Questions and Replies

Reply:

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

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

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

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

Reply:

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

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

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

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

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

Reply:

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

Reply:

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

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

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

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

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

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

Reply:

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

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

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

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

Reply:

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

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

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

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

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

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

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

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

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

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

Reply:

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

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

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

Department:

Number of Conciliations	(b) Cause of dispute	(c ) Nature of dispute	(i) Date reported	(ii) Date resolved
Employee 1 (Head Office)	Allegation of unfair dismissal	Unfair dismissal	26/04/2018	26/04/2018 Unresolved
Employee 2 (Lovedale TVET College)	Allegations of unfair labour practice related benefits	Unfair Conduct - benefits	11/06/2018	11/06/2018 Unresolved
Employee 3 (Lovedale TVET College)	Allegations of unfair labour practice related benefits	Unfair Conduct - benefits	11/06/2018	11/06/2018 Unresolved
Employee 4 (Motheo TVET College)	Allegations of unfair labour practice related benefits	Unfair Conduct - benefits	18/04/2018	18/04/2018 Withdrawn
Employee 5 (Motheo TVET College)	Allegations of failure to promote	Unfair Conduct - promotion	26/04/2018	26/04/2018 Settlement agreement reached
Employee 6 (Head Office)	Allegations of failure to promote	Unfair Conduct - promotion	30/04/2018	30/04/2018 Unresolved
Employee 7 (Northlink TVET College)	Allegations of unfair conduct related to promotion, demotion, training, probation and benefits	Unfair Conduct - promotion, demotion, training, probation and benefits	07/05/2018	07/05/2018 Unresolved
Employee 8 (Lovedale TVET College)	Allegations of unfair labour practice related benefits	Unfair Conduct - benefits	24/05/2018	24/05/2018 Withdrawn by the Applicant
Employee 9 (College of Cape Town)	Allegations of unfair conduct related to promotion, demotion, training, probation and benefits	Unfair Conduct - promotion, demotion, training, probation and benefits	31/05/2018	31/05/2018 Withdrawn by the Applicant
Employee 10 (Eastern Cape CET)	Allegations of demotion	Unfair Conduct - demotion	07/06/2018	07/06/2018 Unresolved
Employee 11 (Port Elizabeth TVET College)	Equal pay for equal value of work	Unfair Discrimination	20/04/2018	20/04/2018 Unresolved
Employee 12 (Motheo TVET College)	Allegations of failure to interpret and apply collective agreement	Interpretation or Application of Collective Agreement	26/04/2018	26/04/2018 Unresolved
Employee 13 (Central Johannesburg TVET College)	Allegations of refusal to disclose information	Protected disclosure of information	04/05/2018	04/05/2018 Unresolved
Employee 14 (Head Office)	Equal pay for equal value of work	Unfair Discrimination	01/06/2018	01/06/2018 Unresolved
Employee 15 (Coastal TVET College)	Allegations of unfair labour practice related benefits	Unfair Conduct - benefits	10/04/2018	10/04/2018 Settlement agreement reached

Number of Arbitrations	(b) Cause of dispute	(c ) Nature of dispute	(i) Date reported	(ii) Date resolved
Employee 1 (Coastal TVET College)	Allegations of failure to interpret and apply collective agreement	Interpretation and application of Collective Agreement	01/04/2018	01/04/2018 Settlement reached
Employee 2 (Head Office)	Allegation of unfair suspension	Unfair Suspension	03/04/2018	03/04/2018 Settlement reached
Employee 3 (Ikhala TVET College)	Allegations of unfair dismissal	Unfair dismissal	05/04/2018	Pending
Employee 4 (Taletso TVET College)	Allegations of non-renewal of fixed term contract	Fixed term contract	12/04/2018	18/06/2018 Arbitration award in favour of Respondent
Employee 5 (Buffalo City TVET College)	Allegations of unfair dismissal	Unfair dismissal	12/04/2018	Pending
Employee 6 (Eastcape Midlands TVET College)	Allegations of failure to provide conditions of service in terms of Basic Conditions of Employment Act	Provisions of basic conditions of employment act	12/04/2018	Pending
Employee 7 (Ekurhuleni West TVET College)	Allegations of failure to interpret and apply collective agreement	Interpretation and application of Collective Agreement	13/04/2018	Pending
Employee 8 (Letaba TVET College)	Allegations of unfair dismissal	Unfair dismissal	17/04/2018	08/05/2018 Arbitration award in favour of the Department
Employee 9 (Ehlanzeni TVET College)	Allegations of unfair dismissal	Unfair dismissal	19/04/2018	30/05/2018 Arbitration award in favour of the applicant
Employee 10 (Port Elizabeth TVET College)	Allegations of failure to interpret and apply collective agreement	Interpretation and application of Collective Agreement	23/04/2018	30/05/2018 Dispute withdrawn
Employee 11 (South West Gauteng TVET College)	Allegations of unfair labour practice related benefits	Unfair labour practice- benefits	24/04/2018	24/04/2018 Settlement reached
Employee 12 (South West Gauteng TVET College)	Allegations of unfair dismissal	Unfair dismissal	30/04/2018	Pending
Employee 13 (Orbit TVET College)	Allegations of unfair dismissal	Unfair dismissal	02/05/2018	Pending
Employee 14 (Maluti TVET College)	Allegations of unfair suspension	Unfair suspension or disciplinary action	04/05/2018	Pending
Employee 15 (Free State CET)	Allegations of termination of service based on Public Service Act Section 17(3) B	Termination of employment in terms of Public Service Act Section 17(3) b	04/05/2018	04/05/2018 Matter dismissed
Employee 16 (Ingwe TVET College)	Allegations of unfair labour practice related benefits	Unfair labour practice: benefits	07/05/2018	07/05/2018 Default award issued against the applicant
Employee 17 (Department of Education)	Allegations of unfair dismissal	Unfair dismissal	08/05/2018	Pending
Employee 18 (Head Office)	Allegations of failure to interpret and apply collective agreement	Interpretation and application of Collective Agreement	10/05/2018	Pending
Employee 19 (Tshwane South TVET College)	Allegations of unfair dismissal	Unfair dismissal	10/05/2018	Pending
Employee 20 (Ehlanzeni TVET College)	Allegations of failure to interpret and apply collective agreement	Interpretation and application of Collective Agreement	14/05/2018	Pending
Employee 21 (Westcoast TVET College)	Allegations of unfair dismissal	Unfair dismissal	15/05/2018	Pending
Employee 22 (Majuba TVET College)	Allegations of failure to interpret and apply collective agreement	Interpretation and application of Collective Agreement	17/05/2018	Pending
Employee 23 (Tshwane South TVET College)	Allegations of failure to interpret and apply collective agreement	Interpretation and application of Collective Agreement	17/05/2018	Pending
Employee 24 (Lovedale TVET College)	Allegations of unfair labour practice related benefits	Unfair labour practice- benefits	17/05/2018	17/05/2018 Settlement agreement reached
Employee 25 (Tshwane North TVET College)	Allegations of failure to promote	Unfair conduct : promotion	18/05/2018	Pending
Employee 26 (Ekurhuleni West TVET College)	Allegations of failure to promote	Unfair conduct : promotion	18/05/2018	18/05/2018 Matter withdrawn
Employee 27 (Eastcape Midlands TVET College)	Allegations of non-renewal of fixed term contract	Fixed term contract	22/05/2018	Pending
Employee 28 (Mnambithi TVET College)	Allegations of unfair labour practice related benefits	Unfair labour practice- benefits	23/05/2018	Pending
Employee 29 (Maluti TVET College)	Allegations of failure to interpret and apply collective agreement	Interpretation and application of Collective Agreement	22/05/2018	22/05/2018 Settlement agreement reached
Employee 30 (Umfolozi TVET College)	Non-renewal of fixed term contract	Fixed term contract	04/05/2018	Pending
Employee 31 (Port Elizabeth TVET College)	Allegations of unlisted unfair labour practice	Unfair labour practice- other	05/05/2018	Pending
Employee 32 (Majuba TVET College)	Allegations of unfair dismissal based on employers operational requirements	Dismissal based on employers operational requirements	06/06/2018	27/06/2018 Award in favour of applicants
Employee 33 (Majuba TVET College)	Allegations of unfair dismissal	Unfair dismissal	08/06/2018	08/06/2018 Applicant withdraw dispute
Employee 34 (Central Johannesburg TVET College)	Allegations of unfair labour practice related promotion	Unfair labour practice- promotion	19/06/2018	Pending
Employee 35 (Ikhala TVET College)	Allegations of unfair dismissal	Unfair dismissal	20/06/2018	Pending
Employee 36 (South Cape TVET College)	Allegations of unfair labour practice related benefits	Unfair labour practice- benefits	20/06/2018	20/06/2018 Default award against the Department
Employee 37 (Lovedale TVET College)	Allegations of unfair labour practice related benefits	Unfair labour practice- benefits	21/06/2018	Pending
Employee 38 (Tshwane South TVET College)	Allegations of unfair dismissal	Unfair dismissal	21/06/2018	Pending
Employee 39 (Ekurhuleni East TVET College)	Allegations of unfair dismissal	Unfair dismissal	22/06/2018	Pending
Employee 40 (Ikhala TVET College)	Allegations of unfair labour practice related benefits	Unfair labour practice- benefits	25/06/2018	Pending
Employee 41 (Letaba TVET College)	Allegations of unfair dismissal	Unfair dismissal	26/06/2018	Pending

Entities reporting to the Department:

Culture, Arts, Tourism, Hospitality and Sport Sector Education and Training Authority (CATHSSETA) – 4
Cause of dispute	Nature of dispute	Date of dispute
	Reported	Resolved
Failure to declare personal interest / conflict of interest	Dishonesty and breach of employment conditions.	01/2015	07/2015 Pending - CCMA
Bringing the employer into to disrepute	Violation of code of conduct.	06/2015	04/2016 Pending -Labour Court
Gross insubordination	Abuse of authority and failure to take reasonable instructions.	06/2015	08/2015 Pending - Labour Court
Failure to execute reasonable instruction	Poor work performance, intimidation and failure to execute a reasonable instruction.	04/2018	Pending
Construction Education and Training Authority (CETA) – 9
Cause of dispute	Nature of Dispute	Date dispute
	Reported	(ii) Resolved
Labour Relations matter	Misconducts: Disciplinary Hearing	04/2013	05/2013
Labour Relations matter	Misconducts: Disciplinary Hearing	08/2014	09/2014
Labour Relations matter	Misconducts: Disciplinary Hearing	05/2015	09/2015
Labour Relations matter	Misconducts: Disciplinary Hearing	05/2015	07/2015
Labour Relations matter	Misconducts: Disciplinary Hearing	05/2015	11/2015
Labour Relations matter	Misconducts: Disciplinary Hearing	07/2015	11/2015
Labour Relations matter	Misconducts: Disciplinary Hearing	09/2015	112015
Labour Relations matter	Misconducts: Disciplinary Hearing	01/2016	02/2016
Labour Relations matter	Misconducts: Disciplinary Hearing	10/2013	10/2013

