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08 May 2017 - NW831

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Bucwa, Ms H to ask the Minister of Higher Education and Training

With regard to his reply to question 2452 on 5 December 2016, how did each international trip undertaken by the (a) administrator and (b) project co-ordinator of the Culture, Arts, Tourism, Hospitality and Sports Sector Education and Training Authority (i) directly and (ii) indirectly contribute to increasing the number of beneficiaries of skills training?

Reply:

Based on the information obtained from the Culture, Arts, Tourism, Hospitality and Sports Sector Education and Training Authority (CATHSSETA), the trips assisted to improve performance and benchmark best practices in relation to:

(a) (i) - Establishing partnerships with Technical and Vocational Education and Training (TVET) colleges, increased stakeholder engagements and signed Memoranda of Understanding (MOU) with TVET colleges.

- Increasing employer participation, which informed the Sector Skills Plan on scarce and critical skills.

- Increasing awareness and implementation of learning programmes such as Work Integrated Learning (WIL).

- Licencing five TVET colleges to facilitate CATHSSETA learning programmes.

(ii) In the implementation of WIL, the increased partnership agreements with industry resulted in the permanent employment for at least 50% of beneficiaries within the programme.

(b) (i) - Increasing the establishment of MOUs between public and private partnerships within CATHSSETA’s sectors to foster WIL programmes.

         - Increasing the establishment of MOUs with TVET colleges to ensure training of unemployed youth on CATHSSETA learning programmes.

         - Capacitation of TVET college lecturers on education, training and development practices.

        - Initiating a TVET college infrastructure development project to equip TVET colleges with the necessary machinery to offer the Chef qualification.

(ii) Improving the public perception of TVET colleges through various career guidance sharing platforms, which has contributed to increased enrolments at TVET colleges.

 

COMPILER/CONTACT PERSONS:

EXT:

DIRECTOR – GENERAL

STATUS:

DATE:

QUESTION 831 APPROVED/NOT APPROVED/AMENDED

Dr BE NZIMANDE, MP

MINISTER OF HIGHER EDUCATION AND TRAINING

STATUS:

DATE:

24 April 2017 - NW606

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

(a) What is the total number of students who (i) applied for and (ii) received funding from the National Student Financial Aid Scheme for the (aa) 2013, (bb) 2014, (cc) 2015, (dd) 2016 and (ee) 2017 academic years and (b) of those, how many were funded at (i) universities and (ii) technical and vocational education and training colleges?

Reply:

a) According to the information provided by the NSFAS, Table 1 below provides the total number of students who (a) applied for and (b) received funding from the National Student Financial Aid Scheme (NSFAS) for the (aa) 2013, (bb) 2014, (cc) 2015 and (dd) 2016 academic years at (i) universities and (ii) Technical and Vocational Education and Training (TVET) colleges.

Table 1

Year

(i) Universities

(ii) TVET Colleges

 

(a) Applications received

(b) Number of students funded

(a) Applications received

(b) Number of students funded

(aa) 2013 (audited)

This information is not available at NSFAS as during these years, applications were managed by institutions who were not on the NSFAS Central Application System.

194 923

This information is not available at NSFAS as during these years, applications were managed by institutions who were not on the NSFAS Central Application System.

220 978

(bb) 2014 (audited)

 

186 150

 

228 642

(cc) 2015 (audited)

 

178 961

 

235 988

(dd) 2016 (unaudited)

 

244 488

 

225 864

Table 2 below provides the total number of students who as at 20 March 2017 had (a) applied for and (b) received funding from NSFAS for the (ee) 2017 academic year at (i) universities and (ii) TVET colleges. It must be noted that these applications refer to the Department of Higher Education and Training (DHET) loan fund (at universities) and DHET bursary fund (at TVET colleges). NSFAS is still making funding decisions and these numbers are expected to increase. In addition, these numbers do not include applications to other funds, e.g. Funza Lushaka; Social Development; National Skills Fund Scarce Skills Fund, etc., as these applications are managed through a different process.

Table 2

(ee) 2017

(i) Universities

(ii) TVET Colleges

 

(a) Applications received

(b) Number of students funded

(a) Applications received

(b) Number of students funded

2017 First Time Entrants - unaudited

225 753

78 413

118 538

27 020

2017 Returning Students - unaudited

190 502

115 940

182 684

96 312

The entity staff will work overtime, on weekends and public holidays, to ensure that the funding decisions and appeals are finalised. NSFAS has employed additional resources to expedite the process and are currently running two shifts.

Currently, university funding decisions were concluded on 31 March 2017 and TVET College funding decisions will be concluded in April 2017.

COMPILER/CONTACT PERSONS:

EXT: 021 763 3200

DIRECTOR – GENERAL

STATUS:

DATE:

QUESTION 606 APPROVED/NOT APPROVED/AMENDED

Dr BE NZIMANDE, MP

MINISTER OF HIGHER EDUCATION AND TRAINING

STATUS:

DATE:

20 April 2017 - NW834

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America, Mr D to ask the Minister of Higher Education and Training

With reference to his reply to question 2456 on 5 December 2016, how did each international trip undertaken by management executives of the Fibre Processing and Manufacturing Sector Education and Training Authority (a) directly and (b) indirectly contribute to increase the number of beneficiaries who received skills training?

Reply:

Based on the information obtained from the Sector Education and Training Authority (SETA):

World Skills Summit Trip to Brazil

The Fibre Processing and Manufacturing Sector Education and Training Authority (FP&M SETA), used the opportunity to benchmark different Skills Development models used in other countries, and how to best implement and monitor the implementation of learning programmes across industries. It was also important to discuss and learn how Skills Development initiatives are funded in other countries, and the involvement of Government, the private sector and Non-Governmental Organisations, as partners.

In view of the above, the FP&M SETA has since facilitated discussions between industry sectors and TVET colleges, aimed at building a working relationship between colleges and industry. This promotes much needed skills development for the economy.

International Leadership Development Programme (ILDP) Trip to the USA

The explicit objectives of the programme as established by the FP&M SETA are as detailed below:

  • To develop potential leadership and strategic positions with a view to expose learners to international benchmarks and best practices.
  • Provide the sector with potential leaders that have strong business and leadership acumen.
  • Immerse participants in academic and market experiences to accelerate their business insights and learn directly from local and global business leaders.
  • To cultivate personal and professional development, and create opportunities for participants to function more effectively in a team.
  • To transfer and apply knowledge gained on the programme into their own organisations, thereby providing a return on investment for attending FP&M SETA ILDP.

The total number of beneficiaries was 26 and created opportunities for:

  • Leadership Development;
  • Business Knowledge;
  • Creating new sectors or new market niches or new technology;
  • New solutions based on international trends;
  • MIT: Platform-based manufacturing - can be applied to all goods and services (through finding a successful platform and leveraging innovations and products); and
  • 3-D/Additive manufacturing (allows for localised customisation, decentralised sourcing).

Some of the successes or highlights include:

  • Postgraduate Diploma in Business Management.
  • 12 Students are ready to write examinations to achieve the coveted Postgraduate Diploma in Business Management, NQF level 8 (entry to MBA).
  • Stakeholder engagement opportunities.
  • Networking at Board level with FP&M SETA.
  • Robust discussions with industry leaders, which were well received by the participants and provided them with the opportunity to engage, debate and discuss with each other in an informal and relaxed environment.
  • Prior to the international trip, Professors from MIT generously spent time guiding the students through the content of the programme in the USA and answering their questions.
  • The Professors are internationally renowned and have achieved many teaching and academic awards.
  • A Graduation ceremony.
  • Furthermore, MIT donated a 3D printer which will be used as follows:
    • 3D Manufacturing is revolutionising manufacturing and students were granted permission to visit the MIT 3D lab as well as one of the leading manufacturers of 3D printers in the world namely, FORMLABS.
    • The ownership of the printer will be vested in the best performing student in the class, who will demonstrate the printer at 3 events for FP&M SETA, who will bear all associated costs including training on how to use the printer and the resins required for the end product.
    • This particular printer has only just been launched internationally.

Local (SA) Content

The ILDP programme was designed to encourage a high level of intrapreneurship and entrepreneurship. A combination of a real-world perspective on current local and global challenges with lots of inspiration to ensure participants push past obvious barriers and constraints into the exceptional. Particular attention was paid to entrepreneurial manufacturing and marketing opportunities and to assessing the viability of an innovation or new venture of the student's choice. The Advanced Entrepreneurship module was designed to get them to focus their thinking. All modules for the FP&M SETA ILDP were customised and aligned with NQF level expectations.

International (USA) Content

It was decided to adopt a systems engineering approach to the manufacturing innovation part of the International Leadership Development Programme (ILDP). The sub-sectors of the FP&MSETA are economically stressed due to market inefficiencies and a lack of competitiveness in their manufacturing and operational methods versus global competition. The goal of the MIT leg was to expose them to best thinkers and leading innovators in a systems engineering approach to manufacturing. Examining how they transform an innovative idea in the manufacturing space is pivotal to this particular programme.

Success from the Integrated Assignments

(Return on Investment: Action-Learning Integrated Assignment Presentation and Examination)

  • Ensured that the students integrated all their learning on the programme in alignment with the goals of the programme. Students were required to present their innovative ideas to a panel including FP&M SETA at the conclusion of the programme.
  • As a result, 26 innovations and new ventures are ready to go to funders and if implemented would generate employment.

Women’s Forum Global Meeting in France

“Our future is notoriously unpredictable” underpinned the conference message and was central to the responses, ideas and discussions for the duration of the conference. The overarching theme of energising the world is hugely valuable and relevant for the work of the FP&M SETA. It is important to link work with the possibility of "energising our sub sectors" to better tackle the intractable challenges of sustainable development that lies ahead for young people, women and society at large. More importantly, the conference highlighted the need for strategic engagement and collaboration with sub sectors and a collective of various sub-sectors around gender equality, women's participation and economic advancement. It was also important in highlighting the various technological and impactful innovations of women from around the globe that are reshaping the way in which business and social enterprises respond to poverty reduction and human development.

a) The Cartier Women's Initiatives Awards was instrumental in showcasing and profiling high impact innovation of its global finalists — notably the recognition of an emergent South African social enterprise started by Thato Kgatlhanye (Rethaka Trading), who recycles plastic bags and manufactures a school bag with a solar panel that offers low income school children the possibility of light at home to read and complete after school tasks. This small business employs 17 full time staff and falls directly within the FP&M sub sector focus and these are the type of high impact entrepreneurship skills and innovation that must profiled, celebrated, encouraged and replicated nationally.

b) Another outcome of the trip is the Women in Leadership Development Programme that has since been established within the SETA. Conferences are currently being scheduled as part of this programme.

