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13 March 2023 - NW296

Profile picture: Zondo, Mr  S S

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

(1)What surety can his department provide to students, with the start of the year being marked by registration complications such as the delay by the National Student Financial Aid Scheme, to successfully clear them for registration before the start of the academic year at universities such as Rhodes University, to ensure that they will not be left wanting after they have waited long into the start of the academic period to be cleared; (2) whether any arrangements, other than his plea to institutions of higher learning, have been made with universities to allow students to register; if not, why not; if so, what are the relevant details?

Reply:

1. The late closure of NSFAS applications (31 January 2023) coupled with a significant increase in applications for first time entering places system wide and NSFAS system challenges contributed to some of the delays. The Department of Higher Education and Training (DHET) utilising a monitoring toolkit embarked on oversight visits to universities to assess the state of readiness about registration, admissions, funding as well as any other challenges institutions might have encountered. The Department has closely monitored the state of readiness regarding the 2023 registration cycle at 26 universities following the Minister’s consultation with the sector, regarding the start of the 2023 academic year. These monitoring oversight visits allowed the Department to engage with universities and student leaders as well as NSFAS to deal with any matters including the delay in NSFAS funding confirmations. NSFAS reported to the Portfolio Committee on 22 February 2023 that 1 084 574 students have been provisionally funded at universities and TVET Colleges. Confirmed funding for universities and TVET Colleges where registration data is received is 350 014 and 81 281 students respectively. The exchange of registration data between NSFAS and institutions are ongoing.

The closing date for appeals to be lodged at NSFAS was extended to 28 February to accommodate students that are currently being evaluated through NSFAS processes.

NSFAS also made upfront payments to both Universities and TVET Colleges with prior periods’ savings and recovery funds.

2. Measures that universities have put in place to allow provisionally funded students to register are as follows:

  • Some universities allowed students who are provisionally funded to register while waiting for the funded list from NSFAS.
  • Some universities granted an extension to accommodate the late release of results for Grade 12s, delayed NSFAS funding decisions and minimum payments for registrations.
  • Some universities had to adjust orientation schedules to accommodate late registering students, as well as to ensure opportunity for extended registration for those students who require it.
  • Majority of institutions use online registration with opportunities also for face to face and assisted registration on campus.
  • At most institutions, there are mechanisms in place to ensure that students can sign Acknowledgements of Debt, and to (in most cases) access the start of the academic year and accommodation.

13 March 2023 - NW197

Profile picture: De Villiers, Mr JN

De Villiers, Mr JN to ask the Minister of Higher Education, Science and Innovation

(1)What are the details of the (a) destination and (b) total costs for (i) accommodation, (ii) travel and (iii) any other costs incurred for international travel of each (aa) Minister and (bb) Deputy Minister of his department since 1 June 2019; (2) what is the total cost incurred for domestic air travel for each (a) Minister and (b) Deputy Minister of his department since 1 June 2019?

Reply:

DEPARTMENT OF SCIENCE AND INNOVATION

1. (aa) Minister

(a)

(b) (i)

(b) (ii)

(b) (iii)

Namibia

R6800

R8770

R1919.00

Japan

R16316

R103565

R16785

Germany

R25300

R68362

R10656

USA

R32,200.00

R78,195

R15,451.00

Italy, Czech Republic, and Hungary

R24,080.00

R71,039

R19,703.00

Italy

R10,560.00

R80,134

R14,175.00

France

R13,980.00

R85,851

R15,841.00

Dubai

R15,623.00

R92192.75

R18,812.00

USA

R26,650.00

R217,502.4

R24,699.00

United Kingdom

R18,473.00

R118338.4

R16,933.00

Portugal

R9,460.00

R127,902.4

R7,263.00

France

R10,300.00

 

R9,243.00

Indonesia

R12,900.00

R85275.4

R11,479.00

Japan

R14,700.00

 

R13,430.00

Senegal

R8,300.00

R112161.4

R10,562.00

United Kingdom and Northern Ireland

R13,750.00

 

R15,408.00

1. (bb) Deputy Minister

(a)

(b) (i)

(b) (ii)

(b) (iii)

Russia and India

N/A

N/A

R35,759.00

Brazil

N/A

N/A

R10,165.00

Australia

N/A

N/A

R9,791.00

Ethiopia

N/A

N/A

R3,935.00

Namibia

N/A

R10084.38

R2,349.00

Germany

N/A

R83068.4

R7,071.00

Canada

N/A

R151,326.00

R14,553.00

Germany and Switzerland

N/A

N/A

R28,142.00

Germany

R17,500.00

R100,873.4

R15,725.00

Australia

   

R 13,737.00

2(a) R1 079 290.

2(b) R550 222

13 March 2023 - NW573

Profile picture: Mananiso, Ms JS

Mananiso, Ms JS to ask the Minister of Higher Education, Science and Innovation:

In light of the disjuncture in the fiscal distribution of higher education which has resulted in the underfunding of the technical, vocational education and training (TVET) education programme against the university programme, what is the fiscal strategy of his department to close the gap to attain the targets of the National Development Plan with regard to TVET college enrolments?

Reply:

As indicated in my media briefing on 24 January 2023 regarding the state of readiness for the academic year 2023, TVET colleges planned headcount enrolment for 2023 is 497 032 for the ministerial approved programmes with additional 59 383 headcount enrolment for programmes that is funded through other funding sources, thus bringing the total planned TVET enrolment for the academic year 2023 to 556 415.

Of the total planned enrolment of 556 415, a total of 480,686 (2022/23: 500,071) ministerial headcount enrolments are currently funded through the baseline funding (Fiscus) provided by the state, with the balance of the enrolments either must be collected via student fees or written off by the respective TVET Colleges. 

The total required budget for this enrolment plan amounts to R14.591 billion of which R14.428 billion is funding by the State with a correlating budget deficit of (R162 million or 1.13% funding deficit) that must be absorbed by TVET Colleges through the recovery of student fees. The state can therefore currently only fund 480,686 TVET Enrolments from the fiscus baseline which is far below the envisaged growth required by the NDP of 2.5 million TVET enrolments by 2030.

The following table reflects the result of minimal baseline growth due to the increase in Consumer Price Index (CPI) and labour on the programme costs which resulted in reduced enrolments:

Description

2021/22

2022/23

2023/24

Decline in State Funded enrolment from 2021/22 to 2023/24

State Funded enrolment

505,770

500,071

480,686

(4.95%)

There has been a decline of approximately 5% in state funded TVET enrolments over the past three (3) financial years. This is predominantly attributable to the impact of COVID-19 on the fiscus envelope, and the numerous budget cuts that have been applied by National Treasury (NT) on the TVET budget allocation resulting in almost no real time growth in the baseline since 2021/22.

Thus, substantial increase of funding is required for expansion of the TVET college sector to meet the National Development Plan targets. The analysis done by the Department has revealed that a required significant funding increase of, up to 100% over the MTEF and up to 300% until the 2030 will be required if the developmental target of 2.5 million TVET students still must be achieved.

As part of the fiscal strategy to close the gap towards the realization of the National Development Plan (NDP) 2030 target, the TVET branch has held consultative engagements with the South African Colleges Principals Organization (SAPCO) to consider various options to support accelerated access and growth of the sector. A Task Team comprising of senior managers and the leadership of SAPCO was formed and is currently working on the following potential expansion strategies:

  • assessment of the available excess infrastructure (classrooms, workshops etc.) to cater for additional enrolments,
  • assessment of the capacity of colleges to offer multimodal / hybrid teaching and learning i.e. distance learning,
  • acceleration of initiatives for digitizing assessments and online digital content development, and
  • assessment of the human resource (i.e. lecturers) capacity to cater for the growth of the sector.

In addition, the Department is aware that the traditional brick and mortar approach is not only costly in terms human resources and physical infrastructure, but it is associated with delays in relation to the timeframes attached to the development of physical infrastructure. This approach not only hampers the timelines in realizing NDP targets but is also time consuming. The Department is currently working on developing a digitization strategy and its first pilot phase will be funded through reprioritization from the current infrastructure budget. The Department is planning to submit the Budget for Infrastructure (BFI) proposal to National Treasury to fund the full phase. The pilot phase will take place during the 2023 academic year, while the full phase will be rolled-out during the 2024 academic year. It should also be noted that this project includes both TVET and CET colleges.

The Department is also mindful that the issue of expansion should not only be funding-focused, but that an integrated approach is also required both aimed at increasing the enrolment numbers and quality education. This integrated approach should include among other:

  • Ensuring that there are costs and operational efficiencies regarding the utilization of current resources by colleges.
  • Improving governance processes at colleges to attract external funding.
  • Accelerating the curriculum transformation process.
  • Institutionalizing skills levy funding for skills programmes offered by colleges.
  • Strengthening relations with private colleges.
  • Exploring opportunities evident from the gap created by Universities of Technologies, as several are currently operating as traditional universities.

13 March 2023 - NW12

Profile picture: Ismail, Ms H

Ismail, Ms H to ask the Minister of Higher Education, Science and Innovation

What total number of SA Social Security Agency scholarships were given towards the (a) R425 Nursing Diploma programme, (b) R174 four-year Bachelor’s Degree in Nursing and Midwifery, (c) R425 Nursing degree and (d) new Postgraduate Diploma in Mental Health Nursing?

Reply:

The Department is not responsible for SA Social Security Agency (SASSA) scholarships. This question should be directed to SASSA and the Department of Social Development.

However, the Health and Welfare Sector Education and Training Authority (HWSETA) invested and continues to invest in various health-related professions as referred below:

a) R425 Nursing Diploma

Year

Number of students

Budget

2019-2020

478

R37 762 000

2020-2021

400

R31 600 000

2021-2022

203

R16 037 000

b) R174 B Nursing & midwifery

Year

Number of students

Budget

2019-2020

93

R11 160 000

2020-2021

65

R7 800 000

2021-2022

44

R5 280 000

c) R425 Nursing Degree

Year

Number of students

Budget

2019-2020

185

R22 200 000

2020-2021

130

R15 600 000

2021-2022

88

R10 560 000

d) New Post Graduate Diploma in Nursing (Mental Health)

Year

Number of students

Budget

2019-2020

0

0

2021-2022

0

0

2022-2023

0

0

13 March 2023 - NW703

Profile picture: Boshoff, Dr WJ

Boshoff, Dr WJ to ask the Minister of Higher Education, Science and Innovation

(1)Whether (a) he will give a comprehensive update on the Aeroswift project at the Council for Scientific and Industrial Research which ran into serious financial trouble and was the topic of a forensic report, specifically referring to any of the persons called out in the forensic report still involved with the specified project, (b) beneficiation of titanium is still the focus of the project and (c) the aviation industry is still the target market; if not, what is the position in this regard; (2) what (a) is presently the key deliverable expected from the project, (b)(i) total amount has been spent on the project to date and (ii) additional amount is anticipated to have to be spent to achieve the key deliverable, (c) is the anticipated return on the investment and (d) steps will be taken to realise the goal?

Reply:

Question 1

a) Despite the challenges experienced by the Aeroswift joint venture partner, the CSIR continued with the technology development and pre-commercialisation activities, which includes, amongst others, the establishment of an expanded team focused towards achieving these goals. There are no current financial challenges on the Aeroswift project.

There is no one “called out” in the forensic report that is currently a member of the Aeroswift project team.

b) Aeroswift is not only aimed at using titanium powder in the additive Manufacturing process.

c) The aviation industry is still one of the identified target markets.

Question 2

a) The key expected deliverables of the project are publications, support to post-graduate students, technology development packages, patents, pre-commercialisation of the Aeroswift technology, and pre-production machine.

b) (i) The DSI’s total investment over the last 14 years is in the order of R183,545 million

(ii) The additional amount required for commercialisation and manufacturing of the pre-production machine is in the process of being determined.

c) The return on the RDI investment is beyond financial and cannot be quantified only in financial terms. The intent is to leverage the technology to position South Africa as a manufacturer of niche 3D printers/Additive manufacturing machines and to strengthen our local manufacturing sector.

d) All specific contractual goals have been met at this point for the pre-commercialisation of the Aeroswift technology.

13 March 2023 - NW576

Profile picture: Yabo, Mr BS

Yabo, Mr BS to ask the Minister of Higher Education, Science and Innovation

What interventions is his department implementing to ensure that its entities can be competitive in the market under the current procurement legislation which hinders state-owned entities from providing services to other state-owned organs due to market competitiveness which reduces the contribution of the entities reporting to him?

Reply:

DEPARTMENT OF HIGHER EDUCATION AND TRAINING

The Public Entities of the department aligned their procurement policies to Regulations 2022 of the Preferential Procurement Policy Framework Act, 2000 (Act 5 of 2000) with the focal amendment of implementing specific goals in accordance with the White Paper on Reconstruction and Development, 15 November 1994. The advantage of the changes in legislation is that other than price for goods/services, Broad-Based Black Economic Empowerment is not the only other criterium of scoring point in the final award of tenders. Instead, Public Entities are now permitted to identify points for specific goals to be incorporated into their tender that contributes to the final points scored together with points for price. It implies, Public Entities can select target markets based on predetermined specific goals. Though Public Entities of the department do not procure from or for other state-owned entities, they are however able to render much more competitive and focused services by now being able to select specific goals in the procurement processes.

13 March 2023 - NW575

Profile picture: Mahlatsi, Ms KD

Mahlatsi, Ms KD to ask the Minister of Higher Education, Science and Innovation

MEMORANDUM FROM THE PARLIAMENTARY OFFICE NATIONAL ASSEMBLY FOR WRITTEN REPLY QUESTION 575 DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 03/03/2023 INTERNAL QUESTION PAPER NO 6 OF 2023 Ms K D Mahlatsi (ANC) to ask the Minister of Higher Education, Science and Innovation: [138] [Question submitted for oral reply now placed for written reply because it is in excess of quota (Rule 137(8))]: What has been the impact of the research and development tax incentive in increasing research and development investment as a percentage of the Gross Domestic Product? NW640E REPLY: Independent studies and assessments have been conducted on the impact of the R&D tax incentive. These studies and assessments were considered during the recent policy review of the R&D tax incentive programme, the outcome of which culminated in the Minister of Finance announcing in his 2023 Budget Speech a 10-year extension of the incentive until 31 December 2033. As part of this policy review a Discussion Document was published on 15 December 2021 by the National Treasury and the Department of Science and Innovation, which document referred to and referenced the relevant studies. The Discussion Document is available on the National Treasury’s website. In terms of impact, the study conducted by James (2017) indicated that companies benefiting from the R&D tax incentive spend an additional R4 million on R&D compared to those who conducted R&D but did not benefit from the incentive. The study indicated that while the revenue foregone between 2008 and 2015 was about R7 billion, the additional R&D spending was nearly R13 billion. This implies that for every one rand of tax revenue foregone by the fiscus, these companies spent an additional R1.83 on R&D. Another study also indicated positive and significant effects associated with the R&D tax incentive, in that companies that received the R&D tax allowance increased in-house R&D investment in terms of expenditure and intensity and reduced technology in-licensing.