Chemical Industries Education and Training Authority (CHIETA) – 1
Cause of dispute	Nature of Dispute	Date dispute
	Reported	(ii) Resolved
Dereliction of duties	Employee challenging final written warning	03/2018	Pending -CCMA
Education, Training and Development Practices Sector Education and Training Authority (ETDPSETA) – 9
Cause of dispute	Nature of Dispute	Date dispute
	Reported	(ii) Resolved
Dismissal	Unfair dismissal	09/2015	04/2016
Transfer to Another Unit	Alleged unfair demotion	05/2016	07/2018
Non Signing of Internship Agreement	Constructive dismissal	10/2016	09/2017
Non-Renewal of Internship Agreement	Unfair dismissal	01/2017	05/2017
Non-Payment of Performance Bonus	Unfair labour practice (Bonus)	10/2017	11/2017
Acceptance of Repudiation of Contract	Constructive dismissal	11/2018	01/2018
Non-Payment of Performance Bonus	Unfair labour practice (Bonus)	11/2018	02/2018
Acceptance of repudiation of Contract	Constructive dismissal	01/2018	06/2018
Non-Signing of Internship Agreement	Unfair labour practice	08/2018	Pending
Energy and Water Sector Education and Training Authority (EWSETA) – 1
Cause of dispute	Nature of Dispute	Date dispute
	(i) Reported	(ii) Resolved
13th Cheque	Protected Strike	11/2016	03/2017
Finance and Accounting Services Sector Education and Training Authority (FASSET) – 3
Cause of dispute	Nature of Dispute	Date dispute
	(i) Reported	(ii) Resolved
Failure to adhere to SCM policies and	Failure to adhere to SCM policy, non-adherence to recruitment and selection policy	01/2018	08/2018.
Withdrawal of incorrect appointment	Withdrawal of job offer	02/2018	Pending -CCMA.
Poor performance and misrepresentation of information	Poor performance, failure to meet crucial deadline.	08/2018	Pending
Food and Beverage Manufacturing Industry Sector Education and Training Authority (FOODBEV) – 4
Cause of dispute	Nature of Dispute	Date dispute
	Reported	Resolved
Misconduct	Unfair dismissal	12/2014	04/2016
Misconduct	Unfair dismissal	08/2017	06/2018
Misconduct	Unfair dismissal	11/2014	Pending -Labour Court
Retrenchment	Unfair dismissal	11/2017	Pending - CCMA
Health and Welfare Sector Education and Training Authority (HWSETA) – 1
Cause of dispute	Nature of Dispute	Date dispute
	(i) Reported	(ii) Resolved
Employee was unsuccessful in the interview	Unfair Labour Practise	03/2017	08/2017
Media, Information and Communication Technologies Sector Education and Training Authority (MICT) – 4
Cause of dispute	Nature of Dispute	Date dispute
	Reported	(ii) Resolved
Non-renewal of fixed-term contract	Unfair dismissal	04/2018	Pending - CCMA
Change in retirement age	Unfair labour practice	10/2016	Pending - Labour Court
Misconduct	Unfair dismissal	04/2013	Pending - Labour Court
Misconduct	Unfair dismissal		03/2018
Mining Qualifications Authority (MQA) – 2
Cause of dispute	Nature of Dispute	Date dispute
	(i) Reported	(ii) Resolved
Dismissal	Challenging fairness of his dismissal	06/2017	Pending - CCMA
Dismissal	Challenging fairness of her dismissal	07/2018	Pending - CCMA

Safety and Security Sector Education and Training Authority (SASSETA) – 2
Cause of dispute	Nature of Dispute	Date dispute
	(i)Reported	(ii) Resolved
Refusal to accept job placement	Unfair labour practice	06/2018	Pending
Dissatisfaction with the procedure and substance of the disciplinary hearing proceedings leading to dismissal	Unfair dismissal	08/2018	Pending
Services Sector Education and Training Authority (Services SETA) – 1
Cause of dispute	Nature of Dispute	Date dispute
	(i) Reported	(ii) Resolved
Interpretation of Labour Law	NEHAWU unhappiness with implementation of organisational realignment decision	10/2017	Pending
Wholesale and Retail Sector Education and Training Authority (W&RSETA) – 1 labour dispute
Cause of dispute	Nature of Dispute	Date dispute
	(i) Reported	(ii) Resolved
Unfair labour practice	Non-shortlist	03/2018	Pending - CCMA
Quality Council for Trades and Occupations (QCTO) – 1
Cause of dispute	Nature of Dispute	Date of dispute
	Reported	(ii) Resolved
Alleged acts of gross misconduct	Misrepresentation of financial disclosure and Performing extra work/private work for own benefit, during the employer’s working hours without the permission of the employer.	07/2018	Pending (Employee is on suspension, investigations are in progress)

National Institute for Humanities and Social Sciences (NIHSS) = 5 labour dispute
(1)(b) Cause of dispute	(1)(c) Nature of dispute	(1)(d) Date of dispute
		(d)(i) Reported	(d)(ii) Resolved
Grievance lodged against the Chief Executive Officer (CEO) by BRICS Programme Coordinator for alleged bullying, harassment, victimisation, intimidation, discrimination and bullying	11/2017	Pending, independent investigative report to be tabled to the NIHSS board for final decision making
Grievance lodged against the Acting BRICS/Research Director by the BRICS Programme Coordinator for alleged harassment, bullying, badgering, victimisation and intimidation	11/2017	Pending, independent investigative report to be tabled to the NIHSS board for final decision making
Grievance lodged against the Acting BRICS/Research Director by the BRICS Programme Coordinator for alleged harassment, bullying, badgering, victimisation and intimidation	11/2017	Pending, independent investigative report to be tabled to the NIHSS board for final decision making
Commission for Conciliation, Mediation and Arbitration (CCMA) arbitration lodged by APSA trade union obo Programme Administrator against Senior Human Resource (HR) Manager and Acting Director, BRICS/Research for unfair labour practice	07/2018	Pending, awaiting date of hearing at CCMA
CCMA arbitration lodged by APSA trade union obo Senior Administrator against Senior HR Manager and Chief Financial Officer for unfair labour practice	08/ 2018	Pending, awaiting date of hearing at CCMA
CCMA Arbitration lodged by APSA Trade Union against NIHSS for alleged infringement of organisational rights	08/2018	Pending, awaiting date of hearing at CCMA
South African Qualifications Authority (SAQA) = 3 labour disputes
(1)(b) Cause of dispute	(1)(c) Nature of dispute	(1)(d) Date of dispute
		Reported	Resolved
Dismissal after failing to make probation after the probation period was extended	Labour Court	10/2015	SAQA is waiting for judgement after the matter was heard on 16 August 2018
Fraud / deliberately supplying incorrect or falsified information and Committing an act which undermines the financial management and internal control system of the organisation	Disciplinary hearing	08/2018	Set for hearing on 29 August 2018
Dissatisfaction with performance review outcomes	Grievance	08/2018	Pending

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

Number of employees dismissed from 01 January 2018 to 30 June 2018 = 11	Reason for dismissal for each employee
Employee 1 (National Skills Fund)	Collusion
Employee 2 (Ikhala TVET College)	Gross insurbordination
Employee 3 (Buffalo City TVET College)	Abuse of sick leave
Employee 4 (Tshwane South TVET College)	Causing prejudice to the administration of the College
Employee 5 (Mthashana TVET College)	Failure to comply with the rules or regulations
Employee 6 (False Bay TVET College)	Unauthorised absence, poor time keeping and neglignce
Employee 7 (Motheo TVET College)	Gross insubordination, gross negligence and bringing the Collleg name and image of the into disrepute
Employee 8 (False Bay TVET College)	Gross negligence, contravenining of cash management policy, bringing the name and image of the college into disrepute and contravenining staff code of conduct policy
Employee 9 (Ikhala TVET College)	Racism
Employee 10 (False Bay TVET College)	Gross insurbordination and dereliction of duty
Employee 11 (Motheo TVET College)	Gross insurbordination or dereliction of duty
Number of employees dismissed from 01 January 2017 to December 2017 = 7	Reason for dismissal for each employee
Employee 1 (South West TVET College)	Abscondment
Employee 2 (Westcoast TVET College)	Assault
Employee 3 (Northern Cape Rural TVET College)	Abscondment
Employee 4 (Northern Cape Rural TVET College)	Abscondment
Employee 5 (Northern Cape Rural TVET College)	Abscondment
Employee 6 (Goldfields TVET College)	Racism
Employee 7 (Motheo TVET College)	Wilful mismangement of funds

Number of employees dismissed from 01 January 2016 to December 2016 = 12	Reason for dismissal for each employee
Employee 1 (South West TVET College)	Poor performance other than incapacity
Employee 2 (Head Office)	Gross dishonesty, threatening of a superior and insubordination
Employee 3 (Tshwane South TVET College)	Theft
Employee 4 (Taletso TVET College)	Theft
Employee 5 (Ehlanzeni TVET College)	Corruption
Employee 6 (Northlink TVET College)	Fraud
Employee 7 (Umfolozi TVET College)	Abuse of college vehicle
Employee 8 (Ehlanzeni TVET College)	Abscondment
Employee 9 (Western TVET College)	Racism
Employee 10 (Taletso TVET College)	Abscondment
Employee 11 (Tshwane South TVET College)	Gross dishonesty
Employee 12 (Ingwe TVET College)	Mismanagement of funds

Number of employees dismissed from 01 January 2015 to December 2015 = 5	Reason for dismissal for each employee
Employee 1 (Westcoast TVET College)	Gross insurbordination
Employee 2 (South West Gauteng TVET College)	Gross dishonesty
Employee 3 (Ehlanzeni TVET College)	Abscondment
Employee 4 (Motheo TVET College)	Procurement irregularities and fraud
Employee 5 (Lovedale TVET College)	Collecting money from students without authority
Total	5

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

Reply:

