Questions and Replies

Reply:

1. NSFAS has improved its application processes, for the first time SASSA beneficiaries received real-time funding decisions. NSFAS has integrated its systems with SASSA, Department of Home Affairs (DHA) and the South African Revenue Services (SARS) to ensure accuracy and efficiency of funding decisions. It should be noted that NSFAS received approximately 900,000 applications of which 30% of the students received real-time funding decision. Using an example of four students is not a true and fair reflection of the performance of NSFAS. Whilst i am aware of some remaining challenges at NSFAS, NSFAS is addressing these matters.

2. As indicated above NSFAS, verifies household income through SARS data. All the students mentioned in the correspondence were advised by NSFAS of their funding decision and were deemed to not be eligible for NSFAS funding as their household income as per the SARS data is above the eligibility threshold.  NSFAS has an appeals process to cater for instances where economic circumstances might have changed between the submission of tax information and the time of application. All potential beneficiaries are given an opportunity to appeal as it is the case with the four potential beneficiaries that have been submitted.  The NSFAS records indicate that the four applicants have submitted an appeal on 4 February 2022 and will be processed by NSFAS accordingly. 

3.Yes, the Minister appointed the Board with the responsibility of governance and operational oversight to NSFAS.  The Board advises the Minister of any challenges that the entity may experience. Furthermore, the DHET engages with NSFAS in various platforms to provide oversight and address any challenges that the entity might be facing. NSFAS submits quarterly reports to the Department on its performance.

4. The Ministerial Committee of Inquiry (MCI) submitted its report into the business processes, systems and capacity of the National Student Financial Aid Scheme (NSFAS) to the Minister of Higher Education, Science and Innovation on 11 March 2021. The Committee made a number of findings and recommendations.  The NSFAS Board provided the Minister with a written report on the areas where work is already underway to respond to the findings and recommendations of the report, planned actions in response to the report and the Board’s formal response to the report. The report was submitted to the Department on 24 November 2021. It should be noted that the administrative budget funding model of NSFAS has not moved with the increase in the demand for NSFAS funding and has not changed with the mandate of NSFAS from being a loan scheme to a full bursary scheme. NSFAS administration budget only accounts for 0.9% of the funds that it administers, while best practice is that administration budget should at least be 10%. This is a matter that is being addressed between NSFAS, DHET and National Treasury.

Reply:

The Office of the Minister of Higher Education, Science and Innovation, Honourable Minister Nzimande/Department of Higher Education and Training/Department of Science and Innovation did not receive any correspondence either via email, WhatsApp, hardcopy and/or in any other format.

(a)-(c) Not Applicable

Reply:

1. Mr VB Ntuli is funding eligible for the 2021 academic year. Mr VB Ntuli was funded on 6 December 2021. The delay in funding for this student was as a result of the qualification that the student is registered for. The qualification had surpassed its last date of achievement on the National Qualifications Framework. Mangosuthu University of Technology requested an extension in this regard from the South African Qualifications Authority (SAQA). The approved extension from SAQA was communicated to NSFAS on 23 November 2021. The affected qualification records were updated on the NSFAS system on 24 November 2021 and a listing of all affected students was submitted to the NSFAS ICT department for reprocessing by the system on 24 November 2021. Mr VB Ntuli registration record (and all other students affected) was reprocessed on 6 December 2021.

2. No disbursements have been made for Mr VB Ntuli as yet given the very recent acceptance of the registration record.

Reply:

A report regarding the building of a Technical and Vocational Education and Training college for the community of Moretele will be submitted to Parliament when it resumes in 2022.

Reply:

(1)(a)(i)-(iv)

CET College	(i) Name of Service Provider	(ii) Total Cost Allocated	(iii) Total Quantities	(iv) Total Payment
Eastern Cape	Eggo Specialised Services; and Reddy Bio Clean T/A Milisa Incorporated	R6 943 000	30 Main CLCs and 239 Satellite Centres	R295 015
Free State	Red Alert; Budget Soap; Esethombe Holdings; LeSoul Pojects; Menwana Enterprise (Pty) Ltd; Bohalale Batlae Trading; CIB2(Pty) Ltd; Eden Island; Lejo M General Trading; Nkobi cleaning and Catering; Matsediso Cleaning services; and Africa Pest Prevention.	R4 748 000	181 Main CLCs and Satellite Centres	R516 151
Gauteng	Abanqobe Cleaning Services	R8 015 000	9 CLCs and 45 Satellite Centres	R0
KwaZulu- Natal	K Mathole Investment	R7 658 000	11 Main CLCs and 40 Satellite Centres	R153 999
Limpopo	Not yet appointed	R6 254 000	248 Main CLCs and Satellite Centres	R0
Mpumalanga	Heavy Ideas (Pty) Ltd; Mawela Zikode ( Pty) Ltd; Mhlabanyathi (Pty) Ltd; Vetata (Pty) Ltd; Lerato Lwandle ( Pty) Ltd; Amandla Okhozi (Pty) Ltd; Two Much Woman Civils; Sakhumuzi 78 trading; and Madvulane (Pty) Ltd	R4 544 000	64 Main CLCs and Satellite Centres	R1 572 962
Northern Cape	To be confirmed.	R2 221 000	87 Main CLCs and Satellite Centres	R0

CET College	(i) Name of Service Provider	(ii) Total Cost Allocated	(iii) Total Quantities	(iv) Total Payment
North West	Bid Consultancy (Pty) Ltd	R3 472 000	11 Main CLCs and 125 satellite centres	R868 000
Western Cape	Bidvest Prestige	R1 863 000	15 main CLCs and 58 Satellite Centres	R0
Total		R45 718 000		R3 406 127

1. There is no distribution of cleaning material taking place. Each college appointed a service provider to clean the centres.

1. (a) Higher Health submitted a proposal to HWSETA to request funding towards building a comprehensive health and wellness intervention for CET Colleges. HWSETA considered the proposal and approved to limit their funding to COVID-19 interventions. The initial proposal requested funding for the following:
   • COVID-19 capacity development and establishment of COVID-19 Screening volunteers at CET colleges;
   • Capacity development on Gender-Based Violence;

• • Mental Health;

• • Sexual and Reproductive Health including contraception and Substance Abuse;

• • Coordination of Health & Wellness programmes in the CET colleges;

• • Establishment of Campus Health & Wellness programmes at CET college;

• • Establishment of a peer to peer health promotion, awareness, and prevention programme in CET colleges;
  • Social behavioural change campaign; and

• • Enable a safe teaching & learning environment in the face of COVID-19

HWSETA considered COVID-19 to be a priority area and approved funding of R 8 099 000.00 to be utilised as follows:

• • Stipends for a period of 18 months for 9 college coordinators and 3 600 volunteers to set up screening stations and conduct screening at R 5 940 000.00
  • Provide personal protection equipment (PPE) for frontline staff, regular staff, student volunteers, students, among others who are involved in the daily screening programme for COVID-19 at R500 000.00
  • Improve the monitoring and evaluation system, with real-time reporting to assist towards early decision making, early detection, identifying trends and leading into process evaluations for programme implementation efficacy at R180 000.00
  • Provision of computers, tablets, data and airtime costs for project staff members and screeners at R993 000.00
  • Travel costs for Coordinators at R486 000.00

The allocation will be transferred in 3 tranches upon achievement of set project milestones between Higher Health and HWSETA.

• 1. The budgetary line item of Higher Health from which the funds were taken, is line item

CET Programme Implementation which covers the following broad line item expenditure:

• • • Salaries for HIGHER HEALTH Centre Coordinators

• • • Stipends for Student Volunteers

• • • PPE Material for student volunteers who man screening stations

• • • Information, Education and Communication Material

• • • Setting up of screening stations and maintenance of the HealthCheck app

• • • ICT and equipment costs

• • • Travel costs

Reply:

(1). It is not correct that I have ignored a request for a meeting with the DAK Netwerk. I responded to the constructive submission made by DAK Netwerk and did not decline a meeting with them.
(2). My office is always open to engage on this and all other matters related to the betterment of our higher education system. So, certainly I am available to meet with the DAK Netwerk or any other group for a constructive discussion of these matters.
(3). I responded to the submission that was made by DAK Netwerk. I found it very constructive in its engagement on the issue of Afrikaans. I also instructed officials in my Department to obtain legal advice on the definition of indigenous languages in the Language Policy Framework for Higher Education.

Reply:

1. The 2021 Guidelines for the Department of Higher Education and Training Bursary Scheme for Students at Public universities make provision for NSFAS students to utilise the learning material allowances for the purchase of a digital learning device (laptop or tablet). All university students qualify for a learning materials allowance, which is set at a maximum amount of R5 200. The University of Zululand indicated that 438 students were notified that they erroneously received laptops as well as the R5 200 learning material allowances in April 2021.  The University recovered the R5 200 that students received as a once off amount up front, by deducting it over the remaining period from the meal allowances. These students received a laptop and the full meal allowances and did not forfeit any meal allowances to pay for laptops. The balance of the R15 000 living allowances for the 2021 academic year is spread out over the academic year.

2. Data provision to students required for online access for teaching and learning and for assessments remained high across the system. The average across the system for all undergraduate students was 90% and 91% for NSFAS students, as reported by institutions in the September 2021 monitoring reports.

Below is the breakdown per university:

Percentage of all undergraduate students and NSFAS students that have access to data off-campus for teaching and learning purposes.
	% all	% NSFAS
Cape Peninsula University of Technology (CPUT)	73.0%	73.0%
Central University of Technology (CUT)	99.5%	100.0%
Durban University of Technology (DUT)	87.7%	84.8%
Mangosuthu University of Technology (MUT)	100.0%	100.0%
Nelson Mandela University (NMU)	99.0%	99.0%
North West University (NWU)	57.5%	70.0%
Rhodes University (RU)	16.8%	12.9%
Sefako Makgato University (SMU)	94.2%	96.2%
Sol Plaatje University (SPU)	100.0%	100.0%
Stellenbosch University	90.0%	90.0%
Tshwane University of Technology (TUT)	99.0%	99.0%
University of Cape Town (UCT)	100.0%	100.0%
University of Fort Hare (UFH)	96.9%	99.4%
University of Free State (UFS)	100.0%	100.0%
University of Johannesburg (UJ)	100.0%	100.0%
University of KwaZulu-Natal (UKZN)	99.9%	100.0%
University of Limpopo (UL)	98.0%	98.0%
University of Mpumalanga (UMP)	100.0%	100.0%
University of Pretoria (UP)	100.0%	100.0%
University of South Africa (UNISA)	100.0%	100.0%
University of Venda (UNIVEN)	45.0%	45.0%
University of Zululand (UNIZULU)	100.0%	100.0%
University of the Western Cape (UWC)	100.0%	100.0%
University of the Witwatersrand (UWC)	100.0%	100.0%
Vaal University of Technology (VUT)	99.0%	99.0%
Walter Sisulu University (WSU)	100.0%	100.0%
Average	90.60%	91.01%

14 Universities (CPUT, MUT, SPU, UCT, UFS, UJ, UKZN, UMP, UP, UNISA, UNIZULU, UWC, WITS, and WSU) reported that 100% of their students have been provided with data.  7 universities (NMU, SMU, SUN, TUT, UFH, UL, and VUT) reported that 90-99% of their students were provided with data. DUT reported 85% of their students to have been provided with data. CPUT reported 73%, NWU reported that 70%, of their students to have been provided with data in the period. UNIVEN reported 45% of their students to have been provided with data in the period under review. RU reported 13% of their students to have been provided with data.