Reply:

Independent studies and assessments have been conducted on the impact of the R&D tax incentive. These studies and assessments were considered during the recent policy review of the R&D tax incentive programme, the outcome of which culminated in the Minister of Finance announcing in his 2023 Budget Speech a 10-year extension of the incentive until 31 December 2033. As part of this policy review a Discussion Document was published on 15 December 2021 by the National Treasury and the Department of Science and Innovation, which document referred to and referenced the relevant studies. The Discussion Document is available on the National Treasury’s website.

In terms of impact, the study conducted by James (2017) indicated that companies benefiting from the R&D tax incentive spend an additional R4 million on R&D compared to those who conducted R&D but did not benefit from the incentive. The study indicated that while the revenue foregone between 2008 and 2015 was about R7 billion, the additional R&D spending was nearly R13 billion. This implies that for every one rand of tax revenue foregone by the fiscus, these companies spent an additional R1.83 on R&D. Another study also indicated positive and significant effects associated with the R&D tax incentive, in that companies that received the R&D tax allowance increased in-house R&D investment in terms of expenditure and intensity and reduced technology in-licensing.

13 March 2023 - NW529

Profile picture: Mogale, Mr T

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

Whether he has been informed of the operations of Jintek Technical College in Pretoria, which is operating without the necessary accreditation; if not, what is the position in this regard; if so, what are the relevant details?

Reply:

No, I have not been informed of any of operations of Jintek Technical College (Pty) Ltd without the requisite accreditation and registration with my department. Currently Jintek Technical College (Pty) Ltd is registered with my department to offer the following qualifications:

National Certificate (Vocational): Finance Economics and Accounting – Level 2

National Certificate (Vocational): Management – Level 2

National Certificate (Vocational): Marketing– Level 2

National Certificate (Vocational): Office Management – Level 2

National Certificate (Vocational): Tourism – Level 2

National Certificate: Engineering Studies – N1; N2; and N3.

13 March 2023 - NW466

Profile picture: De Villiers, Mr JN

De Villiers, Mr JN to ask the Minister of Higher Education, Science and Innovation

What (a) is the salary of each (i) chief executive officer and (ii) top executive position in each state-owned entity reporting to him and (b) total amount does each get paid to attend a meeting?

Reply:

DEPARTMENT OF SCIENCE AND INNOVATION

Name of public entity/institution

(a)

(b)

 

(i)

(ii)

 
 

R’000 (per annum)

R’000 (per annum)

R’000 (per annum)

Council for Scientific and Industrial Research

6,168

4,269

Nil

Technology Innovation Agency

2,142

2,234

Nil

South African National Space Agency

2,800

2,415

Nil

Human Sciences Research Council

3,210

2,421

Nil

Academy of Science of South Africa

1,530

1,160

Nil

National Research Foundation

3,966

3,300

Nil

DEPARTMENT OF HIGHER EDUCATION AND TRAINING

Name of entity

(a) (i) and (ii)

(b)

National Institute for Human and Social Sciences

(i) Acting CEO salary = R2 603 150.86

(ii) Top Executive salary

CFO = R2 263 609.44

No payments for meetings

National Student Financial Aid Scheme

(i) Chief Executive Officer = R3 219 780

(ii) Top executive salary

  • Chief Corporate Services Officer = R1 748 713.58
  • Chief Operations Officer = R1 748 713.58
  • Chief Information Officer = R1 722 884.48
  • Chief Financial Officer = R2 018 518.64

No payments for meetings

No

Entity

  1. What is the salary of each?

i) Chief Executive Officer

ii) Top executive position

  1. What is the total amount does each get paid to attend a meeting?
 

Agriculture sector education and training Authority

(AGRISETA)

 

R 2 049 255,59

  1. Chief Financial Officer (CFO)

= R 1 880 976,00

  1. Corporate Services: Executive Manager =R 1 567 483.31
  1. ETQA: Executive Manager

= R 1 567 483.31

  1. Learning programme: Executive Manager

= R 1 567 483.31

  1. Skills Programme & Project: Executive Manager

= R 1 567 483.31

Not applicable

 

Banking Sector Education and Training Authority

(BANKSETA)

 

R2 067 566.99

  1. Chief Financial Officer

= R 1 622 168.55

  1. General Manager: Operations

=R 1 622 168.55

  1. General Manager: Corporate Services (Vacant)

= R 1 552 314.00

Not applicable

 

Council on Higher Education

(CHE)

 

R 2 301 373.26

  1. Chief Financial Officer

= R 1 823 489.80

  1. Director: Corporate Services

= R 1 772 121.04

  1. Director: National Standards Reviews

=R 1 756 677.52

  1. Director: Accreditation

=R 1 659 102.60

  1. Director: Research, Monitoring, and Advice

=R 1 546 702.18

  1. Director: Institutional Audits

=R 1 510 569.96

  1. Director: Management of HEQSF

=R 1 402 976.99

Not applicable

 

Chemical Industries Education and Training Authority

(CHIETA)

 

R 2 382 608.58

  1. Executive- Governance and Risk

=R 2 086 692.36

  1. Acting CFO

=R1 326 484.98

  1. Executive Grants and Regions

=R 1 721 294.14

  1. Executive Research and Skills Planning

=R 1 922 833.07

  1. Executive Corporate Services

=R 1 721 294.48

  1. Acting Executive ETQA

=R 1 531 210.27

Not applicable

 

Construction Sector Education and Training Authority

(CETA)

 

R 1 714 074

  1. Chief Financial Officer

= R 1 800 000

  1. Executive Management: Strategic Support

=R 1 984 599.96

  1. Executive Management: ETQA & Projects

=R 2 088 200.04

 
 

Education, Training and Development Practices

(ETDPSETA)

 

R2 364 053.72

  1. Chief Financial Officer

=R1 787 642.16

  1. Chief Risk Officer

=R1 787 642.16

  1. Chief Operations Officer

=R1 696, 471.44

Not applicable

 

Energy and Water Sector Education and Training Authority

(EWSETA)

 

R 2 090 088

  1. Chief Financial Officer

=R 1 404 000

  1. Corporate Services Executive

=R 1 541 954.82

Not applicable

 

Food and Beverages Manufacturing Industry Sector Education and Authority (FOODBEV)

 

R 2 493 825.30

  1. Chief Financial Officer

=R 1 836 481.14

Not applicable

 

Health and Welfare Sector Education and Training Authorities

(HWSETA)

 

R 2 251 105

  1. Chief Financial Officer

=R1 945 371

  1. Executive Manager: Corporate Services =R1 960 976
  1. Executive Manager: Skills Development Programmes

= R1 845 502

  1. Executive Manager: ETQA

=R1 647 797

  1. Executive Manager: RIME

=R1 618 794

  1. Executive Manager: Provincial Offices

= R1 714 119

Not applicable

 

Local Government Sector Education and Training Authority (LGSETA)

 

R 2 458 739.75

  1. Executive Manager: Corporate Services =R1 395 636.91
  1. Head: Internal Audit and Risk =R1 399 571.59
  1. Executive Manager: Strategy and Planning

=R 1 900 833.48

  1. Chief Financial Officer

=R 2 269 526.96

  1. Chief Operation Officer

=R 2 338 339.69

Not applicable

 

Manufacturing Engineering and Related Services Sector Education and Training Authority

(MERSETA)

 

R 2 399 816.88

  1. Chief Financial Officer

=R 1 935 359.75

  1. Chief Operation Officer

= R 1 935 359.75

  1. Corporate Services

=R1 488 310.24

Not applicable

 

The Media, Information and Communication Technologies Sector Education and Training Authority (MICT SETA)

 

 

R 2 216 713.20

  1. Chief Information Officer

=R 1 760 245.31

  1. Chief Financial Officer

= R 2 075 440.03

  1. Board Secretary

=R 1 090 628.00

  1. Senior Manager 4IR

=R 951 081.71

  1. Senior Manager Learning Programme

=R 1 487 170.64

  1. Senior Manager Monitoring and Evaluation

=  348 154.08

  1. Senior Manager Corporate Service

= R 1 500 603.00

  1. Senior Manager ETQA

= R 1 451 862.70

  1. Senior Manager Sector Skills Plan

= R 1 090 628.35

  1. Manager Office of the CEO

= R 1 063 234.07

Not applicable

 

Mining Qualifications  Authority

(MQA)

 

R 2 330 121

  1. Chief Financial Officer

= R 1 789 314

  1. Chief Operations Officer

=R 1 870 041

  1. EM: Corporate Services

=R 1 754 196

  1. Chief Risk Monitoring & Evaluation Officer

=R 1 757 840

Not applicable

 

Safety and Security Sector Education & Training Authority

(SASSETA)

 

R 2 291 317.32

  1. Chief Financial Officer

=R 2 055 805.92

  1. Executive Manager: Corporate Services =R 1 733 309,28
  1. Executive Manager: Learning Programmes

=R 1 733 308.92

  1. Executive Manager: Research

=R 1 733 308.92

Not applicable

 

South African Qualifications Authority

(SAQA)

 

R 1 688 372.87

  1. Chief Financial Officer

=R1 663 421.16

Not applicable

 

Transport Education and Training Authority

(TETA)

 

R 3 600 000

  1. Chief Operations Officer

=R 2 605 999.92

  1. Chief Finance Officer

=R 2 605 999.92

  1. Company Secretary

=R 2 056 188.48

  1. Executive Manager CSU

=R 2 468 071.92

Not applicable

 

Wholesale and Reatail Sector Education and Training Authority (WRSETA)

 

R 2 401 999.44

  1. Chief Audit Executive
  1. =R 1 635 821
  1. Chief Operations Officer (COO)

=R 1 869 971.52

  1. Chief Information Officer

=R 1 788 677.04

  1. CFO R 1 898 022.36
  1. Executive Strategic Planning, Performance and Evaluation Executive

= R 1 685 263.32

  1. Executice Corporate Services

=R 1 788 677.04

Not applicable

 

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

(CATHSSETA)

 

R2,076,394.32

  1. Chief Financial Officer

= R1,682,720.00

  1. Executive Manager: Learning Programmes

= R1,693,477.76

  1. Executive Manager: Research, Monitoring and Evaluation

=R1,491,346.48

  1. Executive Manager: Corporate Services =R1,501,276.82
 
 

Quality Council for Trades and Occupations (QCTO)

 

R2 195 400.00

  1. Chief Director: Corporate Services –

=R1 518 069.00

  1. Chief Director: OQA –

=R1 563 948.00

  1. Chief Director: OQM –

=R 1 518 069.00

 
 

Financial and Accounting Services Sector Education and Training Authority

(FASSET)

 

R 2 451 781,92

  1. Chief Operating Officer (currently vacant)

= R 2 092 215,24

  1. Chief Financial Officer

=R 1 682 113,92

 
 

Services Sector Education and Training Authority

(SERVICES SETA)

 

R 2 802 234.96

  1. Chief Financial Officer

=R 1 899 327.32

  1. Executive: Strategy and Planning

=R 1 899 327.32

  1. Executive: Core Business

=R 2 083 087.20

  1. Executive: Strategic Partnership

=R 1 899 327.32

  1. Executive: Corporate Services

=R 1 899 327.32

 
 

Public Service Sector Education and Training Authority
(PSETA)

 

R 2 088 539.43

  1. Chief Financial Officer

=R 1 540 597.01

  1. Chief Operations Officer

= R 1 558 507.08

  1. Chief Audit Executive

=R1 344 449.64

 
 

Fibre Processing and Manufacturing Sector Education and Training Authority
(FP&M SETA)

 

R 1,911,474

  1. General Manager: Research, Planning & Reporting

= R 1,186,746.72

  1. Chief Information Officer

= R902 027.96

  1. General Manager: Operations, Project &QA

= R 1,040,871.49

  1. Chief Financial Officer

= R 1,023,853.76

 
 

Insurance Sector Education and Training Authority

(INSETA)

 

R2 253 176

  1. Executive Manager Operations

=R1 780 000

  1. Executive Manager Risk

=R 1 650 000

  1. Chief Financial Officer

=R1 780 000

  1. Executive Corporate Services

= R1 650 000

 

13 March 2023 - NW453

Profile picture: Tarabella - Marchesi, Ms NI

Tarabella - Marchesi, Ms NI to ask the Minister of Higher Education, Science and Innovation

What total amount do the institutions of higher learning spend daily on diesel each time the Republic experiences stage (a) 3, (b) 4, (c) 5 and (d) 6 load shedding?

Reply:

No.

Institution/University

Stage 3

Stage4

Stage 5

Stage 6

1

Cape Peninsula University of Technology (across all campuses)

R30 500.00

R44 650.00

R56 400.00

R82 250.00

2

University of Cape Town

R98 510.00

R131 346.00

R164 183.00

R197 019.00

3

Central University of Technology

Central University of Technology spends about R 39 285.87 per week for both campuses. This is a conservative number since it varies based on the stages of the loadshedding.

4

Durban University of Technology

R5 870.70

R7 044.84

R11 741.40

R16 437.96

5

University of Fort Hare

       

6

University of the Free State.

R7 747.20

R15 494.40

R20 659.20

R25 824.00

7

University of Johannesburg (across all 4 campuses)

R178 494.63

R535 483.88

R713 978.51

R892 473.13

8

Mangosuthu University of Technology

Unfortunately, we are unable to provide information on the cost of diesel under each of the different stages of load shedding; however, we are able to advise that it costs MUT approximately R123 026 per month when generators are used during load shedding. This is based on the load shedding on 2 hours per day.