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

Institution	(aa) 2015-16	(bb) 2016-17	(cc) 2017-18	Details of Damages
Cape Peninsula of Technology	R3 600 000	R35 000 000	R6 900 000	Security control office and sports hall were set alight. Auditorium was damaged, financial aid office gutted and staff members cars stoned.
Central University of Technology	-	R1 956 240	R52 868	Damage to substation at Welkom campus, property and vehicles.
Durban University of Technology	R550 000	-	R90 000	Graduation and DVC offices, and two vehicles were burnt.
Mangosuthu University of Technology	-	R900 000	-	Refurbishment of vandalised buildings on campus.
Nelson Mandela University	R8 881 000	R11 100 000	-	One prefabricated building was completely burnt down. A fire damaged one building. One building was petrol bombed, windows were smashed and walls damaged.
North West University	R151 000 000	R47 000 000	-	Mafikeng campus was set alight.
Rhodes University	R250 000	R500 000	-	Buildings were damaged.
Stellenbosch University	R21 439 997	-	-	Administration block, Chamber of Mines building, Maties Community Services and residences were vandalised.
Tshwane University of Technology	R47 690 445	-	-	Damages at Soshanguve campus: Dining hall set alight Building 40 burnt down Replacement of broken windows Ga-Rankuwa campus: Protestors smashed guardhouse window, discharged fire extinguishers, concrete and steel boundary palisade fencing damaged and student residences doors and windows were smashed.
University of Cape Town	R255 000	R 1 690 000	R150 000	UCT artwork, a vehicle and the Vice-Chancellor’s office were set alight.
University of Fort Hare	R8 000 000	R200 000	-	Staff centre was burnt down, buildings vandalised and looted, and students centre vandalised.
University of Johannesburg	R84 000 000	R60 000 000	-	Core 1 Lift APK campus, guardhouse, students bus, Sanlam Auditorium, B Red 22 (small auditorium), Classroom in Bram Fischer Building, Minolta storeroom in Maropeng Building; Gents restrooms at Imbizo were set alight and vandalised. DFC campus: Residences vandalised. Stolen and damaged fire-extinguishing equipment.
University of KwaZulu-Natal	R28 716 115	R71 623 984	R 280162	Buildings were set alight and vandalised across various campuses, including the Administration building on the Westville campus; the Law Library on the Howard College campus; and Residences on the Pietermaritzburg campus.
University of Limpopo	R7 826 126	-	-	Damages to lecture halls and administration building. Dustbins were burnt.
University of Pretoria	R530 000	R355 000	-	Cars were petrol bombed, refurbishing of buildings burnt down by petrol bombs.
University of South Africa	R251 868	R6 907 694	-	Muckleneuk Chemistry Laboratory burnt, buildings vandalised and cars damaged, dispatch department at Durban campus ransacked.
University of the Free State	R7 991 277	-	-	Buildings were torched.
University of Mpumalanga	-	-	-	There was no damage to property, apart from a few dustbins and the burning of tyres on the road.
University of the Western Cape	R63 613 380	-	-	Some buildings were burnt.
University of Venda	-	-	-	Did not experience damage of any sort.
University of Zululand	R4 500 000	-	R49 000 000	Library, bookshop, some residences, water pipes were vandalised; a police vehicle and some staff vehicles were set alight.
Sefako Makgatho Health Sciences University	R50 000	-	-	Campus gate was burnt.
Sol Plaatje University	-	R500 000	-	Buildings damaged (South and West blocks, Games room, Stairwell, A Block and Luka Jantjies)
Vaal University of Technology	R24 012 529	-	-	Breakage of CCTV cameras and campus gates, damage to buildings (Meropa A and B, residences burnt and vandalised, residences burnt (mattresses burnt) cafeteria looted and burnt.
University of the Witwatersrand	R28 847 579	-	-	Buildings on campus and residences were vandalised and damaged.
Walter Sisulu University	R351 287	-	-	Campus bookstore was looted and burnt at Zamukulungisa campus, buildings damaged at Buffalo City campus, Residences vandalised at Butterworth and Zamukulungisa campuses.

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

Institution	(aa) 2015-16	(bb) 2016-17	(cc) 2017-18
Eastern Cape
Buffalo City TVET College	-	-	-
Eastcape Midlands TVET College	-	-	-
Ikhala TVET College	-	-	-
King Hintsa TVET College	-	R3 649 052	-
King Sabata TVET College	-	-	-
Lovedale TVET College	-	R3 599 000	-
Port Elizabeth TVET College	-	-	-
Ingwe TVET College	-	-	-
Gauteng
Central Johannesburg TVET College	R78 000	R81 000	R84 000
Ekurhuleni East TVET College	-	-	-
Ekurhuleni West TVET College	-	-	-
Sedibeng TVET College	-	-	-
South West Gauteng TVET College	-	-	-
Tshwane North TVET College	-	R28 238	-
Tshwane South TVET College	-	-	-
Western TVET College	-	R32 000	R2 000
KwaZulu-Natal
Coastal TVET College	-	-	R3 700 000
Esayidi TVET College	-	-	-
Mnambithi TVET College	-	-	-
Umfolozi TVET College	-	-	-
Umgungundlovu TVET College	-	-	-
Majuba TVET College	R349 381	-	-
Mthashana TVET College	-	-	-
Thekwini TVET College	-	-	-
Elangeni TVET College	R1 000 000	-	-
Limpopo
Capricorn TVET College	-	-	-
Lephalale TVET College	-	-	-
Letaba TVET College	-	-	-
Mopani South TVET College	-	-	-
Sekhukhune TVET College	-	-	-
Vhembe TVET College	-	-	-
Waterberg TVET College	-	-	-
Western Cape
Boland TVET College	R254 873	-	-
College of Cape Town TVET College	-	-	-
False Bay TVET College	-	-	-
Northlink TVET College	-	R250 000	-
South Cape TVET College	-	-	-
West Coast TVET College	-	-	-
North West
Orbit TVET College	-	-	-
Taletso TVET College	-	-	-
Vuselela TVET College	-	-	-
Northern Cape
Northern Cape Rural TVET College	-	-	-
Northern Cape Urban TVET College	-	-	-
Mpumalanga
Ehlanzeni TVET College	-	-	-
Gert Sibanda TVET College	-	-	-
Nkangala TVET College	-	-	-
Free State
Flavius Mareka TVET College	-	-	-
Goldfields TVET College	-	-	R70 000
Maluti TVET College	-	-	-
Motheo TVET College	-	-	-

Reply:

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

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

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

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

b) The following TVET colleges were affected by disruptions:

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

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

(b) Institution	(c) and (d) (i) and (ii) Dates of protests and/or extent of damages	(d) Reasons for disruption	(f) Intervention by the Department
1. Nelson Mandela University	2 - 4 May 2018: Students blocked the main entrances at the PE campus. The academic programme was interrupted, and staff members were unable to reach their workstations, and as a result, registration slowed down.	Delays in receiving confirmations of NSFAS funding for both first-time entering and senior students.	None.
2. Durban University of Technology	05 January - 27 February 2018: Employees were on strike. The registration process was disrupted and delayed.	Salary negotiations.	The Deputy Minister facilitated negotiations between unions and management. An agreement was reached, and employees returned to work.
	27 - 29 March 2018: Student protest. No severe damage to property. Classes were suspended at Durban campus from 28 March - 3 April 2018.	Delays in payment of allowances. This was an IT- related problem between the University and NSFAS systems.	Facilitated engagement with NSFAS.
3. . University of KwaZulu-Natal	20 - 23 March 2018: Student protest. Classes were disrupted, buildings set alight and vandalised.	Delays in payment of allowances, accommodation issues, academic exclusions and examination dates.	None.
4. University of Mpumalanga	Mbombela Campus 15 - 16 January 2018 and 12 - 16 March 2018: No damage to property. The registration of Work Integrated Learning (WIL) students was briefly affected.	The Campus Representative Council (CRC) mobilised the WIL students against paying the R150 refundable deposit fee for their stay on campus during their WIL registration and orientation week. There was a delay in paying the off-campus accommodation providers due to the non-submission of required documentation for university payments to be made.	None.
	Siyabuswa Campus 12 - 23 February 2018 and 14 March 2018: No material damage to property.	Delays in payment of book allowances and study guides Students demanded Wi-Fi connectivity in the residences. Concerns were raised regarding the prices of meals from the catering service provider. Students demanded that there should be no increase in the price of food offered by the caterer. The students complained that the maintenance of the campus and residences are not regularly carried out.
5. Mangosuthu University of Technology	14 February 2018 - 9 March 2018: A dining hall and canteen were looted, and a lecture hall was petrol bombed.	Delays in the disbursement of allowances linked to a new service provider on campus as well as a shortage of transportation for students.	None.
6. Central University of Technology	12 - 13 April 2018 and 7 - 11 May 2018: 18 Security cameras destroyed; 2 DVRs used to record the video feed were damaged; one gate motor destroyed and cars damaged.	Delayed payment of NSFAS allowances, operating hours of the Library and the cafeteria on campus, lack of sports facilities and appointment of a new security company at the Welkom campus.	None.
7. University of Zululand	16 February 2018 and 1 March 2018: Two police vehicles and a bookshop were burnt, and a canteen/dining hall on campus was looted.	NSFAS allowances not paid timeously. The students submitted a memorandum to the management demanding that the progression and auto promotion rules should be scrapped and students excluded in terms of the rules be allowed to register, Students did not accept the transactional cost of R30 charged by the service provider (Fundi) for payment of allowances.	The Department engaged with the university on a daily basis in an attempt to find a solution. The Vice-Chancellor submitted daily reports to the Department.
8. Walter Sisulu University	22 February 2018 and 16 March 2018: Students protests at Buffalo, Zamukulungisa and Butterworth Campuses were closed. 2 - 26 June 2018: Staff protest organised by NEHAWU and NTEU. Buffalo City Campus was closed. Some staff members at the Butterworth campus went on strike	The protest was triggered by the challenges relating to the allocation of residence spaces using the university’s new online system, maintenance of residences and the accreditation of civil engineering programme which was about to be withdrawn by the Engineering Council South Africa (ECSA). Students also demanded that students that had been academically excluded should be allowed to register. Students demanded that those who had been financially excluded should be allowed to register without paying any amount towards their debt. The university required them to pay 15% towards their debt before registering. Salary negotiations deadlocked and an agreement was reached on 26 June 2018.	The Department sent officials to WSU to be part of the meetings that were held between the SRC and Institutional Executive Committee over three days. At the end of the third day, the parties reached an agreement on certain issues, and the campuses were reopened on 19 March 2018. The Department was in contact with the university on a daily basis and received daily reports from the Vice Chancellor. Before the strike action, the Director-General and Departmental officials met with the two unions. The university management updated the Department regularly.
9. University of the Free State (Qwaqwa campus)	7 May 2018: Damage to the entrance gate and the cafeteria vandalised.	51 Students were not cleared for registration. The university allowed students who do not qualify for NSFAS funding or who indicated that they do not have sufficient funds to register, while committing to pay their first required payments by 31 March 2018. In addition, the University has set up an appeals committee to consider students who are unable to honour their first payment but are academically deserving (using the same criteria as NSFAS, i.e. passed at least 50% of course. In all cases, they were allowed to continue their studies despite not having funds. In many cases, the university also provided funding or managed to secure funding from external donors (approximately R150 million) and assisted final year students. 51 Students at the Qwaqwa Campus could not be accommodated through this process.	None. This was not reported to the Department at the time.
10. University of Venda	1 - 14 March 2018: Disruption of classes at UNIVEN. Classes of the two local schools near the university were disrupted. Streets were barricaded with rubble and burning tyres	Delayed disbursement of NSFAS allowances and the decentralisation of NSFAS. Students demanded that residences under construction should be completed to address the continued shortages of accommodation.	None
11. University of Fort Hare	Until 26 February 2018: Students boycotted classes at the beginning of the year.	Shortage of student accommodation.	None
	7 June 2018 and still unresolved as at 18 July 2018. Workers strike relating to wage negotiations. Examinations were disrupted and deferred to the end of July 2018. On 17 July 2018, the strike was joined by the students preventing other students from entering the examination hall.	Deadlock on wage negotiations in which the workers’ demands include: Insourcing of outsourced services; Ineffective university council; Lack of transparency and communication on matters affecting university stakeholders such as unions; Serous flouting of HR policies; and Allegations of the selling of Master and PhD degrees.	The Department received a memorandum from the unions requesting intervention to resolve the protracted strike. The memorandum is being responded to.
12. University of South Africa	Pretoria Campus 14 - 16 February 2018: Registration disrupted. Pietermaritzburg Campus 17 - 24 January 2018: Registration disrupted.	Late payment of NSFAS allowances. Wage negotiations	None.
13. Tshwane University of Technology	29 January 2018 and 8 February 2018: Soshanguve Campus closed.	Four residences were still under renovation, and as a result, a number of first-year students could not be allocated accommodation. Students demanded that the affected students should be provided with alternative accommodation.	None