It should also be noted that student who are on campus and living in university residences have access to campus wi-fi, so many students do not require access to mobile data at all times.

Reply:

1. The only aspect of the Language Policy Framework for Public Higher Education Institutions, published on 30 October 2020, that is being legally consulted upon is the definition of "indigenous languages". My Department has sought legal opinion on this matter. I have indicated before that a technical matter such as a definition should not detract from the progressive character of the policy framework, which essentially seeks to create a just and inclusive higher education sector where all our languages are duly recognised and given space to develop in line with the prescripts of the Constitution of the Republic.

2. The above answers the next question, which is, whether the amendment will include languages that are perceived to be excluded in the policy framework. In my other response to this same question I have indicated that the Policy Framework affirms all South African languages, official and non-official. Specific reference is made in the framework to the importance of developing Khoi, Nama and San languages which remain largely neglected across the education system. The Framework has been positively received by universities and they are looking forward to its implementation starting from next year.

Reply:

1. The allocation over the Medium-Term will continue to assist the Department to execute its mandate in the current economic constraints. However, the allocation is not sufficient to provide for all the needs of the Department.

2. A shortfall on the NSFAS budget is still anticipated for the 2022/23 financial year and engagement is ongoing within the government budget processes in relation to this matter. Student debt for qualifying NSFAS students is being addressed in part through a process between NSFAS and institutions following a 2019 allocation from the Department to NSFAS for this purpose. I have also appointed a Ministerial Task Team to look at the long-term issues relating to a new financial aid policy for the future.

Reply:

The matter of whether vaccination for COVID-19 should be made compulsory for physical access to university campuses is something that is currently under consideration within the university system. Universities South Africa (USAf) has prepared guidelines for universities to consider and guide them in their discussions. At the end this is a matter that is decided upon by university Councils, who have the responsibility, within the framework of the Constitution and the Higher Education Act, to determine institutional policy.

As far as I am aware there have been no formal requests for consultation with the Department. However, I am aware that universities have sought legal advice on the matter and that in some universities discussions were held with their stakeholders prior to making decisions on this matter, which is a critical part of considering any vaccination strategy and any requirement for access based on proof of vaccination.

Higher Health, working with the Department of Health, Department of Higher Education and Training, universities, TVET and CET colleges has been actively working to establish vaccination sites for the post-school education and training system and the number of sites has grown significantly. It is also working closely with institutions to promote scientific information about the vaccination which can also address vaccine hesitancy within the post-school population.

Higher Health has indicated to the Department that they believe that it is extremely vital currently to promote vaccination through every communication channel. The priority for now is to mobilise and persuade people to volunteer to be vaccinated. Higher Health’s 15 000 campus-based peer educators are tasked to explain all about the vaccine and respond to people’s anxiety and are encouraging a peer-to-peer dialogue.

This will continue to be the focus for the current period, until the vaccination programme has had time to reach a majority of staff and students. I note the public attention on this matter, given the tension between individual rights to choose and the responsibilities of educational institutions to ensure the safety of students and staff. Ultimately, it is important that stakeholder discussions on this matter continue at the current time.

Reply:

(1) All universities have measures in place to raise awareness and offer guidance and advice on GBV related matters. These include but are not limited to workshops or presentations during orientation weeks and during various parts of the year for students; roadshows; training; production and dissemination of brochures and other literature for the university community; and information on institutional websites. In addition to these initiatives, a large number of students have completed a curriculum on GBV prevention and mitigation via Higher Health, empowering them with knowledge and understanding of GBV and related matters. Higher Health is the Department’s implementing agency for student health, wellness and development in the post-school system.

There is a need for more comprehensive training embedded in institutional policies. The Ministerial Task Team established to advise the Minister and Department on gender- based violence and related matters, is exploring the possibility of national standards and principles about what should be included as a minimum in training sessions.

Higher Health has established relationships with campus and community radio stations to engage young students routinely on matters related to sexual and gender-based violence, and mental health as a matter of priority. There is also Higher Health's 24-hour toll-free helpline available in all 11 official languages. The line offers health, wellness and psychosocial risk assessment toolkits for early screening, empowerment and referral related to gender-based violence, mental health, HIV, TB and other matters.

(2) Following the release of the policy framework and as part of its work, the Ministerial Task Team held a series of engagements with university communities across various institutions. Amongst others, the aim was to establish how universities respond to sexual harassment and gender-based violence and harm, and what support is needed from the Department to enable the effective implementation of the policy framework.

(3) It has been established that not all universities have sufficient means to deal with GBV, and the Department and Higher Health aims to support campuses in addressing the problem. There has to be a coordinated implementation of the framework by universities through a fully coordinated national response. The Ministerial Task Team will advise on areas requiring improvement in institutional responses to gender-based violence and sexual harassment, and appropriate levels of support needed for the implementation of the national policy framework to address gender-based violence by universities.

Higher Health, through the Department, has released a set of instruments that will further strengthen the realisation of the policy framework. These instruments are directives to all institutions and management to put the necessary infrastructure towards a comprehensive response on cases of sexual and gender misconduct, rape and sexual assaults across all our campuses. The procedural guidelines and protocols on rape, code of ethics ensure that reporting of cases, disciplinary systems, safeguarding evidence, provision of rape kits, psychosocial support services and survivor-friendly infrastructure are developed across campuses.

The Department will play an oversight role, monitoring institutions to ensure that they take full responsibility for addressing GBV on their campuses.

Reply:

1. In December 2020, the NRF communicated the funding outcomes for new successful masters and doctoral student applications for the 2021 academic year, including the extension support for masters and doctoral studies who would have completed in 2020 but were impacted negatively by the Covid-19 lockdowns. In March 2021, additional awards for extension support were made following the DSI approval of R9,08 million of reprioritised funds to award additional masters and doctoral extension support funding for the 2021 academic year. The deadline date for the submission of honours applications was extended to March 2021 to accommodate universities whose academic years have been extended due to the Covid-9 lockdown. Between April 2021 and May 2021 all honours awards had been concluded and communicated.

Successful applicants received their provisional award letters for postgraduate funding from the NRF and were required to submit the signed Conditions of Grants (CoGs), together with the proof of registration to the NRF, for the funds to be released to the university. Delays in the release of funding by the NRF were due to delays in the submission of the signed CoGs, and proof of registration. The Department has duly instructed the NRF to maintain constant communication with the universities’ Research Offices to facilitate the submission of outstanding documentation, by the universities to the NRF, to enable the release of outstanding funds within this year and before some of the students finish their studies.

In order to manage cash-flow, the universities have a grant deposit from the NRF which is used to pay out funds to postgraduate students and other grantholders. The grant deposit ensures the availability of funds at the university to honour grant payments and is replenished as the university invoices the NRF on grant expenditure.

2. Between 2017 and 2019 the NRF entered into a phase of preparing for the implementation of the DSI-NRF Postgraduate Funding Policy and held numerous engagements with the university stakeholder community. In 2020 and 2021, the NRF continued to hold virtual engagements with all 26 universities to ensure alignment with the implementation plan of the policy and to address challenges experienced by stakeholders. It must be noted that the start of the implementation of the policy coincided with the start of the COVID-19 related national lockdown and this may have impacted on the readiness of institutions to implement the new Full Cost of Study (FCS) and Partial Cost of Study (PCS) Funding.

The DSI has requested the NRF to engage further with the universities to streamline the payment processes in the 2022 academic year. Towards this goal/end, the NRF has made and authorised the following adjustments in relation to improving the payment processes for the 2021 academic year:

Accredited private rental accommodation - The NRF has taken note of the challenges relating to the requirement for universities to accredit all private rental accommodation occupied by postgraduate students and has therefore taken the decision to rescind the requirement for ‘accredited accommodation.’ The NRF is considering the option of setting regional accommodation allowances which could eliminate the need for a valid lease agreement for the private rental accommodation.

Payment of allowances to students - In order to be audit compliant, payments for allowances will be made either on a monthly or quarterly basis to students. The quarterly provision is made to accommodate institutions that have not as yet implemented systems and processes for monthly payments of student allowances.

Payments may be made according to the semester of registration – The NRF has provided clarity to the universities relating to this matter. If the student registered in the first half of the year (first semester), regardless of the month of registration, and is registered for the full year, the student is eligible for the full year scholarship which must be made available to the student. Likewise, if the student registers in the second half of the year (second semester), only half the scholarship may be made available for the 2021 academic year. The payment rules for each of the allowances still apply.

Payment of allowance for electronic study device – The NRF has provided clarity to the institutions relating to this matter. The institution and the NRF will not require quotations or proof of purchase for the electronic study device allowance. The allowance will be made available only once irrespective of whether the student receives NRF funding for a further postgraduate degree(s).

Reply:

The Department has no plans to open a Technical and Vocational Education and Training College in ePhongolo.

Reply:

(a) Ms Mahlodi Matamela applied and was provisionally approved for a NSFAS bursary for 2020. There was no registration claim submitted by any institution to NSFAS to confirm registration in 2020. The 2021 funding can only be confirmed where a 2020 registration was received, and the student passed the registered modules. In the case of Ms Matamela, both the registration data and results for 2020 have not been submitted to NSFAS. In addition, there is no record that the student applied for 2021 funding.

(b) If registration data for 2020 is submitted and the institution confirms through results that the student passed, the 2020 and 2021 years of funding will be covered by NSFAS.

Reply:

(1) (a) Mostuniversitieswerenotaffected,aslearning activitieswereconducted onlineduetoLockdownLevel4andonlyasmallnumberofstudentshadreturnedto campusesand residences.Thesestudents wereidentifiedbyuniversities and allowed tobeoncampuses during this period forvarious reasons. Theuniversities, including MangosuthuUniversityofTechnology,inKwaZulu-Natal developedmulti- prongedplanstoavertthevandalism ofpropertyfrominternal andexternalthreats during the unrest. These plans were well implemented, as no acts of vandalism occurred within universities.

The University of Witwatersrand (Wits) reported that the HVTN clinic in Kliptown on the first floor of Walter Sisulu Square was vandalised. All electronic goods were stolen, as well as various other items, including medical equipment (stethoscopes,oximeters,bloodpressuremachines andaninfraredthermometer). TheWitsHealthConsortium syndicatesandsitesbasedinHillbrowandsurrounds wereaffectedandsufferedsomelosses.TheHealthConsortiumSyndicatesincludes the Wits Vaccines and Infectious Diseases Analytics Unit, Perinatal HIV Research Unit, WitsReproductiveHealthandHIVInstitute, andtheClinicalHIVResearchUnit. Emergency repairs were made to enable the clinic and sites to commence with operations.

TheKwa-MashuSamsungCentreoftheCoastalTVETCollegeandIsithebe Campus of Umfolozi TVET College were vandalised.

(b) Alluniversitieshavecounsellingprogrammesinplacetoassiststudentsand staff members who need counselling services.