9

University of Mpumalanga

       

10

Nelson Mandela University (across all campuses)

R75 600.00

R100 800.00

R108 360.00

R115 920.00

11

North-West University (3 campuses)

R196 800.00

R295 200.00

R392 600.00

R492 000.00

12

University of Pretoria (with two campuses in close proximity to hospitals not experiencing load shedding – figures per day)

R1 200 933.00

R1 501 167.00

R1 801 400.00

R2 201 711.00

13

Rhodes University

It’s difficult for the Rhodes University to show the spend per Stage of loadshedding. We can however show the spend on diesel for the year. It is evident that as the year progressed and the stages increased, the spend on diesel increased substantially.

14

Sefako Makgatho University

R1 233.00

R1 513.00

R2 104.00

R2 603.00

15

Sol Plaatje University

R3 880.80

R7 276.50

R7 276.50

R8 731.80

16

University of South Africa

UNISA does do not keep track of expenditure per stage of loadshedding and is therefore not able to provide data in that format. Expenditure schedule attached.

17

Stellenbosch University *across the 4 campuses)

R194 221.00

R234 576.00

R288 473.00

R342 739.00

18

Tshwane University of Technology (6 Campuses)

R26 250.00

R39 375.00

R42 000.00

R42 000.00

19

University of the Western Cape

R21 871.00

R33 333.00

R41 667.00

R49 911.00

20

University of Zululand

The University of Zululand does not have many generators. We, therefore, do not have an astronomical diesel account for load shedding, but the reality is that we are in dire need of generators and a budget for diesel for the generators if the load shedding is going to continue as is.

 

UNIVERSITY OF SOUTH AFRICA: LOADSHEDDING EXPENDITURE BREAKDOWN

Month

Monthly Usage

Days

Daily Usage

 

R

 

R

Jan & Feb 2020

246947,60

60

4115,79

Mar-20

63151,70

31

2037,15

Apr,May & Jun 2020

25035,81

122

205,21

Aug-20

17518,29

31

565,11

Sep-20

18040,43

30

601,35

Oct-20

33725,10

31

1087,91

Nov-20

80989,16

30

2699,64

Dec-20

90871,96

31

2931,35

Jan & Feb 2021

26888,58

59

455,74

Mar-21

15948,16

31

514,46

Apr-21

53977,89

30

1799,26

May-21

81001,58

31

2612,95

Jun-21

41150,90

30

1371,70

Jul, Aug & Sep 2021

27000,00

92

293,48

Oct-21

52672,14

31

1699,10

Nov-21

45000,00

30

1500,00

Dec-21

248158,77

31

8005,12

Jan & Feb 2022

45000,00

59

762,71

Mar-22

63000,00

31

2032,26

Apr-22

72000,00

30

2400,00

May-22

130991,80

31

4225,54

Jun-22

93352,60

30

3111,75

Jul-22

545811,47

31

17606,82

Aug-22

563791,45

31

18186,82

Sep-22

296575,74

30

9885,86

Oct-22

897823,41

31

28962,05

Nov-22

430533,29

30

14351,11

Dec-22

1159115,82

31

37390,83

Jan-23

795095,57

31

25648,24

Feb-23

1107191,50

28

39542,55

Mar-23

44795,89

3

14931,96

13 March 2023 - NW329

Profile picture: Chirwa, Ms NN

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

Following public reports made on 8 February 2023 across social media that a needy student who was in need of placement at the University of Venda was subsequently requested to pay for accommodation by a staff member, and in response to the debauchery, the Deputy Minister of his department reported on Twitter that the specified staff member was duly suspended for their role in the event, what (a) further repercussions, beyond the suspension of the staff member, will follow as a result of the event, (b) steps has his department taken to prevent the incident from occurring again and (c) number of similar incidents have been reported to (i) his department and/or (ii) to him?

Reply:

​1. 

1.1 On the 03 February 2023, the University of Venda successfully traced and apprehended one of its Junior Administrative staff members who was allegedly soliciting bribes from prospective students. His modus operandi was to contact students who had applied for admissions at the University and had received notification to accept admission to the programme of their choice. He called students, informing them that they would not be admitted since the spaces are being taken up, but if they paid him money, he would enable them to be admitted. The staff member concerned was immediately suspended pending the finalisation of the contemplated disciplinary action against him. It is important to note that the staff member had no access to admission and registration process since the whole process is conducted via the Online System.

 

1.2  On 08 February 2023, the University learned through social media reports (Twitter) of the allegations of a needy student seeking admission and placement at the University of Venda. Upon receipt of the allegations, the University through its Legal Services Department conducted an investigation which revealed the following:-

1.2.1 The alleged victim posted on a Facebook page called UNIVEN-Students UPDATES & Fun, asking for assistance to apply for PGCE at the University. This page called UNIVEN-Students UPDATES & Fun, does not belong to the University of Venda.

1.2.2  In response thereto, the victim received an inbox message on her Facebook account from one Amukelani who indicated that there is Skhumbuzo Venda who could assist the victim with application, as he (Skhumbuzo) also assisted her (Amukelani) to apply for PGCE and she is waiting for admission. Amukelani also provided the victim with contact numbers of Skhumbuzo Venda, and the victim started communicating with Skhumbuzo.

1.2.3 According to the victim, Skhumbuzo is the one who assisted her throughout the application process to the completion stage. Co-incidentally, within a period of ten minutes of the completion and uploading her application on the University application portal, the victim received a WhatsApp text message from one Tshilidzi Isaac Mulidzi soliciting a bribe amounting to R3 500.00 for her admission to the program.

1.2.4 The University of Venda does not have a staff member by the name of Tshilidzi Isaac Mulidzi, nor does the University have an employee and/or student by the name of Skhumbuzo Venda.

1.2.5 When 2023 admissions commenced, the University issued a communique to members of the public advising them to communicate with Univen officials via the University contact details appearing on its website for information and assistance. Skhumbuzo Venda and Tshilidzi Isaac Mulidzi are not amongst the University of Venda contact persons.

1.2.6 The investigation revealed that the victim never communicated with the University official/s regarding her application. The University is in possession of screen shots of the victims Facebook posts on UNIVEN-Students Updates & Fun, WhatsApp conversation between the victim and Skhumbuzo Venda, and Mr Tshilidzi Isaac Mulidzi.

1.2.7 From the information gathered, the complainant was a victim of a Facebook scam.

2. RESPONSE TO PARLIAMETARY QUESTIONS RAISED:

a) Following the suspension of the Staff Member, the University of Venda Management initiated disciplinary action in accordance with its Disciplinary Code and Procedure against the staff member. The staff member will be subjected to a disciplinary enquiry. If the staff member is found guilty of misconduct, he will be dismissed, this should deter other employees from committing a similar offence.

b) steps his department taken to prevent the incident from occurring again

All staff members at the University of Venda have been warned against any corrupt activity within their sphere of operations in the Admissions Section. The whole University Community was also warned against such activities. Media statements were issued to the public against such involvement or engagement.

c) number of similar incidents have been reported to (i) his department and/or (ii) to him?

There is just one incident which the University of Venda is attending to currently.

06 March 2023 - NW488

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

Whether, in view of the fact that education is a key catalyst of economic emancipation, and with open and distance education being designed to serve as a tool to make higher education accessible to everyone and everywhere (details furnished), his department has any plans in place to partner with higher education institutions to create open-access online short courses for South Africans, especially the youth, who are unable to afford formal education and do not qualify for funding; if not, why not; if so, what are the details of the plans?

Reply:

The Council on Higher Education (CHE) has Guides to Good Practice for the Quality Management of Short Courses. Universities and private higher education institutions are engaged in offering short courses that, where appropriate, could lead to part qualifications or qualifications. This is done to enable institutions to meet the rapidly increasing demand to equip both the young and mature members of the public with knowledge and skills.

The University of Cape Town (UCT) offers a suite of free online short courses that are hosted in partnership with Futurelearn, Getsmarter and Coursera. There are no entry requirements, a participant can choose to purchase a certificate upon completion.

The partnership with Coursera was launched in partnership with the Ministry of Communication and Digital Technologies so that free online courses are made available to young people.

The University of Johannesburg offers free fully online courses to members of the public.

The University of the Witwatersrand also] offers free online courses. These courses are on the edX platform. Like UCT the online courses are free, participants may purchase the certificates of completion. The Department of Higher Education and Training (the Department) has also adopted Massive Open Online Courses or offering of free online courses to increase access as per the HE ACT.

 

06 March 2023 - NW509

Profile picture: Boshoff, Dr WJ

Boshoff, Dr WJ to ask the Minister of Higher Education, Science and Innovation

Whether he will furnish Dr W J Boshoff with the details on progress with regard to erecting a fence around the terrain of the Square Kilometre Array (SKA) telescope which would enable SANParks to commence with management of the land surrounding the SKA radio telescopes purchased by the SA Radio Astronomy Observatory, as well as enable neighbouring stock farms to operate without the challenge of unmanaged land, including the proliferation of problem animals, adjacent to their own small-livestock operations; if not, why not; if so, what are the relevant details?

Reply:

1. The upgrading of the existing fence surrounding the land acquired by the South African Radio Astronomy Observatory (SARAO), which was recently declared as the Meerkat National Park, will enable SANParks to manage the land as an environmentally protected area and provide opportunities for multi-disciplinary research. It is in the best interests of all parties to commence with the upgrade of the fence as soon as possible, and SARAO has endeavoured to keep local stakeholders informed and explored mitigation measures in the interim.

2. SARAO was able to confirm funding for the Meerkat National Park Fencing (MNPF) project in December 2022. The funding was secured as part of the overall SKA funding support from the Department of Science and Innovation. The project team, in collaboration with SANParks, has prepared the required fencing specifications - which is approximately 223km long - and undertook a successful cost optimization workshop in early February 2023 to ensure value for money in the delivery of the project.

3. The tender documentation is currently being finalised and the tender will be advertised in early April through relevant procurement portals. The fence construction project is expected to last for about 30 months after the award of the contract. SARAO will continue to work with local stakeholders to address and mitigate risks during construction.

06 March 2023 - NW113

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

With reference to the upcoming Zimbabwean Exemption Permits deadline, which poses a potential obstacle to students who would like to further their studies and/or continue their current studies in the Republic, what steps has his department taken to ensure that there is continuous and purposeful integration of students into the domestic learning environment in alignment with his department’s internationalisation mission in universities?

Reply:

The Department of Home Affairs is responsible for determining the upcoming Zimbabwean Exemption Permits deadline for students who would like to further their studies and/or continue their current studies in the Republic. Students are allowed to apply for their study permits, the current permit deadline date is 30 June 2023.

The Department of Higher Education and Training has however, put in the necessary measures to ensure the enablement of internationalisation in the higher education space and ensure that there are no constraints hindering prospective international students to study in South Africa, within the allowed parameters. Structures that have been put in place include the overarching Policy Framework for Internalization of Higher Education guiding the mobility of student and staff in higher education.

Other measures that have been put in place to enable continuous and purposeful integration of students into the domestic learning environment in alignment with the Department’s internationalisation mission at local universities include the Southern African Development Community (SADC) Protocol on Education and Training. This international agreement is designed to enable student and lecturer mobility within the SADC region. This agreement requires all member states to reserve at least 5% of admission for students from SADC national, other than their own. South Africa at this stage hosts the largest number of international students within the SADC region than any other member country.

28 February 2023 - NW174

Profile picture: Montwedi, Mr Mk

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

With reference to the account statement that shows an unpaid balance as at 1 February 2022 of Ms Otlametse Khonkhobe, who graduated from the Tshwane University of Technology in May 2022 but has not yet received her certificate to date due to the specified university claiming that the National Student Financial Aid Scheme has not paid all the fees as approved for her studies in 2021, (a) where did he get the record that the fees were paid and (b) why has the student not yet received her academic certificates after a year since graduation?

Reply:

a) Both Tshwane University of Technology (TUT) and the National Student Financial Aid Scheme (NSFAS) confirmed that NSFAS paid R80 394 towards the student’s account for the 2021 academic year. However, TUT submitted claims to NSFAS of R21 481,31 as part of the close out and historic debt project towards the student’s fee account as follows:

YEAR

NSFAS TO PAY

2018

R 511,51

2019

R 19 321,47

2020

R 801,49

2021

R 846,84

2022

-

 Total amount

R 21 481,31

The years 2018, 2019 and 2020 are currently being reconciled as part of the close out and historic debt project. Universities have been given the close out files depicting the status of funding for their affected students to proceed and assist student where NSFAS has agreed or confirmed the students as NSFAS beneficiaries.

b) TUT indicated that the student graduated in May 2022 after receiving a letter confirming completion of her qualification, which is a minimum requirement for students with an outstanding debt. TUT practice is aligned with the USAf approved Guidelines for Issuing Public Universities Academic Records for students with outstanding debt. The TUT practice is that all students who have completed their studies receive a confirmation letter indicating that they have completed the qualification and will only obtain the certificate after their debt has been settled. All students who have completed their studies are also allowed to graduate.

COMPILER DETAILS

NAME AND SURNAME:

CONTACT:

RECOMMENDATION

It is recommended that the Director-General sign Parliamentary Question 174.

DR NKOSINATHI SISHI

DIRECTOR–GENERAL: HIGHER EDUCATION AND TRAINING

DATE:

PARLIAMENTARY REPLY 174 IS APPROVED / NOT APPROVED / AMENDED.

COMMENT/S

DR BE NZIMANDE, MP

MINISTER OF HIGHER EDUCATION, SCIENCE AND INNOVATION

DATE:

28 February 2023 - NW314

Profile picture: Tambo, Mr S

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

Whether, in view of continued reports and images of prospective students at institutions of higher learning sleeping outside in long lines awaiting placement at residences and within the post-secondary schooling system (details furnished), his department has a mechanism where those within institutions who practice the corrupt activity resulting in these situations are punished; if not, why not; if so, what (a) mechanism and (b) are the sanctions?

Reply:

In accordance with the Higher Education Act (Act 101 of 1997) as amended, universities are required to develop rules and policies that, amongst others, regulate provision of accommodation to students. Allocation of beds at universities should therefore be undertaken in accordance with university policies and processes.

Universities should, in accordance with their policies, place several students in both first year and continuing categories who have applied for accommodation spaces, in university owned/managed residences and where necessary in accredited private accommodation. Where necessary universities have also adopted a leasing approach. Some institutions (both universities and TVET colleges) have a challenge of accommodation, where the areas the campuses are located have no suitable accommodation that can be accredited or leased for placement of students. These institutions have applied for a deviation from the NSFAS Eligibility Criteria and Conditions for NSFAS funded students. The deviation, where approved, will allow students who need accommodation to reside in accommodation that is not yet accredited and assisted with allowances. This may explain why students are without accommodation.