Belfast Skill Summit in February 2016

The thematic focus of the skills summit was creating a skilled workforce: The importance of vocational education in Science, Technology, Engineering and Mathematics (STEM). The overall purpose of the programme was for participants to better understand how Northern Ireland is developing its skills system to meet its objective to “create one of the most entrepreneurial knowledge economies in Europe by 2030”, how developing skills for STEM is critical to achieving this and for sharing of various country experiences.

FP&MSETA directly contributed to increasing the number of beneficiaries as follows:

  • Capacitating one female FP&M SETA staff member on international skills planning trends in relation to Artisanal training - Ms Ansie Nagel, Artisan Learning Coordinator.
  • Opportunity for international exposure of one FP&M SETA staff member to broaden their knowledge on skills development.
  • One female internal staff member appointed to specialise in Artisan Development.
  • Provided an opportunity for international benchmarking opportunity in artisan training and skills development for one FP&M SETA staff member.
  • The trip directly resulted in the implementation of 5 national projects on Artisan Development.
  • The trip directly resulted in the implementation of one provincial project in the Western Cape on Artisan Development with 50 beneficiaries.

The trip indirectly contributed to increasing the number of beneficiaries as follows:

  • Introduced the FP&M SETA to the skills sector in the United Kingdom (UK), particularly the local entrepreneurship economy, which is of high relevance to South Africa.
  • Awareness of possibility of outreach programmes to raise esteem of technical trade and vocational education.
  • Learning opportunities for the SETA to implement suitable beneficiaries for the SETA. There are a plethora of modalities for skills development through immersive and mobile learning units that travel to outlying rural communities in Northern Ireland made possible by collaborative partnerships between TVET colleges and industry partners.
  • Overall improvement of the artisan delivery model.
  • Increasing of artisan registration and completion rates.

 

CONTACT PERSONS:

EXT:

DIRECTOR – GENERAL

STATUS:

DATE:

QUESTION 834 APPROVED/NOT APPROVED/AMENDED

Dr BE NZIMANDE, MP

MINISTER OF HIGHER EDUCATION AND TRAINING

STATUS:

DATE:

20 April 2017 - NW833

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America, Mr D to ask the Minister of Higher Education and Training

With regard to his reply to question 2453 on 6 December 2016, how did each international trip undertaken by management executives of the Energy and Water Sector Education and Training Authority (a) directly and (b) indirectly contribute to increasing the number of beneficiaries of skills training?

Reply:

The trips provided the Energy and Water Sector Education and Training Authority (EWSETA) with a deepened understanding of what the knowledge and experiences are of the water and energy sectors in order that it better positions the entity to lead skills development and capacity building within the sector. 

Due to these exposure opportunities, EWSETA could guide universities and Technical and Vocational Education and Training (TVET) colleges in the development of infrastructure, lecturer development and research focus, etc. and enable access to the latest technologies by enriching the education and training initiatives at universities of technology and TVET colleges.

The overseas study visits also enabled EWSETA to identify strategic and relevant partnerships that strengthened EWSETA’s capacity to service its sector in line with its core mandate and research sharing initiatives.

CONTACT PERSONS:

EXT:

DIRECTOR – GENERAL

STATUS:

DATE:

QUESTION 833 APPROVED/NOT APPROVED/AMENDED

Dr BE NZIMANDE, MP

MINISTER OF HIGHER EDUCATION AND TRAINING

STATUS:

DATE:

20 April 2017 - NW832

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America, Mr D to ask the Minister of Higher Education and Training

With regard to his reply to question 2454 on 5 December 2016, how did each international trip undertaken by management executives of the Education Training and Development Practices Sector Education and Training Authority (a) directly and (b) indirectly contribute to increasing the number of beneficiaries of skills training?

Reply:

Based on the information obtained from the Education, Training and Development Practices Sector Education and Training Authority (ETDP SETA), the international trip to Brazil for the World Skills Competition contributed as follows:

  • The programmes that were implemented ensured that Technical and Vocational Education and Training (TVET) colleges received adequate and increased support to ensure sufficient skills development in the sector.
  • In determining its programmes, ETDP SETA considered the National Development Plan and the White Paper for Post-School Education and Training (PSET), which places a huge responsibility on TVET colleges to improving both employability and entrepreneurial skills of students.
  • Since South Africa did not “win” the competition, ETDP SETA has committed to provide the necessary support towards World Skills South Africa in order to contribute towards improved performance.

The Chief Executive Officer of ETDP SETA is a member of World Skills South Africa and needs to ensure that processes and logistics are in place for ensuring skills acquisitions and transfer from relevant experts.

Programme 1 of ETDP SETA’s Annual Performance Plan (APP) for 2015/16 included the commissioning of research chairs on TVET, Work Integrated Learning, Labour Market Intelligence, and Monitoring and Evaluation at Sector Level. The research chairs’ terms of reference were revised for continuation until 2018 with an intention to strengthen TVET colleges output, including the following:

  • Work Integrated Learning - College lecturers received additional attention to ensure that there is integration between theory and industry related skills. The primary intention was to expose lecturers to industry in order to improve their pedagogy.
  • TVET research - The research is now focusing on understanding current curriculum content and pedagogy in the light of the mandate of colleges, as they are required to produce a different “breed” of learners with skills that will make them self-employable.

Programme 2 of the APP for 2016/17 showed an increase in financial support for the skilling of TVET personnel. All 50 TVET colleges participated in various skills development programmes and an amount of R34 million was availed for the 2016/17 financial year compared to an amount of R9 million during 2015/16.

Programme 4 of the 2016/17 and 2017/18 APPs show significant increases in learners who need to be provided with workplace experience opportunities. This programme increases their employability opportunities and attainment of the N6 National Diploma. 1 125 College students were assisted with workplace training opportunities and the payment of stipends to cover traveling expenses. The target for the 2015/16 financial year was 500.

ETDP SETA has continued to place and support Career Development Officers (CDOs) at TVET colleges with at least one CDO per campus. The role of the CDOs is to assist in the recruitment of learners to consider TVET colleges as institutions of choice and not to assume that universities are the only option. They also provide student liaison support to the relevant managers and provide career information to current and new students. ETDP SETA afforded the CDOs with a training opportunity through UNISA on career guidance. The current cohort was placed for a period of 5 years and a new cohort will soon commence in the 2017/18 financial year.

In 2017/18, ETDP SETA will have at least two offices attached to TVET colleges to increase its support to the identified colleges.

CONTACT PERSONS:

EXT:

DIRECTOR – GENERAL

STATUS:

DATE:

QUESTION 832 APPROVED/NOT APPROVED/AMENDED

Dr BE NZIMANDE, MP

MINISTER OF HIGHER EDUCATION AND TRAINING

STATUS:

DATE:

20 April 2017 - NW830

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Bucwa, Ms H to ask the Minister of Higher Education and Training

With regard to his reply to question 2451 on 6 December 2016, how did each international trip undertaken by management executives of the Chemical Industries Education and Training Authority (a) directly and (b) indirectly contribute to increasing the number of beneficiaries of skills training?

Reply:

Based on the reports obtained from the Chemical Industries Education and Training Authority (CHIETA) pertaining to the World Skills Competition Trip to Brazil:

Delegates were able to learn skills development and training approaches adopted by Brazil and other countries participating in this event.

Delegates also learnt of partnerships that existed between SENAI schools, i.e. government, and industry in which there is realisation of quality vocational training required for economic growth and development. This exposure enabled the CHIETA to reposition their partnership models within the context of the Post-School Education and Training (PSET) system.

Delegates were also exposed to global skills development and training strategies of developed and developing countries that participated in the event.

In relation to the Marine Manufacturing Seminar trip to China, as per reports obtained from CHIETA:

a) One delegate was certificated at the marine manufacturing seminar, aimed at expanding and broadening the understanding of the oceans economy.

b) The Chinese government outlined their partnerships with higher education and training institutions in the marine economy through skills development and training.

The South African International Maritime Institute (SAIMI) is the implementing agency for skills development and training in the maritime oceans economy and CHIETA is a working group member on the Operation Phakisa Oil, Gas and Manufacturing Skills Working Group.

CHIETA did not incur any costs during the study tour as funding was sponsored by the Chinese government.

 

COMPILER/CONTACT PERSONS:

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DIRECTOR – GENERAL

STATUS:

DATE:

QUESTION 830 APPROVED/NOT APPROVED/AMENDED

Dr BE NZIMANDE, MP

MINISTER OF HIGHER EDUCATION AND TRAINING

STATUS:

DATE:

20 April 2017 - NW829

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Bucwa, Ms H to ask the Minister of Higher Education and Training

With regard to his reply to question 2449 on 6 December 2016, how did each international trip undertaken by management executives of the Bank Sector Education and Training Authority (a) directly and (b) indirectly contribute to increasing the number of beneficiaries of skills training?

Reply:

Based on the reports obtained from the Banking Sector Education and Training Authority (BANKSETA), one delegate was certificated during one of the Marine Africa Expansion study trips. The trips were undertaken to inform the relevant African countries of the International Executive Development Programme (IEDP) General Banking and Investment Banking components as well as the Africa Expansion project and IEDP: Development Finance, which was approved in the 2016/17 financial year and comprised of a delegation from the banking and micro-finance sector.

The IEDP trips were undertaken to verify the continuing relevance of the programme to the sector from the Board (stakeholder) and executive management perspectives. The programme is continuing with an intake of 40 delegates from the sector on an annual basis.

