responded to the question posed and provided the following information:
University |
(a) Coding |
(b) Number of students |
(a) Software development |
(b) Number of students |
Cape Peninsula University of Technology |
Programming 1 |
360 |
Application (App) Development Foundation 1 |
260 |
Data Structures |
40 |
App Development Fundamentals 2 |
210 |
|
Functional Programming |
20 |
App Development Practice 2 |
140 |
|
Multimedia technologies |
30 |
|||
Android App Development |
40 |
|||
Web Development with Angular |
40 |
|||
App Development Practice 3 |
80 |
|||
Multimedia Technologies 3 |
30 |
|||
Development Software 4 |
70 |
|||
University of Cape Town |
Information Systems I |
803 |
The modules include aspects of both Coding and Software Development. |
|
Commercial Programming |
81 |
|||
IT in Business |
597 |
|||
Business Intelligence and Analytics |
126 |
|||
Applying Database Principles |
66 |
|||
IT Architecture |
50 |
|||
Systems Design and Development |
111 |
The modules include aspects of both Coding and Software Development. |
||
Systems Development Project |
43 |
|||
IT Applications |
80 |
|||
Enterprise Systems and BPM |
31 |
|||
Information Systems CW |
32 |
|||
Business and Systems Analysis |
21 |
|||
Application and Technical Development |
45 |
|||
Systems Development Project II |
41 |
The modules include aspects of both Coding and Software Development. |
||
Computer Science 1015 |
591 |
|||
Computer Science 1016 |
475 |
|||
Computer Science 2001 |
289 |
|||
Computer Science 2002 |
260 |
|||
Computer Science 3002 |
164 |
|||
Computer Science 3003 |
147 |
|||
Computer Science Honours |
41 |
|||
Computer Science Coursework |
5 |
|||
Computer Science 1010 |
76 |
|||
Computer Science 1011 |
51 |
|||
Independent Research in Computer Science |
8 |
|||
Three Dimensional and Distributed Games Design |
75 |
|||
Information Technology Honours |
4 |
|||
Computer Science Dissertation |
30 |
|||
Information Technology Minor Dissertation |
27 |
|||
Databases for Data Scientists |
44 |
|||
Data Visualisation |
39 |
|||
MIT: Computer Networks |
16 |
|||
MIT: Programming In Python |
30 |
|||
MIT: Human Computer Interaction |
17 |
|||
MIT: Database Systems |
16 |
|||
MIT: Cyberlaw and Ethics |
15 |
|||
MIT: Software Engineering |
20 |
|||
MIT: Web Programming |
14 |
|||
MIT: Research Methods |
15 |
|||
Computer Science Thesis |
21 |
|||
Central University of Technology |
Diploma in Information Technology (70% of the content is coding) |
300 |
BTech in Information Technology (Software development) |
80 |
Durban University of Technology |
Applications Development 1A/1B |
673 |
Applications Development Project 1 |
450 |
Applications Development 2A/2B |
381 |
Applications Development Project 2 |
274 |
|
Applications Development 3A/3B |
188 |
Applications Development Project 3A/3B |
198 |
|
Mobile Computing 2A/2B |
364 |
Development Software 3 |
127 |
|
Development Software 4 |
160 |
|||
Advanced Development Software 4 |
160 |
|||
Computer Programming and IT |
100 |
|||
University of the Free State |
Programming and Problem Solving: Part 1 |
158 |
The modules include aspects of both Coding and Software Development. |
|
Programming and Problem Solving: Part 2 |
116 |
|||
Web Page Development |
93 |
|||
Visual Basic for Applications (Visual Basic) |
170 |
|||
Data Structures and Advanced Programming |
88 |
|||
Databases (SQL): Part 1 |
103 |
|||
Databases (SQL): Part 2 |
53 |
|||
Software Design |
75 |
The module includes aspects of both Coding and Software Development. |
||
Software Engineering |
54 |
|||
Internet Programming |
42 |
The modules include aspects of both Coding and Software Development. |
||
Object-oriented programming for Engineers |
54 |
|||
University of Johannesburg |
Computer Science 1A |
510 |
Computer Science 2B |
257 |
Computer Science 1B |
425 |
Computer Science 3A |
201 |
|
Computer Science 2A |
249 |
Computer Science 3B |
211 |
|
Informatics 1A |
315 |
Informatics 2A |
164 |
|
Informatics 1B |
260 |
Informatics 2B |
181 |
|
Informatics 100 |
461 |
Informatics 3A |
184 |
|
Informatics 3B |
227 |
|||
University of Limpopo |
C++ Programming for First Years |
300 |
C++ Programming for First Years |
300 |
JAVA Programming for Second Years |