In addition, Higher Health, which is a national agency of the Department of Higher Education and Training dedicated to student and staff wellbeing, has established a 24-hour toll-free helpline offering help in 11 official languages. The service provides free telephone or SMS counselling, crisis intervention and support and referrals to mental health professionals and other psycho-social resources available to students and staff across all university and TVET college campuses.

From thereportsreceived bytheDepartment, therewerenostudentswho needed food assistance as a result of the impact of vandalism. However, many universities do assist students through existing food bank programmes

(2) TheDepartmentofHigherEducationandTrainingcontactedtheuniversities in these provinces to establish whether they were affected by any vandalism and looting that happened from 9 to 18 July 2021.

AtTVET colleges,a Principals’meetingwascalledaftertheunrest.Each Principal gave a full report of what transpired during the unrest. The Principal of Elangeni TVETCollege reportedthattheInandaCampuscomputerswerelootedand allthecomputerswererecoveredbytheSouthAfricanPoliceServices.ThePrincipal of Elangeni TVET College was notified beforehand that looters were going to vandalize theKwa-MashuCampus,securitywasbeefedupandlooterswereunable toenterthepremises.MostofthecollegeswerenotvandalisedascollegePrincipals had decided to increase the security in all their campuses.

Reply:

Universities

Institution	University of Mpumalanga
Did youhaveacertification backlog bytheendofJuly 2021?	Yes
Whatarethereasonsforthe certification backlogs and	560StudentsowingfeestotheamountofR10575321.62
On what date will it be cleared?	Whenthefeeshavebeenpaidintermsoftheuniversity’s policy.
Institution	SefakoMakgatho University
Did youhaveacertification backlog bytheendofJuly 2021?	Yes
Whatarethereasonsforthe certification backlogs?	The following are the reasons for the backlog: 1. In terms ofthe university’srules, degreeand diploma certificates shall not be released tostudents until alloutstanding debts havebeensettled.There aretwo categories of backlogs:  Historic (from 2015 to 2020) - 1 690  2021 - 992 Total - 2 682 2. TheUniversitydoesnotpostcertificatestostudents toavoidthemgettinglost.Studentsareexpectedtocollect their certificates or todecide for somebody tocollect on their behalf or to collect them using a courier service.
On what date will it be cleared?	It will depend on when: students pay their debt; or those who are not owing, come to collect them.

Institution	Rhodes University
Did youhaveacertification backlog by the end of July 2021?	Yes
Whatarethereasonsforthe certification backlogs?	Duetothevirtualgraduationceremoniesof2020and 2021, students have not collected their parchments or arranged couriering thereof.We are again reminding students ofthis. Some students are yet toenter into an agreement contract with the university in terms of outstanding fees
On what date will it be cleared?	Studentsarebeingremindedtoarrangeforcollectionor couriering of parchments.
Institution	University of Limpopo
Did youhaveacertification backlog by the end of July 2021?	Yes
Whatarethereasonsforthe certification backlogs?	All certificates are ready. The challengewas their collectionasitcoincidedwiththethirdwaveoftheCOVID- 19 pandemic.
On what date will it be cleared?	Thecertificatesarebeingcourieredtograduates.The process will end by 17 September 2021.
Institution	Cape Peninsula University of Technology
Did youhaveacertification backlog by the end of July 2021?	Yes
Whatarethereasonsforthe certification backlogs?	CPUTSmartGraduationwasconcludedon29June2021. On30June2021,duringlockdownlevel4,whileuniversity staff were requested to work from home, Assessment and Graduation Centre staff were granted permission by the InstitutionalCovid-19Clustertocommencetheprocessof sendingallgraduationcertificatestostudentsviacourier

	services. CPUT had 7 149 certificates to process. The process involved the following: Onlineconfirmationfromallgraduatesforup-to- date contact information and physical addresses during lockdown level 4. Confirmation from the courier service provider that they will be able to manage the workload. Ensure Covid-19 protocols were met in our workspace. Update and statistics to date: 5 200 Certificates according to contact information received from graduates were sent successfully. 163Errorswerereceivedfrom theserviceprovider with contact details concerns and no responses at the point of contact. This list is now a prioritytomatch thelist with emails of concern about delayed delivery. Errors are corrected as we receive correct information and courier packages are dispatched. Theserviceproviderreporteddelaysduetostaff shortages for various reasons. We havebeen granted access to generate our own waybills to increase the number generated per day, despite the delays at the service provider.
On what date will it be cleared?	30 September 2021
Institution	Mangosuthu University of Technology
Did youhaveacertification backlog by the end of July 2021?	Yes
Whatarethereasonsforthe certification backlogs?	ThebacklogrelatestoNSFASstudents,asNSFAShas not settled the debt for all NSFAS students.

On what date will it be cleared?	AssoonasNSFASsettlesthedebts,certificateswillbe issued to NSFAS students.
Institution	Central University of Technology
Did youhaveacertification backlog by the end of July 2021?	Yes
Whatarethereasonsforthe certification backlogs and	Thefirstrelatestooutstandingfees.Secondly,certificates thatweresentvia courierswerereturnedtotheuniversity because the recipients were not at the delivery address.
On what date will it be cleared?	Thereisnospecificdateindicatedforclearance.However, Managementisengaging possibleapproaches/strategies toaddress thismatter.Thecampaignwillbeongoinguntil resolved.
Institution	UNISA
Did youhaveacertification backlog by the end of July 2021?	Yes
Whatarethereasonsforthe certification backlogs and	There is a delay in the issuing certificates because of the opening and closure of the university informed by regulations. Currently, autumn certificates are being issued in different regional offices.
On what date will it be cleared?	Anticipating the clearing thereof in October 2021.

Technical and Vocational Education and Training (TVET) Colleges

TheDepartmenthasmadesignificantstridesregardingthereductionofcertificationbacklogs. AdedicatedtaskteamcomprisingtheDepartment,SITAandUmalusihasmanagedtoreduce thecertificationbacklog(historicalbacklog)by96.81%.All eligiblestudents whowrote examinationsandsatisfiedtherequirements,theDepartmenthasoverthepastyearreleased certificates to colleges within 90 working days after the release of results.

Sector Education and Training Authorities (SETA)

SETA	Agriculture Sector Education and Training Authority
Did youhaveacertification backlog by the end of July 2021?	Yes
Whatarethereasonsforthe certification backlogs and	The COVID-19 pandemic risk-adjusted strategy alert levels significantly affected the certification process, as documents had to be manually processed. Awaiting training providers to close gaps identified during the verification.
On what date will it be cleared?	30 November 2021
SETA	WholesaleandRetailSectorEducationandTraining Authority
Did youhaveacertification backlog by the end of July 2021?	Yes
Whatarethereasonsforthe certification backlogs?	W&RSETA did not have an information management system to produce certificates. A service provider has been appointed to assist.
On what date will it be cleared?	30 September 2021
SETA	ChemicalIndustriesEducationandTrainingAuthority
Did youhaveacertification backlog by the end of July 2021?	Yes
Whatarethereasonsforthe	The COVID-19 pandemic risk-adjusted strategy alert levelssignificantlyaffectedthecertificationprocess,as

certification backlogs?	documents had to be manually processed.
On what date will it be cleared?	30 November 2021
SETA	Manufacturing, Engineeringand Related Services Sector Education and Training Authority
Did youhaveacertification backlog by the end of July 2021?	Yes
Whatarethereasonsforthe certification backlogs?	The COVID-19 pandemicrisk-adjusted strategy alert levels significantly affected the certification process.
On what date will it be cleared?	30 September 2021
SETA	Banking Sector Education and Training Authority
Did youhaveacertification backlog by the end of July 2021?	Yes
Whatarethereasonsforthe certification backlogs?	The backlog was caused by insourcing the hosting of the Learner Management System. The process included the acquisition of Microsoft credits for hosting the system in the cloud. The procurement of the credits has been finalised.
On what date will it be cleared?	30 September 2021
SETA	Insurance Sector Education and Training Authority
Did youhaveacertification backlog by the end of July 2021?	Yes
Whatarethereasonsforthe certification backlogs?	Some skills development providers closed their businesses before learning achievements were presented for quality assurance and certification of the enrolled learners.Inmostcases,norecordsareavailableforthese

	learners. Most learning programmes were extended in 2020 due to the COVID-19 pandemic. This caused a delay in the completion and certification of learners. The certification award process is underway for learners who successfully completed the programmes.
On what date will it be cleared?	30 December 2021
SETA	Culture,Art,Tourism.HospitalityandSportSector Education and Training Authority
Did youhaveacertification backlog by the end of July 2021?	Yes
Whatarethereasonsforthe certification backlogs and	Some skills development providers have not loaded the assessmentsoftheirlearners.Thisprocessisrequiredto generate the certificates.
On what date will it be cleared?	31 December 2021
SETA	Services Sector Education and Training Authority
Did youhaveacertification backlog by the end of July 2021?	Yes
Whatarethereasonsforthe certification backlogs and	The printing and issuing of certificates and/or statements of results canonly be performed onsite. The COVID-19 pandemic lockdown restrictions limited office access at various intervals to officials who quality assures, print and issue certificates and/or statements of results. Notwithstanding, the main reason for the current backlog is due to the Learner Management Information System being down for 3 months from May to July 2021.
On what date will it be	31 December 2021

cleared?
SETA	Transport Education and Training Authority
Did youhaveacertification backlog by the end of July 2021?	Yes
Whatarethereasonsforthe certification backlogs and	The COVID-19 risk-adjusted strategy alert levels had negative implications about certification. Certification is a highly sensitive matter and cannot be completed while working remotely for security purposes.
On what date will it be cleared?	31 December 2021
SETA	Energy andWater Sector Education and Training Authority
Did youhaveacertification backlog by the end of July 2021?	Yes
Whatarethereasonsforthe certification backlogs and	The COVID-19 risk-adjusted strategy alert levels had a negative impact regarding certification processes as trade test centres were closed during certain alert levels, coupled with restricted access of SETA staff to the office impacted the certification process.
On what date will it be cleared?	30 November 2021
SETA	Health andWelfare Sector Education and Training Authority
Did youhaveacertification backlog by the end of July 2021?	Yes
Whatarethereasonsforthe certification backlogs and	Marko Institute,a skills development provider (SDP) is currentlyuploading theassessmentsontheHWSETA system, specifically for the Child and Youth Care Worker qualification and the Social Auxiliary Work

	qualification. The SDP currently does not meet the requirementstoapplyforanextensionofscopeastheydo not have a current tax clearance certificate, which is a requirement for this application. The service provider, National Association of Child Care Workers'(NCCW) taxaccreditationcertificateexpired,and they did not have access to the system after the expiry of theiraccreditation.TheSDPhassincebeenre-accredited, and they are currently uploading the assessments. The due date is three weeks after the completion of the uploadingof assessments by theSDP. Theuploadingof assessments is for Social Auxiliary Services. The date for issuing certificates for Ancillary Health Care and for the NationalAssociationofChildCareWorkerscertificationis 22 October 2021.
On what date will it be cleared?	30 September 2021
SETA	Public Service Sector Education and Training Authority
Did youhaveacertification backlog by the end of July 2021?	Yes
Whatarethereasonsforthe certification backlogs and	The SETA is withholding the issuing of certificates as the skillsdevelopmentprovideriscurrentlyunderinvestigation for alleged improper conduct. The PSETA has decided to institute an independent investigation into this matter to assess the veracity of the allegations. The outcome of the investigation will determine whether the SETA issues the certificate or not.
On what date will it be cleared?
SETA	Local GovernmentSector Education and Training Authority

Did youhaveacertification backlog by the end of July 2021?	Yes
Whatarethereasonsforthe certification backlogs and	The learner documents were misplaced between the provincial and national offices, which resulted in the delays of trade testing for learners. An internal investigation on thematterwill be conducted. TheSETA will take the necessary disciplinary action against the responsible individuals by imposing consequence management.
On what date will it be cleared?	30 November 2021

Reply:

NSFAS reported that the entity had pre-ordered the first batch of 170 000 laptops for NSFAS funded university and TVET college students in February and March 2021. The timeline for deliverywasdelayedbyaworldwideshortageofcomponentstobuildlaptops. Itisprojected that approximately 160 000 of these devices will be for TVET colleges, whereas the balance is earmarkedfor universities.NSFAS hasprovidedan allocationlistof 61808studentsto the serviceprovider,i.e. 59962TVETcollegestudentsand1846universitystudents.Todate

49 100laptopshavebeendeliveredand theremainderwillbedeliveredbythe endofAugust2021.