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

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

Name of College	Date of Disruption
Buffalo City TVET College	22 March 2018
Central Johannesburg TVET College	11 May 2018 to date
Ehlanzeni TVET College	26 January 2018 - 2 February 2018
King Sabata Dalindyebo TVET College	5 – 14 February 2018
Maluti TVET College	12 April 2018 to date
Mthashana TVET College	9 March 2018
Port Elizabeth TVET College	8 May 2018
Tshwane North TVET College	9 May 2018
Vhembe TVET College	12 March 2018
Vuselela TVET College	12 March 2018
Westcol TVET College	21 May 2018 - 18 June 2018

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

Name of College	Extent of Disruption	Type of Disruption
Buffalo City TVET College	Minor	Student protest and march.
Central Johannesburg TVET College	Major	Blockage of Alexandra Campus entrance and barricading of the main public road through the burning of tyres, interruption of lectures, intimidation of staff and students and violence.
Ehlanzeni TVET College	Minor	Student protest and march.
King Sabata Dalindyebo TVET College	Medium	Student protest, march and interruption of lectures.
Maluti TVET College	Major	Student protest, march, interruption of lectures, attempted interruption of examinations, disruption of one examination session, intimidation of staff and students and violence.
Mthashana TVET College	Minor	Sit-in and disruption of examinations.
Port Elizabeth TVET College	Minor	Student protest and march.
Tshwane North TVET College	Medium	Forceful and unlawful occupation of student residence at the Soshanguve North Campus.
Vhembe TVET College	Minor	Student protests, march at Makwarela Campus and intimidation of students at other campuses.
Vuselela TVET College	Minor	Disruption of lectures and protests.
Westcol TVET College	Major	Interruption of lectures, blockading entrances, intimidation of staff and students, and interruption of the registration process.

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

Name of College	Extent of Damage
Buffalo City TVET College	No damaged caused.
Central Johannesburg TVET College	A section of the Student Support Services building was burned down at the Central Office in Parktown.
Ehlanzeni TVET College	No damage caused.
King Sabata Dalindyebo TVET College	Two prefabricated structures and a vehicle belonging to Libode Campus were burnt. Some windows were broken. Damages to gates and some sections of the buildings.
Maluti TVET College	Eight offices at the Central Office, two college buses and three vehicles were burnt down.
Mthashana TVET College	No damage caused.
Port Elizabeth TVET College	No damage caused.
Tshwane North TVET College	Burning of tyres to barricade the road leading to the entrance of Soshanguve North Campus. A lecturer was assaulted.
Vhembe TVET College	No damage caused.
Vuselela TVET College	No damage caused.
Westcol TVET College	No damage caused.

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

Name of College	Reasons for Disruptions
Buffalo City TVET College	Lack of maintenance of infrastructure, shortage of textbooks, lack of personal protective equipment, lack of Wi-Fi, lack of student accommodation, non-payment and/or delays in payment of NSFAS allowances and the legitimacy of the Student Representative Council being challenged.
Central Johannesburg TVET College	Inadequate infrastructure, non-payment and/or delays in the payment of NSFAS allowances, human resources and labour relation challenges, allegations of mismanagement, corruption, racism and abuse by some members of management and staff.
Ehlanzeni TVET College	Limited space to admit more students.
King Sabata Dalindyebo TVET College	Delays in the issuing of certificates and diplomas, inadequate placement of students for Work Integrated Learning, poor maintenance of ablution facilities, complaints regarding the Campus Manager of Libode Campus, discrepancies in the allocation of rooms in campus residences and non-receipt of students allowances.
Maluti TVET College	Demand for the building of hostels for the college, the safety of students and staff at the College, non-payment of travel and accommodation allowance for students, the amendment to the SRC Constitution and removal of the College Principal.
Mthashana TVET College	NSFAS allowances for 2016 and 2017 not being received by students.
Port Elizabeth TVET College	Non-receipt of travel and accommodation allowances.
Tshwane North TVET College	Illegal occupation of college hostels.
Vhembe TVET College	Free education for all, upfront registration payment to be refunded to all who qualify for free education, non-receipt of NSFAS allowances for 2018, bursary allowances to be paid to all qualifying students as from 2015, the erection of speed humps on all roads within the college, installation of CCTV cameras, access to Wi-Fi, construction of permanent buildings to be used as classes, the allocation of personal protective equipment to students who require them, maintenance of machinery in simulation rooms and removal of a campus coordinator.
Vuselela TVET College	Non-receipt of NSFAS allowances for 2018.
Westcol TVET College	Non-receipt of NSFAS allowances, the lack of operating and fully equipped simulation rooms, poor registration processes, no graduation ceremonies, disregard of student bodies by the Council, demands for free education, the appointment of senior lecturers for NATED, shortage of textbooks, certification backlogs and lack of student activities.

f) Actions which the department took to resolve disruptions:

Name of College	Actions Taken by the Department
Buffalo City TVET College	On 22 March 2018, officials from the Department met with the SRC and management of the college and resolved all issues. The following resolutions were taken at this meeting: The college has started working on the minor maintenance of the hostels. The Council approved the utilisation of R2.4 million rand as a temporary loan to cover accommodation for qualifying students. This should be paid back once the college has claimed its allocation from NSFAS. No further disruptions have been reported following this engagement.
Central Johannesburg TVET College	The Director-General has led two delegations to the college and furthermore met with the staff, management and Council on 15 June 2018 and 18 June 2018. In the meeting of 18 June 2018, it was resolved that the Department and Council would institute a forensic investigation into matters raised.
Ehlanzeni TVET College	The office of the Acting Deputy Director-General: Technical and Vocational Education and Training requested the Acting Regional Manager of the North West-Mpumalanga Regional Office to intervene at the college and address issues. The Acting Regional Manager visited the college and addressed the matters. No further disruption was reported following this intervention.
King Sabata Dalindyebo TVET College	The Department has requested reports from the Principal regarding disruptions. No further disruptions have been reported.
Maluti TVET College	Students came to the Department on 11 May 2018 to raise their concerns. Following this meeting, a delegation from the Department was sent to the college to address issues further. No further disruptions have been reported following this intervention. However, students indicated that there would be no calm at the college as long as the Principal is at the college.
Mthashana TVET College	The office of the Acting Deputy Director-General: Technical and Vocational Education and Training requested the Acting Regional Manager of the KwaZulu-Natal Regional Office to intervene. The Acting Regional Manager has provided a report, which outlines how the matter was addressed. No further disruptions have been reported following this disruption.
Port Elizabeth TVET College	The Principal intervened, and no further unrest have been reported.
Tshwane North TVET College	Officials from the Department engage continuously with the Principal on the situation, and furthermore, meetings with stakeholders are regularly convened to address this matter.
Vhembe TVET College	The office of the Acting Deputy Director-General: Technical and Vocational Education and Training requested the Acting Regional Manager of the Limpopo Regional Office to intervene. The Acting Regional Manager provided a report. No further disruptions have been reported following this intervention.
Vuselela TVET College	The office of the Acting Deputy Director-General: Technical and Vocational Education and Training requested the North West-Mpumalanga Regional Office to intervene. The Acting Regional Manager visited the college and addressed all matters. No further disruption was reported following this intervention.
Westcol TVET College	On 11 June 2018, a delegation from the Department led by the Director-General visited the college to address issues. A follow-up meeting was convened on 18 June 2018.

Reply:

1. (a) (i) None.

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

(aa) In 2016, 7 incidents.

(bb) In 2017, 0 incidents.

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

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

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

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

Reply:

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

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

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

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

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

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

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

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

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

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

Reply:

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

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

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

b) Not applicable.

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

Reply:

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

2. 

Entity	1 (a) Total amount of land owned by the entity in each province	(i) Vacant	(ii) Unused or has no purpose	(b)(i) Location?	(ii) Size of each specified plot of land?	2 (a) Land owned by the entity been leased out for private use	(b)(i) Rand value of each lease	(ii) (aa) Location of each piece of land	(bb) Size of each piece of land
Mining Qualifications Authority	R3 525 Gauteng Province	Not vacant	Used for MQA offices	Erf 917, 7 Anerley Road, Parktown, Johannesburg	3 525 m2	Not applicable	Not applicable	Not applicable	Not applicable
South African Qualifications Authority	R515 455 Gauteng province	Not vacant	Used for SAQA head office	1067 Arcadia Street, Hatfield, Pretoria, Erf 637	2 933 m2	Not applicable	Not applicable	Not applicable	Not applicable
National Student Financial Aid Scheme	R770 000 Western Cape	Not vacant	Used as offices of the organisation	(Erf #, 66447,66458,66459,66460 and 66461 Wynberg, Cape Town)	2 712 m2	Not applicable	Not applicable	Not applicable	Not applicable

Reply:

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

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

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

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

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

Reply:

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

2. None.

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

(a) Number of employees that are currently suspended on full salary	Salary level	(b) Number of days	(4) Cost attached to the days of service lost
1	13	43	R82 991.39
1	10	76	R90 912.65
1	6	69	R34 700.00
2	5	266	R118 232.99
1	3	120	R37 112.54
Total	R363 949.57

Reply:

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

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

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

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

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

Vehicle Make	Registration	Cost for Repairs
1. Toyota Condor	RYJ 186 GP	R 18 129.25
2. Toyota Corolla	FXN 411 EC	R 16 210. 00
3. BMW 335 GT	FF 18 RB GP	R 51 235.69
4. Mercedes Benz E 200	BB 36 GR GP	R 7 008.25
5. Toyota Corolla	BV 60 ZZ GP	R 4 111.82
Total	R 96 695.01

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

(ii) The vehicles were damaged beyond repairs.