200 |
JAVA Programming for Second Years |
200 |
|
Research Project to Third Years in Groups |
50 groups |
|||
Mangosuthu University of Technology |
Computer Applications |
40 |
Development Software 2 |
100 |
Introduction to Programming |
40 |
Development Software 3 |
80 |
|
Nelson Mandela University |
Technical Programming 1 |
140 |
Software Development 1 |
590 |
Technical Programming 2 |
150 |
Software Development 2 |
180 |
|
Internet Programming |
130 |
Software Development 3 |
150 |
|
Software Development 4 |
115 |
|||
Programming:
|
240 |
|
300 |
|
North-West University |
First year:
|
420 |
||
Second year:
|
160 |
Second year
|
150 |
|
First year:
|
77 |
Second year:
|
117 |
|
Extended programme:
|
96 |
|||
Second year:
|
125 |
|||
First year:
|
110 |
Second year: Systems Analysis and Design (ITRW213 and (ITRW225) |
140 |
|
Second year:
|
140 |
|||
University of Pretoria |
|
3 323 |
|
2 683 |
Rhodes University |
Information Systems 201 |
264 |
||
Information Systems 202 |
163 |
|||
Information Systems 301 |
107 |
|||
Information Systems 302 |
110 |
|||
Computer Science 112 |
343 |
|||
Computer Science 101 |
90 |
|||
Computer Science 102 |
79 |
|||
Computer Science 201 |
64 |
|||
Computer Science 202 |
62 |
|||
Computer Science 301 |
35 |
|||
Computer Science 302 |
41 |
|||
Information Systems 201 |
264 |
|||
Information Systems 202 |
163 |
|||
Information Systems 203 |
136 |
|||
Information Systems 301 |
107 |
|||
Information Systems 302 |
110 |
|||
Introduction to ICT (CS1) |
85 |
|||
Introduction to ICT (CS2) |
65 |
|||
Introduction to ICT (CS3) |
34 |
|||
Honours |
15 |
|||
University of South Africa |
Formal Logic 2 |
360 |
Introduction to Programming 1 |
3 673 |
Computer Graphics |
248 |
Introduction to Programming 2 |
1 000 |
|
Formal Logic 3 |
237 |
Advanced Programming |
400 |
|
Digital Logic |
535 |
Introduction to Interactive Programming |
950 |
|
Formal Program Verification |
50 |
Introduction to Web Design |
954 |
|
Graphical User Interface Programming |
714 |
|||
Interactive Programming |
674 |
|||
Internet Programming |
747 |
|||
Object-Oriented Analysis |
1 103 |
|||
Information and Communication Technology Project |
219 |
|||
Stellenbosch University |
Computer Programming modules in Science and Engineering |
1412 |
The modules include aspects of both Coding and Software Development. |
|
University of the Western Cape |
Java and C# |
30 |
BSc Computer Science: Honours Computer Science: Masters |
30 |
University of Zululand |
Python and Java at First Year Level (SCPS111/112) |
160 |
Software Development is offered at Second Year and Third Year levels (SCPS212/311) |
60 |
12 December 2018 - NW3664
Hlonyana, Ms NKF to ask the Minister of Higher Education and Training
What number of (a) programmers and (b) engineers have graduated from institutions of higher learning in each of the past five academic years?
Reply:
The table below reflects the number of programmers and engineers who graduated from public higher education institutions over the past five academic years.
Year |
(a) Programmers |
(b) Engineers |
2013 |
1 001 |
13 284 |
2014 |
924 |
14 077 |
2015 |
843 |
14 648 |
2016 |
906 |
14 420 |
2017 |
1 098 |
15 043 |
12 December 2018 - NW3694
Matiase, Mr NS to ask the Minister of Higher Education and Training
What (a) will be the capacity of each faculty at each technical and vocational education and training (TVET) college for 2019 and (b) number of first year students will each specified TVET college be able to accept in 2019?
Reply:
a) Technical and Vocational Education and Training (TVET) colleges do not have faculties and are structured around programme offerings such as the Report 191 (NATED) programme sub-divided into Engineering Studies and Business and General Studies, the National Certificate (Vocational) with 19 programmes, and the Pre-vocational Learning Programme. In 2019, occupational qualifications will be implemented through the Centres of Specialisation project, which involves the contracting of apprentices by workplaces to complete their theoretical and practical training at selected colleges.
b) The table below provides the number of new students per programme for the 2019 academic year at each TVET college.