CONTACT PERSONS:

EXT:

DIRECTOR – GENERAL

STATUS:

DATE:

QUESTION 829 APPROVED/NOT APPROVED/AMENDED

Dr BE NZIMANDE, MP

MINISTER OF HIGHER EDUCATION AND TRAINING

STATUS:

DATE:

20 April 2017 - NW821

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

Has the Board of the Agricultural Sector Education and Training Authority (AgriSETA) been instructed to initiate disciplinary proceedings against the Chief Executive Officer (CEO) of AgriSETA; if so, (a) who informed the board, (b) on what date, (c) what progress has been made to date and (d) what are the charges; (2) whether the Chairperson of the board and the CEO entered into any discussions which will result in the CEO taking a severance package in return for the dropping of the potential charges; if so, (a) what amount has been requested and offered for the severance package and (b) what are the further relevant details; (3) (a) what is his position on entities reporting to him choosing to award severance packages rather than conducting disciplinary processes, especially where prima facie evidence and advice received recommend that a disciplinary process should be initiated and (b) has he communicated this position to all entities reporting to him?

Reply:

1. No, the Board of Agricultural Sector and Training Authority (AgriSETA) was instructed in terms of section 14A of the Skills Development Act 97 of 1998, to submit a report addressing the veracity of allegations as well as the action plan to resolve the issues raised.

2. No, the Chairperson of the board has not entered into any discussions with the Chief Executive Officer regarding the taking of a severance package.

3.(a) In cases where there is prima facie evidence of a crime, corrective action has to be undertaken in accordance with relevant prescripts.

(b) All SETAs are guided by their internal policies and the SETA standard constitution, which is applicable to all SETA staff members.

CONTACT PERSONS:

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DIRECTOR – GENERAL

STATUS:

DATE:

QUESTION 821 APPROVED/NOT APPROVED/AMENDED

Dr BE NZIMANDE, MP

MINISTER OF HIGHER EDUCATION AND TRAINING

STATUS:

DATE:

20 April 2017 - NW820

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

(1)With reference to performance agreements entered into with principals of public technical and vocational education and training (TVET) colleges, (a) how many principals were assessed during the last assessment cycle and (b) what percentage of the specified principals qualified for (i) full, (ii) partial and (iii) no performance bonuses; (2) what (a) are the details of the remedial actions undertaken by his department where gaps in principals’ management style and abilities were identified and (b) amount was spent on assisting underperforming principals of TVET colleges?

Reply:

1. Performance assessments results for the 2016/17 assessment cycle must still be processed, as the year has just ended, i.e. 31 March 2017. However, during the 2015/16 assessment cycle:

(a) 38 Principals were assessed.

(b) Principals were assessed and categorised in terms of Chapter 4 of the Senior Management Service (SMS) handbook on Performance Management as illustrated in the table below:

Performance Category

Score

Bonus Percentage

TVET College Principals

Performance fully effective

100% - 129%

0%

21

Performance significantly above expectations

130%

5%

3

 

133%

6%

3

 

135%

6%

2

 

144%

8%

1

Outstanding performance

150 %

10%

2

 

152%

10%

3

 

153%

11%

2

 

157%

12%

1

 

2) (a) No remedial actions were required for the assessed principals.

(b) Not applicable.

CONTACT PERSONS:

EXT:

DIRECTOR – GENERAL

STATUS:

DATE:

QUESTION 820 APPROVED/NOT APPROVED/AMENDED

Dr BE NZIMANDE, MP

MINISTER OF HIGHER EDUCATION AND TRAINING

STATUS:

DATE:

20 April 2017 - NW819

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

(1)Whether his department has entered into performance agreements with principals of public technical and vocational education and training (TVET) colleges; if not, why not; if so, (a) how are the agreements linked to financial incentives for the principals, (b) are the agreements standardised, (c) to what extent are the agreements tailored to fit local challenges that need to be managed, (d) what are the critical performance indicators used in the agreements and (e) what is the weighting allocated to each of the indicators; (2) (a)(i) when and (ii) by whom were the principals last assessed and (b) what procedures have been put in place to ensure that the scores achieved during the assessments are moderated and of comparable standard across all public TVET colleges, given the vast differences in the challenges faced by the principals?

Reply:

(1) Yes, the Department has entered into performance agreements with principals of Technical and Vocational Education and Training (TVET) colleges.

(a) Principals are members of the Senior Management Service (SMS) and the SMS handbook links financial incentives to assessed performance.

(b) Performance agreements have been standardised for the 2017/18 performance cycle.

(c) Revised Key Result Areas (KRAs) were consulted with Regional Managers and principals to ensure that they take into account local challenges that need to be managed.

(d) There are several Key Performance Indicators (KPIs) linked to respective Key Result Areas (KRAs). The KRAs, activities and KPIs are outlined in the attached Annexure A.

(e) The weighting is not linked to KPIs but rather to the KRAs. There are three critical KRAs. The first KRA is that of improving student performance and development, which is weighted at 50%. The second is on student registration and enrolment planning, weighted at 25% and the last KRA is on the management of examinations and assessments, which is also weighted at 25%.

(2) (a) (i) The principals were last assessed in the third quarter which ended in December 2016.

(ii) They were assessed by the Regional Managers, who are their immediate supervisors.

(b) The Department has a moderation committee, which moderates and standardises the assessed scores across all public TVET colleges.

CONTACT PERSONS:

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DIRECTOR – GENERAL

STATUS:

DATE:

QUESTION 819 APPROVED/NOT APPROVED/AMENDED

Dr BE NZIMANDE, MP

MINISTER OF HIGHER EDUCATION AND TRAINING

STATUS:

DATE:

ANNEXURE A

KEY RESULT AREAS

ACTIVITIES / OUTPUTS PER QUARTER

PERFORMANCE MEASURES

   

PERFORMANCE INDICATOR

WEIGHT

  1. Improving student performance and development

Monitor the implementation of student development and performance plans

Submission of student developmental plans to DHET

50%

 

Coordinate data analysis of student performance and submit to DHET

Submission of student performance data to DHET

 
 

Engage with Student Representative Councils (SRCs)

Enhanced working relations with SRCs

 
 

Constitute Academic Boards

Fully constituted and functioning Academic Boards

 
 

Develop lecturer development programmes

Lecturer development programmes implemented

 
   

Effectiveness of lecturer development programmes assessed

 
 

Ensure that there is sufficient learning material and protective gear

Adequate and relevant learning material provided before commencement of the academic year

 
   

Protective gear provided before commencement of the academic year

 
 

Ensure efficient management and administration of the National Student Financial Aid Scheme

NSFAS administered in line with the policy and applicable guidelines

 
   

Student allowances paid on time in line with guidelines

 
 

Analyse results and development of interventions to improve student performance

Examination results analysed per subject, per campus with best and worst performing subjects identified

 
   

Interventions to improve student performance developed and implemented

 
  1. Student registration and enrolment planning

Ensure student enrolments are in line with funding norms

Student enrolments in line with the budget allocated to the College

25%

   

Student enrolments audited as per the guidelines

 
 

Ensure student enrolments are audited in line with targets set by the DHET

Student enrolments in line with targets

 
 

Ensuring student registrations are completed on time

Student registration process completed on time

 
   

Academic year commences as planned

 
 

Monitor and report on college enrolments

Enrolment report submitted to the Department on time

 
  1. Management of examinations and assessment

Monitor data management per examination cycle, including double capturing

Correct data captured and submitted to DHET examinations

25%

3.1 Ensure the functionality and efficiency of IT and data management systems to generate reliable data for National Examinations

Monitor submission of data per examination cycle

Timeous submission to DHET examinations.

 
 

Conduct verification of all raw data prior to submission to DHET examination per cycle

Verification conducted on all necessary information submitted to DHET examinations

 

3.2 Ensure full compliance to national policies, standard operating procedures, guidelines and management plans by exercising oversight of all assessment activities across examination centres and delivery points within the College

Coordinate implementation of and monitor all compliance standards per examination cycle, e.g.

  • Institute institutional SOPs
  • Monitor compliance of exam and SBA conduct per examination cycle

Successful and complete implementation of all compliance standards

 
   

Management of scripts and mark-sheets by delivery points

 
   

Management and storage of mark-sheets.

 
   

Verification and sign-off of txt files by college Principals

 

3.3 Ensure that consolidated institutional reports are generated and duly submitted for national examinations

Submissions of reports such as; daily conduct, irregularities, state of readiness and any other reports as required by DHET examinations

Timeous submissions of comprehensive reports

 

 

3.4 Coordinate the establishment and functioning of an institutional assessment committee

Portfolios, for example: IT, data, SBA – compliance and quality assurance, examination conduct, irregularities and any other portfolio related to dissemination of examinations

Fully constituted institutional assessment committees

 

20 April 2017 - NW922

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Krumbock, Mr GR to ask the Minister of Higher Education and Training

(1)Whether there is any position of (a) chief executive officer, (b) chief financial officer and/or (c) chief operating officer that is currently vacant in each entity reporting to him; if so, (i) how long has each specified position been vacant and (ii) what is the reason for each vacancy; (2) have the vacancies been advertised; if so, (a) were interviews done and (b) on what date will the vacancies be filled; (3) (a) what is the total number of persons who are currently employed in the specified positions in an acting capacity, (b) for what period has each person been acting in each position and (c) has any of the specified persons applied for the positions?

Reply:

  1. Agricultural Sector Education and Training Authority (AGRISETA)

Question 1a

No

Question 1b

Outsourced services

Question 1c

Position does not exist

(i)

Not applicable

(ii)

Not applicable

 

Question 2

Not applicable

Question 2a

Not applicable

Question 2b

Not applicable

   
 

Question 3a

Not applicable

Question 3b

Not applicable

Question 3c

Not applicable

   

2. Banking Sector Education and Training Authority (BANKSETA)

Question 1a

Yes

Question 1b

No

Question 1c

No

(i)

13 Months vacant

5 Months suspension period pending outcome of disciplinary proceedings.

(ii)

Dismissal (Outcome of disciplinary proceedings)

 

Question 2

Yes

Question 2a

Interviews process still in progress.