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

Reply:

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

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

Reply:

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

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

Reply:

It is important to note that INDLELA is the only public trade test centre accounting for 25% of the national trade tests conducted across all economic sectors related to artisan training. The INDLELA records on the number of candidates assessed and found to be competent in each trade registered for in the 2015/16, 2016/17 and 2017/18 financial years are as follows:

Trade	2015/16	2016/17	2017/18
	Assessed	Competent	Assessed	Competent	Assessed	Competent
Aircraft Maintenance Mechanic	21	19	52	41	37	0
Aircraft Structures Worker	0	0	15	11	0	0
Armature Winder	19	19	11	11	14	0
Automotive Motor Mechanic	200	95	129	71	161	87
Avionics Mechanician	0	0	4	4	0	0
Blacksmith	0	0	1	1	12	0
Boiler maker	610	305	413	356	556	416
Bricklayer	169	22	107	35	172	61
Carpenter	168	74	135	90	181	118
Carpenter and Joiner	0	0	0	0	2	0
Diesel Fitter	1	0			0	0
Diesel Mechanic	465	159	355	139	535	142
Electrician	1517	996	1175	886	2015	1504
Electrical Equipment Mechanic	1	0	0	0	0	0
Electronic Equipment Mechanician	3	3	11	9	50	36
Fitter and Turner	83	50	45	23	207	43
Gunsmith	4	2	0	0	0	0
Heavy Equipment Mechanic	3	0	63	32	31	0
Instrument Mechanician	26	7	18	15	21	16
Joiner	0	0	0	0	1	1
Mechanical Fitter	806	301	360	298	572	394
Metal Machinist	49	37	19	15	32	13
Millwright	58	19	39	34	95	69
Painter	121	27	101	54	158	74
Panelbeater	13	13	17	10	19	0
Plasterer	7	4	5	1	2	2
Plumber	711	503	639	594	1035	631
Radiotrician	19	8	13	8	5	12
Refrigeration Mechanic	52	22			3	7
Rigger	195	52	164	105	320	128
Sheet Metal Worker	0	1	1	1	0	0
Structural Plater	0	0	0	0	21	0
Toolmaker	26	16			68	0
Tractor Mechanic	1	0	0	0	0	0
Transportation Electrician	7	1	62	33	127	70
Vehicle Body Builder	1	1	2	2	7	0
Vehicle Painter	3	1	21	14	24	1
Welder	387	253	380	300	393	317
TOTAL	5746	3010	4357	3193	6876	4142

There are 341 accredited trade test centres across the country delivering various historical/legacy trades in terms of the repealed Manpower Training Act and the Skills Development Act. These trades derive their theoretical alignment from the NATED 191
(N2 – N6) engineering programmes, National Certificate (Vocational) (Levels 3 – 4) engineering programmes, and Sector Education and Training Authorities (SETA) based Competence Based Modularised (Level 4) programmes. The list of accredited trade test centres is attached as Annexure A.

INDLELA uses a different template, as compared to the requested information. Therefore, the information regarding the number of apprentices in each trade at each of the 341 centres would require more time to consolidate. The SETA aggregated information is provided in the table below.

Total registered learners per sector

Artisan Learners Registered
SETA	Sector	2015/16	2016/17	2017/18
Chemical Industries Education and Training Authority	Chemicals	3372	4263	3 423
Construction Education And Training Authority	Construction	1 737	2024	8 748
Food And Beverages Manufacturing Industry Sector Education and Authority	Food Processing	45	178	168
Local Government Sector Education and Training Authority	Local Government	1 020	888	647
Mining Qualifications Authority	Mining and Minerals	1 848	1978	1 952
Manufacturing Engineering And Related Services Sector Education and Training Authority	Manufacturing and Engineering	8 130	8038	6 863
Safety and Security Sector Education and Training Authority	Safety and Security	467	401	77
Agriculture Sector Education and Training Authority	Agriculture	347	227	193
Public Service Sector Education and Training Authority	National and Provincial Government	33	34	20
Services Sector Education and Training Authority	Services Sector	1 127	1416	1 470
Transport Education and Training Authority	Transport	1 778	1314	1 004
Fibre Processing and Manufacturing Sector Education and Training Authority	Fibre Processing	459	419	295
Culture, Arts, Tourism, Hospitality and Sport Education and Training Authority	Tourism and Hospitality	514	683	639
Wholesale and Retail Sector Education and Training Authority	Wholesale and Retail	532	269	0
Health and Welfare Sector Education and Training Authority	Health and welfare	119	87	76
Totals registered	21 528	22 219	25 575

Total Competent learners per sector

Artisan Learners Competent
SETA	Sector	2015-2016	2016-2017	2017-2018
Chemical Industries Education and Training Authority	Chemicals	743	936	1110
Construction Education and Training Authority	Construction	504	1350	2225
Energy and Water Sector Education and Training Authority	Energy	470	697	684
Food And Beverages Manufacturing Industry Sector Education and Authority	Food Processing	0	13	63
Local Government Sector Education and Training Authority	Local Government	87	233	543
Mining Qualifications Authority	Mining and Minerals	1382	1807	1932
Manufacturing Engineering and Related Services Sector Education And Training Authority	Manufacturing and Engineering	8352	9661	8443
Safety And Security Sector Education and Training Authority	Safety and Security	0	227	187
Agriculture Sector Education and Training Authority	Agriculture	154	228	208
Public Service Sector Education and Training Authority	National and Provincial Government	30	15	42
Services Sector Education and Training Authority	Services Sector	550	1247	1503
Transport Education and Training Authority	Transport	714	1359	1168
Fibre Processing and Manufacturing Sector Education and Training Authority	Fibre Processing	101	124	141
Culture, Arts, Tourism, Hospitality and Sport Education and Training Authority	Tourism and Hospitality	0	0	364
Wholesale and Retail Sector Education and Training Authority	Wholesale and Retail	39	3	5
Health and Welfare Sector Education and Training Authority	Health and welfare	36	74	99
Total competent	13 162	17 974	18 717

Reply:

1. (a) (i) The total number of incidents of racism that were reported to the Human Resource offices of the Department are as follows:

(aa) 2016 - one incident and two allegations; and

(bb) 2017 - one incident.

(ii) In 2016, one incident of racism was reported to the Human Resource offices of the Services Sector Education and Training Authority.

(b) In 2016, the National Education, Health and Allied Workers Union alleged that there were practices of racism and discrimination within the National Examinations and Assessment Chief Directorate of the Department.

In 2016, an incident involving an official who sent a text message containing racist remarks to a colleague was reported at the Western Technical and Vocation Education and Training (TVET) College.

In 2016, an official allegedly used racist remarks to students at the Mthashana TVET College.

In 2017, an official allegedly sent a letter to the Council of the Ikhala TVET College containing racist remarks.

A subordinate within the Human Resource unit of the Services Sector Education and Training Authority made an allegation of racism against a manager.

2. In response to the allegations, the Department in 2017 conducted diversity management workshops. It also recommended that the allegations of racism and discrimination within the National Examination and Assessment Chief Directorate be referred to the Human Rights Commission for an independent investigation.

The incident involving an official who sent a text message allegedly containing racist remarks to a colleague was reported and investigated by the Western TVET College. The investigation was finalised, and the decision to institute a disciplinary hearing was taken wherein the official was found guilty, and the Chairperson issued a sanction of dismissal on 30 May 2016. The official filed a notice to appeal, which was dismissed by the Minister of Higher Education and Training on the advice of the Appeal Committee on 27 October 2016. The official thereafter lodged a dispute with the Education Labour Relations Council (ELRC) for unfair dismissal. The ELRC confirmed the dismissal on 26 April 2017.

The matter involving an official who allegedly used racist remarks toward students in 2016 at Mthashana TVET College, has been investigated and finalised. A decision to institute a disciplinary hearing wherein the official was found guilty, and the Chairperson issued a sanction of dismissal on 18 July 2016. The official filed a notice to appeal, which on review by the Minister of Higher Education and Training, and on the advice of the Appeal Committee, the sanction of dismissal was replaced with a final written warning on 27 October 2016.

The Ikhala TVET College instituted a disciplinary hearing without conducting an investigation. The disciplinary hearing commenced on 26 July 2017, the matter was finalised on 28 February 2018 wherein the official was found guilty, and the Chairperson issued a sanction of dismissal. The official has filed a notice to appeal on 07 March 2018. The outcome of the appeal is pending.

In relation to the Services Sector Education and Training Authority, the matter was investigated, and it was found that the issue of racism could not be substantiated.

Reply:

1. The Minister undertook two official international trips since her appointment as the Minister of Higher Education and Training. On none of these trips was the Minister accompanied by members of her family.

The Minister travelled to Tunis in Tunisia to participate in the Islamic Development Bank Scientific Advisory Board meeting from 31 March 2018 to 4 April 2018. The organisers covered all flights and accommodation costs, while the Department only covered the daily allowance of the Minister.

The Minister also travelled to the Netherlands to attend the 15th Anniversary Celebration of the Prince Claus Chair on 12 April 2018 and was accompanied by two Departmental officials.

2. The President approved both trips.

Reply:

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

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

Reply:

(1)(a) The Department of Higher Education has received information about seven alleged instances of corruption at the University of Zululand.

(b) These allegations relate to the following:

(i) procurement processes for infrastructure projects;

(ii) qualification fraud, changing of marks and tampering with admission requirements;

(iii) irregularities relating to the purchase of housing for executive managers;

(iv) the procurement process for the appointment of a computer-training service provider using funds from the Teaching Development Grant;

(v) fraud relating to the appointment of the Vice-Chancellor;

(vi) the un-procedural appointment of University of Zululand attorneys; and

(vii) an alleged R11.5 million transfer.

(c) – (d) (i) Procurement processes for infrastructure projects. The tender process for infrastructure development was challenged in court and it was halted whilst the matter was heard in court. The university investigated the matter and found that certain staff members flawed the procurement process due to the non-disclosure of material facts. The officials implicated in the irregular procurement process were subjected to the university’s disciplinary process and have since left the institution.

(ii) Qualification fraud, changing of marks and tampering with admission requirements to allow students who did not meet the requirements to be admitted. It was alleged that fake academic transcripts were being generated outside the university. The university reported that it acted decisively and suspended two employees identified in the alleged degrees for sale scam. The matter was also dealt with in the court and both accused were found guilty on 62 counts of fraud. The marks of individuals identified were removed and students were allowed to re-register.

(iii) Irregularities relating to the purchase of executive housing. The Department received a number of complaints from the Secretary of Save Unizulu amongst others, alleging financial irregularities, including the spending of R19 million on houses and plots at an up-market eco-state to house university executives. The Minister wrote to the University Council requesting clarity on the alleged irregularities. The Council responded that the purchase was approved in 2015 as part of the university’s retention strategy. The houses remain the property of the university, and the use is governed by the university housing policy.