However, universities have also indicated that some students do not apply for accommodation in advance but arrive at the institution and demand accommodation. Universities have prepared spaces for such emergencies and students are allocated temporary beds until their registration is finalized.

I have not received any official complaints about corrupt activities that involve allocation of accommodation to students. If any illegal activity is reported to the Department, we have a process in place to get reports from universities and ensure that matters such as these are dealt with adequately and those found guilty are punished.

COMPILER DETAILS

NAME AND SURNAME:

CONTACT:

RECOMMENDATION

It is recommended that the Director-General sign Parliamentary Question 314.

DR NKOSINATHI SISHI

DIRECTOR–GENERAL: HIGHER EDUCATION AND TRAINING

DATE:

PARLIAMENTARY REPLY 314 IS APPROVED / NOT APPROVED / AMENDED.

COMMENT/S

DR BE NZIMANDE, MP

MINISTER OF HIGHER EDUCATION, SCIENCE AND INNOVATION

DATE:

28 February 2023 - NW295

Profile picture: Zondo, Mr  S S

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

With reference to the continuously ballooning amount of historical debt in institutions of higher learning, (a) how far is the discussion with private banks about the possibility of a loan scheme which would be supported by the Government to guarantee student funding for their studies and (b) what are the relevant details and preempted nature of such agreements?

Reply:

a) The Department of Higher Education and Training has embarked on further consultations with the banking sector as well as the Banking Association of South Africa (BASA) to explore options for a credit guarantee model before an application for a credit guarantee can be submitted to National Treasury by the Minister of Higher Education, Science and Innovation.

b) The first engagement took place on 21 February 2023 with officials from BASA and Nedbank outlining the data requirements that will inform the models for credit risk; interest rate models; government liability; payment terms etc, as required and will be followed with further bi-lateral engagements with the remaining banks.

COMPILER DETAILS

NAME AND SURNAME:

CONTACT:

RECOMMENDATION

It is recommended that the Director-General sign Parliamentary Question 295.

DR NKOSINATHI SISHI

DIRECTOR–GENERAL: HIGHER EDUCATION AND TRAINING

DATE:

PARLIAMENTARY REPLY 295 IS APPROVED / NOT APPROVED / AMENDED.

COMMENT/S

DR BE NZIMANDE, MP

MINISTER OF HIGHER EDUCATION, SCIENCE AND INNOVATION

DATE:

28 February 2023 - NW146

Profile picture: Chirwa, Ms NN

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

(1)What are the reasons that there has not been any analysis that adequately determines what amount is required by students to qualify for the National Student Financial Aid Scheme (NSFAS) in various institutions, taking cognisance of the financial differences based on geographical area as renting a room in Mamelodi does not cost the same amount of money as renting in Hatfield; (2) whether his department intends to take any steps to resolve the financial difference suffered by the students who rely on financial assistance from the Government; if not, why not; if so, what steps; (3) what are the details of who must carry the extra financial costs of accommodation for students who find themselves in institutions and environments that require much higher than the capped accommodation fee from NSFAS?

Reply:

1. The most recent study by the World Bank/IFC 2021” Market Assessment: The Student Housing Landscape in South Africa” was used to estimate the NSFAS cap of R45,000.

According to the study student accommodation market in South Africa is categorised as follows.

i) The first, and lowest-income bracket, is the affordable and NSFAS student. accommodation market.

ii)  The second market segment is the mid-student accommodation market. This market targets middle income students with an affordability range of between ZAR 3,000 – ZAR 4,500 per month. Such student accommodation typically provides larger sized bedrooms compared to the affordable and NSFAS market with auxiliary amenities and services such as student support services, entertainment areas and other social amenities and is often occupied by students who ‘top-up’ their NSFAS accommodation allowances.

iii) The final market segment is classified as the upper-end student accommodation market and is typically integrated into a Purpose-Built Student Accommodation development. Such rooms or units are marketed as a premium package which consists of larger rooms, private kitchen and bathroom amenities and higher quality finishes than standard rooms. These premium packages may also include the use of student services and other amenities which may be included in the room price. The price point of upper-end student housing between ZAR 5,000 – ZAR 8,000 per month but can be as high as over ZAR 14,000 in some exclusive nodes and developments.

Given the diversified market for student accommodation, NSFAS settled for the middle ground with is the second market segment based on affordability.

2. Yes, there is a process through NSFAS to unpack the cost structure of various student accommodation segments to understand what the accommodation rental includes. This will assist government to negotiate with the landlords and institutions the type of costs that government will consider and fund for the NSFAS funded students. This process will also avoid incidences of double dipping from other grants offered by the Department to institutions.

Additionally, NSFAS is developing a grading process to be able to cater for costs where there are services offered over and above the Minimum Norms and Standards for Students Housing.

3. Institutions are requested to allocate accommodation that is within the cap for NSFAS funded students. NSFAS will be engaging also with accommodation providers to consider accommodating NSFAS funded students within the cap amount of R45,000.

COMPILER DETAILS

NAME AND SURNAME:

CONTACT:

RECOMMENDATION

It is recommended that the Director-General sign Parliamentary Question 146.

DR NKOSINATHI SISHI

DIRECTOR–GENERAL: HIGHER EDUCATION AND TRAINING

DATE:

PARLIAMENTARY REPLY 146 IS APPROVED / NOT APPROVED / AMENDED.

COMMENT/S

DR BE NZIMANDE, MP

MINISTER OF HIGHER EDUCATION, SCIENCE AND INNOVATION

DATE:

24 February 2023 - NW115

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

Whether his department has continued efforts to promote the integration of languages other than English to be considered as viable for usage as alternative languages of academia in institutions of higher learning; if not, why not; if so, what are the relevant details?

Reply:

The Department’s language policy for higher education has over the years consistently promoted multilingualism at universities. This is applicable from the 2002 Language Policy for Higher Education and the revised Language Policy Framework for Public Higher Education Institutions published in 2020.

While these policies acknowledge the de facto dominance of English as the language of teaching and learning and research across universities and education, in general in South Africa, the policies require universities to adopt multilingual policies showing how official South African languages other than English are developed and promoted for wider usage within academia. The universities have language policies in place listing several indigenous languages they aim to develop for scholarship purposes. The selection of these languages is informed by their regional distribution – in other words, the prevalence of the language within a geographic area within which a university is operating. While government policies are clear on the imperative of multilingualism, the translation of these ideals into practice remains work in progress. The Department is working with the universities to see how best to speed up the scholarly development of indigenous languages to deliver the Constitutional mandate of ensuring parity of esteem between official South African languages.

24 February 2023 - NW45

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Schreiber, Dr LA to ask the Minister of Higher Education, Science and Innovation

Whether, with reference to his reply to question 3520 on 30 September 2022, the amendment to the Language Policy Framework for Higher Education Institutions to recognise Afrikaans as an indigenous language has been duly published in the Government Gazette; if not, what are the reasons that the amendment has not been implemented despite his repeated undertakings to do so; if so, what are the relevant details?

Reply:

The Language Policy Framework for Public Higher Education Institutions (the Policy Framework) of 2020 does not discriminate against Afrikaans as one of our indigenous official languages. My department has consistently stated that the focus of the Policy Framework is on promotion of multilingualism and upliftment of the historically under-developed and previously disadvantaged indigenous languages as languages of communication and academia within our universities. The technicalities around the definition of ‘indigenous language’ as articulated in the Policy Framework has been duly acknowledged and are being addressed accordingly.

The objective of our very own policies is aligned with the Constitution, and we have championed equality of all official languages of the Republic. Furthermore, my department is mobilising sufficient resources to support the development of indigenous languages in universities. The consultative processes have been completed and the publication of the amended definition will be done in due course, most likely, in the first half of this year.

24 February 2023 - NW56

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Bergman, Mr D to ask the Minister of Higher Education, Science and Innovation

In the past six months, (a) what (i) overseas trips has he undertaken in his capacity as Minister or a representative of the Government and (ii) was the purpose of the specified trips and (b) has he found that the objectives were achieved?

Reply:

List of Minister’s trips in last 6 months (1 August 2022 until 31 January 2023)

(a)(i)

(a)(ii)

(b)(i)

Date

Country

Purpose

Achieved objectives

31 August to 2 September 2022

Indonesia

G20 Education Working Group and Minister’s Meetings

Minister participated in the Education Minister's meeting held in Bali on 1September 2022. Ministers discussed the G20 education agenda under Indonesian Presidency namely, universal education, digital technology in education, solidarity and partnerships in education and future of work. The Ministers welcomed the Report and Compendium from the Education Working Group meeting on education strategies in 26 countries detailing more than 150 programs and best practices. The Minister held bilateral meetings with the i) UNESCO Assistant Director-general for Education, Ms Stefania Giannini to share updates regarding the Transformation Education Summit and South Africa’s participation thereof at this landmark event and updated each other on UNESCO work in the field of higher education. The Minister also met with the ii) Brazilian Minister of Education, HE Victor Godoy Beige and agreed on deepening cooperation with BRICS countries and agreed to renew the MOU focusing on skills development for green economy in the context of green energy and hydrogen research, exchange delegation of officials to visit each other's countries to study each other's systems and learn from each other.

30 September to 8 October 2022

Japan

The Minister undertook an official visit to Japan to participate in the 19th Annual Science and Technology in Society (STS) Forum and bilateral engagements at the margins of the Forum.

As part of Minister’s participation at the STS Forum, the Minister shared the platform with the Prime Minister of Japan, Mr Kishida in the opening plenary session of the Forum where he delivered a speech on the topic: “The World in 2022 - What do we need from Science”.

At the margins of the Forum, Minister attended the following courtesy bilateral meetings with:

  • Dr Mariya Gabriel, EU Commissioner for Innovation, Research, Culture, Education and Youth,
  • Minister Robbert Dijkgraaf, Minister of Education, Culture and Science of the Netherlands (where an MoU on STI between the two countries was signed),
  • Minister NAGAOKA Keiko, Japanese Minister of Education, Culture, Sports, Science and Technology
  • Deputy Minister Sallehi of the Ministry of Science, Research and Technology of the Government of the Islamic Republic of Iran
  • Dr Ishizuka, President of the New Energy Industrial Development Organization (NEDO)
  • Dr Hashimoto, President of the Japanese Science and Technology Agency (JST)
  • Vice Minister MAKOTO Nagamine, Japanese Vice Minister of the Ministry of Economy, Trade and Industry

These meetings provided an opportunity to strengthen STI cooperation particularly with Japan and with the EU, the Netherlands, and Iran.

19 to 21 October 2022

Senegal

Official visit, to Senegal to participate in a consultative and planning meeting on Panafrika’s Postgraduate University for Policy studies in Africa

Participation in the PanAfrika Postgraduate University for Policy Studies in Africa consultative meeting

The Minister participated in the consultative and planning meeting of the PanAfrika Postgraduate University for Policy Studies in Africa on 21 October 2022. The consultative meeting was arranged by the Southern Africa Political Economy Series (SAPES) Trust in partnership with the Council for the Development of Social Science Research in Africa (CODESRIA). The purpose of the consultative and planning meeting was to mobilise resources and support for the PanAfrika University. The SAPES Trust was seeking support from partners for a Planning Grant for the Inception Phase of the project. The consultative and planning meeting seeks to come up with an organisational design for the university to make it a success and sustainable institution. Minister agreed to support the establishment of the PanAfrika University, given the need to strengthen the social science and humanities research in the continent, which is critical in solving Africa’s pressing challenges and unlocking Africa’s potential.

A meeting with Prof Moussa Balde, the Minister of Higher Education and Scientific Research in Senegal

The Minister was able to hold a Ministerial bilateral meeting with his Senegalese counterpart, Prof Balde, who is the Minister of Higher Education and Scientific Research. The meeting allowed the two ministers to review the achievements of the cooperation since the signing of the bilateral agreement and to identify areas of opportunities that the two countries can jointly pursue as a mutual response to the socio-economic development challenges of the two countries.

Visit the Cheick Anta Diop University.

Minister Nzimande also visited Cheick Anta Diop University, which is one of the key Universities in Senegal that has been playing a critical role in the human capital development element of some of the key bilateral programmes. The meeting allowed for the identification of exchange programmes for students and lectures, especially in the areas the University is strong.

19 November 2022

United Kingdom

The Minister travelled to the UK as part of the Presidential entourage, on the King’s invitation. Minister Nzimande also attended to bilateral consultations with the UK counterparts on the STI and higher education cooperation matters. The Minister further advanced cooperation on hydrogen with the University of Teesside during the signing of an MoU with Stellenbosch University.

Significantly the visit saw the re-signing of the MoU on STI with the UK government. These cooperation efforts advanced our science diplomacy with one of our long standing, traditional and historic partners, the UK.

24 February 2023 - NW87

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De Villiers, Mr JN to ask the Minister of Higher Education, Science and Innovation

What are the details of the (a) make, (b) model, (c) year of manufacture, (d) cost and (e) purchase date of all the official vehicles purchased for (i) him, (ii) the former Minister, (iii) the Deputy Minister and the (iv) former Deputy Minister of his department since 1 June 2019?

Reply:

 

Minister

Former Minister

Deputy Minister

Deputy Minister

(a)

(i) N/A

(ii) N/A

(iii) (a) BMW

(b) BMW

(ii) N/A

(b)

(i) N/A

(i) N/A

(ii) (a) X3 XDRIVE 20D

(b) X3 XDRIVE 20D

(i) N/A

(c)

(i) N/A

(i) N/A

(ii) (a) 2021

(b) 2021

(i) N/A

(d)

(i) N/A

(i) N/A

(ii) (a) R761 199.40

(b) R768 666.99

(i) N/A

(e)

(i) N/A

(i) N/A

(ii) (a)12/10/2021

(b)20/12/2021

(i) N/A

24 February 2023 - NW114

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

With regard to the myriad issues affecting institutions of higher learning including the clear dysfunction of administration, mal-governance, fraud and corruption allegations within the institutions themselves, (a) how does his department intend to develop capable, well-educated and skilled citizens in line with their mandate in the midst of these ills, and to prevent the possible undermining of confidence in the Republic’s development trajectory and (b) what steps has his department taken to ensure that the legitimacy of higher learning institutions, as well as the qualifications that they issue, is not compromised, considering these factors?