It should be noted that although the numbers of university students appear low, there are differentschemes in place across theuniversity system tosupport students, and particularly NSFAS students to obtain devices to support learning. Where universities do not have schemes in place, NSFAS qualifying students receive an annual learning material allowance directly, which they are able to utilise to purchase a device.

Reply:

No.	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 assistance with food, clothes, and transport dependent on identified needs.	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 (FeedemPitseng) to supply food to students who are referred by the Student Affairs through Wellness Centre.  2 407 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 R1 000 to R2 000 disbursed monthly per student.	The amount available for the Poverty Alleviation Project/Thusanang is sourced mainly from 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 volunteers.
4	Durban University of Technology	The Phakimpilo (serve life) programme commenced in 2020 during the lockdown period. The programme provided Spar vouchers to mostly postgraduate students.	The programme provided Spar vouchers to 119 students to date.	Contribution from Alumni office and DUT staff members. Glenwood Spar donates non-perishable food items monthly.
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, 5 567 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. The 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 a continuous basis. UFS Faculty of Natural and Agricultural Sciences, the Institute for Groundwater Studies and University Estates also contributed in various ways. The No Student Hungry Programme is 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.	3 522 Students in total are assisted. 3 022 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 laboratory/practical requirements are invited onto campus on a needs basis and needy students are assisted.	Statistics are 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 the examination 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, KagoYabana Foundation 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 content 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 because 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	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 well-being of students on all levels.	250 Students are assisted through this programme monthly.	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	SefakoMakgatho University	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 the 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 January 2021 to 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 on the Tygerberg and Stellenbosch campuses, which are sponsoring meals for students.
20	Tshwane University of Technology	TUT has the following programmes, which address the needs of needy unfunded students.  The Food Hamper Crisis intervention programme which is an emergency relief intervention addressing the basic psychosocial need that is adversely affecting students’ physical and mental health. The programme provides immediate, short-term crisis relief when there is an imminent threat to a student’s physical health and or hygiene care by providing a portion of basic food and hygiene hamper that deserving needy students receive once a month.  The Assist A Student programme 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 341 students 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 programme from the Student Extracurricular levy which is mandatory for 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 the Professional Provident Society Foundation and handed them to indigent students. There was also a period when the Service Provider for the Student Bar on Campus provided free meals to a group of needy students daily.	No specific number provided.	The projects are funded through donations from companies / organisations, alumni and individuals, including UNIVEN staff and students as well as the 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 examination period.	To date, 1 200 students have been supported.	The main support comes from Tiger Brands.  Occasionally, Shoprite, 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	+/- 2 000 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

No.	TVET College	a) Food Bank	b) Number of students assisted	c) Funding for the projects
1	Goldfields TVET College	Yes	92 Students	Lecturer contributions.
2	False Bay TVET College	Yes	5 100 Students	Peninsula School Feeding Association.
3	Northlink TVET College	Yes	29 000 Students	Funded by the college and Peninsula Feeding Scheme
4	South Cape TVET College	Yes	334 Students	Funded by the college and donations from the municipalities in the Eden District (Southern Cape Region), and non-governmental organisations.

Reply:

Each university is assigned a NSFAS servicing agent. The servicing agents liaise directly with universities to address any NSFAS related issues, including disbursements.

INSTITUTION	PROVINCES	SERVICING MEMBER	EMAIL ADDRESS
Tshwane University of Technology	Gauteng	Zukiswa Siyolo	[email protected]
Sefako Makgatho University	Gauteng
University of Pretoria	Gauteng	Michaela Brink	[email protected]
University of Limpopo	Limpopo
University of Free State	Free State	Mugelane Petersen	[email protected]
Central University of Technology	Free State
University of Cape Town	Western Cape	Junethe Cloete	[email protected]
University of Stellenbosch	Western Cape
University of Western Cape	Western Cape
University of Zululand	Kwazulu-Natal	Joan Mahlohla	[email protected]
University of Kwazulu Natal	Kwazulu-Natal
Mangosuthu University of Technology	Kwazulu-Natal	Natalie Phiri	[email protected]
Durban University of Technology	Kwazulu-Natal
University of South Africa	Gauteng	Lesego Moroeng	[email protected]
Sol Plaatjie University	Northern Cape
University of Witwatersrand	Gauteng	Anga Bokwe	[email protected]
University of Johannesburg	Gauteng
Vaal University of Technology	Gauteng
North West University	North West	Aqeelah Moss	[email protected]
Cape Peninsula University of Technology	Western Cape
Walter Sisulu University	Eastern Cape	Mthetheleli Ndaba	[email protected]
University of Fort Hare	Eastern Cape
Nelson Mandela University	Eastern Cape	Pinky Njemla	[email protected]
Rhodes University	Eastern Cape
University of Venda	Limpopo	Linda Mcetywa	[email protected]
University of Mpumalanga	Mpumalanga

Reply:

(1)     According to HEMIS data (2019), overall there are still more male than female staff occupying instruction and research posts in the sector. African women are significantly under represented. The table below illustrates the breakdown of the numbers according to race and gender:

Table 1: Headcount of instruction and research staff in 2019:

Population Group	Instruction and Research
	Female	Male	Total
African	3 416	4 807	8 223
Coloured	792	655	1 447
Indian/Asian	888	731	1 619
White	4 397	3 807	8 204
Unknown	94	314	408
Total	9 587	10 314	19 901

 

The HEMIS data does not provide a breakdown according to field of specialisation. 

(2)     To address this, the Department is implementing the Staffing South Africa’s Universities’ Framework (SSAUF) as part of the University Capacity Development Programme (UCDP). The UCDP is an implementation programme that is intended to enable an integrated approach to capacity development across three focal areas: student development, staff development and programme/curriculum development. For the purposes of the UCDP, staff development activities are activities that enable the development of university academic and professional staff in a range of roles, including teaching, researching, leading, managing and administering.

The SSUAF comprises sub-programmes that are designed to intervene at important transition points along the academic staffing career trajectory. There are five programmes focused on the recruitment of black (African) female academics, and these are the Nurturing Emerging Scholars Programme (NESP), the New Generation of Academics Programme (nGAP), the University Staff Doctoral Programme (USDP), the Future Professors Programme (FPP) and the Higher Education Leadership and Management Programme (HELMP).

The NESP aims to recruit honours graduates who demonstrate academic ability, who express an early interest in the possibility of an academic career and who might be lost to the system if structured, attractive prospects and opportunities for recruitment into academic positions do not exist. NESP Master's graduates then become a resource pool from which new academics can be recruited. The NESP is implemented in phases by the Department with Phase 1 having started with implementation in 2020 with 97 candidates supported through the programme. Five of these candidates were given an opportunity to study for Master's degrees in France and three of them are women. The rest will be confirmed this year. Each phase of the NESP will be a 3-year programme for all selected participants, comprising two stages. Stage 1 will comprise of a 2-year scholarship programme and Stage 2 is a compulsory 1-year internship programme at the recruiting university. The NESP was implemented for the first time in 2020.   

The nGAP involves the recruitment of highly capable scholars as new academics to be appointed in permanent posts at universities, against carefully designed and balanced equity considerations and in light of the disciplinary areas of greatest need. To date, seven phases (Phase 1 - 7) of the nGAP are being implemented, and posts have been awarded and continue to be filled by the universities. Phase 7 commenced in April 2021, and the recruitment and contracting for these posts must be concluded in March 2022. 

Out of a total of 542 nGAP lecturers in the system currently, 252 (46%) are appointed in STEM positions. Out of the 252, 140 (55.5%) are women and 112 (44.5%) are men.

The USDP, which supports existing permanent academics to obtain doctoral degrees, also follows suit with the majority (56 out of a total of 101) of participants in the programme being women.

The FPP, which supports lecturers and senior lectures who demonstrate academic leadership potential to transition to the professoriate, started implementation in 2019/20 with the majority of participants being women.

The HELMP seeks to build leadership and management capacity in the university system and has a special programme that focuses on the development of women as leaders in higher education.

All these programmes emphasise that of the selected candidates, 90% must be black South Africans and at least 55% of the beneficiaries must be women. The sustainability of these programmes is secured as these programmes form part of the annual performance targets of the Department and are allocated funds in the Ministerial Statement for University Funding each year.

These programmes are as per the need for each university with some of them demonstrating a need in the STEM subjects. However, due to a limited pool of qualifying female prospective candidates, recruitment of this group of the population is often difficult, a matter that the Department is trying to attend to.

Reply:

(a)  During the past three financial years, CATHSSETA has partnered with the Department of Tourism to host the National Tourism Careers Expo to encourage learners in careers related to the tourism and hospitality sectors. Furthermore, the SETA partnered with the Department of Higher Education and Training, and other SETAs to host the annual Heritage Expo focusing on the Culture, Arts and Heritage subsector. This expo has been taking place since 2019. The 2021 expo was held on 7 May 2021 in Limpopo and 8 June 2021 in Cape Town. Over and above the aforesaid programmes, the SETA disburses discretionary grants to its stakeholders to fund bursaries, learnerships, skills programmes, artisans and work-integrated learning programmes.

(b) The SETA signs service level agreements with clear targets with the Department of Higher Education and Training on an annual basis to support occupationally directed programmes such as vocational qualifications. The targets for the following learning programmes have been agreed upon for the 2021/22 financial year with the SETA:

-   Bursaries for 263 learners;

-   Learnerships for 158 learners;

-   Skills programmes for 210 learners;

-   Work-integrated learning for 473 learners;

-   Artisanships for 261 learners; and

-   Internships for 173 learners.

All these interventions are aimed at addressing the occupational shortages identified in the Sector Skills Plan.

(c) The following achievements can be noted:

-   Number of workers completed Adult Education and Training               30

-   Number of university graduate placements completed                        54

-   Number of TVET graduate placements completed                               330

-   Number of graduate internships completed                                          183

-   Number of learners Completed skills programmes                               2 993

-   Number of learners completed learnerships                                         966

-   Number of learners who completed bursaries                                      127

(d) (i)   Programmes are delivered within a specific financial year that would have been agreed upon with the stakeholders or in line with the duration of the learning programmes.