Question 2b

30 June 2017

   
 

Question 3a

1

Question 3b

March 2016 – June 2017

Question 3c

No

   

3. Construction Education and Training Authority (CETA)

Question 1a

No

Question 1b

No

Question 1c

No

(i)

Not applicable

(ii)

Not applicable

 

Question 2

No

Question 2a

Not applicable

Question 2b

Not applicable

   
 

Question 3a

None

Question 3b

Not applicable

Question 3c

Not applicable

   

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

Question 1a

Yes

Question 1b

No

Question 1c

No

(i)

2 Years for CEO.

(ii)

Termination

 

Question 2

Yes

Question 2a

Yes

Question 2b

Subject to the Cabinet approval process.

   
 

Question 3a

1

Question 3b

1 month

Question 3c

No

   

5. Chemical Industries Education and Training Authority (CHIETA)

Question 1a

Yes

Question 1b

No

Question 1c

No

(i)

CEO position has been vacant for 6 years.

(ii)

Termination of employment by former CEO.

 

Question 2

Yes

Question 2a

Yes

Question 2b

Subject to the Cabinet approval process.

   
 

Question 3a

1

Question 3b

6 years

Question 3c

Yes

   

6. Education, Training and Development Practices Sector Education and Training Authority (ETDP SETA)

Question 1a

No

Question 1b

No

Question 1c

No

(i)

Not applicable

(ii)

Not applicable

 

Question 2

No

Question 2a

Not applicable

Question 2b

Not applicable

   
 

Question 3a

None

Question 3b

Not applicable

Question 3c

Not applicable

   

7. Energy and Water Sector Education and Training Authority (EWSETA)

Question 1a

No

Question 1b

No

Question 1c

No

(i)

Not applicable

(ii)

Not applicable

 

Question 2

No

Question 2a

Not applicable

Question 2b

Not applicable

   
 

Question 3a

None

Question 3b

Not applicable

Question 3c

Not applicable

   

8. Finance and Accounting Services Sector Education and Training Authority (FASSET)

Question 1a

No (CEO still on suspension)

Question 1b

No

Question 1c

No

(i)

Not applicable

(ii)

Not applicable

 

Question 2

No

Question 2a

Not applicable

Question 2b

Not applicable

   
 

Question 3a

1

Question 3b

Six months

Question 3c

No

   

9. Food and Beverages Sector Education and Training Authority (FOODBEV)

Question 1a

Yes

Question 1b

No

Question 1c

Yes

(i)

CEO: 2 Years

COO: 8 Months

(ii)

CEO: Suspension and labour dispute from January 2015 to March 2016.

COO: New position approved by Board on 28 July 2016. Organisational review currently being conducted to determine the specifications of the position, before the position can be filled.

 

Question 2

CEO: Yes

COO: No

Question 2a

Yes

Question 2b

CEO: Subject to the Cabinet approval process.

   
 

Question 3a

1

Question 3b

2 Years

Question 3c

Yes

   

10. Fibre Processing and Manufacturing Sector Education and Training Authority (FP&MSETA)

Question 1a

No

Question 1b

No

Question 1c

No

(i)

Not applicable

(ii)

Not applicable

 

Question 2

No

Question 2a

Not applicable

Question 2b

Not applicable

   
 

Question 3a

None

Question 3b

Not applicable

Question 3c

Not applicable

   

11. Health and Welfare Sector Education and Training Authority (HWSETA)

Question 1a

Yes

Question 1b

No

Question 1c

HWSETA does not have a COO position.

(i)

Since 1 February 2017 (CEO position)

(ii)

Resignation

 

Question 2

Yes

Question 2a

No, interviews will be conducted during the last week of April 2017.

Question 2b

Will be subject to interview results and Cabinet approval process.

   
 

Question 3a

1

Question 3b

1 February 2017 until the appointment process is finalised.

Question 3c

No

   

12. Insurance Sector Education and Training Authority (INSETA)

Question 1a

No

Question 1b

No

Question 1c

No

(i)

Not applicable

(ii)

Not applicable

 

Question 2

No

Question 2a

Not applicable

Question 2b

Not applicable

   
 

Question 3a

None

Question 3b

Not applicable

Question 3c

Not applicable

   

13. Local Government Sector Education and Training Authority (LGSETA)

Question 1a

No

Question 1b

No

Question 1c

No

(i)

Not applicable

(ii)

Not applicable

 

Question 2

No

Question 2a

No

Question 2b

Not applicable

   
 

Question 3a

None

Question 3b

Not applicable

Question 3c

Not applicable

   

14. Mechanical Engineering and Related Sector Education Training Authority (MERSETA)

Question 1a

No

Question 1b

No

Question 1c

No

(i)

Not applicable

(ii)

Not applicable

 

Question 2

No

Question 2a

Not applicable

Question 2b

Not applicable

   
 

Question 3a

None

Question 3b

Not applicable

Question 3c

Not applicable

   

15. Media, Information and Communication Technologies Sector Education and Training Authority

(MICT SETA)

Question 1a

No

Question 1b

No

Question 1c

No

(i)

Not applicable

(ii)

Not applicable

 

Question 2

No

Question 2a

Not applicable

Question 2b

Not applicable

   
 

Question 3a

None

Question 3b

Not applicable

Question 3c

Not applicable

   

16. Mining Qualifications Authority (MQA)

Question 1a

Yes

Question 1b

No

Question 1v

No

(i)

Since September 2016.

(ii)

CEO resigned due to ill health.

 

Question 2

Yes

Question 2a

No

Question 2b

Will be subject to interview results and Cabinet approval process.

   
 

Question 3a

1

Question 3b

From September 2016 to date.

Question 3c

Yes

   

17. Public Service Sector Education and Training Authority (PSETA)

Question 1a

No

Question 1b

No

Question 1c

Yes

(i)

From 19 December 2016 to date.

(ii)

Resignation

 

Question 2

Yes

Question 2a

Yes

Question 2b

20 June 2017

   
 

Question 3a

1

Question 3b

1 April 2017 until the post is filled.

Question 3c

No

   

18. Safety and Security Sector Education and Training Authority (SASSETA)

Question 1a

No

Question 1a

Yes

Question 1a

Not applicable

(i)

1 Month

(ii)

Resignation

 

Question 2

No

Question 2a

No

Question 2b

Will be subject to interview results and Cabinet approval process.

   
 

Question 3a

1

Question 3b

1 month

Question 3c

Post not yet advertised.

   

19. Services Sector Education and Training Authority (SERVICES SETA)

Question 1a

No

Question 1b

No

Question 1c

Yes

(i)

Since 3 March 2014

(ii)

The organisation embarked on an organisation development process, which included a review of the core business operations and structure.

 

Question 2

No

Question 2a

No

Question 2b

Depended on the finalisation of the business process.

   
 

Question 3a

No

Question 3b

Not applicable

Question 3c

Not applicable

   

20. Transport Education and Training Authority (TETA)

Question 1a

No

Question 1b

No

Question 1c

No

(i)

Not applicable

(ii)

Not applicable

 

Question 2

No

Question 2a

Not applicable

Question 2b

Not applicable

   
 

Question 3a

None

Question 3b

Not applicable

Question 3c

Not applicable

   

21. Wholesale and Retail Sector Education and Training Authority (W&RSETA)

Question 1a

Yes

Question 1b

No

Question 1c

No

(i)

Since 11 September 2015 to date.

The SETA was placed under administration on 17 October 2016.

(ii)

Under administration.

 

Question 2

No

Question 2a

No

Question 2b

Depended on the finalisation of the business process.

   
 

Question 3a

1

Question 3b

17 October 2016 to date.

Question 3c

No

   

22. Council on Higher Education

(CHE)

Question 1a

No

Question 1b

No

Question 1c

No

(i)

Not applicable

(ii)

Not applicable

 

Question 2

No

Question 2a

Not applicable

Question 2b

Not applicable

   
 

Question 3a

None

Question 3b

Not applicable

Question 3c

Not applicable

   

23. National Skills Fund

(NSF)

Question 1a

No

Question 1b

No

Question 1c

No

(i)

Not applicable

(ii)

Not applicable

 

Question 2

No

Question 2a

Not applicable

Question 2b

Not applicable

   
 

Question 3a

None

Question 3b

Minister has approved the appointment of Ms Theron as acting Chief Financial Officer (CFO) of the National Skills Fund (NSF) for the period 3 January 2017 to 31 December 2017.

The current CFO, Mr Minnie has been assigned to project manage the implementation of the new operating model of the NSF, including the new structure, ICT platform, etc.

Question 3c

Not applicable

   

24. National Student Financial Aid Scheme

(NSFAS)

Question 1a

Yes

Question 1b

No

Question 1a

Yes

(i)

CEO – Since 1 April 2017, previous incumbent’s last day was 30 January 2017.

COO – Vacancy with effect from 1 July 2015. Position was filled between 23 February 2016 and 30 January 2017 by means of a secondment from the banking sector.

(ii)

CEO: Resignation.

COO: Previous COO resignation on 1 June 2015.

Secondment agreement expired.

 

Question 2a

CEO: Yes

COO: No

Question 2a

CEO: No, interviews scheduled for 12 April 2017.

COO: No

Question 2b

CEO, earliest possible date of appointment - 1 June 2017 depending on outcome of selection process.

   
 

Question 3a

1

Question 3b

With effect from 16 February 2017 until the position is filled or for a maximum period of 6 months whichever is first.

Question 3c

No

   

25. Quality Council for Trades and Occupations

(QCTO)

Question 1a

Yes

Question 1b

No

Question 1c

QCTO does not have such a post in the structure.

(i)

Since 1 April 2017.

(ii)

Contract ended.

 

Question 2

Yes

Question 2a

Yes

Question 2b

Subject to the Cabinet approval process.