Reply:

a) The Department of Higher Education and Training is responsible for the oversight of the higher education system, in line with the Higher Education Act. University Councils are the ultimate body responsible for the governance of institutions and must ensure that they govern effectively to prevent any instances of fraud, maladministration, and corruption. In a case where the Minister is concerned that matters are not being addressed adequately, the Act guides the circumstances under which the Minister can intervene. The Minister is also able to engage directly with university Councils where concerns have been raised directly with him. Councils of public higher education institutions complete an annual self-assessment scorecard in line with the Guidelines for Good Governance Practice and indicators for Councils of South African Public Higher Institutions. The Department also monitors governance through an analysis of the annual reports of the institutions and assesses the overall effectiveness of governance in the system in relation to several issues. The Department supports governance at institutions through also supporting training for university councils. At the current moment one institution is under administration (Mangosuthu University of Technology) and independent assessments are underway at the University of South Africa and Central University of Technology. The Department has a watching brief on all institutions where governance challenges may arise.

The Department has developed policies and procedures which colleges are required to comply with. College councils are also required to adopt their code of conducts and to ensure that they play a meaningful oversight role. For management and staff, there are disciplinary processes undertaken in terms of the Labour Relations Act in an event there are instances of maladministration, fraud, and corruption. For college council the Minister institutes an investigation in terms of section 46 (1) of the Continuing Education and Training Act and where allegations are proved to be correct, the council is dissolved, and the cases referred to state law agencies.

b) The Department has developed the examination regulations which colleges must comply with 100%. Instances of irregularity and/or non-compliance are investigated, and officials implicated are subjected to disciplinary processes. The Department’s examinations and assessment processes are subjected to the quality assurance bodies such as UMALUSI before results are issued. This institution ensures conducts robust review of the examination and assessment processes to ensure the credibility of examinations before resulting and certification. The Council on Higher Education (CHE) is responsible in terms of the Higher Education Act for quality assurance of the higher education system and for qualification accreditation through the Higher Education Quality Committee (HEQC).

24 February 2023 - NW145

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

(1)Whether his department conducted any inquiry into the recent allegations by Professor Sakhele Buhlungu, who has been a victim of an assassination attempt, regarding the fraudulent registration of 15 high-ranking politicians in postgraduate programmes at the University of Fort Hare; if not, why not; if so, what are the relevant details; (2) whether his department intends to conduct any such inquiry; if not, why not; if so, what are the relevant details?

Reply:

(1) Accordingly, the fraudulent registration of 15 high-ranking politicians in postgraduate programmes at the University of Fort Hare, which falls within the scope of matters to be investigated by the Special Investigating Unit SIU), will not be investigated by the Department. As per the Notice of the investigation (No.R.84) in the Government Gazette No 47199 of 5 August 2022 (attached), the SIU investigation will look into the maladministration in the affairs of the University’s Faculty of Public Administration in relation to the awarding of honours degrees; management of funds; and sourcing of public servants for study into various Faculty programmes by an individual for personal gain (Paragraph 2 in the Schedule).

(2) The Department will await the findings of the Special Investigating Unit.

03 January 2023 - NW4675

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

(1) What (a) is the total number of applications for admission that have been received by each university thus far, (b) number of new students will be accepted by each university and (c) will be the effect of the budget cuts be on the intake of students in various universities; (2) (a) what plans have been put in place to ensure that all students who want to study are admitted in the next academic year and (b) on what date will all closed colleges of higher learning opened in order to ease the burden on universities? NW5798E

Reply:

Find here: Reply

03 January 2023 - NW4318

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

NATIONAL AConsidering that COVID-19 has become a scapegoat for the little to no progress made by his department on issues relating to the duplication of funding, what are the (a) reasons that sector and education training authorities (SETAs) do not have to adhere to the Public Finance Management Act, Act 1 of 1999, and (b) relevant details of the processes of awarding funding to students in SETAs in comparison to technical vocational education and training colleges? NW5434ESSEMBLY FOR WRITTEN REPLY QUESTION 4318 DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 18/11/2022 INTERNAL QUESTION PAPER NO 49 OF 2022 Mr S S Zondo (IFP) to ask the Minister of Higher Education, Science and Innovation: Considering that COVID-19 has become a scapegoat for the little to no progress made by his department on issues relating to the duplication of funding, what are the (a) reasons that sector and education training authorities (SETAs) do not have to adhere to the Public Finance Management Act, Act 1 of 1999, and (b) relevant details of the processes of awarding funding to students in SETAs in comparison to technical vocational education and training colleges? NW5434EREPLY: (a) SETAs, as schedule 3A entities are not exempted from the provisions of the Public Finance Management Act, Act No 1 of 1999 (the PFMA) and other related prescripts. Consequently, where non-compliance with the PFMA is brought to the Department, such matters are attended to, in compliance with the provisions of the PFMA and other applicable legislation. Amongst other things, intervention measures that are implemented by the Department entail directing all SETAs to develop and submit audit action plans to the Department in cases where the Auditor-General South Africa has made audit findings. The Department’s intervention in addressing non-compliance is not limited to the above as each case of non-compliance is handled based on its merit. Additionally, to strengthen governance and improve compliance with the PFMA by the entities, the Department also organises regular meetings with the Chief Financial Officers of the entities (including the SETA’s) to discuss, among other things, PFMA compliance issues. The last meeting was held on 18 November 2022 with the Chief Financial Officers from all entities. (b) All SETAs develop Sector Skills Plans, which amongst others identify scarce or critical skills or occupations in high demand in their sectors; to address the required skills or occupations, in their sectors, SETAs would identify the required learning programmes, which includes amongst others: providing the bursaries, subsequently Memorandum of Agreements will be entered with the institutions of higher learning. SETAs allocate funding to students in accordance to their grant regulations

Reply:

(a) SETAs, as schedule 3A entities are not exempted from the provisions of the Public Finance Management Act, Act No 1 of 1999 (the PFMA) and other related prescripts. Consequently, where non-compliance with the PFMA is brought to the Department, such matters are attended to, in compliance with the provisions of the PFMA and other applicable legislation. Amongst other things, intervention measures that are implemented by the Department entail directing all SETAs to develop and submit audit action plans to the Department in cases where the Auditor-General South Africa has made audit findings. The Department’s intervention in addressing non-compliance is not limited to the above as each case of non-compliance is handled based on its merit. Additionally, to strengthen governance and improve compliance with the PFMA by the entities, the Department also organises regular meetings with the Chief Financial Officers of the entities (including the SETA’s) to discuss, among other things, PFMA compliance issues. The last meeting was held on 18 November 2022 with the Chief Financial Officers from all entities.

(b) All SETAs develop Sector Skills Plans, which amongst others identify scarce or critical skills or occupations in high demand in their sectors; to address the required skills or occupations, in their sectors, SETAs would identify the required learning programmes, which includes amongst others: providing the bursaries, subsequently Memorandum of Agreements will be entered with the institutions of higher learning. SETAs allocate funding to students in accordance to their grant regulations

03 January 2023 - NW4567

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

(a) Which steps of intervention have been taken to ensure that the Northern Cape Urban Technical and Vocational Education and Training College carries through the court ruling to uphold the law and protect the rights of workers and (b) by what date will he intervene and ensure that this suffices? NW5696E

Reply:

(a) The Labour Court case in question is in relation to the employees that were employed on a fixed-term contract by the College Council and were not on the persal system of Department of Higher Education and Training. The renewal of such contracts is subject to the extension of the specific project/programme that they were contracted for. In other instances, employees could be contracted to offer Ministerial approved programmes (Report190/191 or NCV) due to increased enrollment numbers.

This category of employees could be offered permanent employment should the enrollment numbers justify such growth. However, if enrollment numbers drop as it happened during the COVID-19 pandemic where several colleges experienced a drastic decline in their enrollments and as such it would have been impossible to offer any fixedterm contract during that period. Upon receiving this correspondence, I delegated senior officials in my department to investigate the matter with the college and the response is as follows:

1. The college confirmed officials mentioned in the Tshabile and 12 others case were indeed appointed by the Council of Northern Cape Urban TVET college on a fixedterm contracts basis.

2. The officials mentioned in the Tshabile and 12 others case decided to split into two (2) groups (one group led by Tshabile which is called Tshabile - Represented by Webber Wenzel Attorneys and the other group is led by Sibongile Madondo/ Khumalo - Represented by Gqadushe Attorneys).

3. Tshabile (Case No. JR388/22) filed in the Labour Court at Johannesburg on the 25 February 2022 - was reviewing and setting aside the Arbitration Award issued by ELRC (ELRC 623 - 20/21NC) dated 27 August 2021. 4. The group of Khumalo and others then approached the Labour Court in Gqebhera for the enforcement of the Award - Represented by Gqadushe Attorneys (Case No. P80/2022).

5. On the 09 November 2022 the College informed Gqadushe Attorneys of its intention to defend its position in this case through Mokhele Attorneys.

6. The College will be submitting the application to set aside the award at the Labour Court through Mokhele Attorneys. (b) The Department will await the outcome of the application that the college has lodged with the Labour Court before taking any further steps in relation to the court ruling.

03 January 2023 - NW4190

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Ismail, Ms H to ask the Higher Education, Science and Innovation

What total number of SA Social Security scholarships were given towards the (a) R425 Nursing diploma programme, (b) R174 four-year Bachelor’s degree in Nursing and Midwifery, (c) R425 Nursing degree and (d) new postgraduate diploma in Mental Health Nursing? NW5256E

Reply:

Honourable Member, Nursing Education is still the competency of Department of Health. Kindly redirect this question to the Department of Health and the Department of Social Development.

03 January 2023 - NW4587

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Tshwaku, Mr M to ask the Higher Education, Science and Innovation

What (a) total number of new enrolments will each (i) university and (ii) technical vocational education and training college be able to take in 2023 and (b) provisions has his department made for the excess number of students who may not be accommodated at these institutions of higher learning? NW5716E

Reply:

In the light of the pending and imminent announcement of matric results on January 19, 2023, this question can only be responded to in full once the matric exam results are announced and the department will convene a press conference to announce spaces available in universities and TVET colleges for the academic year 2023.

14 December 2022 - NW4356

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Tarabella - Marchesi, Ms NI to ask the Minister of Higher Education, Science and Innovation

Whether he will furnish Ms N I Tarabella Marchesi with an organogram of all the technical vocational education and training colleges; if so, on what date?

Reply:

Please find attached the organogram of 48 Technical and Vocational Education and Training Colleges (TVET). 

https://www.dst.gov.za/owncloud/remote.php/webdav/Fifty%20TVET%20Colleges%20Organogram.zip

Username : BabuleleB
Password: Science1

12 December 2022 - NW4319

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

Whether, with reference to the recommendations made to the University of Stellenbosch in the Khampepe Report into allegations of racism at the specified university, his department has any plans in place to convert some of the specified recommendations into best practice guidelines for all universities; if not, why not; if so, how will the first-year welcoming programmes at universities be tailored to incorporate the considerations included in the specified report?

Reply:

The Department is studying the report of the Commission of Inquiry into Allegations of Racism at Stellenbosch University (Khampepe Report) and its findings.   The report will have a significant impact on Stellenbosch University and may well offer significant lessons to other South African universities. However, the Department does not prescribe specific strategies to the universities. Universities in South Africa are autonomous but accountable to the Department of Higher Education and Training. In this regard, each university should study the Commission’s report, its findings and recommendations and consider lessons to learn for effective changes.

The circumstances and environments of our institutions of higher learning are unique to each individual institution. Their individual histories; cultures and circumstances are not the same. Therefore, there is no one solution to a problem that could be applied across the sector in this regard. Each university is encouraged to interpret the recommendations and make them relevant to its campuses where necessary. This also applies to ‘first-year welcoming programmes’ which are designed according to the various circumstances at each campus and, also, taking into consideration the specific needs of the university and its students. Therefore, there can be no single prescription made to all the universities.

The Department has its own programmes in place which seek to monitor the transformation of the system, working together with the Council on Higher Education. Reports from the monitoring unit provide an opportunity to reflect on transformation issues in the system and how transformation can better be monitored in the public university system.

Moreover, the Department is implementing the University Capacity Development Programme (UCDP), which is focused on advancing the transformation agenda in university education system in three critical areas: student development/success, staff development and programme/curriculum development. All universities are allocated an annual grant (the University Capacity Development Grant) and are required to use the grant to implement approved three-year project plans (2021–2023) which address the transformation imperatives of the UCDP in its three focus areas as identified above. Each university develops and implements projects and activities that are specific and unique to the University to address transformation needs. This is a resource that can be utilised by universities to support students holistically, through a range of student support initiatives that include academic support, psychosocial support and life skills. Universities will develop new UCDP plans to be implemented from 2024, the guidelines for the implementation of the UCDP (that come in the form of the Ministerial Statement on the Implementation of the University Capacity Development Programme) will endeavour to emphasise the guidelines.

12 December 2022 - NW4694

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

Whether, considering his department’s reported concerns about matters of governance at the University of Cape Town (UCT), following widespread media reports about UCT's governance controversies, he will furnish Mr S S Zondo with an update and/or details on the (a) specified governance controversies and (b) expected report from the university’s Council; if not, why not; if so, what are the relevant details?

Reply:

The Minister has received the Report from the University Council and it is under consideration by his Office. The Minister will after careful consideration, determine the action to take within the prescripts of the Higher Education Act.

12 December 2022 - NW4384

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

(a) Which institutions of higher learning had ombudsman and (b) what are the details of investigative reports were presented to the various university councils between 1 January 2019 and 31 December 2021?

Reply:

No.

Institution/University

Ombuds Office

Response

Report of Ombuds office

1

Cape Peninsula University of Technology

No Ombuds

   

2

University of Cape Town

Has Ombuds office

The reports of the Ombud to Council have ordinarily been high-level reports on trends without detail that would compromise the confidentiality undertakings of the Ombud’s office. The terms of reference explicitly provide that the Office of the Ombud ‘shall not investigate, arbitrate, adjudicate or in any other way participate in any internal or external formal process or action… The mandate is that the ‘Office of the Ombud provides a neutral, informal, confidential and independent environment where members of the university community may raise complaints or concerns and may seek information and guidance about any alleged acts, omissions, rules or other matters relating to the functioning of the University. The Ombud’s report of 2019 (for the period 1 July 2018 to 30 June 2019) deviated from the above terms of reference in that it included a compilation of untested and unproven allegations made by the Ombud in her personal capacity against the Vice Chancellor, the Executive in general and Deans. Council considered the matter on a confidential basis.