      (ii)  Learners are placed in different establishments operating within the nine provinces' subsector for training and workplace exposure.

      (iii)   CATHSSETA programmes are attended by both employed and unemployed learners. CATHSSETA also supports labour unions, NGOs, Cooperatives, SMMEs and disabled people. 

      (iv)  Increasing access to high quality, relevant education, training and skills development opportunities.

(e) CATHSSETA conducts induction and project monitoring and evaluation visits at least once during the lifespan of a project. The SETA uses monthly project reports and meetings as tools to monitor project progress. The SETA is currently conducting a tracking study to trace where the learners that were trained previously by the SETA are to check the impact of training provided to them

Reply:

a) NSFAS has made payments in advance to all universities and as such; there should be no unpaid allowances to compliant students. Universities have their own payment processes to distribute allowances to students. The advance payments were made as an intervention to ensure that universities pay allowances to students, in a timely manner.

There are currently 179 068 UNISA students funded through the DHET Bursary Scheme.  Total disbursements to funded student amounted to R931, 8 million of which NSFAS provided an advance of R774.6 million and UNISA an amount of R102.9 million from their own funding. 170 564 students who qualify for the learning material allowance in terms of the 2021 DHET Guidelines received their allowances. 4 254 opted for the laptops. Incidental allowance has been paid for the months of Feb-July 2021 to 88 625 students who qualify in terms of the 2021 DHET Guidelines. Please note only those students who carry a course load of 10 and more qualify for the incidental allowances.

4 204 have not received allowances based on following reason:

-2020 results uploaded by funding not migrated to 2021

-N+ Rule: Higher Certificate students starting Degree/Diploma in 2021

-LLB students not migrated

-Pipeline National Diploma students, funding not migrated

-Students switching institutions

2 403 applications for NSFAS appeals for returning students were considered and 1 360 were recommended for further funding support. These students have not received allowances as UNISA are still waiting for final outcome from NSFAS.

(b)  The Department has scheduled the 2021 transfers for university and TVET college bursaries to NSFAS as shown in the table below, to ensure that NSFAS has the necessary cash flow resources.

April 2021 R’000	June 2021 R’000	August 2021 R’000	October 2021 R’000	Total
8 788 444	8 788 443	8 788 443	8 788 443	35 153 77

Reply:

(a) The National Student Financial Aid Scheme (NSFAS) pays allowances directly to students enrolled at 44 Technical and Vocational Education and Training (TVET) colleges through the wallet system. Furthermore, NSFAS transfers funds for the allowances of qualifying students enrolled at six colleges that are responsible for making payments to their respective students. The following TVET colleges make allowance payments to their NSFAS students:

• College of Cape Town;
• Northlink;
• False Bay;
• Boland;
• West Coast; and
• South Cape.

The below responses are based on data obtained from NSFAS, as the Department is still in the process of obtaining the necessary information from the six colleges responsible for disbursing allowances.

(i) 2020

In terms of the NSFAS report, 12 colleges contravened the Bursary Rules and Guidelines by lodging student claims for tuition fees exceeding their respective tuition allocations. Furthermore, 26 colleges contravened the bursary policy by lodging claims for accommodation for more than 40% of its NSFAS recipients. Given the broad geographic footprint of TVET colleges with 265 campuses across the country, the Bursary Rules and Guidelines stipulates that colleges may lodge accommodation allowances to a maximum of 40% of its NSFAS recipients.

(ii)    2021

In terms of the latest NSFAS report, allowances have been paid to all qualifying students. The report indicates that 22 colleges are not complying with the requirement on claims for accommodation, as their claims exceeded 40% of their NSFAS recipients.

(b) The Department has introduced various measures to address these challenges and issued a communique in March 2021 compelling colleges to ensure that the awards for allowances are made within the available budget, as the funds earmarked for allowances have been fully allocated to colleges for 2021. The Department, together with NSFAS, convened a meeting on 13 May 2021, with colleges exceeding the stipulated percentage regarding student claims for accommodation. These colleges were urged to work on a strategy that will ensure their compliance with the Bursary Rules and Guidelines in respect of the awards for allowances. Some of these colleges have already shared the strategies they are putting in place to manage the excessive demand for accommodation allowances.

Reply:

(a) (i)   According to the CATHSSETA report, there were 778 tour guide learner applications from the legacy data, which was transferred into the new system. 1 230 New applications of tour guide learners were processed on the new system.

(ii)  Training providers were requested to upload documents to the system, as well as submit hard copies as a security measure during the implementation of the system.  At that stage, CATHSSETA needed to ensure that the system functioned properly in relation to the management of learner documents. 

(b) The SETA is considering the physical submission of documents to be optional and stakeholders will be advised accordingly.

Reply:

(a) The Culture, Arts, Tourism, Hospitality and Sport Sector Education and Training Authority (CATHSSETA) accredits tour guide trainers based on the 8-core criteria document that was developed by the South African Qualifications Authority (SAQA).  

(b) The eight core criteria are used to ensure that trainers meet the highest standards. Trainers must submit the following policies and procedures:

1. Policy Statement: The organisation’s aims, objectives and purpose.
2. Quality Management System: Outline procedures that implement quality management.
3. Review Mechanisms: Outline how the implementation of policies would be monitored. 
4. Programme Delivery: Outline how learning programmes would be developed, delivered and evaluated.
5. Staff Policies: Outline policies and procedures for staff selection, appraisal and development.
6. Learner Policies: Policies and procedures for the selection of learners are outlined, and learners are given guidance and support.
7. Assessment Policies: Outline policies and procedures for forms of assessments that are used and how they are managed.
8. Management System and Policies: Indicate the financial, administrative and physical structures and resources of the organisation, and procedures of accountability within the organisation.

(c) The set standards are the qualifications that are on the National Qualifications Framework (NQF). There are two guiding qualifications, i.e. National Certificate: Tourism: Guiding, NQF level 2, SAQA ID 17174; and Further Education and Training Certificate: Tourist Guiding, NQF level 4, SAQA ID 71549. There are also skills programmes for Culture, Nature and Adventure Guiding.

(d) Over and above the trainers being tour guides themselves, they must be trained on the following unit standards:

-   Conduct outcomes-based assessment – SAQA ID 115753

-   Conduct moderation of outcomes-based assessments – SAQA ID 115759

(e) – (g) In the past three financial years there have been no improvements or changes to the qualifications as the industry has not requested them. However, there has been a need to re-align the qualifications to meet the Quality Council for Trades and Occupations standards, i.e. occupational qualifications. The curriculum is not improved by the SETA but by the accredited trainers. The SETA’s responsibility is to improve the set standards, i.e. the qualifications that are on the NQF with input from the guiding industry.

Reply:

The definition of indigenous languages in the "Language Policy Framework for Public Higher Education Institutions" (2020) was developed following broad consultations with different language practitioners and stakeholders in the country. In line with the Higher Education Act, the Department relied heavily on the advice from the Council on Higher Education, which made substantive input on the content of the policy, including the list of definitions included in the policy's initial draft. The Department also sought consistency in the use of terms with the Constitution of the Republic of South Africa, which uses the term "indigenous languages", to underscore the importance of recognising and developing historically marginalised languages of the people of South Africa.

Alternatively, the policy framework could have used the terminology "indigenous African languages" as commonly used in literature. However, this expression could easily have been construed as excluding Afrikaans as it emphasizes the "Bantu" origins of the languages and their wide usage by the native population. The definition of the term "indigenous languages" in the policy is used purely to highlight the historical marginalisation of African languages as a result of both colonial and apartheid legacies, and the need to develop these languages for scholarly ends.

The policy framework does not in any way exclude or disadvantage Afrikaans or any other South African language, for that matter, as the need to develop all official South African languages other than English is well articulated in the policy, and in fact is, its underlying motive. The main objective of the policy is not to argue or settle the debate around the issue of indigeneity or otherwise of languages, but rather to highlight the fact of historical marginalisation of African languages in academia and propose ways and mechanisms in which this historical injustice could be corrected.

In terms of the Khoi language, the definition includes the following “an indigenous language is a language that is native to a region or country and spoken by indigenous people”. It, therefore, includes the Khoi language family.

These definitions should be read in the context of the policy and its aims. The policy aims “to contribute to transformation in higher education with specific reference to universities through enhancing the status and roles of previously marginalised South African languages to foster institutional inclusivity and social cohesion”. This policy does in no way, imply that Afrikaans must be removed/or not further developed. It simply aims to achieve the aspirations of Section 29(2) of the Constitution by making sure that all previously marginalised languages enjoy parity of esteem and that language is not an obstacle to access for all South Africans.

As indicated above, the Policy Framework does not exclude Afrikaans and San languages as indigenous languages. The definition adopted in the Policy when read correctly within the broader context of the framework is meant to highlight the colonial and apartheid history of the exclusion of indigenous African languages or simply indigenous languages of Bantu origin. At no point is the Policy intended to settle the debate of the indigeneity or otherwise of Afrikaans or any other language.  

Reply:

(a) Since the introduction of the Performance Monitoring and Evaluation System in 2010 and subsequent Medium-Term Strategic Framework, the Department has been engaging with universities through enrolment planning on their targets for scarce skills areas.  In the new enrolment planning cycle, the targets for first time entering students into the scarce skills areas of engineering, life and physical sciences, human health, animal health and vet science, and teacher education are indicated in Table 1 below:

TABLE 1: 2020 to 2025 Proposed targets for first time entering students in scarce skills
	2020	2021	2022	2023	2024	2025
Engineering	16 152	16 647	17 085	17 639	18 100	18 317
Life and Physical Science	16 948	17 161	17 584	17 391	17 459	17 614
Human Health	9 796	10 155	10 418	10 838	11 155	11 516
Animal and Veterinary Science	1 116	1 154	1 194	1 209	1 229	1 257
Initial Teacher Education	22 752	22 746	22 788	22 855	22 951	23 380

The targets for all undergraduate enrolments for the scarce skills are in Table 2 below:

TABLE 2: 2020 to 2025 Proposed targets for all undergraduate qualifications in scarce skills
	2020	2021	2022	2023	2024	2025
Engineering	77 062	77 003	77 158	78 916	80 796	83 019
Life and Physical Science	58 267	59 240	60 613	61 218	62 092	62 890
Human Health	47 411	47 488	47 597	49 120	50 406	51 926
Animal and Veterinary Science	5 001	5 208	5 343	5 469	5 592	5 729
Initial Teacher Education	136 272	139 733	142 893	144 791	147 471	150 117

 (b) (i) Universities are funded through Teaching Input Units (TIUs) based on their approved enrolment plans.  If the universities adhere to the agreed upon targets, they will receive their full funding in terms of their approved TIUs.  If they are more than 2% under-enrolled, universities will be penalised financially and if they are more than 2% over-enrolled in their first-time entering enrolments, they will also be penalised due to the impact which over-enrolment has on the sector.