   
 

Question 3a

1

Question 3b

1 April 2017 up to date.

Question 3c

No

   

26. South African Qualifications Authority

(SAQA)

Question 1a

No

Question 1b

No

Question 1c

No

(i)

Not applicable

(ii)

Not applicable

 

Question 2

Not applicable

Question 2a

Not applicable

Question 2b

Not applicable

   
 

Question 3a

None

Question 3b

Not applicable

Question 3c

Not applicable

   

COMPILER/CONTACT PERSONS:

EXT:

DIRECTOR – GENERAL

STATUS:

DATE:

QUESTION 922 APPROVED/NOT APPROVED/AMENDED

Dr BE NZIMANDE, MP

MINISTER OF HIGHER EDUCATION AND TRAINING

STATUS:

DATE:

20 April 2017 - NW841

Profile picture: Bergman, Mr D

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

With regard to his reply to question 2467 on 5 December 2016, how did each international trip undertaken by management executives of the Wholesale and Retail Sector Education and Training Authority (a) directly and (b) indirectly contribute to increasing the number of beneficiaries of skills training?

Reply:

The collaboration of the Wholesale and Retail Sector Education and Training Authority (W&RSETA), wholesale and retail industry, and Technical and Vocational Education and Training (TVET) colleges after the trips has resulted in the following outcomes:

  • 250 Unemployed and 250 employed learners were enrolled for qualifications developed in partnership with retail companies, TVET colleges and W&RSETA.
  • 11 TVET college lecturers were exposed to retail companies operations for work experiential learning.

The trips also resulted in the following:

  • Work placement opportunities were created by the participating companies for all registered unemployed learners.
  • The following qualifications were developed and implemented through TVET colleges:
  • National Qualifications Framework (NQF) 3 National Certificate W&R Operations Retail Skills
  • NQF 4 National Certificate W&R Operations Supervision
  • NQF 5 National Certificate W&R Generic Management
  • NQF 5 National Certificate W&R Buying and Planning
  • Wholesale and Retail Schools of Excellence have been established in the following TVET colleges:
  • Esayidi
  • Mthashana
  • Majuba
  • Ethekwini
  • College of Cape Town
  • Vuselela
  • Motheo
  • Gert Sibande
  • National Certificate (Vocational) Retail Qualification for NQF levels 2 - 4 have been developed in partnership with retail companies and TVET colleges. NQF levels 2 and 3 have already been successfully implemented during the 2016/17 financial year.

CONTACT PERSONS:

EXT:

DIRECTOR – GENERAL

STATUS:

DATE:

QUESTION 841 APPROVED/NOT APPROVED/AMENDED

Dr BE NZIMANDE, MP

MINISTER OF HIGHER EDUCATION AND TRAINING

STATUS:

DATE:

20 April 2017 - NW840

Profile picture: Bara, Mr M R

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

With regard to his reply to question 1763 on 18 October 2016, how did each international trip undertaken by management executives of the Transport Education and Training Authority (a) directly and (b) indirectly contribute to increasing the number of beneficiaries of skills training?

Reply:

Commonwealth Lawyers Association Conference April 2016

The corporate governance of Sector Education and Training Authorities is an integral part of the implementation of the Skills Development Act, 1998. The Company Secretary shared with all 54 Commonwealth countries the challenges and opportunities associated with corporate governance in South Africa and in turn gained experience of corporate governance in other countries. This experience manifested in focused advice to the Board and in turn proper decisions taken to ensure that Transport Education and Training Authority (TETA) management implement the mandate of government as per the national priorities.

World Maritime University (WMU) Graduation, TETA 2016 Cohort orientation + 2015 Cohort Farewell and Lund University discussions - November 2015

The World Maritime University (WMU) trained 18 Learners at postgraduate level with another 10 learners ready for intake in the 2017 calendar year. The South African Qualifications Authority has since recognised the University with the result that the relationship between TETA and WMU will continue to address Operation Phakisa imperatives.

The relationship between TETA and WMU fits squarely within government’s priorities in maritime (Operation Phakisa) and more learners will be afforded the opportunity of acquiring skills in this field.

GIBS International Leadership Development Programme (ILDP) and International Executive Development Programme (IEDP) Global Immersion Report January 2016

100 Transport sector employees were trained in the International Leadership Development Programme, which included an international leg and a further 25 transport sector employees were trained in the International Executive Development Programme.

Wits Business School Strategic International Board Leadership Programme August 2015

The Boards of all SETAs comprise of employer representatives as well as organised labour and, in TETA’s instance, employees within the transport sector. 18 Learners within the sector have benefitted from this programme.

This Programme was aimed at enhancing the Board and Senior Management’s capabilities in implementing the Skills Development mandate. Emanating from this programme, the management and Board has established an essential, beneficial relationship that will serve the greater purpose of enhancing the performance of TETA as per the Service Level Agreement signed with the Department of Higher Education and Training.

International Maritime Organisation

This visit is linked to the World Maritime University, a University established under the auspices of the International Maritime Organisation (United Nations).

Panama August 2016

TETA had invested an amount of R202 million into the now defunct Fidentia, which funds were meant for skills development. Upon the Curator having been appointed to handle the affairs of Fidentia, TETA received an amount of R33 million in the first Curator’s report. A further amount of R15 million is likely to be paid into TETA’s accounts upon acceptance of the Liquidation and Distribution account by the Master of the High Court. This amount will be reinvested into skills development.

R8 million of the R33 million received by TETA was reinvested into the World Maritime University programme with the result that 10 learners from the transport sector, as seconded by SAMSA, were funded to undertake postgraduate learning at the University. The visit was aimed at following some of the money Fidentia channelled outside the shores of South Africa for purposes of re-investing it into skills programmes.

Cranfield and Plymouth August 2016

A leadership development programme aimed only at women has been established in collaboration with Cranfield University. In 2017, TETA has committed to send 20 women to Cranfield University in the United Kingdom for this particular purpose.

Mozambique TETA/Indub Litigation April 2016

This is part of litigation and the matter is still sub judice. Should the Courts find in favour of TETA, the savings generated will be reinvested into skills development.

Road Safety Study Tour

TETA has partnered with the Road Traffic Infringement Agency to roll out road safety programmes in the country resembling the lessons learnt on the trip. This programme will benefit a considerable number of beneficiaries and is aimed at addressing the carnage on South Africa’s roads.

Students for Advancement of Global Entrepreneurship (SAGE)

TETA as advocates for SMME development and supporting small growing institutions has established a need to look at extending its scope to support high school pupils, college and university students in their entrepreneurial ideas and innovations. To this end, TETA has adopted 54 schools across the provinces of South Africa. The programme is aimed at supporting the schools with Mathematics, Science and Technology. A small business development strategy has since been adopted by the TETA Board with the result that many small companies are currently being supported.

CONTACT PERSONS:

EXT:

DIRECTOR – GENERAL

STATUS:

DATE:

QUESTION 840 APPROVED/NOT APPROVED/AMENDED

Dr BE NZIMANDE, MP

MINISTER OF HIGHER EDUCATION AND TRAINING

STATUS:

DATE:

20 April 2017 - NW839

Profile picture: Bara, Mr M R

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

With regard to his reply to question 2464 on 6 December 2016, how did each international trip undertaken by management executives of the Public Sector Education and Training Authority (a) directly and (b) indirectly contribute to increasing the number of beneficiaries of skills training?

Reply:

According to the Public Sector Education and Training Authority (PSETA), the purpose of attending the World Skills Conference was to:

  • To participate in the World Skills Leaders Forum, network and exchange ideas with global leaders in skills development;
  • Capacitate senior management on international skills development trends and provide exposure to leaders in the field of vocational skills development;
  • To be exposed to innovative skills development interventions for youth; and
  • Visit the Public Service Training Academy in Sao Paulo.

After attending this conference, the Chief Executive Officer and Accounting Authority presented a report to the board. Some of the benefits of this trip for PSETA are as follows:

  • Strengthened relationship with Technical and Vocational Education and Training (TVET) colleges through best practice examples of exhibitions learnt from various countries on vocational education and training;
  • Experience used in analyses during development of 2017/18 Strategic planning documents;
  • Based on learning with the Escola Nacional de Administração Pública (ENAP) Brazilian School of Public Administration, PSETA explored the training of public service officials through various e-learning courses in an effort to increase efficiencies and reduce cost; and
  • PSETA board and management shared country experiences and best practices on training interventions in the public service.

CONTACT PERSONS:

EXT:

DIRECTOR – GENERAL

STATUS:

DATE:

QUESTION 839 APPROVED/NOT APPROVED/AMENDED

Dr BE NZIMANDE, MP

MINISTER OF HIGHER EDUCATION AND TRAINING

STATUS:

DATE:

20 April 2017 - NW838

Profile picture: Bara, Mr M R

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

With regard to his reply to question 2463 on 6 December 2016, how did each international trip undertaken by management executives of the Mining Qualifications Authority (a) directly and (b) indirectly contribute to increasing the number of beneficiaries of skills training?

Reply:

The study trip had brought different learning perspectives and a comparative analysis between the two countries with best practices learned and applied in a South African context, thereby contributing towards increased beneficiation of mining sector output and support for the development of local skills in jewellery design, Watchmaking and Goldsmithing art.

The Mining Qualifications Authority (MQA) identified and placed 25 young learners at the Tari School of Jewellery in Italy to study as Goldsmiths and Watchmakers. These learners went through a thorough selection process and came from different parts of the country.

On completion of the programme in June 2017, the learners will be qualified artisans and have opportunities as entrepreneurs in the jewellery economy. The State Diamond Trader and MQA are engaging on the development of a sustainable exit strategy for these students.

CONTACT PERSONS:

EXT:

DIRECTOR – GENERAL

STATUS:

DATE:

QUESTION 838 APPROVED/NOT APPROVED/AMENDED

Dr BE NZIMANDE, MP

MINISTER OF HIGHER EDUCATION AND TRAINING

STATUS:

DATE:

20 April 2017 - NW836

Profile picture: Bagraim, Mr M

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

With reference to his reply to question 2459 on 5 December 2016, how did each international trip undertaken by management executives of the Insurance Sector Education and Training Authority (a) directly and (b) indirectly contribute to increasing the number of beneficiaries of skills training?