The Ombud’s report of 2019 (for the period 1 July 2018 to 30 June 2019) was submitted. 

3

Central University of Technology

No Ombuds

   

4

Durban University of Technology

No Ombuds

   

5

University of Fort Hare

No Ombuds

   

6

University of the Free State.

No Ombuds

   

7

University of Johannesburg.

UJ currently does not have an Ombud

No forensic investigation reports served at the Council for the period January 2019 to December 2021. However, updates on significant litigation cases serve at the Audit and Risk Committee of Council and Council frequently

 

8

University of KwaZulu-Natal

Position has been vacant since March 2022

No investigative reports were presented to Council for the years in question.

 

9

University of Limpopo

No Ombuds

   

10

Mangosuthu University of Technology

No Ombuds

   

11

University of Mpumalanga

No Ombuds

   

12

Nelson Mandela University

External Ombuds

Nelson Mandela University had Ombuds during the period under review (i.e. 01 January 2019 – 31 December 2021). The Ombud is external to the University meaning not an employee of the University

The following report was reported to the University Council under the period under review: (i) Investigation into irregular conduct in the University Catering Services in 2019.

13

North-West University

No Ombuds

   

14

University of Pretoria

No Ombuds

   

15

Rhodes University

Has Ombuds office

 

The ombud has from 2021 submitted reports to the Audit and Risk Committee.

16

Sefako Makgatho University

No Ombuds

   

17

Sol Plaatje University

No Ombuds

   

18

University of South Africa

Has Ombuds office

UNISA indicated that they are still working on a response which will follow once received.

 

19

Stellenbosch University

Has Ombuds office

Ombuds Office engages with

1. Student matters: Issues and problems relating to academic matters, readmission, communication, bursaries, fees, supervisors, residences, disciplinary proceedings, and others.

2.Staff matters: Issues and problems relating to human resources, bullying, communication, benefits, leave, pension, salary, appointments, promotions, and others.

Not clear if the university has received a report from the Ombuds Office.

20

Tshwane University of Technology

Has students Ombuds office

The Tshwane University of Technology has an established office of the Student Ombudsman, participating in various internal structures of the University where matters that have a direct bearing to the welfare of students are being discussed, like the Student Services Council (SSC) and the Task Team for Student Academic Matters (TTSAM).

The scope and mandate of the Student Ombudsman is governed by the Policy on the Ombudsman for Student Academic Complaints. The Student Ombudsman only mediates and adjudicates on complaints that are of an academic nature. The Student Ombudsman strictly adheres to a set procedure that the students must follow in lodging complaints, set as follows:

1. The student has to first attempt to resolve the complaint with the Lecturer concerned.

2. If after lodging the complaint with the Lecturer, the student is still aggrieved, they are at liberty to escalate the matter to the Lecturer’s Line Manager, the Head of the Department.

3. In the event that the student still does not find any joy after the two steps above, they can then refer the matter to the Executive Dean of the concerned Faculty or the Campus Rector in the case of the Distant Campuses.

4. In the event that the three steps above still don’t yield any fruit for the student, the can then refer the matter to the Student Ombudsman, who will then initiate the investigative process.

The Student Ombudsman compiles reports on an annual basis and these reports serve at the institution’s SENATE, where all Deans of the seven faculties of the institution sit. Of particular importance in the report are the recommendations, which help the institution in averting possible reputational risk to the institution. Student Ombudsman Annual Reports are available for perusal should the need arise.

21

Vaal University of Technology

VUT established the office of the Ombud late last year

 

No reports by 31 December.

22

University of Venda

No Ombuds

   

23

Walter Sisulu University

No Ombuds

   

24

University of the Western Cape

No Ombuds

   

25

University of the Witwatersrand

No Ombuds

The University of the Witwatersrand does not have an Ombudsman; instead, we host an Integrity Hotline which allows for matters of concern related to fraud/whistleblowing to be reported. The Council Audit and Risk Committee are informed of any developments. No investigative reports were presented to Council during the period Jan 2019- 31 Dec 2021.

 

26

University of Zululand

No Ombuds

   

02 December 2022 - NW4400

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

What is the (a) total number of staff employed and/or provided as departmental support in (i) his and (ii) the Deputy Minister’s private offices and (b)(i) job title and (ii) annual remuneration package of each specified person?

Reply:

a) What is the total number of staff employed and/or provided as departmental support in the office of the Minister?

The office of the Minister has 14 employees as of 1 November 2022. Of the 14 employed staff, 1 employee (Chief of Staff) is a secondment from the Department of Higher Education and Training (DHET).

(ii) What is the total number of staff employed and/or provided as departmental support in the office of the Deputy Minister?

The office of the Deputy Minister has 10 employees as of 1 November 2022. Of the 10 employed staff, 1 employee (Director: Technical Specialist) is held additional to the departmental establishment.

(b) (i) job title and (ii) annual remuneration package of each specified person in the office of the Minister:

 

Names and Surname

Job Title

Annual remuneration Package

1

Ms Mokgadi Tena

Chief of Staff (secondment)

R1 308 051.00

2

Ms Nomfundo Seoka

Administrative Secretary

R1 105 383.00

3

Ms Siphokazi Shoba

Parliamentary Liaison Officer

R1 190 826.00

4

Mr Ishmael Mnisi

Media Liaison Officer

R1 263 900.00

5

Ms Esther Rammutla

Private Secretary

R1 105 383.00

6

Mr Babulele Bingwa

Cabinet and Parliamentary Officer

R766 584.00

7

Ms Kalipa Dazela

Community Outreach, Media, and Digital Officer

R766 584.00

8

Ms Silindile Mncwabe

Assistant Private Secretary

R393 711.00

9

Ms Thembi Mdepa

Assistant Administrative Officer

R331 188.00

10

Ms Zanele Mavimbela

Receptionist

R269 214.00

11

Mr Mpho Masalesa

Registry Clerk

R181 599.00

12

Mr Karabo Lephothe

Messenger/Driver

R151 884.00

13

Ms Thandiwe Masondo

Household Aide

R128 166.00

14

Ms Eunice Ntombela

Household Aide

R128 166.00

b) (i) job title and (ii) annual remuneration package of each specified person in the office of the Deputy Minister:

 

Names and Surname

Job Title

Annual remuneration Package

1

Mr Bayanda Mzoneli

Head of Office

R1 495 641,00

2

Ms Florence Masebe

Director: Technical Specialist

R1 105 383.00

3

Ms Motshedisi Letuka

Private Secretary to the DM

R908 502.00

4

Mr Steve Mamphekgo

Parliamentary Officer

R766 584.00

5

Mr Mandla Tshabalala

Community Outreach Officer

R766 584.00

6

Mr Thulani Mayisela

Senior Registry Clerk

R269 214.00

7

Ms Keabaitse Mashaba

Receptionist

R269 214.00

8

Mr Stephens Mahlangu

Messenger/Driver

R151 884.00

9

Ms Manqoba Dube

Household Aid

R128 166.00

10

Ms Phumza Dlangamandla

Household Aid

R128 166.00

02 December 2022 - NW4383

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

What total number of Technical and Vocational Education and Training colleges have their own student accommodation facilities?

Reply:

The Department has thirty-eight (38) Technical and Vocational Education and Training Colleges that have their own student accommodation facilities. The colleges are as follows:

TVET COLLEGES WITH STUDENT ACCOMMODATION

PROVINCE

COLLEGE NAME

EASTERN CAPE

Buffalo City TVET College

 

Ingwe TVET College

 

King Hintsa TVET College

 

KSD TVET College

 

Lovedale TVET College

 

Port Elizabeth TVET College

   

FREE STATE

Flavius Mareka TVET College

 

Maluti TVET College

   

GAUTENG

Central Johannesburg College

 

Ekurhuleni East TVET College

 

Tshwane North TVET

 

Tshwane South TVET College

 

South West Gauteng TVET College

   

KWAZULU NATAL

Elangeni TVET College

 

Mnambithi TVET College

 

Esayidi TVET College

 

Mthashana TVET College

 

Thekwini TVET College

 

Umfolozi TVET

 

Coastal KZN TVET College

   

LIMPOPO

Vhembe TVET College

 

Sekhukhune TVET College

 

Capricorn TVET College

 

Waterberg TVET College

   

MPUMALANGA

Ehlanzeni TVET College

 

Gert Sibande TVET College

 

Nkangala TVET College

   

NORTH WEST

Orbit TVET College

 

Taletso TVET College

 

Vuselela TVET College

   

NORTHERN CAPE

Northern Cape Urban TVET College

 

Northern Cape Rural TVET College

   

WESTERN CAPE

Boland College

 

College of Cape Town

 

False Bay TVET College

 

West Coast College

 

South Cape TVET College

 

Northlink College

02 December 2022 - NW3851

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

What (a) steps has he taken to recoup the R5 billion meant for youth skills development that has allegedly gone missing and (b) plans have been put in place to ensure that negligence and corruption of this nature no longer takes place?

Reply:

There are decisive steps which I took in addressing the detected malfeasance at the NSF. It must however be stated that the R5 billion quantum is not an accurate figure, the correct figure is much lesser than that.

At the time of the Auditor General of South Africa (AGSA) indicating that the AGSA audit process could not conclusively report on the NSF funded projects amounting to about R2.5 billion, I immediately placed the then Director-General and the Chief Executive Officer on precautionary suspensions.

Further to that I commissioned a forensic investigation on the financial affairs of the NSF to which NEXUS FORENSIC SERVICES was tasked.

The forensic report has since been received studied and presented to SCOPA and the Parliamentary Portfolio Committee of Higher Education Science (PCHESI) and Innovation.

Critical consequence management action taken since the release of the report are:

1. DHET assisted by the State Attorney office has issued further precautionary suspension letters to internal official implicated by the forensic report with the intention of taking disciplinary actions.

2. A case of criminal investigation, as recommended in the forensic report has been opened with the South African Police Services.

3. Further to these interventions, and for the purpose of recouping the NSF funds from ill-gain, the Special Investigative Unit (SIU) has been brought on board. The results thereof will be civil action claims against all parties who corruptly benefitted from the NSF skills development funding system.

The forensic investigation, much as the AGSA also did point out, exposed the soft underbelly of the NSF business operating systems which may have contributed vastly to opportunistic malfeasance conducts.

I have since commissioned a Ministerial Task Team (MTT) to look at the reconfiguration of the NSF business operating model so that it becomes an effective, efficient, and economically efficient skills development entity.

The MTT has completed its task and has submitted a report to which the Director General of the DHET has been tasked to complete the processes of implementing the report by 31 July 2023. The report has been presented to PCHESI.

30 November 2022 - NW4454

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Pambo, Mr V to ask the Minister of Higher Education, Science and Innovation

(1)What (a) total number of students who applied for the National Student Financial Aid Scheme funding had their applications rejected in 2022 and (b) were the reasons for the rejection of their applications; (2) whether his department followed up on the students to see how many dropped out because they had no other means of paying for their fees; if not, why not; if so, what are the relevant details?

Reply:

1) (a) A total of 143,117 applications were rejected in 2022.

1) (b) Below table presents the rejection reason and count of 2022 applications that have been rejected:

Rejection Reason

Count

Applicant is deceased as per DHA records

                    4

Financially Ineligible (household income exceeds threshold)

          48,549

Highest level of qualification at which NSFAS may fund has already been achieved

          18,069

Insufficient information provided as a result NSFAS cannot make a funding decision

          65,233

Invalid National ID and/or names and surnames provided

                 16

N+ Rule Exceeded

          10,525

Not compliant with the N+ Rule (funding pathway)

                 62

Not compliant with the Academic Eligibility Criteria

                    3

Not Eligible for NSFAS funding, funded by another funder

               656

Grand Total

       143,117

 

 

2.   Currently the Department produces the First-Time Entering Undergraduate Cohort Studies for Public Higher Education Institutions Report which provides a national overview of the dropout and throughput rates within the university sector annually. The Department does not follow-up on students who have not succeeded but is considering doing tracer-studies to establish where graduates and those who have dropped-out are doing.

28 November 2022 - NW3666

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

With regard to the letter dated 5 March 2022, written to him regarding the National Student Financial Aid Scheme undue decision to fund the Nogqengese twins, (a) what are the reasons that he has not yet intervened in the matter and (b) on what date will he and/or his department ensure that the matter is resolved?

Reply:

a) It should be noted that the Department is not aware of a letter dated 5 March 2022 to the Minister. However, it may be that the member is referring to Parliamentary Question 1485 (Annexure A). Please note that the Minister concurred with the 2022 NSFAS Eligibility Guidelines and conditions for financial aid in terms of section 4 of the NSFAS Act, whereby the first and second functions of NSFAS are to “allocate funds for loans and bursaries to eligible students” and to “develop criteria and conditions for the granting of loans and bursaries to eligible students in consultation with the Minister. In terms of Eligibility Guidelines and conditions for financial aid, applicants are eligible if the household income is R350 000 or less per annum.

b) The Minister of Higher Education, Science and Innovation following a request to the National Student Financial Aid Scheme (NSFAS) to respond to Parliamentary Question 1485 on reasons why the students were not funded responded to the question which was tabled on 25 May 2022.

28 November 2022 - NW3348

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

(a) Which universities have hunger alleviation projects and (b) what number of students are catered for in the projects?

Reply:

Below is a response to Parliamentary Question 1910 of 20 August 2021

(a) Which institutions of higher learning have food banks, (b) what total number of students are assisted on a monthly basis and (c) how are the institutions funded for their food bank projects?

No.

Institution/University

a) Food Bank

b) Number of students assisted

c) Funding for the projects

1

Cape Peninsula University of Technology

The university has an interim food support programme wherein students are supported with food parcels and vouchers. This is an interim measure and usually once-off depending on the student’s individual case.

To date 226 students have been supported. The university has issued 129 food vouchers to the value of R300 per voucher and 97 food parcels to the value of R450.

CPUT has established a Task Team to investigate a campus wide sustainable food support programme.

2

University of Cape Town

UCT provides care packs with non-perishable food items and toiletries from donated goods and donated vouchers.