(ii) The above-mentioned strategy is not expected to have a significant impact on the Social and Human Sciences as the enrolment plan targets are also set in terms of the percentage in the Human Sciences (includes Social Sciences).  The targets are reflected in Table 3 below:

Reply:

(1) To assess the real impact of the proposed Technical and Vocational Education and Training (TVET) system budget cuts, it is important that the earmarked budget provided by National Treasury for the purpose of implementing the TVET Post Provisioning Norms (PPN) be excluded from the baseline increase, as it is actually being subsidised through a baseline reduction from the TVET Direct Transfers (subsidies). The PPN allocation is, therefore in real terms not a baseline increase, as the TVET sector and public TVET colleges will receive no additional funding for this purpose in particular.

The following table reflects in real terms the proposed budget reduction for the TVET sector over the Medium-Term Expenditure Framework (MTEF), which excludes the PPN:

Budget	2021/22 R'000	2022/23 R'000	2023/24 R'000	Total R'000
TVET Compensation of Employees (CoE) budget cut	(908,399)	(1,206,281)	(951,175)	(3,065,855)
TVET subsidy budget cut	(100,000)	(100,000)	(100,478)	(300,478)
Sub-Total	(1,008,399)	(1,306,281)	(1,051,653)	(3,366,333)
TVET operationalisation of new campuses budget cut	(16,664)	(22,136)	(31,648)	(70,448)
TVET Infrastructure and Efficiency Grant budget cut	(204,282)	(265,613)	(458,610)	(928,505)
Total	(1,229,345)	(1,594,030)	(1,541,912)	(4,365,287)
Impact on student enrolments: TVET CoE and subsidies
Budget reduction %	-8.39%	-10.47%	-8.60%	-9.17%
Annual Performance Plan Targets
Headcount enrolments in TVET colleges (State funded)	505 770
TVET enrolment reduction	(42 419)	(52 978)	(43 492)	(138 889)

As can be noted from the above table, the budget for the rest of the MTEF has been reduced by R3.3 billion affecting the TVET Compensation of Employees (CoE) and TVET Direct Transfers (subsidies), which translates to a reduction of student headcount enrolments by approximately 138 889 over the MTEF period. 

(2)   For many young people, attending a TVET college secures them with the skills and opportunities for employment in industries and businesses, and for some to venture into self-employment. A reduced budget will restrict access to TVET colleges for many students who come from economically disadvantaged backgrounds, thereby exacerbating the challenges of escaping the generational trap of poverty.

(3)  The Department has been supporting TVET colleges in developing strategies to overcome the difficulties faced by the contracting budget:

-     The Department has identified the need for TVET colleges to expand access by developing partnerships with both private and public sector enterprises, and has incorporated this as a performance target for colleges to achieve. Colleges with partnerships have been able to increase their enrolments despite facing constrained budgets.

-     The Department has encouraged colleges to initiate online learning as a platform of learning that can be accessed by a larger number of individuals that do not require to be physically at the college.

-     In line with this and in response to the COVID-19 pandemic, computers will be disbursed to TVET students thereby enabling the digital revolution for expanded blended and online learning.

All these innovations will boost the quality and quantity of competency achieved by young people attending TVET colleges.

Reply:

HIGHER EDUCATION AND TRAINING

The Department has not concluded any work exchange and/or employment agreements with any entity of the Republic of Cuba from the 2010/11 financial year up to the 2020/21 financial year.

SCIENCE AND INNOVATION

(1) (a) South Africa and the Republic of Cuba signed a science and technology agreement in 2001 to promote development cooperation in S&T by means of exchanging scientists, research workers, specialists and scholars and exchange of scientific and technological information. However, the department has not employed any Cuban nationals and it is not due to employ any in the 2021-23 Medium Term Expenditure Framework period.

(b) There are no Cuban nations to be employed in the department, therefore there are no details of work to be carried out.

(c) There are no details for specific skills sets possessed by Cuban nationals to be communicated as there are no Cuban nationals employed/to be employed in the department.

(d) Details of the costs of employing Cuban nationals are not available as there are no Cuban nationals employed in the department.

2 (a) Despite having a bilateral agreement with the Republic of Cuba, the department has had no plans to employ Cuban nationals, and as such has not taken any steps to ensure that any specific skill set was not available amongst South African citizens.

(b) As no Cubans with specific skills set were employed by the department, the department has not taken any steps to ensure the specific skills set of the Cuban nationals were available in the Republic amongst South African citizens.

Some contextual issues

Following South Africa’s democratic transition, South Africa and Cuba established formal diplomatic relations on 15 May 1994 and opened resident Embassies in Pretoria (1994) and Havana (1995), respectively. Cuba has since become an established strategic partner for South Africa in the Latin American region. This led to the signing of an agreement on Scientific and Technological cooperation between the countries in 2001.

Reply:

a) (i)  93 532 TVET college students
            

b) (ii)  52 992 University students

Un-funding Reason	TVET Colleges	Universities
The academic pathway that is not funded as per the DHET guidelines for TVET colleges	5 376
Highest qualification level already achieved		22 014
N+ exceeded	140	22 649
Student failed	88 016	8 326
Student funded by other bursary		3
Total	93 532	52 992

Reply:

(a) NSFAS is not aware of 5 000 students that have been excluded financially. On engagement with the university management and SRC, this information could not be verified. NSFAS funded students are not required to pay registration fees.

(b) NSFAS has made advance payments to institutions covering two months and is not aware of, and does not expect any funded student to not have received their allowances. Universities are also expected, in terms of the 2021 guidelines for the DHET Bursary Scheme for university students, to keep a database of all single use accommodation providers for NSFAS students who provided a lease agreement and engage providers where challenges are identified with regards to the payment of accommodation allowances.

Reply:

(a) Students can change courses as continuing NSFAS funding is based on the NSFAS funding criteria.  In terms of the criteria, continued funding is based on academic eligibility testing, which includes the N+ rule.  N is the minimum qualification completion time, also known as regulation time specified by the institution for a programme of study funded by NSFAS.  N+1 applies to first-time entering students first registered after December 2017, whilst N+2 applies to students who first registered before January 2018. If a student has transferred from any other public university, regardless of whether they were funded at that university, the number of years already registered for the qualification must be counted as part of the minimum qualification completion time.

(b) No, NSFAS does not stop funding because students change institutions.  NSFAS funding stops when the student fails to meet the academic eligibility criteria and the N+ rule.

(c) A student contravenes the rules when they no longer meet academic eligibility requirements, exceed their N+ time, and move between institutions without declaring this. The expectations of students are outlined in the bursary guidelines. 

Reply:

(a)  After due consideration, the College and Council have established that the relocation of the campus is not feasible due to the following reasons:

- no public land or suitable buildings are available within a viable distance of the current campus;
- no funding is available to purchase private land and construct an equivalent site; 
- any such move would in reality take 3 to 4 years and the challenge needs an immediate intervention; and
- the landfill is in fact closed and the challenges being experienced are due to a lack of management by the municipality in enforcing its closure.

(b) The Department has commenced with an intergovernmental process to secure the effective enforcement of the closure of the site. This process is being coordinated via the Office of the Minister.

Reply:

DEPARTMENT OF SCIENCE AND INNOVATION

I thank the Honourable Mr. Nxumalo for highlighting the importance of cybersecurity in an increasingly digital world. In terms of cybersecurity skills, the focus of the Department of Science and Innovation (DSI) is on research and development and high-level skills. With respect to R&D and skills, the DSI has, over the last 10 years, implemented a few programmes contributing to high-level human capital development, the development of innovative Information Security products for improved service delivery and self-reliance, and the provision of state-of-the-art RD-enabling infrastructure.

With respect to high-level human capital development, the DSI funded an intervention at the CSIR to develop a critical mass of skills in Information Security competency. The programme was targeted at MSc and PhD level. In order to grow the pool of women practitioners in the Information Security field, there was deliberate focus on recruiting and supporting young, Black female undergraduate students.

Through a High-end infrastructure grant, the DSI also funded the Network Simulation and Emulation Laboratory (NSEL) at the CSIR. This facility/ platform is used by the CSIR to provide training in various aspects of cybersecurity. Besides university students, the platform was also used to deliver training to governments agencies such as the Defence Intelligence and interns.

Research, development and innovation projects that contributed to service delivery and self-reliance include:-

• An optical coherence tomography (OCT)-based contactless fingerprint acquisition device (FPAD) and investigated the feasibility of the technology for lifting latent fingerprints for forensics. The results of the latent fingerprint investigation have indicated that it is possible to use this technology for fingerprint forensics. This is the course the CSIR is pursuing currently.
• The development of a prototype for biometric recognition system for minors.

Moving forward, cybersecurity has been identified as a key foundational digital technology in the decadal plan on science, technology and innovation. More detailed implementation planning is underway to put in place a more ambitious R&D and high-level skills development programme for the next 10 years. This programme will include R&D in blockchain-based solutions that are beyond cryptocurrencies with the related science and innovation instruments being geared towards their enablement.

It is anticipated that these solutions will be implemented within the emerging national cybersecurity framework in both the public and private sectors.

DEPARTMENT OF HIGHER EDUCATION AND TRAINING

Media, Information and Communication Technologies Sector Education and Training Authority (MICT SETA)
(a) Plans in place	(b) Initiatives to provide cybersecurity learning to address the global deficit in the cybersecurity workforce	If not, why not	If so, what are the relevant details?
To develop an Occupational Certificate: Cyber Security Analyst To implement the programme for unemployed, retrenched and those in the workforce	The qualifications have been developed and submitted to QCTO for verification and submission to SAQA.		The qualification will cover the following components: Knowledge module NQF Level 4 Practical skills module NQF Level 5 Work experience module NQF Level 5 Once approved the qualification will be implemented for a period of 12 months.
To develop a skills programme in Cyber Security	The process of development is underway		Once approved the skills programme will be implemented for two weeks.
To raise cyber security awareness within MICT SETA	MICT SETA will continue to raise cyber security awareness through campaigns and training to its personnel.		Some of the plans and initiatives which were started and will continue to be practised include: Cyber security awareness talks/sessions hosted by the Chief Information Officer, and Marketing and Communications Directorate inviting an external stakeholder to educate and create awareness on cyber security to MICT SETA personnel. Cyber security awareness communication to all MICT SETA personnel through email systems. Training of ICT personnel on cyber security.
Cyber Security Learning Programme	In progress.		MICT SETA is currently funding the Cyber Security Short Programme for 43 learners.
Cyber Security Learning Programme	In progress.		MICT SETA is currently funding the Cyber Security Graduate Internship Programme for 10 Interns.

Reply:

(a)  It should be noted that universities have generally reported high levels of student participation in teaching and learning, with no university reporting percentages higher than 10% for students not engaged and 4 universities reporting higher than 5% for students not engaged. Universities' teaching and learning plans included the following:

• Development and delivery of online teaching and learning materials: synchronous and asynchronous methods were utilised;
• Development of print-based teaching and learning materials, and delivery to students;
• Uploading of teaching and learning materials to USBs and delivery to students;
• Development and delivery of alternative assessment strategies; and
• Catch-up programmes as students returned to campus.
  There are many students who lost funding because they exceeded the N+2 rule for various reasons. During the 2020 funding cycle, the Minister approved a concession in the application of the N+2 rule for 2020. This concession was applied as follows:
• Where students cancelled their enrolment in the first semester, the particular year will not add to the N+ calculation.
• Where students provided medical or psycho-social evidence that they had to cancel their studies, that year will not be counted.
• Students in their final year that exceeded the N+2 provisions would be funded to teach them out of the system in that year.
  (b) 22 832 NSFAS funded continuing students in 2021 exceeded the N+ rule and were unfunded.