Reply:

The international trip undertaken to Orlando in the United States of America directly increased the number of training beneficiaries by the four officials who attended the conference.

While, there was no quantitative increase in sector beneficiaries, the trip did have an impact on external beneficiaries, as officials were privy to cutting edge ideas and ways of thinking, as follows:

  • Key note speakers shared messages on how to remain motivated in a fast paced business and ensure that the organsations vision and mission are shared by all staff. This renewed focus on motivation at all levels, contributed to the Insurance Sector Education and Training Authority (INSETA) achieving its first clean audit by the Auditor-General of South Africa.
  • Speakers also delved into creative solutions to disseminate skills development, these discussions have inspired several shifts in traditional thinking by INSETA, namely, a wider use of Technical and Vocational Education and Training (TVET) colleges to penetrate communities more widely. Offerings have traditionally been limited to the bigger metropoles, where the financial services industry is located, thus whittling away at the triple challenge of poverty, inequality and unemployment.
  • The talks also inspired conversations around increased digitisation of learning to reach more remote communities. These internal conversations are continuing and will form part of the INSETA stategic planning sessions for 2017/18.
  • Finally, the conversations around impact assessments and the move away from quantitative evaluation to qualitative impact evaluation has directly contributed to the INSETA Impact Assessment that will target over 4 000 previously funded beneficiaries in an attempt to establish the socio-economic impact that funding has had on their lives and that of their families, as well as to identify ways in which service offerings can improve.

CONTACT PERSONS:

EXT:

DIRECTOR – GENERAL

STATUS:

DATE:

QUESTION 836 APPROVED/NOT APPROVED/AMENDED

Dr BE NZIMANDE, MP

MINISTER OF HIGHER EDUCATION AND TRAINING

STATUS:

DATE:

20 April 2017 - NW837

Profile picture: Bagraim, Mr M

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

With regard to his reply to question 2462 on 6 December 2016, how did each international trip undertaken by management executives of the Manufacturing, Engineering and Related Services Sector Education and Training Authority (a) directly and (b) indirectly contribute to increasing the number of beneficiaries of skills training?

Reply:

The Manufacturing, Engineering and Related Services Sector Education and Training Authority (merSETA) responded as follows:

Namibia Trip in February 2015

Indirect benefit

  • The Chief Executive Officer (CEO) and Chairperson of the World Skills South Africa (WSSA), Dr Patel, was the keynote speaker at the opening of the World Skills Expo.
  • The CEO of merSETA met with the Namibian Training Authority to discuss cooperation in the recognition of skills training in South Africa and Namibia. There are a number of manufacturing companies in Namibia who have their base in South Africa and pay the levies to the merSETA for skills training. These companies implement the merSETA programmes in both countries.

Norway and Denmark Trip in April 2015

Direct benefit

merSETA is supporting skills development at correctional services centres. The lessons learned from the visit were how youth offender programmes are structured, developed and implemented. merSETA has since implemented 8 offender rehabilitation programmes, which includes entrepreneurship. Thus far, there are more than 200 offenders enrolled. The first success indicator was that 20 offenders, who had completed, were given equipment and have started their own business.

Russia Trip in May 2015

Indirect benefit

Dr Patel was invited as the Chairperson of WSSA. The visit was aimed at examining the future skills needs of the economy as determined by the transformation of real sectors driven by major technological and social trends.

Based on identified future skills needs and new working contexts, participants also discussed new solutions in the educational ecosystem that can help reduce education training and skills development gaps. The methodology used has been shared with merSETA stakeholders and adapted for the SETA’s sector skills planning methodology.

World Skills Competition in Brazil, August 2016

Direct benefit

Twenty-two learners participated in the World Skills Competition representing SA in nineteen trades. Fifty-two other countries participated in this competition.

Indirect benefit

  • SA benefitted from benchmarking against world standards and analysis of gaps within the training and development processes.
  • The participants who participated came to understand the pressures of the world of work as well as what is required to operate on an international level. Tylers Skow was elected to represent Africa together with six other youth, forming part of an international youth council to influence and advance skills development throughout the world.

International Network on Innovative Apprenticeship (INAP) 6th International Conference in Ballarat Australia

Indirect benefit

The CEO presented a keynote address on innovative apprenticeship development. He presented a paper on the need to develop T-Shaped apprenticeships in response to the 21st century manufacturing and economy. The paper centred around the importance of curriculum change, industry involvement, response to manufacturing industry 4.0 and innovative apprenticeships instituted by merSETA in response to economic demands.

United Kingdom (UK) Trip in November 2015

Indirect benefit

Together with British UK Trade and Investment, merSETA is supporting five colleges in benchmarking standards for lecture, management development and curriculum improvement within the manufacturing and engineering space.

The CEO was a keynote speaker on addressing an international dialogue whose focus was on the impact that skills competitions have had at national level and how it meets the objectives of the South African government’s National Development Plan.

Brussels Trip in February 2016

Indirect benefit

The visit was to discuss the World Skills Strategy for the 2025 World Skills Competitions which will also benefit the participant learners from South Africa

London Trip in March 2016

Indirect benefit

The UK motor industries have developed a return on investment tool for the learners within the Retail Motor Industry space. The visit included observation of training at major retail motor training centres. merSETA has entered into an agreement with RMI (SA) and IMI (UK) to implement the return on training investment tool. merSETA has ventured into implementing the tool at sixty companies within South Africa. The project was initiated by RMI as a key stakeholder of merSETA

Bremen University, Bremen, Germany – RSA TVET Research in April 2016

Direct and Indirect benefit

The visit was aimed at exploring an approach for skills transfer on partnerships with Bremen University and integrates research topics and themes into the Higher Education Institution system in South Africa. Enterprise based training centres for artisan training and one Technical and Vocational Education and Training (TVET) lecturer development centre was visited.

Bremen University, Bremen, Germany – RSA TVET Research in September 2016

Direct and Indirect benefit

Support sponsored PhD candidates who graduated from Bremen University. merSETA has introduced a manufacturing TVET research Master programmes with the University of the Western Cape for the Masters and PhD programmes. The PhD student is now employed by UWC to support the merSETA TVET lecturer development project for the postgraduate diploma, Masters and PhDs.

Upgrading informal Apprenticeships - The education of skilled workers in the sector of informal apprenticeship – in the tradition of Master Artisan – already in quantitative terms plays a considerable role for the employment system and the local economy.

Canada World Skills General Assembly and USA Trip in October 2016

Indirect benefit

The visit was to study the apprenticeship model used in the United States with the view of adopting best practices for the South African apprenticeship system. BMW SA has been awarded the tender to assemble the BMW X3 SUV. The technology and methodology is totally different from the current one of the BMW 3 series. As from January 2018, South Africa will be the sole assembler of BMW X3 for the entire market and learners will be trained on this latest technology.

Direct benefit

The merSETA delegation visited the Urban Institute of Research and American Institute for Innovative Apprenticeship to engage on the 21st century apprenticeship programme. merSETA was given various curricula to use as a benchmark for the development of the South African qualification relating to apprenticeship at no cost.

World Manufacturing Forum (WMF) in May 2016, Barcelona, Spain

Indirect benefit

This is the only event that explores industry megatrends and provides high-level networking opportunities. The participants from large multinationals, small to medium sized enterprises and academic leaders discussed policy, economic, social, and technical challenges that influence the global manufacturing industry. The Department of Science and Technology held post WMF feedback sessions in which members of the delegation have reflected resulting in some concrete ideas to take forward some of the learning from the WMF.

Brussels Trip in February 2016

Indirect benefit

Dr. Patel was invited in his capacity as Chairperson of WSSA to discuss the strategy for World Skills 2025. He facilitated the two-day session on developing the strategy for World Skills 2025, which was to be presented at the World Skills general assembly in Canada in October 2016.

COMPILER/CONTACT PERSONS:

EXT:

DIRECTOR – GENERAL

STATUS:

DATE:

QUESTION 837 APPROVED/NOT APPROVED/AMENDED

Dr BE NZIMANDE, MP

MINISTER OF HIGHER EDUCATION AND TRAINING

STATUS:

DATE:

20 April 2017 - NW835

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

With reference to his reply to question 2458 on 6 December 2016, how did each international trip undertaken by management executives of the Health and Welfare Sector Education and Training Authority (a) directly and (b) indirectly contribute to increase the number of beneficiaries who received skills training?

Reply:

The Health and Welfare Sector Education and Training Authority (HWSETA) responded as follows:

World Skills 2015 in Brazil

This is an international artisan skills competition held every 2 years. HWSETA was a member of the World Skills Steering Committee as representative of a cluster of SETAs. All SETAs have artisans as an indicator in the Annual Performance Plans, and support work ready graduates in various trades. HWSETA has submitted a report on this International trip to various stakeholders.

The Skills Steering Committee, of which HWSETA is a part, has drafted a full report with recommendations to the Department in order to implement some of the learning.

HWSETA visited Technical and Vocational Education and Training (TVET) colleges and an employer involved in community skills development in Brazil, in order to learn more about skills development in Brazil and to bring back best practice to the World Skills Steering Committee and HWSETA. Furthermore, the delegation attended presentations by the Skills Working Group of BRICS, World Skills Global Leaders Forum, and on Skills Supply and Demand as well as Skills for Sustainable Development.

The recommendations from the delegation of HWSETA to this competition has informed the HWSETA strategy going forward. HWSETA has also been able to contribute to the World Skills Steering Committee influencing future completions and increasing in the number of artisan skills showcased in future world competitions.

The International trip to Brazil was valuable in contributing to the HWSETA strategy that benefits the learners funded by the HWSETA, as well as the employers and partners, in carrying out the HWSETA mandate and strategy.