The university is in a process of developing additional food security measures to support students in need.

A total of 540 students are frequently assisted.

90 students in unfunded study programmes which were previously funded by NSFAS receive vouchers fortnightly.

450 unfunded or underfunded undergraduate and postgraduate students assisted with donated goods and vouchers on an ad-hoc basis when donated goods are available.

Funding is through more than one source and includes the University, fund-raising initiatives and partnerships with donors.

3

Central University of Technology

Thusanang project is a poverty alleviation project aimed at assisting all students who are financially challenged and academically deserving, particularly those without any form of financial support such as loans or bursaries during the period of their studies.

The programme seeks to support registered students by offering once-off type of assistance with food, clothes, and transport (depending on identified need/s).

The university has provided financial support to 157 students in 2019, 86 in 2020 and 74 in 2021 to date. These are students from both campuses in Bloemfontein and Welkom.

The University has an agreement with the University cafeteria (Feedem Pitseng) to supply food to students who are referred to by the Student Affairs through Wellness Centre. 2407 vouchers were disbursed in 2019 and 316 in 2020 respectively.

Qualifying students are allocated funds into their student cards which entirely depends on the availability of funds. The amounts normally range from R1000 to R2000 disbursed monthly per student.

The amount available for the Poverty Alleviation Project/Thusanang is sourced mainly from an income generated through the Annual CUT Golf Tournament held annually for both Bloemfontein and Welkom Campuses and some donations from the Wellness Centre partners such as ER24 and any available volunteer/s.

4

Durban University of Technology

Phakimpilo (serve life) program commenced in 2020 during the lockdown period. The program provided Spar vouchers to mostly postgraduate students.

The program provided Spar vouchers to 119 students (to date).

Contribution from Alumni office and DUT staff members.

Glenwood Spar donates non-perishable food items on monthly basis.

5

University of Fort Hare

The university has a food programme aimed to assist students identified, assessed and approved to receive assistance.

There are about 850 students who expressed a need to receive food parcels. However, 30 students have thus far been assisted.

The project is funded by various external donors approached by the University. The SRC also donates to the project when funds allow.

6

University of the Free State.

UFS has food banks on all three campuses that provide nutritious food packages to students on a weekly basis.

The content of food parcels is meant to last a student for two weeks. During 2020, 5567 parcels were distributed and 1 759 in 2021 (to date)

UFS launched a vegetable garden initiative that provides fresh vegetables that are distributed in addition to the standard items included in the food parcels.

No student hungry programme aims to provide one nutritious meal per day to non NSFAS funded students.

In 2020 31 students benefitted from the programme and 60 in 2021 to date.

Food banks: Tiger brands donates food parcel items for the Bloemfontein and Qwaqwa campuses.

Gift of the Givers: donates food parcel items for the Qwaqwa campus.

Vegetable gardens: Tiger Brands provided funding for the tunnel and vegetable boxes.

Sakata Seeds and Kwaggafontein Nursery: sponsor seeds and seedlings on continuous basis.

UFS Faculty of Natural and Agricultural Sciences, the Institute for Groundwater Studies & University Estates also contributed in various ways.

No Student Hungry Programme: Funded from the interest received from an investment, annual corporate sponsorships and donations by individual donors.

7

University of Johannesburg.

UJ has a Student Meal Assistance Programme which currently provides meal packs to qualifying students.

3522 students in total are assisted. 3022 students receive monthly meal packs funded by the University budget, and 500 students receive meal packs supplied by Tiger Brands.

The University’s annual budget and through Tiger Brands.

8

University of KwaZulu-Natal

UKZN has established a Food Security Task Team to develop a strategy and action plan that will realise the vision of ‘one meal a day for every student’ going forward.

Currently, limited food parcels/meal vouchers, are available to food insecure students, on referral/request.

Day students with lab/prac requirements are invited onto campus on a needs basis and needy students are assisted.

Statistics not available as only a certain percentage of residence-based students have returned to campus.

The projects are funded through donations and sponsorships, with cash donations / sponsorship being managed via the UKZN Foundation.

9

University of Limpopo

The University has the following projects to assist students:

Assist and eat – students receive stipends – 15 students assisted

Hands of compassion – donations to needy students

Soup kitchen or a meal a day offered during exams period.

Food parcels – non funded students

Rise Against Hunger on campus project assist with non-perishable food items to needy students.

127 students assisted to date.

Student cafeterias

Donations from university staff members, Student Representative Council and the Professionals Provident Fund

10

Mangosuthu University of Technology

N/A

N/A

N/A

11

University of Mpumalanga

The University has been approached by a Non-Profit Organisation (NPO), Kago Yabana Foundation (KYF) to provide free meals to needy students for a period of a month.

50 students will be assisted.

N/A

12

Nelson Mandela University

Nelson Mandela University has a MOU with Tiger Brands who provide contents to make up nutrition packs for indigent students. This MOU has been in place since 2003.

A food garden, sponsored by Tiger Brands was developed. In addition, an organic food garden was also developed. However, both food gardens are currently not operational as a result of the Covid 19 pandemic.

1100 students are supported per month.

Ad hoc donations are received from university departments, staff members and the SRC to increase the content of the nutrition packs.

13

North-West University

Yes, food hampers are provided to students

Approximately 330 students across campuses benefit from food hampers per month.

Since 2016, the University has been receiving donations from corporate sponsors and fund-raising campaigns hosted to solicit food donations from North-West University staff.

14

University of Pretoria

The University of Pretoria Student Nutrition and Progress has been in practice since 1990. The aim of the programme is to foster higher quality education by:

a) Alleviating needy students’ short term hunger while giving them nutrition to enhance their learning capacity to enable them to complete their studies;

b) Equip students with knowledge and skills to develop and sustain themselves and

c) Display a high level of commitment towards the wellbeing of student on all levels.

250 students are assisted through this programme on a monthly basis

The programme is primarily funded internally through the institutional budget which is further supplemented by ad hoc donations done through fundraising and a student food drive.

15

Rhodes University

N/A

N/A

N/A

16

Sefako Makgatho University

Yes, SMU has a vibrant food security project called hands of Compassion, established in 2016 to assist students who are not beneficiaries of any financial support.

To date 354 students are enrolled in the project and each one receives a monthly food voucher of R800. However, the number of students assisted differs from month to month. Students are excluded from the project as soon they receive funding from NSFAS or any other sponsor.

The project is funded through the annual budget allocated to the Department of Student Affairs and Residences, as well as contributions from Student Representative Council and staff members.

The University is in a process of securing additional funding for the project.

17

Sol Plaatje University

N/A

N/A

N/A

18

University of South Africa

N/A

N/A

N/A

19

Stellenbosch University

The University has a main food project called #Move4food which is focused on assisting in emergency situations and is usually a once-off financial assistance.

Since March 2021 students are provided with digital food vouchers that allow students to purchase food items of choice at either Shoprite, Usave or Checkers local supermarkets.

Between Jan 2021 – 20 August 2021, a total number of 383 students have been assisted.

The university also receives support from three different food catering companies that are situated in Tygerberg and Stellenbosch campuses, who are sponsoring meals for students.

20

Tshwane University of Technology

TUT has the following programs, which address the needs of needy unfunded students.

The Food Hamper Crisis intervention program which is an emergency relief intervention addressing the basic psychosocial need that is adversely affecting students’ physical and mental health. The program provides immediate, short-term crisis relief when there is imminent threat to a student’s physical health and or hygiene care by providing a basic food and hygiene hamper that deserving needy students receive once a month.

The Assist A Student program addresses the basic needs of needy unfunded students. After rigorous screening the students are given a monthly meal allowance of R500 paid through Fundi card for the academic year or until they get funding from either NSFAS or any other sponsor. The recipients of the meal allowance are assisted for one academic year only, should they still need the meal allowance in the following year they have to go through the application process.

Applications are open throughout the year, by the end of July 2021 a cumulative number of three hundred and forty-one (341) received meal allowances from the Assist A Student program. Recipients are based across all nine campuses

The Gift of The Givers Foundation, is sponsoring the TUT Food Hamper Crisis intervention program. The foundation supplies the University with 250 food hampers monthly and 250 hygiene packs which consist of personal hygiene products and household detergents on an ad-hoc basis as this depends on the availability of resources.

The Assist A Student program was established from a ‘seed fund’ which was granted by the then University’s Executive Management Committee. The Student Affairs Executive Committee then resolved to allocate a share to the Assist A Student program from the Student Extracurricular levy which is mandatory from each registered student. Currently R17 of this levy goes toward the Assist A Student funding.

21

Vaal University of Technology

No response received

   

22

University of Venda

The University provides food parcels through its project Thohoyanzie. It also has a Social Responsibility Fund which is intended to assist needy students, coordinated by the Convocation and Alumni Office. Students are assisted as and when they approach the university for assistance.

During the second semester in 2020, the University received food parcels donated by Professional Provident Society (PPS) Foundation and handed same to indigent students. There was also a period when the Service Provider for Student Bar on Campus provided free meals to a group of needy students on a daily basis.

No specific number provided

The projects are funded through donations from companies/organisations, alumni and individuals, including UNIVEN staff and students as well as SRC.

23

Walter Sisulu University

N/A

N/A

N/A

24

University of the Western Cape

UWC provides ad-hoc food support programmes for residence students, sports athletes and for emergency relief especially during the exam period.

To date 1200 students have been supported.

The main support comes from Tiger Brands. Occasionally, Shoprite and Checkers and Pick ‘n Pay provide support to deserving students.

25

University of the Witwatersrand

The University provides monthly food packs, food gardens and a daily meal programme

+/- 2000 students

The University receives funding from corporate sponsors, although Council funds are set aside for the programme in the event of funding not being sourced.

26

University of Zululand

N/A

N/A

N/A

28 November 2022 - NW4166

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Graham, Ms SJ to ask the Minister of Higher Education, Science and Innovation

Whether sector education and training authorities (SETAs) pay the Unemployment Insurance Fund (UIF) on behalf of learners who participate in their programmes; if not, why not; if so, (a) which of the SETAs do this as a matter of course and (b) is there a threshold in terms of the duration of the course that determines the payment of UIF?

Reply:

In terms of the Unemployment Insurance Act (No 63 of 2001), payment of the Unemployment Insurance Fund (UIF) on behalf of learners who participate in the workplace-based learning programmes is the responsibility of the levy paying employers who employ learners not the Sector Education and Training Authorities (SETAs). Since SETAs are not employers, they only allocate / disburse discretionary grants to levy paying employers who in turn must comply with the provisions of the Unemployment Insurance Act. Therefore:

(a) There is no SETA which pays UIF on behalf of learners participating in the SETA funded learning programmes.

(b) The threshold in terms of the duration of the course that determines the payment of UIF is regulated by the Unemployment Insurance Act for implementation by employers who receive funding from the SETAs for implementation of workplace-based learning programmes.

28 November 2022 - NW4211

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Tarabella - Marchesi, Ms NI to ask the Minister of Higher Education, Science and Innovation

Whether he will furnish Mrs N I Tarabella Marchesi with a copy of the skills report regarding the officials of the National Skills Fund; if not, why not; if so, what are the relevant details?

Reply:

The NSF officials' skills set is readily available. It is the same skills report presented to the Ministerial Task Team which recently undertook a study on the review of the NSF business model and all other related issues that are geared at transforming the NSF. The report establishes the level of NSF officials’ skills capacity considering the institutional performance challenges existing there. 

28 November 2022 - NW4250

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

(1)How does his department plan to continue supporting the SA Space Weather Centre that was recently launched by the SA National Space Agency (SANSA), which reportedly cost his department and SANSA R70,89 million and R36,6 million respectively; (2) whether he will furnish Mr S S Zondo with an itemised breakdown of the funds allocated towards the centre; if not, why not; if so, what are the full, relevant details?

Reply:

1. The Department funded the construction of the Space Weather Centre from the Programme 2: Technology Innovation budget reprioritization. This amount was allocated from the Innovation Priorities and Instruments Chief Directorate for a period of three years.

SANSA intends to generate its own revenue; however, it requires financial support for a period of five years while it improves its revenue generation.

2. The cashflow analysis is attached as Tag B. A more detailed breakdown will be made available by SANSA, should Mr Zondo request it.

21 November 2022 - NW4091

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

(1)Whether, with reference to his utterances in the public domain regarding the funding for the so-called missing middle and getting the private sector, particularly the banks, to provide loans to students for their studies, his department has entered into any formal and/or informal agreements with the banking sector to fund education; if not, why not; if so, (2) whether there has been any feasibility study done on (a) the impact of loans as a method to fund students and (b) whether loans as a method to fund students will not create massive debt traps as seen in countries such as the United States; if not, why not; if so, what are the relevant details?

Reply:

(1) No, the Department has not entered into any agreements with the banking sector to provide loans to missing middle students. However, there have been engagements with banks about the possibility of a loan scheme supported by government guarantees. 

(2) Issues relating to the feasibility of loans were explored in earlier work conducted by the Department, particularly by a Ministerial Task Team that reported in 2016. The findings of this work were incorporated into the report of the Ministerial Task Team, whose recommendations are currently under discussion. The work of this MTT reviewed previous policy advice provided to government. In addition, the report reflected on the findings of the Heher Judicial Commission on the funding of higher education, which included recommendations for an income-contingent loan model, which would include the tax-collection authority. In investigating a possible future loan model, the Department will be mindful of the student debt situation and the feasibility of collecting loans.

21 November 2022 - NW4085

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Langa, Mr TM to ask the Minister of Higher Education, Science and Innovation

What measures of intervention have been taken to ensure that more students’ residences are built in order to accommodate the thousands of students enrolled at the University of Zululand?

Reply:

1. To accommodate thousands of students enrolled at the University of Zululand, the Department of Higher Education and Training (the Department) has taken steps to ensure that the institution build more residences by undertaking of a feasibility. The feasibility study originally targeted the construction of 3500 beds at the institutions Kwa-Dlangewzwa Campus to eradicate student housing backlogs, and the Department is working closely with the institution to finalise the feasibility study.

2. In the short-term, the following measures and interventions were taken. This include the approval of a sum of R235 million from the previous approved funding enabling the institution to develop an immediate number of 783 beds at its KwaDlangezwa Campus while it’s finalising its feasibility study, and the contractor is currently onsite. 