(iv) Illegal sourcing of a computer-training programme. The allegation is linked to the appointment of a service provider to provide computer training as part of the university’s Teaching Development Grant (TDG) funded activities. The Department requested information from the university and was satisfied with the explanation. The external audit report of the TDG funded activities indicated that the funds were used to support the university’s approved TDG plan, and were in accordance with the university’s own policies. No further action was requested at that time.

(v) Alleged fraudulent appointment of the Vice-Chancellor. The appointment of a Vice-Chancellor is the remit of Council and not the Department. The Department was initially invited to sit on the selection committee due to a misinterpretation of the university rule. The Department engaged with the university explaining that the rule referred to Ministerial appointees on Council and not Departmental officials, and recused itself from the process. The Minister of Higher Education and Training also raised the matter with the Chairperson of Council and was reassured that the university had undertaken an extensive search in accordance with the recruitment policy applied to appointment of a Vice-Chancellor and been unsuccessful in attracting an appropriate candidate before the Chairperson of Council requesting Professor Mtose to consider applying for the Vice-Chancellor position.

(vi) Fraudulent/Unprocedural appointment of the University of Zululand attorneys. The university appoints its service providers in line with its own supply chain management policies. The Council approved the appointment of the attorneys. The university has submitted satisfactory reports on time and in line with reporting requirements. In 2016, it received an unqualified audit opinion. The analysis of the reports does not show any material irregularities in respect to its supply chain management.

(vii) Illegal transfer of R11.5 million. An illegal transfer of R11.5 million to a private account occurred in 2013 just before the Administrator left the university. A forensic audit was undertaken by the university to investigate the case. The university has indicated that it had dealt with the matter. The Department has not seen the forensic report.

(2) Although the university has investigated all the cases detailed above, and put in place various punitive measures, the Minister has recently directed the Council to conduct an independent forensic investigation into a whole range of matters, including the above, so that these allegations can be comprehensively addressed as a matter of urgency.

Reply:

The National Student Financial Aid Scheme has provided the data in response to the questions posed.

1. (a) In respect to universities, the following universities have experienced disruptions as a result of the delay since January 2018 (data as at 28 May 2018):

Universities	(a) Applications affected by the delay in payment of 2018 bursaries	(b) (i) Applications that are provisionally funded but where registration records have not been matched	(b) (ii) Applications where the bursary has been generated but not signed by students
Durban University of Technology	7195	6003	1192
Mangosuthu University of Technology	4680	4460	220
Nelson Mandela University	4781	4107	674
University of Fort Hare	3013	2833	180
University of Limpopo	4050	3350	700
University of South Africa	35001	26754	8247
Walter Sisulu University	12918	12918	WSU has submitted no registration data
University of Venda	4129	3726	403
Central University of Technology	4186	3423	763
University of Zululand	6203	5195	1008
University of KwaZulu-Natal	9888	9609	279
Cape Peninsula University of Technology	4919	4536	383

 

In respect to the Technical and Vocational Education and Training (TVET) colleges, the following colleges have experienced disruptions as a result of the delay since
January 2018 (data as at 28 May 2018).

Colleges	(a) Applications affected by the delay in payment of 2018 bursaries	(b) (i) Applications that are provisionally funded but where registration records have not been sent	(b) (ii) Applications where the bursary has been generated but not signed by students
Buffalo City	1513	488	1025
Ingwe	1514	1514	The college has submitted no registration data
Mopani South East	1108	317	791
Umgungundlovu	2345	1536	809
Umfolozi	644	610	34
Tshwane North	4199	3804	395
Northlink	1746	753	993
Goldfields	1182	1182	The college has submitted no registration data
Maluti	2872	2523	349
Flavius Mareka	1210	237	973
Vhembe	2678	998	1680

TVET college students apply directly to the National Student Financial Aid Scheme (NSFAS) for financial aid and to the colleges for allowances. In a bid to expedite payment of allowances, the Department has requested TVET colleges to proactively identify all students in need of allowances and submit their details to the Department for intervention.

2. (a) Twelve (12) universities and eleven (11) TVET colleges have experienced disruptions since 1 January 2018. In respect of universities, it should be noted that not all disruptions relate to NSFAS delays, and often features as part of a combination of other issues. Other matters such as security issues on campuses and student housing have also featured as causes of student protests.

(b) Upfront payments have been advanced to all universities and TVET colleges between January and April 2018, to ensure that funded students (first time entry (FTEN), senior and returning students) receive their allowances while NSFAS works on finalising the implementation of the bursary agreement, standardised allowances and data integration issues to enable it to generate the agreement forms and get contracts signed. To date, all universities and colleges have received three (3) upfront payments totalling R4.5 billion for the university sector and R2.5 billion for the college sector.

The universities where NSFAS is disbursing allowances directly to students through the sBux system have had intermittent disruptions due to unpaid allowances. This has been as a result of unloaded registration data for both new and returning students, and/or on account of records from 2017 not successfully migrating to 2018 (either because academic results were not loaded successfully in 2017, or 2017 Loan Agreement Form/Schedule of Particulars (LAFSOPs) were signed only in March and April 2018, and their statuses were not updated accordingly). Interventions at these institutions have therefore focused on assisting these universities with the successful uploading of academic results and registration data, thereby allowing for the disbursement of allowances. There have also been meetings with university officials, through the Office of the Executive and the University Servicing Team; ensuring that a solution is reached speedily with the university on how best to capture the data and effect disbursement.

For universities not on the sBux system, NSFAS has ensured that universities are aware that they are expected to use upfront payments – paid by NSFAS to all universities – to pay allowances to NSFAS-funded students. In some instances, where universities have cash flow problems, NSFAS has paid additional up-front funds to ensure that student allowances are paid.

In the case of TVET Colleges, NSFAS disbursed R18.7 million directly to 19 033 students through sBux. For colleges not on the sBux system, NSFAS has also ensured that these colleges are aware that they are expected to use upfront payments – paid by NSFAS to all colleges – to pay allowances to NSFAS-funded students.

The Department is working closely with NSFAS and institutions to ensure that challenges are resolved as a matter of urgency.

Reply:

(1) (a) To improve the quality of management, the Department has supported Tshwane South Technical and Vocational Education and Training (TVET) College in various ways through the Professional Development of Campus Managers Project and strengthening of management capacity at the sites of delivery. Two campus managers that were identified received training in Management and Leadership and a further four campus managers will undergo training in the 2018/19 financial year.

To improve teaching and learning, the Department assisted the college through the implementation of the Teaching and Learning Support Plans. The Department analysed the college’s readiness to provide quality teaching and learning focusing on seven critical areas, which amongst others, include classroom teaching and support, student assessment and in-house lecturer capacity development.

Concerning skills development, the Department has provided the college with skills levy funding for the 2015/16, 2016/17 and 2017/18 financial years. The college is required to submit training plans, and reports on training and development interventions carried out to improve the quality of management, teaching and learning.

The college reported that in 2016, 30 management staff, 105 lecturing staff and 71 support staff were trained in programmes relevant to their current job functions. In 2017, 54 management staff, 53 lecturing staff and 104 support staff were trained. So far, in 2018, 43 management staff, 46 lecturing staff and 54 support staff have been trained.

The Department has also developed a web-based Lecturer Support System wherein lecturers register as users and access training videos and other support material which they can download and use offline. To date, 259 lecturers and academic management staff at the college have registered as users on the LSS.

(b) Tensions and disruptions are experienced due to, amongst others, improper implementation of labour relations practices. Many of the tensions between management and staff, as well as between management and students, could be reduced through better management of labour relations, improved student governance, and improved students and staff work placement.

(2) Building good labour relations at a campus, i.e. training campus managers on the processes that are required to be put in place to avoid labour disputes. Building student centred campuses, i.e. training on the minimum standards required for effective campus teaching and learning; developing a campus learning culture and communication; planning for managing effective teaching and learning on a campus; implementing effective campus academic management; effective monitoring of teaching and learning by the campus manager; and feedback as a strategy to manage effective teaching and learning at a campus.

(3) It is expected for the actions and/or interventions to show the desired results progressively. The Department continues to monitor progress at the end of each trimester, semester and annually.

(4) The Department has not found any staff member to be in the middle of these tensions.

Reply:

The Walter Sisulu University (WSU) has provided the following responses to the questions posed:

1. WSU has a maintenance plan for all its facilities including staff accommodation. The maintenance plan for the Mthatha Campus is attached as Annexure A.

2. (a) Facilities operational expenses at WSU are combined and do not reflect each facility’s individual expense, e.g. staff houses, student residences, administration offices, laboratories, etc. Therefore, WSU cannot provide an amount that was allocated specifically to staff housing facilities in each of the stipulated financial years.

(b) Given that WSU does not separate their accounts according to facilities as indicated under 2(a) above, WSU is unable to provide details of expenditure on staff housing for the stipulated periods.

Anexure A: Mthatha Maintenance Plan for the year 2018/19

Campus	Facility	Item	Budget
Mthatha	Old library	Roofing	R2 000 000
	East teaching mall	Roofing	R21 000 000
	Ntinga residential	Plumbing and electricity	R350 000
	East teaching mall	Seating, air conditioning, chalk boards and electricity	R2 000 000
	Campus electric reticulation	Service transformers and switch gear and ring main	R1 600 000
	KGB KTC Iphulo	Furniture - beds cupboards chairs and desks, painting	R3 900 000
	General Campus	Lights on campus	R250 000
	Sasol Library, Science block and New Administration	Purchase Jojo tanks	R80 000
	Houses	Repairs to Gate	R50 000
	In-service Road	General road construction	R3 800 000
	Chumani Residential	Plumbing and painting, roof leaks	R 450 000
	Iphulo Residential	Plumbing and painting, roof leaks	R250 000
	Baghadad and Kuwait	Plumbing and burglar doors	R300 000
	Atlanta Residential	Electricity, plumbing and doors	R450 000
	General Campus	Holes along the perimeter fencing	R170 000
	General Campus	Boiler repairs	R335 000
	General Campus	Coal for the boilers	R250 000
	General Campus	Electrical material	R400 000
	General Campus	Plumbing material	R350 000
	General Campus	Carpentry material	R350 000
	General Campus	Repair of potholes on campus	R150 000
	General Campus	Repair of broken glasses in the student Residential	R150 000
	East Teaching Mall	Plumbing	R200 000
	Old Library	Plumbing	R200 000
Zama	Back gate	Guard room	R25 000
	Block J	Painting and electricity	R300 000
	Block L	Painting and electricity	R300 000
	Block M	Electric DB and carpentry	R175 000
	Block O	Carpentry and electricity	R45 000
	General Campus	Glazing for all the student residential	R60 000
	General Campus	Roof leaks in the student residential	R60 000
	General Campus	Roof leaks in the lecture halls	R200 000
	General Campus	Purchasing of desks and chairs(500)	R350 000
	General Campus	Repair of holes in the perimeter fencing	R50 000
	General Campus	Repair of potholes on campus	R50 000
	Large Auditorium	Sitting	R350 000
Health Science (Accommodation in the hospitals)	Maintenance	R200 000
Mthatha Campus	Vice chancellor's accommodation	Palisade Fencing	R200 000
Mthatha Off Campus Staff Accommodation	Uniwes Flats	Gates	R150 000
	Uniwes Flats	Plumbing	R300 000
	Uniwes Flats	Kitchen cupboards	R300 000
	Uniwes Flats	Replacement of floor mats	R500 000
	Uniwes Flats	Replacement of some garage doors	R100 000
	Ntlambo Flats	Plumbing and electricity	R250 000
	UniSouth Flats	Fencing and Plumbing	R200 000
University Houses	Fortgale	Plumbing	R30 000
	Southernwood houses	Fencing and Plumbing	R200 000
	Kwezi Houses	Fencing and Flooring	R200 000
	Garden Flats	Plumbing	R60 000

Reply:

1. There are currently no plans in place to perform lifestyle audits. Should the need arise for such an audit; it will be performed within the applicable legislative framework.
2. Not applicable.