Reply:

1. The clinical trials referred to in this context are often funded by philanthropic groups, international product development partnerships, other governments (such as US funds for the HIV Vaccine Trials Network (HVTN)). Multinational corporations (MNC) generally make a contribution by providing the study product for free in the clinical trial, and fund the trials in some countries. Public funds in South Africa are generally used as a contribution to focus attention on the South African-specific situation (e.g. efficacy/safety in HIV-infected individuals), to ensure clinical data is obtained to ensure regulatory compliance in South Africa. Funding allocation for health R&D is informed by the objectives and priorities of the Bio-Economy Strategy.

2. The Department of Science and Innovation (DSI) contributed R4,5 million towards the ChAdOx1 trial (AstraZeneca vaccine) to ensure that HIV positive persons were enrolled in the clinical trial, as this is a particular need within the South African environment. In addition, the DSI contributed an amount of R1 million towards the use of local clinical trial sites for the World Health Organization Global Solidarity Trial.

3. The clinical trials referred to above generally do not result in new intellectual property (IP) as the purpose is to obtain safety and efficacy data on an existing product (owned by the MNC). If, in the unlikely event that IP is developed, the Intellectual Property from Publicly Financed Research and Development Act applies in South Africa (i.e. if the research is not paid at full cost, this will result in IP ownership by the university conducting the work. In such circumstances the product owner/MNC often gets some rights in terms of either co-ownership or first rights to license the IP).

Reply:

A number of institutions have put in place mechanisms to provide electronic devices to students. The extent to which students who needed laptops were supported to obtain these varied widely across universities, from 0% or close thereto for three institutions, to over 70% for 18 institutions. The average across the system in February 2021 was that 74% of students who required laptops were supported to obtain one, including 66% of NSFAS students. This was reported by institutions in the bi-monthly monitoring reports submitted to the Department.

In addition, the NSFAS has ordered the first batch of 170 000 laptops for NSFAS funded university and TVET college students. The timeline for the delivery of laptops has been hampered by the worldwide shortage of components to build laptops. Despite this, 7 300 laptops have been received and distribution will commence in the second week of June 2021. A consignment of 63 000 laptops are expected throughout June 2021.

Reply:

(a) The Department was not informed that the Thekwini TVET College, Springfield Campus is experiencing issues with the landfill site adjacent to the campus. The matter has been escalated to an intergovernmental process that will involve the Municipality and Provincial COGTA coordinated by the Office of the Minister.

(b) As the matter has now been brought to the attention of the Department, an urgent intervention is underway to deter the illegal dumping on and around the site, which will in turn deter the burning of refuse by the illegal persons accessing the site.

Reply:

1. The Department has been informed about the protest of students at Esayidi TVET College, Umzimkulu Campus. However, the students were not protesting over non-payment of allowances but rather over their dissatisfaction with the implementation of the Bursary Rules and Guidelines, particularly the provision on the 60/40 split regarding the awards for travel and accommodation allowances. It should be noted that the matter has been resolved and students are back in class after it was addressed by the college management and the Central Student Representative Council (SRC) together with the campus SRC. 

(a) The majority of student allowances at the college have been paid to qualifying students with the exception of approximately 500 students. These exceptions are being attended to by an official from NSFAS who visited the college during the week of 17 to 21 May 2021 to help the college's financial aid office.

(b)  NSFAS is currently making weekly allowance payments, instead of the usual monthly payments, to reduce the backlog.

(c) The college uses various platforms to share information with students on the administration of NSFAS including through the college financial aid committee, which includes representation of the SRC.  

(2) According to NSFAS, the procurement of laptops has been completed and will be distributed in batches as of May 2021 to all eligible TVET college students. 

Reply:

The Minister released directions in the Government Gazette No. 44342, dated 29 March 2021 (attached) to guide public and private higher education institutions for the 2021 academic year.

The directions provide high-level guidance through a national framework and criteria to all institutions in managing operations during the COVID-19 pandemic. This work builds on previous guidance provided in 2020 during the initial lockdown period and over the period that students and staff returned to campus as part of a phased-in approach. It is anticipated that the directions will be utilised by institutions during the academic year, in conjunction with any relevant directions issued as part of the national state of disaster.

In terms of the directions, institutions must maintain institutional plans for the effective management of operations during the pandemic and have in place a COVID-19 response Task Team. Each public higher education institution has also developed a teaching and learning plan, which considers the different circumstances that may arise during the pandemic, drawing on lessons from the 2020 academic year.

In addition, the Department is supported by Higher Health, which works closely with all public post-school institutions to provide guidelines and advice on the management of teaching and learning, and institutional operations during the pandemic and provides many other forms of support, including training and communication on key matters relating to the pandemic, and supporting institutions in the event of cluster outbreaks.

In the case of Technical and Vocational Education and Training (TVET) colleges, students are continuing with the blended modality of learning, which involves a mix of face-to-face tuition and guided self-study. In short, the protocols put in place during lockdown level 3 are still in place for teaching and learning, and for the conduct of examinations. Both these processes were successfully managed in the 2020 academic year and will continue in 2021. Higher Health is actively involved in colleges to assist with symptomatic staff and students, and the management of positive cases when these are identified. Where the incidence of positive cases is of concern, colleges are given the flexibility to shut down the affected campus for a limited period, in agreement with their respective Councils and Regional Offices, and provide a catch-up timetable for the days lost.

Teaching and learning at Community Education and Training (CET) colleges:

• The Department has reviewed the 2020 Curriculum Recovery Plan for CET colleges and will adjust in relation to COVID directives.
• The Department is aware that the implementation of the recovery plan will necessitate amendments to the CET college calendar to ensure that students cover the curriculum. This has financial and labour implications (time for tuition will be increasingly informed by the time lost, implying more hours worked by lecturers) which the Department will deal with internally, e.g. engaging labour organisations and the reprioritisation of the budget.
• An extra R45 million has been allocated by National Treasury to CET colleges for ensuring the safety of students and staff in compliance with COVID-19 regulations; provision of personal protective equipment, sanitisers and rotation of attendance to ensure social distancing.

Reply:

(1) All higher education institutions will be included in the countrywide government phased plan to vaccinate all South African citizens. Higher Health, as the entity that supports the post-school sector in this area, will liaise with the Department of Health, and ensure regular communication with the sector on all matters relating to COVID-19 and vaccination. Higher Health, in collaboration with the Department of Health, Department of Higher Education and Training, and post-school institutions will ensure that all relevant plans and communication relating to vaccination are put in place effectively across the sector.

(2) Higher Health works with all post-school public institutions to support the training of institutional staff and peer mentors on many aspects of work, including COVID-19. This has included the distribution of information on the current phase of the vaccination programme and will include awareness raising at the appropriate times during the phased vaccination programme of government.

Reply:

(1) In March 2021, the Department requested universities to complete a student debt survey template with the aim of providing the best possible data on the total student debt as at 30 December 2020. This work will feed into the review requested by Cabinet on government policy in relation to student financial aid, including the “missing middle” and the sustainability of institutional funding (block grants, earmarked and infrastructure funding). 

(2) The Minister will appoint a task team to review the sustainability of and options for the post-school education and training student financial aid system. The focus of the review will be on the sustainable modelling of the National Student Financial Aid Scheme (NSFAS), as well as to explore a different public-private sector mechanism to enable better support for the “missing middle” income bracket. Once concluded this will be tabled for Cabinet’s consideration.

Reply:

(1) The Department has developed a standardised organisational structure and Post Provision Norms (PPN) model for TVET colleges, which makes provision for a unit and funded post for Employee Health and Wellness (EHW) services within each TVET college. This model and standardised organisational structure is currently being implemented at a college level over 3 years in line with the Medium-Term Expenditure Framework budget. 

(2) The EHW unit at Head Office has been capacitating colleges whilst the PPN model was being developed and supporting the implementation of programmes in colleges.

Colleges were capacitated with 3-day EHW capacity-building workshops. There were 86 psychosocial interventions in TVET colleges. Processes of employee health and wellness were followed, which were agreed upon by labour structures within the Department.

During the COVID-19 pandemic and currently, the EHW unit has trauma counselled, tracked and traced 70 officials, and equipped colleges with various protocols in ensuring adherence to the prescripts of the Department of Public Service and Administration.

(3) The support functions and implementation of the EHW programmes does not depend on the establishment of an EHW unit, as it is the right of all members within the public service to be provided with health care services based on the Bill of Rights section 24 (a) and section 27 (i), as per the directive from the Minister of Public Service and Administration in Circular 1 of 2017 on Employee Health and Wellness.

(4) (a) The EHW programmes are based on the National Strategic Framework of Employee Health and Wellness of 2008. The programmes are as follows:

• HIV, AIDS, TB & STI programmes.
• The Health and Productivity Management programme focuses on the return on investment and other psychological, biological, medical and environmental challenges that impede officials to perform in the workplace. Implementation of this programme is done in tandem with leave determination policies, job access strategies, reasonable accommodation, employment equity and the Policy on the Implementation of Incapacity in the public service.
• The Safety Health Environment Risk and Quality (SHERQ) programme is directed by Regulation 53 of the Public Service Regulation that heads of departments must establish and maintain a safe and healthy work environment for employees of the department and a safe and healthy service delivery environment for members of the public. This programme does not operate in isolation but is implemented with the COVID-19 master plan and protocols, and reasonable accommodation and buildings, e.g. maintenance schedules of lifts and equipment by facilities management and the Departmental SHERQ policy.
• The Wellness Management Physical programme includes a sports policy whereby members of the Department can participate in healthy lifestyle programmes. Wellness Sporting Committees exist in colleges where a healthy lifestyle is promoted and ensuring that officials achieve a work-life balance. Daily body-mass-index screening is done as part of this programme.
• The Financial Wellness programme comprises of National Treasury workshops for Departmental officials, including colleges, on savings and managing finances.
• The Wellness Management Psychosocial programme cuts across all EHW interventions, implemented in conjunction with other Departmental programmes and customised for officials. Scheduled 8 of the Labour Relation Act is invoked in cases that need ill-health retirement.
• The Organisational Wellness programme incorporates SHERQ as the environment can incapacitate a person; hence, reasonable accommodation is implemented in various ways and can lead to officials being re-allocated to other work or work terrain appropriate for wheelchair-bound officials.

(b)   The EHW programmes are being utilised and programmes are in place within the EHW work plans.

Reply:

The projected 2021 average full cost of study as reported by the National Student Financial Aid Scheme (NSFAS) is R59 508.00 per annum for public universities. It should be noted that this includes both distance and contact students. It also includes students on the DHET Grant (capped funding) and the DHET Bursary (fully subsidised) funding. 

The projected cost for a student at a Technical and Vocational Education and Training (TVET) college is R62 000.00 per annum which covers tuition and allowances. It is important to note that all TVET college students are provided with textbooks, consumables, and safety gear irrespective of whether or not a student is a NSFAS recipient.