Namibia Training Authority

The trip to the Namibian Training Authority (NTA) was undertaken on 11 October 2016. NTA extended an invitation to HWSETA to enquire how SETAs operated within South Africa and share how NTA operated in Namibia in relation to skills development. The purpose was to learn from each other, as skills development authorities. HWSETA, as well as NTA, shared presentations on skills development in their respective countries. A discussion around their unique dispensations ensued and sharing of best practices took place. HWSETA has committed to a continued relationship with NTA to share information, experiences and advice when needed, particularly around the area of health and social sciences. The NTA team will also visit HWSETA within the coming year.

The experience of this visit allowed HWSETA to implement some best practices in its short-term strategy and future strategic initiatives to enhance skills development in the health and social sciences.

CONTACT PERSONS:

EXT:

DIRECTOR – GENERAL

STATUS:

DATE:

QUESTION 835 APPROVED/NOT APPROVED/AMENDED

Dr BE NZIMANDE, MP

MINISTER OF HIGHER EDUCATION AND TRAINING

STATUS:

DATE:

10 April 2017 - NW645

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Bucwa, Ms H to ask the Minister of Higher Education and Training

(1)(a)What was the total budget of the National Student Financial Aid Scheme (NSFAS) allocated to the University of Mpumalanga Mbombela campus for the 2016 academic year, (b) how many students applied for NSFAS funding at the specified campus, (c) how many students received funding and (d) how many students did not receive funding; (2) (a) what was the total NSFAS budget allocated to the University of Mpumalanga Mbombela campus for the 2017 academic year, (b) how many students applied for NSFAS funding at the specified campus, (c) how many received funding and (d) how many did not receive funding; (3) what is the current status of the applications for NSFAS funding of (a) a certain person (name and details furnished) and (b) certain specified students (names and details also furnished); (4) how many of the students who applied for NSFAS funding at the specified campus are still not receiving stipends for transport and other expenses?

Reply:

(1)(a) The total budget allocated to the University of Mpumalanga (UMP) in the 2016 academic year was R38 706 189.00. This included a provision for 2013 to 2015 Historic Debt (R3 124 189.00) and for the Department of Higher Education and Training (DHET) First Time Entering (FTE) students (R3 200 000.00). Allocations and payments to institutions are not differentiated by campus.

 (b) 665 students applied for National Student Financial Aid Scheme (NSFAS) funding in 2016.

(c) 560 students were funded, to the value of R33 566 562.50.

(d) 105 students were not funded as they did not meet the academic criteria for funding, had already been funded by another funder, or had Expected Family Contributions (EFCs) that were too high.

 

(2)(a) For the 2017 academic year, the total budget allocated to the University of Mpumalanga is R 56 553 971.00.

     (b) 1 165 students have applied for funding.

   (c) Funding has been confirmed for 507 new applicants so far; 312 students are awaiting a funding decision.

   (d) 346 new applicants have not been funded.

 

3.The current status of the applications for funding of the designated students are as follows:

   (a) Thabang Nkadimeng (ID 9209186448088) meets the requirement for funding for 2016 and 2017, and will be funded by NSFAS by 31 March 2017, when all funding decisions will be finalised.

  (b) Second year students who were funded in the 2016 academic year and who meet the academic requirements did not have to reapply for funding and will be funded. Of the continuing students who were funded, there are 285 students whose academic results are still outstanding from the University of Mpumalanga. Once these have been submitted and evaluated funding decisions will be made.

There were four invalid Identity Documents (IDs) which contained only 12 digits, not 13, listed in the document.

The status of the listed students are detailed in the Table appended as Annexure “A”.

 

4. NSFAS does not pay the allowances for stipends for transport or other expenses to the students through the sBux system, but disburses this to the University for allocating to the students. UMP is excluded from sBux. The university is therefore responsible for ensuring the payment of the allowance. UMP received an upfront amount of R2 408 250.00 paid by NSFAS.

COMPILER/CONTACT PERSONS:

EXT:

DIRECTOR – GENERAL

STATUS:

DATE:

QUESTION 645 APPROVED/NOT APPROVED/AMENDED

Dr BE NZIMANDE, MP

MINISTER OF HIGHER EDUCATION AND TRAINING

STATUS:

DATE:

10 April 2017 - NW813

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Lotriet, Prof A to ask the Minister of Higher Education and Training

What is the total number of (a) male and (b) female students who can be accommodated in student housing at the Atlantis Campus of West Coast College; (2) what are the details of the (a) ablution facilities and (b) food preparation areas provided for at each of the residences managed by the Atlantis Campus of West Coast College; (3) How does the provision of ablution facilities and food preparation standards at this campus compare with the Minimum Norms and Standards for Student Housing at Public Universities issued in September 2015?

Reply:

(1) The West Coast Technical and Vocational Education and Training (TVET) College does not own student accommodation. The college has rented accommodation facilities at which it provides catered student accommodation. The Atlantis Campus has a total of 120 beds in 2 residences. The Grassmere residence accommodates 60 male students and Robinvale residence accommodates 60 female students.

(2) (a) There are 4 showers, 1 bathroom and 5 toilets for male students, and 10 showers and 10 toilets for female students.

(b) The Campus has 2 kitchens with food preparation areas. At the Grassmere residence, the kitchen is able to accommodate 60 students in its dining area. At the Robinvale residence the kitchen and dining area accommodates 25 students with students being required to take meals on a set schedule. The college provides catering with each kitchen having 3 gas stoves, fridge, 2 freezers, kitchen sink, food serving and dry food storage areas.

(3) The said norms and standards do not apply to TVET colleges. The Department as part of its Student Housing Infrastructure Programme will be developing policy on student housing covering both TVET colleges and universities.

CONTACT PERSONS:

Ext.:

DIRECTOR – GENERAL

STATUS:

DATE:

QUESTION 813 APPROVED/NOT APPROVED/AMENDED

DR BE NZIMANDE, MP

MINISTER OF HIGHER EDUCATION AND TRAINING

STATUS:

DATE:

10 April 2017 - NW723

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

(1)When last did his department undertake a survey of the provision of student housing at public technical and vocational education and training colleges; (2) whether he will consider broadening the scope of the Minimum Norms and Standards for Student Housing at public universities, issued in September 2015 to include student housing at public technical and vocational education and training colleges; if not, why not; if so, when can such a move be expected?

Reply:

  1. The Department conducted a survey on student accommodation at Technical and Vocational Education and Training (TVET) colleges in 2010 and is currently updating this information as part of a college infrastructure self-assessment.
  2. The Department as part of its Student Housing Infrastructure Programme is conducting feasibility studies at 2 TVET colleges, which will inform policy on student housing at both TVET colleges and universities. In the interim, the Minimum Norms and Standards for Student Housing at public universities is being used as a guideline for the construction of student housing at the new TVET college campuses.

COMPILER/CONTACT PERSONS:

EXT:

DIRECTOR – GENERAL

STATUS:

DATE:

QUESTION 723 APPROVED/NOT APPROVED/AMENDED

Dr BE NZIMANDE, MP

MINISTER OF HIGHER EDUCATION AND TRAINING

STATUS:

DATE:

10 April 2017 - NW722

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

(1) What is the total number of subject results relating to the November 2016 examinations for the national certificate (Vocational) that were only finalised and released after February 2017; (2) were any outstanding marks brought under his departments attention, even though all information required to finalise the individual results was submitted by the public colleges to the department at or before the due dates as per the examination schedule; if so, what is the total number of such subject results that that were affected; (3) whether in future his department is planning to release the final marks affected by the performance of candidate’s in the November examinations before the start of the registration period for the March supplementary examinations; if not, why not; if so, how will it be achieved?

Reply:

  1. The total number of National Certificate (Vocational) [NC(V)] subject results for the November 2016 examinations that were only finalised and released after February 2017 was 1 267 out of a total of 1 034 400 subject results. This was due to colleges submitting an inordinate number of absentees and incorrect marks. Colleges were requested to confirm the examination results and where colleges submitted mark changes, these had to be supported by portfolios of evidence. This exercise proved that colleges were not always meticulous in the verification of marks prior to submission to the Department for processing. The Department will be implementing consequence management to mitigate the recurrence of this behaviour.
  2. The final Schedule of Results for the NC(V) levels 2 to 4 for the November 2016 examinations was released to examination centres on 4 March 2017. However, 949 subject results could not be processed and released due to Colleges submitting changes/corrections of marks after the 6 to 10 February 2017 period. The 949 subject results have since been processed and submitted to Umalusi for quality assurance, and it is envisaged that the results will be re-released on 31 March 2017.
  3. Yes in the future, the Department is planning to release the final marks of the November examinations prior to the start of the registration period of the March supplementary examinations. The Department will also be implementing key initiatives for future examinations, where college Principals or their delegated officials, no less than a Deputy Principal or Campus Manager, will sign off on all marks before consideration by the Department for processing. This initiative will ensure that college Principals take full accountability for the completeness and accuracy of mark submissions.

COMPILER/ CONTACT PERSONS:

EXT:

DIRECTOR – GENERAL

STATUS:

DATE:

QUESTION 722 APPROVED/NOT APPROVED/AMENDED

Dr BE NZIMANDE, MP

MINISTER OF HIGHER EDUCATION AND TRAINING

STATUS:

DATE:

10 April 2017 - NW721

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

(1)What are the (a) critical performance indicators and (b) weight of each of the indicators in the performance agreements between his department and the principals of public technical and vocational education and training colleges; (2) (a) when was the last round of evaluations undertaken and (b) which period was covered during the evaluation; (3) (a) what are the various categories in which the scores obtained are classified and (b) what was the spread of final scores achieved by the college principals in the evaluation process?

Reply:

(1)(a) The Critical Performance Indicators are tabulated below.