Reply:

1. The following conditions have been placed on the receipt of funding by students through the Department of Higher Education and Training (DHET) Bursary Scheme:

• In the first year of study, the student must attend and participate in lectures, tutorials and academic support programmes as required by the institution; complete all set assignments and/or tasks as required in terms of the due performance requirements of the institution; undergo all tests and examinations (written and oral) as required; obtain satisfactory results for these assignments, tasks, tests and examinations and meet the academic progression requirements (as described below);
• In the second and subsequent years, the student shall be required to meet all the conditions stated above, as well as participate in a minimum of 10 (ten) days or 80 (eighty) hours of community service or special project work, of the student’s own choosing from a wide range of possibilities, at any time during the year where they do not have classes or tutorials to attend, submit a written report confirming participation once a year; and
• All students funded must undertake to remain in the country and participate in the economy, for at least the number of years they have benefitted from NSFAS funding; if they wish to undertake further studies in another country, this will be permitted provided they undertake to return to South Africa to fulfil this obligation. However, students wishing to emigrate before the expiry of the commitment period shall be required to pay back the funds before they leave the country. These service requirements will be finalised for implementation in 2019.

The academic progression requirements for continued funding state that the student must satisfy the minimum progression requirements of the institution, as well as passing a minimum 50% (fifty percent) of all courses in the first year of study, and passing sufficient courses in subsequent years to enable them to complete their studies in the minimum number of years plus one year, N+1 rule.

2. No provision has been made for the repayment of the bursary should the student fail or drop-out. The only provision for repayment is when a funded student emigrates from South Africa.

3. A copy of the agreement is attached as Annexure A.

Annexure A: A sample of the new agreement

Reply:

1. The Department has monitorin the Community Learning Centres (CLCs) since 2017,has undertaken lecturer roadshows from January 2018 to February 2018. In these engagements with CLCs, the following factors were attributed to the low enrolment numbers:

• Delay in the certification of students:

There are challenges with the data from the State Information Technology Agency (SITA) system for certifying students who have written the General Education and Training Certificate (GETC): Adult Basic Education and Training qualification. The SITA system is unable to consolidate the results of students who have written individual subjects over a number of examination cycles. An examination forum inclusive of officials from the Department’s Community Education and Training (CET) branch, CET colleges, Provincial Education Departments (PEDs), SITA and the National Assessment and Examination unit has been established to deal with the challenges identified.

• Inadequate provision of learning and teaching support materials:

There is an inadequate college budget allocated for the provision of Learning and Teaching Support Materials (LTSM) to students. The procurement of LTSM takes place through the Technical and Vocational Education and Training (TVET) colleges, which is slow and results in students not getting their LTSM on time. Engagements are taking place between TVET colleges and the Department to address these issues. In addition, training is taking place for the requisition of goods and services by CET colleges so that they have a clear understanding of the supply chain management processes within TVET colleges.

• Demoralised lecturers due to the non-resolution of conditions of service:

There is an inadequate allocation for the Compensation of Employees budget for the standardisation and improvement of conditions of service. The lack of resolution or finalisation of the standardisation and improvement of conditions of service causes tensions and conflicts within CET colleges and demoralises lecturers. Funding bids have been submitted to National Treasury to address the standardisation and improvement of conditions of service.

• Learning space/infrastructure that is not conducive for students to learn:

Given that a number of the community learning centres are located in primary schools, with furniture tailor-made for young children; this poses a problem for the youth and adults attending these classes. The lack of CET infrastructure means that facilities, such as ablution facilities are locked when classes commence late in the afternoon or early evening resulting in students not having access to basic amenities within the host school. There are continuous engagements with PEDs and the CET colleges have begun a process of identifying closed schools and unused government infrastructure.

2. (a) The drop in the number of learners studying at CET colleges is a matter of concern since it negatively affects the overall objective of increasing access and success. The Department has undertaken the following steps:

• a national teaching and learning improvement plan has been put in place to address poor performance;
• budget bids have been submitted to National Treasury for additional funding on the baseline to address inadequate learning and teaching support materials;
• an examinations forum has been established with PEDs to address delays in certification;
• proposals on the conditions of service have been developed, which require funding and negotiations within the appropriate bargaining chamber for finalisation; and
• engagement with the Department of Public Works for the possible use of underutilised and unused infrastructure.

(b) The above steps are at various stages of implementation:

• the current financial year is the second year of implementing the teaching and learning improvement plan;
• budget bids were submitted to National Treasury in 2017 without any success;
• the examinations forum held its first meeting in the first quarter of 2018;
• the establishment of a bargaining structure for Community Education and Training is on course; and
• the identification of alternative infrastructure is an ongoing process.

(c) A turnaround due to different interventions is expected within the 2018 Medium Term Expenditure Framework period.

3. CET colleges develop strategic and annual plans, including interventions regarding teaching and learning. The performance of students at each college is informed by the implementation of their improvement plans, the calibre of lecturers in the college and provision of leadership with regards to teaching and learning. These factors are reflected in the various monitoring reports undertaken by the Department. The National Policy on Curriculum Development and Implementation, and National Improvement Plan focuses on specific interventions to be undertaken on poor performing subjects, as well as national interventions on the training of lecturers. The improvement in the pass rate for languages in the learning areas can be attributed to the implementation of the National Improvement Plan.

Reply:

Walter Sisulu University (WSU) has provided the following responses to the questions posed:

1. WSU utilises 41 houses and 139 flats in Mthatha, 1 flat in East London and 13 houses in Butterworth for staff housing.

(a) WSU owns 34 houses in Mthatha, 13 houses in Butterworth and 1 flat in East London.

(b) 139 Flats are owned by the Eastern Cape Development Corporation (ECDC) and King Sabata Dalindyebo Municipality (KSD). 6 Freestanding houses are owned by the ECDC and 1 by the KSD.

2. WSU has title deeds for some of the properties and is negotiating with the ECDC and Provincial Department of Public Works to obtain the rest. Before the establishment of WSU, most of the university properties were registered under the Department of Public Works when they were Colleges of Education. The transfer of such properties into WSU’s name has stalled at different levels of the bureaucracy, e.g. certain portions of the Butterworth campus has land claims attached to it, making it difficult to transfer the land to WSU.

3. Considerable effort has been made to facilitate the transfer of properties to WSU. Zamukulungisa and Butterworth sites are still owned by Department of Public Works, however both properties have been gazetted to be transferred to WSU. The process for transfer is currently between the Land Affairs department and State Attorney. WSU has also appointed its own independent attorneys to expedite the process. The ECDC has also been approached to facilitate the transfer of various WSU properties that are registered in the name of the ECDC.

Reply:

The Walter Sisulu University (WSU) has provided the following responses to the questions posed.

1. Staff Housing at WSU is allocated according to the Rules on Allocation of Accommodation:

(a) In the evaluation and allocation process for houses and/or flats, the Interim Staff Housing and Allocation Committee prioritises to the following staff members:

1. New appointees living in a hotel/B&B with a spouse or partner and children.
2. New appointees living in a hotel/B&B with a spouse or partner.
3. New appointees living in a hotel/B&B.
4. The following critical requirements or conditions of employment for:

• Executive Management;
• Exchange Lecturers;
• Academic Staff; and
• Scarce Skills Support Services Staff.

(b) Allocation of points according to Peromnes grades:

1. Grade 1 = 17 points
2. Grade 2 = 16 points
3. Grade 3 = 15 points
4. Grade 4 = 14 points
5. Grade 5 = 13 points
6. Grade 6 = 12 points
7. Grade 7 = 11 points
8. Grade 8 = 10 points
9. Grade 9 = 9 points
10. Grade 10 = 8 points
11. Grade 11 = 7 points
12. Grade 12 = 6 points
13. Grade 13 = 5 points
14. Grade 14 = 4 points
15. Grade 15 = 3 points
16. Grade 16 = 2 points
17. Grade 17 = 1 point

(c) Allocation of points according to the years of service, i.e. one point per completed year of service to a maximum of 10 years.

(d) Allocation of points for dependents:

1. (One point for a spouse living with the applicant staff member.
2. One point per minor child living with the applicant staff member to a maximum of four children.

(e) In the event of there being parity on points between two or more applicants of equal rank, then preference will be given to the applicant who has:

1. held his/her present grade longer; and/or
2. the greater number of children in their household.

2. (a) The ranks include Executive Management, Exchange Lecturers, Academic Staff and Scarce Skills Support Services Staff.

(b) Annexure A provides a list of all staff members accommodated at university-owned properties.

3. (a) (i) There are 41 houses and 139 flats in Mthatha, 1 flat in East London and 13 houses in Butterworth.

(ii) The list of staff members occupying various houses and flats is attached as Annexure A.

(b) (i) The average monthly rent for tax purposes is R2 500 per person and income tax is based on this amount.

(ii) The average monthly cost recovered from staff is R300 per unit per month. Housing units have prepaid electricity meters and the individuals occupying the units pay for electricity themselves.

4. (a) Each staff member pays rental costs and in most properties, they pay electricity costs.

(b) The University pays for maintenance costs, rates and taxes, water and security.

5. Facilities operational expenses at WSU are combined and do not reflect each facility’s individual expense, such as staff houses, student residences, administration offices and laboratories. Since the expenses incurred on staff housing are not separately allocated to a cost centre, WSU cannot provide a comprehensive or consolidated account of expenditure on staff houses in the 2016/17 and 2017/18 financial years.

It is also important to report that the staff housing allocation at the Mthatha Campus of WSU is currently a subject of a forensic investigation instituted in March 2018.