TVET College |
*NC(V) L2 |
*N1 |
N4 |
*PLP |
Total |
Eastern Cape |
|||||
|
1 064 |
281 |
1 777 |
100 |
2 158 |
|
1 260 |
750 |
1 836 |
100 |
3 946 |
|
790 |
585 |
1 702 |
100 |
3 177 |
|
1 205 |
745 |
1 725 |
100 |
3 775 |
|
830 |
250 |
875 |
100 |
2 055 |
|
2 314 |
975 |
2 540 |
150 |
5 979 |
|
550 |
200 |
1 509 |
100 |
2 359 |
|
1 158 |
846 |
1 749 |
100 |
3 853 |
Free State |
|||||
|
770 |
700 |
3 120 |
0 |
4 590 |
|
758 |
540 |
1 900 |
100 |
3 298 |
|
2 065 |
385 |
1 785 |
105 |
4 340 |
|
305 |
2 102 |
6 001 |
100 |
8 508 |
Gauteng |
|||||
|
1 278 |
1 890 |
3 150 |
100 |
6 418 |
|
2 260 |
1 200 |
4 383 |
60 |
7 903 |
|
3 108 |
0 |
3 135 |
100 |
6 343 |
|
3 353 |
2 065 |
5 054 |
0 |
10 472 |
|
4 104 |
1 462 |
4 663 |
100 |
10 329 |
|
1 549 |
2 176 |
4 632 |
150 |
8 507 |
|
1 075 |
2 100 |
3 265 |
60 |
6 500 |
|
154 |
3 129 |
7 542 |
100 |
10 925 |
KwaZulu-Natal |
|||||
|
2 130 |
0 |
2 176 |
100 |
4 406 |
|
2 300 |
740 |
1 540 |
95 |
4 675 |
|
1 196 |
665 |
2 437 |
100 |
4 398 |
|
2 271 |
2 974 |
4 373 |
100 |
9 718 |
|
935 |
60 |
2 390 |
100 |
3 485 |
|
740 |
395 |
1 045 |
100 |
2 280 |
|
960 |
495 |
1 673 |
100 |
3 228 |
|
1 053 |
503 |
1 670 |
90 |
3 316 |
|
885 |
795 |
1 463 |
100 |
3 243 |
Limpopo |
|||||
|
1 762 |
1 520 |
4 495 |
100 |
7 877 |
|
290 |
320 |
422 |
30 |
1 062 |
|
630 |
390 |
1 304 |
100 |
2 424 |
|
1 279 |
0 |
570 |
100 |
1 949 |
|
617 |
647 |
1 028 |
100 |
2 392 |
|
1 750 |
2 474 |
3 453 |
100 |
7 777 |
|
954 |
198 |
62 |
105 |
1 319 |
Mpumalanga |
|||||
|
1 470 |
780 |
1 230 |
100 |
3 580 |
|
2 205 |
508 |
1 670 |
100 |
4 483 |
|
1 680 |
1 620 |
2 425 |
100 |
5 825 |
North West |
|||||
|
1 445 |
800 |
2 030 |
61 |
4 336 |
|
750 |
450 |
1 080 |
100 |
2 380 |
|
1 150 |
565 |
1 570 |
100 |
3 385 |
Northern Cape |
|||||
|
637 |
545 |
1 019 |
100 |
2 301 |
|
1 190 |
1 350 |
1 760 |
100 |
4 400 |
Western Cape |
|||||
|
780 |
365 |
3 402 |
200 |
4 747 |
|
1 440 |
520 |
2 859 |
90 |
4 909 |
|
704 |
1 134 |
2 011 |
60 |
3 909 |
|
1 001 |
3 334 |
4 190 |
33 |
8 558 |
|
655 |
390 |
2 242 |
119 |
3 406 |
|
1 175 |
750 |
2 100 |
100 |
4 125 |
*PLP: Pre-vocational Learning Programme
*N: NATED/Report 191
*NC(V): National Certificate (Vocational)
12 December 2018 - NW3654
Nolutshungu, Ms N to ask the Minister of Higher Education and Training
(1)Whether all educators at the Sharp Edge Training and Consulting are qualified; if not, what is the position in this regard; if so, what are the relevant details; (2) whether all students at the institution have been paid their stipends; if not, why not; if so, what are the relevant details; (3) whether she has found that there is corruption taking place at the specified institution; if not, what is the position in this regard; if so, what are the relevant details?
Reply:
- Based on the information obtained from the Sector Education and Training Authorities (SETAs), educators at Sharp Edge are qualified to facilitate training. Sharp Edge Training and Consulting is accredited by the Manufacturing, Engineering and Related Services Sector Education and Training Authority (MerSETA) and Transport Education Training Authority (TETA) to offer training in trades such as welder, automotive body repairer and spray painter trades, automotive machining and fitting, boiler making and turning. Availability of qualified facilitators is part of the accreditation criteria that an institution should meet before accreditation is granted.
- The learners and staff have not been paid stipends and salaries since September 2018. TETA disbursed funds to Sharp Edge; however, these funds were misused by the management of Sharp Edge for other projects. TETA will be taking over the project and redeploying the learners to other training providers for the completion of their training. This will take effect on 13 December 2018. The stipends will be paid to the learners for the remainder of the training period.
- Due to Sharp Edge misusing funds intended for the development of learners, the contract between TETA and Sharp Edge has been terminated. TETA will ensure that the learners in this project are assisted in completing their training programmes by redeploying them to another training provider.
12 December 2018 - NW3647
Nolutshungu, Ms N to ask the Minister of Higher Education and Training
(1)Whether there have been any instances in the past financial year where her department advertised one position but ended up hiring two persons for the one position or job category that was advertised; if so, why were both positions not advertised separately; (2) has she been informed of the matter; if not, what is the position in this regard; if so, what are the relevant
Reply:
- No.
- Not applicable.