3. The long-term measures and interventions included the following: that the feasibility study should be redirected and focus on two campuses, namely the KwaDlangezwa and the Richards Bay Campuses as the study seeks to address the student housing backlogs at both KwaDlangezwa and the Richards Bay Campuses. One of the interventions seeks to balance the provision of beds by allocating 1500 beds at both campuses to accommodate students enrolled at the institution. 

4. Once the feasibility study has been completed, the Department will work with the institution to determine a suitable funding approach to ensure that the institution builds more accommodation to ensure that most enrolled students are accommodated at the institution’s own accommodation facilities.

21 November 2022 - NW4082

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

(a) What is the purpose of the Chemical Industries Education and Training Authority Smart Skills Centre which was recently opened in Saldanha, (b) what is its current (i) functional status and (ii) capacity in carrying out its purpose and (c) how is it anticipated that the centre will improve the lives of unemployed youth in numerical effect?

Reply:

a)  The purpose of the CHIETA SMART Skills Centre project is aimed at bridging the digital skills divide between urban and rural communities. The Centre’s services are free and include access to data plus training courses aimed at job seekers, business start-ups, and SMMEs that wish to grow their operations. The centre will focus on basic digital skills aimed at addressing the digital skills divide in the district and at helping surrounding businesses and rural community members to learn technology-related skills.

b) (i)The Skills Centre was lunched on 25 October 2022 and will become operational effective from December 2022.

   (ii) Two staff members from Freeport Saldanha Industrial Development Zone will be responsible for receiving the learners and providing access to the various online training programmes. The above personnel will also be assisted by two interns who will be selected from the local community.

c)  The Centre will be opened to both unemployed youth and members of the community. The Centre is expected to target between 5000 and 10 000 unemployed youth over the next three years. This number excludes unemployed adults and other community members who will access the Centre to gain skills as well as to access the free services offered by the Centre including the use of the boardroom by local SMMEs. The Centre will help equip unemployed youth with basic ICT and digital skills needed which will enable them to become more marketable.

21 November 2022 - NW3465

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

What are the details of improved measures that his department has implemented to ensure that the (a) contextual and (b) institutional positions of universities are consistent despite the constantly changing nature of the Republic and that they are equipped to counter challenges that accompany the changes?

Reply:

The improved measures that the Department has implemented to support universities include increase in block grants, earmarked grants, and growth in funding for their NSFAS students. Furthermore, all universities are allocated funds annually through the University Capacity Development earmarked grant to implement programmes that focus on areas of need that must be addressed.  The same grant provides an opportunity for universities to collaborate in the implementation of programmes where there are common challenges in areas of teaching, research, and curriculum development. 

In addition, the Department established the Sibusiso Bengu-Development Programme (SB-DP) to address the inequalities that have impacted the development and sustainability of the Historically Disadvantaged Institutions (HDIs).  The SB-DP has been developed to support capacity development in seven strategic priority areas, i.e.  institutional management governance; institutional infrastructure and facilities; student experience, staff development and support; the academic enterprise; research and innovation; and relationships and partnerships.

10 November 2022 - NW3983

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

(a) Which technical vocational education and training (TVET) colleges have been identified for skills training aligned to the Fourth Industrial Revolution (4IR), (b) how far is the process and (c) what financial injection towards the 4IRaligned skills training has been earmarked for the identified TVET colleges?

Reply:

A multi-pronged approach was adopted on skills training aligned to the Fourth Industrial Revolution(4IR) in TVET colleges.

1. The first approach involved the identification of ten (10) TVET Colleges wherein 4IR Centres of Excellence are established.

(a) 1.     The ETDP SETA and the Department of Higher Education and Training (DHET) identified ten (10) TVET colleges to establish 4IR Centres of Excellence from which, skills training aligned to 4IR would be conducted. The table below reflects the names of the ten TVET colleges, the 4IR areas each has chosen to focus on, and the progress achieved thus far:

TVET COLLEGE

FOCUS AREAS

PROGRESS

Ehlanzeni TVET College

3D printing, Internet of Things, robotics, and Networking

90% completed. Launched on 

6th October 2022.

Goldfields TVET College

Cyber Security

100% completed. To be 

launched on 

10 November 2022.

Ikhala TVET College

Recognition of Prior Learning; and use of the Learning Management System

60% completed.

Lephalale TVET College

Robotics, coding, Artificial Intelligence; 3D printing, Internet of Things, networking, and growing interest in Cyber Security

95% completed. To be 

launched on                 

30 November 2022.

Northern Cape Urban TVET College

Renewable Energy, IT Linguistics; Welding; Drone simulation, and 3D Printing

25% completed.

Umgungundlovu TVET College

Recognition of Prior Learning; and use of the Learning Management System

60% completed.

Vhembe TVET College

 Robotics (Bionic and Microcontrollers); Industrial Robotics; Mobile Robotics; Automation Technology; Intelligent Components; Industry 4.0 System; and Cyber security

100% completed and 

launched on                   

11 August 2022

Vuselela TVET College

Artificial Intelligence Robots; House Automation technology; 3D Printing technology; and Virtual Reality technology

95% completed. To be 

launched by 

03 November 2022

West Coast TVET College

Coding, 3D printing; artificial intelligence; and robotics

25% completed.

Western TVET College

Welding robot (raspberry pi, Arduino); CNC machining & 3D printing; PLC’s; Drone simulation; and Software simulation

90% completed. To be
launched on 

07 December 2022.

(a) 2.     Further, the Ekurhuleni East TVET College, merSETA, and FESTO are in a tripartite private-public partnership to establish a 4IR Centre of Excellence, to an estimated value of R10 million with the College providing the infrastructure in addition to its contribution.

(b) 1.     The Vhembe TVET College 4IR Centre of Excellence was launched on 11 August 2022 presided over by the DHET Director-General, Dr Nkosinathi Sishi, the   Deputy Director-General of TVET, Mr Samuel Zungu, the local Chiefs in the Vhembe District, and the CEO of the ETDP SETA, Ms Nombulelo Nxesi. The Ehlanzeni TVET College 4IR Centre of Excellence was launched on 06 October 2022 presided over by the Mpumalanga Department of Education MEC, Mr Bonakele Majuba, the ETDP SETA, Ms Nombulelo Nxesi, and the Mpumalanga-North West Regional Manager, Dr Nick Balkrishen. 

The table displayed in 1. (a) 1 above, reflects the progress achieved by the 10 colleges. Most of the 10 TVET colleges have also applied to the DHET for approval to provide the 4IR-aligned skills training and will commence with that after approval and accreditation are granted. Implementation could commence in 2023. However, staff development processes have already commenced.

(b) 2. The Ekurhuleni East TVET College- MerSETA-FESTO project is at 80% completion of the building works. The skills training is envisaged to commence in April 2023.

(c) 1. The ten colleges involved in the ETDP SETA-DHET project were funded with a combined figure of R47 900 000.00.

(c) 2. The Ekurhuleni East TVET College-MerSETA-FESTO project is funded with an estimated combined figure of R10 000 000.00 for equipment while the cost for the building construction (funded by the College) is estimated at R5 000 000.00.

2. The second approach is the establishment of Industry-Partnered Learning Factories spearheaded by the CSIR, the DSI, and merSETA

(a) The merSETA is targeting to establish 18 Industry-Partnered Learning Factories (IPLFs), two IPLFs in each province at an estimated amount of (c) R120m to support 4IR skills development, innovation, and entrepreneurship. These Learning Factories will also serve as platforms for upskilling and re-skilling of the industry workforce through short courses to support the adoption of advanced technologies.

(a) The following two TVET Colleges have been identified for piloting the programme:

  • East Cape Midlands TVET College – The following focus areas for this Learning Factory have been identified in partnership with the local automotive industry: mechatronics digital cell, mechanical digital cell, welding cell, etc, and 4IR technologies will include Internet of Things, Robotics, Cyber security, blockchain, AR & VR, Cloud Computing, etc. (b) The digital cells are scheduled to be completed before the end of March 2023.
  • Falsebay TVET College – (b) This TVET College still needs to identify a campus that will be more accessible, then industry engagements will start in order to determine focus areas for the Learning Factory.

(b) The CSIR in partnership with merSETA, DHET, and DSI is in the process of finalizing the development of a National Framework for Industry-Partnered Learning Factories.

3. The third approach is the establishment of Academies.

 The Department has partnered with HUAWEI which has established ICT Academies in at least 22 TVET Colleges. These academies have offered courses related to 4IR such as AI, Big Data, IoT, 5G, Cloud Computing, Routing and Switching, Security, WLAN, Storage, etc. in a three-level certification system. 261students and 51 instructors have been trained in these programmes.

10 Colleges have been approved to offer a new stream on Robotics which is part of the NCV: IT & Computer Science programme from 2023. Below is the list of the approved colleges:

College

Campus

Ekurhuleni West TVET College

Germiston Campus

Vhembe TVET College

Makwarela Campus

Capricorn TVET College

Polokwane Campus

College of Cape Town

Pinelands Campus

False Bay College

Fish Hoek Campus

Khayelitsha Campus

Sedibeng TVET College

Vereeniging Campus

Motheo TVET College

Hillside View campus

Mopani TVET College

Sir Val Duncan Campus

uMgungundlovu TVET College

Northdale College

Thekwini TVET College

Melbourne Campus

4. The fourth approach is the establishment of ICT laboratories sponsored by Intel:

(a) The Department of Higher Education and Training (DHET) partnered with Intel South Africa to provide ICT infrastructure to TVET Colleges with the implementation of 4IR. The pilot project was started with Orbit College in the North West Province to develop a blueprint for the implementation of the project.

The project consists of two aspects:

1. ICT Infrastructure; and

2. Comprehensive 4 IR training at different levels.

The following processes unfolded:

1. Identification of the institution;

2. Engage with the management and lecturers to determine the level of commitment and sustainability of the project;

3. Level of training requirements (baseline assessment); and

4. Infrastructure requirements.

(c) Cost of the ICT infrastructure: A total of R1 million per project. The training cost is dependent on the finding of the baseline assessment.

Next steps:

1. Identify Colleges with 4 IR ICT Infrastructure that need 4IR training;

2. Identify Colleges that need support with 4 IR ICT infrastructure;

3. Update the 4 IR Orbit blueprint for ICT infrastructure; and 

4. Develop a college-specific 4 IR support plan.

10 November 2022 - NW3984

Profile picture: King, Ms C

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

(1)Whether, in light of the fact that the Historically Disadvantaged Institutions Development Grant (HDI-DG) was converted to the Sibusiso Bengu Development Programme (SB-DP), he will furnish Ms C V King with the closeout report of the HDI-DG; if not, why not; if so, what are the relevant details; (2) (a) what sets the SB-DP apart from the HDI-DG, (b) how were the funds of the SB-DP, utilised to cover the 2021-22 financial year shortfall, identified on page 37 of his department’s annual report in relation to the National Student Financial Aid Scheme and (c) what total amount was spent on the gala event of the inauguration of the SB-DP?

Reply:

The Historically Disadvantaged Institutions Development Grant was converted to the Sibusiso Bengu Development Programme (SB-DP). There is no close-out report of the Historically Disadvantaged Institutions Development Grant as it was not discontinued, the programme has been enhanced and is ongoing. The Sibusiso Bengu Development Framework provides the rationale for enhancing the programme.

(a)   Following extensive consultations with universities and various interest groups, the Historically Disadvantaged Institutions Development Programme was renamed the Sibusiso Bengu Development Programme (SB-DP) in honour of Prof Bengu.

The SB-DP has been developed to support capacity development in seven strategic areas as outlined in the SB-DP Framework document. The seven strategic areas are institutional management and governance; institutional infrastructure and facilities; student experience; staff development and support; academic enterprise; research and innovation; and relationships and partnerships.

(b)   The funds were transferred to the National Student Financial Aid Scheme (NSFAS) in accordance with the regulatory framework governing the transfer of voted funds and requisite prior approvals.

(c)   The Department did not host a gala event. It conducted an official launch of the programme.  The launch catered for more than 150 guests at a total cost of R410 136.39 which is broken-down as follows:

 

Item

Cost (R)

Venue and Catering

90 800.00

Décor including Sound and Video

69 336.39

Media Coverage

250 000.00

Total

410 136.39

10 November 2022 - NW3895

Profile picture: Zondo, Mr  S S

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

Considering the environment of remote teaching and learning in higher education institutions, how has his department facilitated inter-institutional collaboration on best practice methods that will ease the strain placed on students and educators?

Reply:

During the COVID-19 pandemic and the national lockdown, normal teaching and learning was severely impacted as a result of the suspension of physical classes and physical interaction between students and lecturers on campus. Funds (COVID-19 Responsiveness Grant) were made available to each university to enable the teaching and learning programme to continue through the adoption of remote teaching and learning strategies. At that point the focus was on ensuring that each university is supported to deal with its unique situation. However, through Higher Health, the Department was able to use technological solutions to support the entire PSET sector and eased the burden of educators.

Furthermore, the Department facilitated collaboration amongst universities and relevant stakeholders through collaborative programmes that are funded through the University Capacity Development Grant (UCDG) that is allocated by the Minister each year. The grant also supports collaboration through research projects.

10 November 2022 - NW3990

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

(a) What total number of (i) deaf students and (ii) academic staff are at institutions of higher learning and the technical vocational education and training colleges, (b) what measures are in place to assist deaf students and academic staff (i) with teaching and learning and (ii) during evaluation and assessment processes and (c) how were deaf students assisted during lockdown?

Reply:

a) (i) There were 2 665 students with hearing disabilities at universities within the 2021 academic year;

(ii) The Department does not collect academic staff information in relation to disabilities as part of its Higher Education Management Information System processes;

(b) and (c)   The NSFAS/DHET Disability Fund is aimed at providing financial support for students with disabilities who are financially needy and academically able. It is intended to open opportunities for further study in higher education and provide the necessary additional teaching and learning support for students to enable them to overcome barriers to learning.

Students who qualify fall within the maximum threshold of up to R600 000 of combined gross family income per annum. In addition to paying for students' full cost of study, the bursary also provides students with assistive devices (e.g., wheelchairs, hearing aids, adapted laptops, etc.) and human support (e.g., carers, scribes, tutors, sign language interpreters, etc.) at a capped amount that is reviewed annually by the National Student Financial Aid Scheme (NSFAS). Allowances for students with disabilities are outlined in the 2022 NSFAS Eligibility and Conditions for Financial Aid.