Anexure A

No.	Name of Tenant	Flat or Street Name	Number of Bedrooms
1	Ms Dhunraj S	Uniwes Flats	3
2	Mr Nabileyo	Uniwes Flats	3
3	Prof Tindimwebwa G	Uniwes Flats	3
4	Dr Chitha	Uniwes Flats	3
5	Ms Manning WR	Uniwes Flats	3
6	Dr Chisanga T	Uniwes Flats	3
7	Mr Roberts C	Uniwes Flats	2
8	Dr Kuriah F	Uniwes Flats	2
9	Mr Dumisani Mrwetyana	Uniwes Flats	2
10	Mr Nkaitshana M	Uniwes Flats	2
11	Mr Tshangela	Uniwes Flats	2
12	Ms Hermanus K	Uniwes Flats	2
13	Ms Gqaza B	Uniwes Flats	2
14	Ms Dyan F	Uniwes Flats	1
15	Mr Sotshangane N	Uniwes Flats	2
16	Prof Ogunsanwo B	Uniwes Flats	2
17	Mrs Dawson P	Uniwes Flats	1
18	Mr Mfunwa S	Uniwes Flats	1
19	Prof Del Rior A	Uniwes Flats	2
20	Dr Okuthe GE	Uniwes Flats	2
21	Mr Abraham	Uniwes Flats	3
22	Prof Vasikar SD	Uniwes Flats	3
23	Mr Umapathy E	Uniwes Flats	3
24	Prof Nakani B	Uniwes Flats	3
25	Kabuaya C	Uniwes Flats	3
26	Mr Barnard D	Uniwes Flats	1
27	Ms Yvonne Dladlama	Uniwes Flats	2
28	Dr Teke Apalata	Uniwes Flats	2
29	Dr Jimmo	Uniwes Flats	2
30	Dr Rodriguez G	Uniwes Flats	B
31	Mr Luvuyo Mbazo	Uniwes Flats	2
32	Mr Mfundisi S	Uniwes Flats	2
33	Mr Zitumane N	Uniwes Flats	2
34	Mr Mpambano SA	Uniwes Flats	1
35	Mr Ntshanga	Uniwes Flats	2
36	Ms Makaula P	Uniwes Flats	2
37	Mrs Mcobothi	Uniwes Flats	2
38	Mr Mdani S	Uniwes Flats	2
39	Mr Nyika S	Uniwes Flats	2
40	Ms Malusi N	Uniwes Flats	B
41	Mrs Sigaba Linda	Uniwes Flats	B
42	Ms Phokwe OJ	Uniwes Flats	B
43	Ms Bengu N	Uniwes Flats	B
44	Mrs V Matshiqi	Uniwes Flats	B
45	Ms Thato- Khauoe	Uniwes Flats	B
46	Ms Mdodana	Uniwes Flats	B
47	Ms Abraham LS	Uniwes Flats	B
48	Mr Ncapayi MC	Uniwes Flats	B
49	Mr Lucwaba VB	Uniwes Flats	B
50	Mrs T MPETA	Uniwes Flats	B
51	Dr Marks J	Uniwes Flats	B
52	Mr Mvenene J	Uniwes Flats	B
53	Mr Mantambo	Uniwes Flats	B
54	Mr Sethuntsa ZP	Uniwes Flats	B
55	Ms N Gwadiso	Uniwes Flats	B
56	Mrs Bula PN	Uniwes Flats	3
57	Ms Zungu P	Uniwes Flats	2
58	Ms Puseletso Portia	Uniwes Flats	2
59	Mr Siwendu TO	Uniwes Flats	2
60	Ms Thambo KG	Uniwes Flats	2
61	Dr Ogu AM	Uniwes Flats	2
62	Mr Shopo	Uniwes Flats	2
63	Mrs Shauli MA	Uniwes Flats	2
64	Mr Andile Qotoyi	Uniwes Flats	2
65	Dr Niba	Uniwes Flats	3
66	Ms Ziyanda Vundle	Uniwes Flats	3
67	Ms Nqolase N	Uniwes Flats	2
68	No response, don’t know who lives there	Uniwes Flats	2
69	Mr Nombambela SM	Uniwes Flats	2
70	Dr Oyedeji	Uniwes Flats	2
71	Ms T Mtwa	Uniwes Flats	2
72	Mr Dyeyi T	Uniwes Flats	2
73	Ms Fipaza N	Uniwes Flats	2
74	Mr T Ganyile	Uniwes Flats	2
75	No response , don’t know who lives there	Uniwes Flats	2
76	Dr D V Nakin	Uniwes Flats	1
77	no response , don’t know who lives there	Uniwes Flats	1
78	Ms Madolo Y	Uniwes Flats	2
79	Ms Zanele Boti	Uniwes Flats	1
80	Ms Catherine Zoliwe	Uniwes Flats	B
81	Mr Adonis MC	Uniwes Flats	B
82	no response , don’t know who lives there	Uniwes Flats	B
83	Dr Hoza	Uniwes Flats	B
84	Dr Nomkoko ET	Uniwes Flats	B
85	Mr Buswana Sipelele	Uniwes Flats	B
86	Ms Dondolo Gloria	Uniwes Flats	B
87	Ms Yanga Stofile	Uniwes Flats	B
88	Mr P Nyoni	Uniwes Flats	B
89	Norma Mlomo	Uniwes Flats	B
90	no response , don’t know who lives there	Uniwes Flats	B
91	no response , don’t know who lives there	Uniwes Flats	3
92	Mr Kali DH	Uniwes Flats	3
93	Dr K Sabiti	Uniwes Flats	2
94	Mr Mngeyane S	Uniwes Flats	2
95	Ms Sheane T	Uniwes Flats	2
96	Mr N Busuman	Uniwes Flats	2
97	Mr Tole	Uniwes Flats	2
98	Mrs N Xamlashe	Uniwes Flats	2
Ntlambo-Town
1	Ms Mgqobozi ZM	Ntlambo Flats 1	2
2	Mr Ramothea LAJ	Ntlambo Flats 1	2
3	Ms Danisa RT	Ntlambo Flats 1	2
4	Ms Diwu TM	Ntlambo Flats 1	2
5	Mr A.S Soyizwapi	Ntlambo Flats 1	2
6	Mr Tiphnyana	Ntlambo Flats 1	2
7	Mr Somkoko M	Ntlambo Flats 1	2
1	Ms Tebmi Sandlana	Ntlambo Flats 2	3
2	Mr Sonkqayi PG	Ntlambo Flats 2	3
3	Ms Cewu T	Ntlambo Flats 2	3
4	Ms Nomakhosi	Ntlambo Flats 2	3
5	Mr Tembile Zine	Ntlambo Flats 2	3
6	no response , don’t know	Ntlambo Flats 2	3
7	Mr Nonezile Dingezweni	Ntlambo Flats 2	3
8	Mr T Matu	Ntlambo flats 2	1
		GARDEN FLATS
1	Prof Aguirre JAH	Garden Flats	3
2	Ms Xothongo X	Garden Flats	3
3	Mr Eugene Tabia	Garden Flats	3
4	Benedicta-Nkeng	Garden Flats	3
5	Mr Madlongolwana ZG	Garden Flats	3
6	Mr Nasila JS	Garden Flats	3
Unisouth Flats
1	Mrs Ngketo	Unisouth Flats	2
2	Ms F Ganjikfrockwala	Unisouth Flats	2
3	Mr Jim Joseph	Unisouth Flats	2
4	Mr M Soviti	Unisouth Flats	2
5	Mr Nkalashe TF	Unisouth Flats	2
6	Mr Arendse	Unisouth Flats	2
7	Dr Mutyaba WE	Unisouth Flats	2
8	Mr Swanepoel SF	Unisouth Flats	2
9	Mr Luvo Xaki	Unisouth Flats	2
Fortgale
68	Prof Olloboyo	Fortgale, Sissons St	4
70	no response	Fortgale, Sissons St	3
72	Garcia MEI Prof	Fortgale, Sissons St	3
74	Prof JN mesatywa	Fortgale, Sissons St	4
43	Dr Binyavanga KW	Fortgale, Aloe St	3
41	Prof Iputo JE	Fortgale, Aloe St	3
39	Mrs Kader N	Fortgale, Aloe St	3
37	Dr Chirwa M	Fortgale, Aloe St	4
Southernwood
4	Prof Awotedu AA	Southerwood, Dove St	3
6	Mr Namugowa A	Southerwood, Hawk St	3
2	Mrs Cishe N	Southerwood, Hawk St	3
10	No response	Southerwood, Hawk St	3
12	Ms Mkula BF	Southerwood, Hawk St	3
5	Dr Dontsa L	Southerwood, Dove St	3
9	Ms Mdodana P	Southerwood, Owl St	4
6	Dr Tseki	Southerwood, Dove St	4
21	Mr V Lonwabo	Southerwood, Owl St	4
24	Semi Ngonyolo	Southerwood, Ukhozi St	4
17	Ms Mayila ND	Southerwood, Owl St	4
13	Mrs Thurston EO	Southerwood, Owl St	3
1	Mrs M John Thomas	Owl Street/S/Wood	3
105	Dr Jumbam ND	Nelson Mandela Drive	3
63	Dr A Anozi	Delville Road	3
40	Mrs N Sokhasi	Ikhwezi T/ship, Moses St	3
33	Mrs Kayingana MN	Ikhwezi T/ship, Vabaza St	3
31	Ms Beja NN	Ikhwezi T/ship, Vabaza St	3
26	Ms Macuphe J	Ikhwezi T/ship, Vabaza St	3
In-service houses
1	Mr Masango	House 1
2	Vacant -VSP	House 2.
3	Mr Mzimkhulu	House 3
4	Mr M Fazwe	House 4
5	Vacant-VSP	House 5
6	Ms B Dlava	House 6
In-service Block 7
1	Mr A Skeyi	Flat 1
2	Mr D Ketse	Flat 2
3	Mrs Sihlahla PN	Flat 3
4	Mr S Zoya	Flat 4
5	Mr N Nkwelo	Flat 5
6	Ms J N Hila	Flat 6
In-service Block 8
1	Mr J Bitsoane	Flat 1
2	Mr Sibotoboto	Flat 2
3	Mr P Damane	Flat 3
4	No Response	Flat 4
5	Mr K Batala	Flat 5
6	Mr H Buyeye	Flat 6
1	Mr T Situnda	Flat 1
2	Ms K Batala	Flat 2
3	Mr Mbalo	Flat 3
4	Mr Situnda	Flat 4
5	Mr Nounge	Flat 5
6	Ms Ayanda	Flat 6
In-service Houses
1	Mr A Ntontela	House 10
2	Ms Mayisihi	House 11
3	Ms Z Malindzi	House 12
4	Mr August	House 13
In-service Houses
1	Mr Batuni	House A
2	M Charles	House B
3	Vacant (VSP)	House C
4	Mr L Majeke	House D
1	Mrs N Jafta	Ntinga
2	Ms N Ndlela	Atlanta
3	Ms B Filtane	Atlanta
4	Mr Mmqingwana	KTC
5	Ms Nn Pakati	Chumane
7	Ms N Khanyiso	Isilimela
8	Ms PN Nyamende	Isilimela