Reply:

The NSFAS cohort study considers any student who received NSFAS funding at any point in time during their studies. The database of students who had received NSFAS funding in all previous years of study is mapped to the Higher Education Management Information System dataset. The NSFAS cohort study published in March 2020 considered all cohorts that entered the public higher education sector, i.e. universities, for the first time from the 2000 to 2017 academic years. The study found that the dropout rate for the 2009 NSFAS cohort was 22.2%, which is 9% lower than the national cohort average of 31.3%.

It should be noted that in order to determine how students, including NSFAS students, are performing, at least 4 years of data is required for a 3-year qualification and 5 years of data for 4-year qualification. The Department is currently in the process of updating the cohort report for this year.

Reply:

(1) (a) The assumption that the rapid expansion of the tertiary system was not followed by the implementation of financial support is not a true reflection of the interventions that the Department has put in place to try to meet the system expansion. Government’s expenditure goal is to spend 1% of the country’s Gross Domestic Product on university education. Given the trajectory seen over the past ten years, this target was achieved during the 2018/19 financial year. However, it is not clear if it will continue to be achieved.

(b)  Funding for the university sector is part of the budgetary processes of government and therefore competes with other government priorities such as health, social welfare, etc.

(2) The Department is aware of the systematic challenges and remains committed to being responsive to the constantly changing landscape within the post-school education and training system. The funding model or regulations are updated when the need arises. Post 1994, the Department revised the funding framework (Annexure A) and is in the process to develop a policy framework on fee regulation to manage the funding model accordingly to ensure it remains relevant. A policy review on student funding is also underway as requested by Cabinet.

Reply:

1. The Department of Science and Innovation (DSI) confirms that Additiv Solutions (Pty) Ltd met all the requirements for support from the Photonics Prototyping Facility that is hosted by the Council for Scientific and Industrial Research’s (CSIR) National Laser Centre. As set out in the reply to question 404 in March 2021, the proposal was evaluated by the PPF Investment Committee, which includes industry experts and the DSI, and which evaluates and recommends proposals to be supported to the CSIR. Proposals are evaluated against the following criteria:

(a) Relevance and Impact (commercial relevance; feasibility; and significance of impact to the Photonics industry);

(b) Technical merit (clarity of objectives/motivation to use the PPF; novelty of technology; maturity of technology);

(c) Budget (alignment to tasks; and feasibility with existing infrastructure); and

(d) Management Plan (feasibility and efficiency of plan; and track record and team)

The proposal from Additiv Solutions (Pty) Ltd was evaluated by the PPF Investment Committee on 9 December 2019. The committee agreed that there was a clear need for lower cost 3D metal additive manufacturing machines, that the proposal met the requirements of technical merits, budget and the management plan. The proposal also met the requirements with respect to relevance and impact, but the committee did recognize that significant effort would be required with respect to market development and marketing, and that the prototype to be developed in this project would assist in this regard. The Committee agreed that the proposal from Additiv Solutions (Pty) Ltd therefore met the requirements for support from the PPF, and recommended it for approval.

2. The project was initially scheduled to be completed by 31 March 2021. However, there were delays with the procurement processes at the CSIR, which delayed the initial setup phase of the project. These delays were due to challenges with suppliers of hardware to the CSIR. The hardware necessary for this phase was delivered to the CSIR in December 2020 and February 2021 and this work is now completed. In the project scope, a prototype system had to be characterised, and then three subsequent "Beta" machines have to be characterised for Additiv Solutions. The prototype setup and characterisation is completed; the Beta 1 system is being characterised. This makes up the bulk of the work in the project and will completed by 31 May 2021. Additiv Solutions is also required to deliver 2 additional machines (Beta machines 2 and 3) to the PPF team for them to characterise the optical setup and complete all activities planned. This stage is dependent on Additiv Solutions and is expected to be completed by 30 June 2021. The project is on track, there are no remaining technical challenges.

3. This question relates to particular project at the CSIR. The Minister does not usually make statements on particular projects, and is not planning to do so in relation to the CSIR’s support to Additiv Solutions.

Reply:

(a)  The audited data for 2019 indicates that 1 074 912 headcount students were enrolled, representing an under-enrolment of -6 178 headcounts in relation to the projected target of 1 081 090 set for 2019. This represents a -0.57% deviation from the 2019 target. Universities are permitted to move within a 2% band of their planned targets.

(b)  The Department has not yet received the 2020 final audited data from universities. This is only due at the end of July 2021 once they have finalised their graduate numbers and their external auditors have undertaken the audit of the data to be submitted to the Department. Thereafter the Department can undertake the comparison between the 2020 enrolment planning targets and the actual 2020 enrolments. However, UNISA did signal to the Department last year that they had over-enrolled in 2020. The Department has had a number of discussions with UNISA on over-enrolments both in 2018 and in 2020. 

(c)  The Department has not yet received data for the 2021 academic year, as universities will still enroll students in the second semester. The 2021 audited data will only be received at the end of July 2022.

Reply:

Government has contributed R1.7 billion to NSFAS as a result of the due diligence exercise that was undertaken in 2018 towards the historic debt owed to universities by continuing or returning NSFAS qualifying students, registered in 2018.  This allocation specifically targets students who were subject to the R122 000 family income threshold and the NSFAS funding cap, and also covers students registered in 2019, 2020 and 2021.  In many cases, the amount of funding provided was insufficient to cover the actual fees and costs of the study, where the cost of the study was higher than the NSFAS cap. These students (referred to as capped students) therefore accrued debt with their institutions.

Students, including former qualifying NSFAS students, had to meet the academic progression criteria for the years being claimed for and had to sign an acknowledgment of debt with their institutions. Students (including former NSFAS students) who did not meet the NSFAS academic criteria do not qualify for continued funding.

This project is work in progress as it is subject to an audit process required by NSFAS and has not yet been finalised.

Reply:

1. It should be noted at the outset that student protests do occur on university campuses from time to time and relate to a broad range of issues. The National Student Financial Aid Scheme (NSFAS) and funding-related matters do sometimes feature in these protests, but are often institution-specific and appear to be NSFAS-related, but are not always.

In 2017, NSFAS introduced and implemented a new funding system for all universities, termed the “student-centred” model. The system was intended to provide an improved information technology platform for submitting and processing student applications, where students apply directly to NSFAS through an online application system and manage allocations to students.

While some changes to systems and processes at NSFAS resulted in students applying directly to NSFAS in 2017 with some of the preliminary funding decisions being concluded and communicated to students on time, the rest of the processes at NSFAS were subject to severe challenges and unacceptable delays.

NSFAS did not have the requisite capacity and technical knowledge required for the successful implementation of the new system. The information technology platform and systems built to manage the processes were not able to function effectively. There were huge delays in the exchange of registration data between NSFAS and universities, making funding decisions, and paying students on time. As a result of these challenges, there was much dissatisfaction across universities and the following universities experienced disruption of the academic activities during 2017:

The Vaal University of Technology, Witwatersrand, University of Limpopo, University of Venda, Sol Plaatje University, University of Cape Town, Cape Peninsula University of Technology, University of the Western Cape, Stellenbosch University, Walter Sisulu University, Rhodes University, Nelson  Mandela University, University of Fort Hare, Central University of Technology, University of the Free State, UNISA, University of Zululand, Durban University of Technology, University of KwaZulu-Natal, and Mangosuthu University of Technology.

In August 2018, an Administrator was appointed to, amongst others, deal with the operational challenges explained above, ensuring improved systems and policy controls, and addressing backlog issues from previous funding cycles. In the first period of administration, operations at NSFAS stabilised significantly, resulting in a comparatively smooth funding cycle for 2019, improved relationships between institutions and NSFAS, improved data exchange between NSFAS and institutions, and better controls being put in place to manage funding rules. There was also a significant improvement in payments to students, which, with the support of institutions, were paid on time to students for the first time ever. Reconciliations were also done monthly, which resulted in smoother administration of the funding scheme.

The Department developed guidelines on how the new DHET bursary would be implemented. Standards were set up early in January 2018 based on research that NSFAS had undertaken. These were communicated to the system but were not implemented by all universities in the same way.  In 2019, it was discovered that some universities did not implement the policy correctly for first-time entering students, and payments of allowances were made to students who did not qualify. NSFAS had no means to validate funded undergraduate courses in universities, and that a funded qualification management system was not in place. With a lack of controls at NSFAS, institutions were able to submit data that did not comply with the policy, such as allowance amounts not in line with the policy and qualifications that did not qualify for funding.

This led to some confusion and dissatisfaction and resulted in turmoil. Many demands made by students and protests were experienced on many campuses. It should also be noted that many universities had protests as a response to the call for a national shutdown by the South African Union of Students. The following universities experienced student protests:

The Mangosuthu University of Technology, University of Fort Hare, University of Zululand, the University of Venda, University of Mpumalanga, the Vaal University of Technology, University of Limpopo, Sol Plaatje University, University of Cape Town, Cape Peninsula University of Technology, University of the Western Cape, Stellenbosch University, Walter Sisulu University, Rhodes University, Nelson Mandela University, Central University of Technology, University of the Free State, UNISA, Durban University of Technology, and University of KwaZulu-Natal.

The government also made funds available to pay off the historic debt of NSFAS funded students incurred prior to the introduction of the DHET bursary.

The lack of policy controls at NSFAS had a significant effect. Closeout issues were still being addressed in 2020, and weaknesses in data controls persisted. There were delays in finalising appeals by NSFAS. Although there was a call for a national shut down by SAUS, the sector was relatively calm and only the following institutions had major disruptions:

Central University of Technology, North West University, University of Fort Hare, University of Venda, University of KwaZulu-Natal, University of South Africa, Central University of Technology, Durban University of Technology, Sefako Makgatho University, Sol Plaatje University, Tshwane University of Technology, University of Limpopo, University of the Free State, University of the Western Cape, University of Zululand, Vaal University of Technology, Walter Sisulu University and Witwatersrand University.

There is a significant improvement in terms of controls at NSFAS and the payment of allowances. The protests that are currently experienced by universities relate to the broader funding of the sector and in particular, matters relating to student debt of missing middle students.  

The following table presents a summary of NSFAS matters that prompted recipients to demonstrate in Technical and Vocational Education and Training (TVET) colleges:

2019	2020	2021
Outstanding allowances	Outstanding allowances	Outstanding allowances
Late or non-disbursement of allowances	Late or non-disbursement of allowances	Late or non-disbursement of allowances
Migration to NSFAS wallet payment system	Migration to NSFAS wallet payment system	Migration to NSFAS wallet payment system
		Issuing of laptops

The main goal of the Department and NSFAS is to ensure that financial aid reaches the right student timeously. To this end, the value chain process is dependent on the active participation of all stakeholders regarding, amongst others, the following:

• Development and distribution of the bursary policy by the Department;
• Capacity building training of college officials by the Department and NSFAS;
• Accurate completion and timeous submission of a complete application by a student; and
• Timeous submission of the student registration data to NSFAS by colleges.  

The Department, together with NSFAS, college management and Student Representative Councils collectively have a responsibility to address the issues reflected in the table above. The Department and NSFAS have put various mechanisms in place to address these issues such as developing standard operating procedures for the administration of college fees and allowances as well as the introduction of the NSFAS wallet payment system to expedite payment of allowances.

(2)    Yes.