Activities

Performance Indicators

(b) Weight %

College management and governance

  • College Council committees supported, Academic Board and Board committee supported
  • Government Framework defined and compliance monitored and overseen
  • IT information standards complied with
  • College Risk management strategy operationalised and overseen
  • College financial management system established, managed and monitored
  • College human resources management system established, managed and monitored
  • 4 council meetings and effectively organised (Finance, Audit and Risk, HR, Marketing, Estate and Facilities), 4 Academic Board meetings, decisions reported to college council
  • Strategic Plan submitted to Department by the predetermined date of 28 August
  • College policies in place
  • Delegation of authority and policies are being disseminated to all sites of service delivery
  • Information Technology policy is in place
  • Correct activities will be defined and implemented where necessary
  • Risk Management Policy adopted by College Council
  • The budget will be aligned to the strategic plan
  • Cost centre appointed in writing
  • Audited financial statements submitted to Department on an annual basis by the due date
  • HR policies to be approved
  • College employment equity plan has been addressed
  • College workplace skills plan in place
  • Human resource in relation to recruitment, employment and pay administration and benefits, training and development, performance reviews and annual appraisals conducted by the specific timelines
  • Job descriptions of all staff are signed

30%

Curriculum

responsiveness and marketing

  • All vocational and occupational programmes effectively implemented and impact monitored
  • All Vocational programmes effectively implemented and impact monitored
  • Assessment and examination process effectively implemented and monitored
  • Marketing plan effectively implemented
  • Business partnership established and operationalised
  • All programme development and delivery compliance requirements were met.
  • NC(V) delivery as per Department is being delivered as well as Report 191 programmes
  • Standardised vocational programme offerings are managed and performance monitored in accordance with national curriculum guidelines
  • Appropriate student material, equipment and other resource requirements identified and procured in line with supply chain policy.
  • Marketing resulted in increased enrolment due to marketing plan
  • Marketing of programmes scheduled and conducted in the Region
  • Artisan development in place where students are participating in apprenticeship.
  • All students are registered electronically as per Department requirements

20%

Student management and support

  • Bursary scheme overseen
  • Effect graduate tracking system implementation and monitored
  • Students experiential training, workplace based employment and entrepreneurial opportunities facilitated and monitored
  • Student governance implemented
  • Student support unit in place and 90% of needy students receive tuition bursaries and a small amount towards transport
  • Students’ performance monitored through HoDs
  • Means tests used to allocate bursaries
  • Reports are sent to NSFAS, Department and College Council
  • 250 Students placed in workplace experiential training
  • Students are supported for employment and learnership placement
  • Student support unit operational plan is in place
  • Employment and entrepreneurial activities monitored
  • There is a functional Student Representative Council (SRC) and it is represented in the College Council

15%

Teaching and learning management

  • Quality vocational education and training provision monitored
  • Provision of quality facilities facilitated and overseen
  • Parents and community stakeholders effectively engaged

Progress towards the achievement of the following strategic targets monitored on a monthly basis through meetings:

  • The attendance rate is at 75% with few months left before exams
  • The campus facilities maintained to meet the standards
  • Parents meetings are taking place
  • Information communicated by means of web-site

20%

Infrastructure and estate management

  • Facilities and infrastructure management plan, implementation and monitored and reported
  • Management of asset overseeing
  • Health and safety

Compliance implemented and monitored

  • Inclusive education access facilitated
  • Current and planned programme delivery adequately supported by campus facilities and infrastructure
  • Sub-contractors and service providers managed against service level agreements and project plans.
  • Reporting to College Council on infrastructure projects
  • Projects completed as per plans
  • Maintain and update asset register
  • Health and safety policy implemented
  • Regular health and safety inspections conducted
  • Health and safety representatives
  • Compliance monitored
  • Non-compliance addressed as per policy
  • Access ramps are built

15%

(2) The last round of moderation of performance evaluation was held on 29 November 2016 for the 2015/16 financial year.

(3)(a) Chapter 4 of the Senior Management Service (SMS) handbook on Performance Management was used (pages 29 and 30). The categories are tabulated below.

Performance Groups

Percentages

Performance Categories

Percentages

Outcomes

Below satisfactory performance

99% and below

Unacceptable performance

69% and below

No notch increase No bonus

 

   

Performance not fully effective

70% - 99%

No notch increase No bonus

Satisfactory Performance

100% - 129%

Performance fully effective

100% - 129%

Notch increase No cash bonus

 

Above satisfactory performance

130% and above

Performance significantly above expectations

130% - 149%

Notch increase Cash bonus: 5% - 9%

   

Outstanding performance

150% -167%

Notch increase Cash bonus : 10% - 14%

(b) The achievements of TVET College Principals in the evaluation process are tabulated below.

Category

Percentage / Score

Bonus Percentage

Achievements of TVET College Principals

B

130%

5%

3

 

133%

6%

3

 

135%

6%

2

 

144%

8%

1

A

150 %

10%

2

 

152%

10%

3

 

153%

11%

2

 

157%

12%

1

 

CONTACT PERSONS:

EXT:

DIRECTOR – GENERAL

STATUS:

DATE:

QUESTION 721 APPROVED/NOT APPROVED/AMENDED

Dr BE NZIMANDE, MP

MINISTER OF HIGHER EDUCATION AND TRAINING

STATUS:

DATE:

10 April 2017 - NW607

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

How many (a) students are still expected to be funded out of the applications lodged for National Student Financial Aid Scheme for the 2017 academic year that have not yet been completely processed and (b) of those, will be funded at (i) universities and (ii) technical and vocational education and training colleges?

Reply:

(a) According to the information supplied by the National Student Financial Aid Scheme (NSFAS) out of the applications lodged for the 2017 academic year, 41 182 students are still expected to be funded.

(b) Of these, (i) 22 284 are at universities, and (ii) 18 898 are at Technical and Vocational Education and Training (TVET) colleges. These students will be funded, provided they have met the NSFAS qualifying criteria and have a place to study at a public university or TVET college.

COMPILER/CONTACT PERSONS:

EXT: 021 763 3200

DIRECTOR – GENERAL

STATUS:

DATE:

QUESTION 607 APPROVED/NOT APPROVED/AMENDED

Dr BE NZIMANDE, MP

MINISTER OF HIGHER EDUCATION AND TRAINING

STATUS:

DATE:

05 April 2017 - NW605

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

(1)With regard to the funding by the Government of the 2017 university fee increase of 8% for missing middle students who do not qualify for National Student Financial Aid Scheme, (a) what is the total number of students who (i) have been funded to date and (ii) are still expected to be allocated funding, (b) what procedure did students follow to apply for the funding and (c) what is the total amount of the specified funding that has been paid out to universities where the students have been accepted; (2) whether the entity that was managing the applications for State funding is a private contractor; if not, why not; if so, (a) was a tender advertised for the contract, (b) what were the costs of the contract and (c) for what period was the contract undertaken?

Reply:

(1) (a) (i) and (ii).The total number of students that will be funded is not yet quantified. Universities are still processing and verifying applicants’ information. Universities will be expected to verify the number of qualifying students and claims before submission to the Department on 31 July 2017.

(b) The Department after consultation with the Finance Executives Forum task team appointed by Universities South Africa (USAf), as well as university Registrars and Finance Executives, developed a process roadmap for the identification and verification of the “missing middle” student cohort that would qualify for funding, provided they applied. The Department and universities reached an agreement on the eligibility criteria, a framework to identify missing middle students and principles for a verification and appeals process. The Department submitted an agreed-upon application and consent form to all universities on 15 December 2016 for implementation. Grant applicants have to submit their forms to their respective universities.

(c) A total of R2.460 billion has been set aside in the 2017/18 financial year to fund the estimated increase in university fees of up to 8% for all students from families with a combined annual household income below R600 000. This covers the increase for National Student Financial Aid Scheme (NSFAS) qualifying students, as well as an estimated number of “missing middle” students that are expected to apply for the grant. The funds were reprioritised from the National Skills Fund. To assist universities with cash flows until 31 March 2017, upfront payments to universities amounting to R1.045 billion were transferred in three equal amounts between February 2017 and March 2017. The balance of the allocation will be paid to universities once the process of verifying the “missing middle” students who have applied for the grant at each university, and quantifying the exact amount required to cover those students who qualify for the grant, has been finalised and officially communicated to the Department. The fee adjustment must be shown as a separate credit entry on the financial statement of each eligible student after completion of this process. The final amounts claimed will be subject to an audit as part of the 2017 annual reporting and Higher Education Management Information System (HEMIS) auditing process.

(2) (a) No tender was advertised by the Department, as each university is responsible for the appointment of their own service providers to manage the process of verifying applicants at their institution, and submitting their claim to the Department.

(b) Not applicable.

(c) Not applicable.

COMPILER/CONTACT PERSONS:

EXT:

DIRECTOR – GENERAL

STATUS:

DATE:

QUESTION 605 APPROVED/NOT APPROVED/AMENDED

Dr BE NZIMANDE, MP

MINISTER OF HIGHER EDUCATION AND TRAINING

STATUS:

DATE:

04 April 2017 - NW598

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America, Mr D to ask the Minister of Higher Education and Training

Is his department actively scanning the changing technical and vocational landscape to identify training needs for the future world of work and its impact on the current curricula and/or qualifications offered at our technical and vocational education and training colleges; if so, (a) which official or division is tasked with this, (b) what training needs have been identified since his department was established in 2009 and (c) what changes in curricula have been implemented due to the changing needs?

Reply:

a) Yes, the Department has actively been undertaking an environment scan using empirical methods to ascertain the needs of the labour market through various mechanisms. The Labour Market Intelligence Project (LMIP), located in the Planning, Policy and Strategy Branch of the Department, is one initiative that was set up in partnership with the Human Sciences Research Council (HSRC), to provide labour market signals to guide education and training in the various institutions under the jurisdiction of the Department. Furthermore, a “List of Occupations in High Demand” was published in Government Gazette No. 37678 on 24 May 2014 by the Department, in which the top 100 high demand occupations were listed. A revised list was published on 19 January 2016 in Government Gazette No. 39604. This list is published every two years.

b) The list referred to above has informed various education and training initiatives in institutions under the Department. With regard to implementation in Technical and Vocational Education and Training (TVET) colleges, most of the mid-level skills and trade occupations on the list are already on offer in colleges in one form or another, namely through:

  • Report 191 (NATED) programmes N1 - N6, for example trades in the electrical occupations, as well as welder, fitter and turner, boiler maker, carpenter, automotive motor mechanic, are already on offer.
  • National Certificates (Vocational) [NC(V)] programmes which cover 19 vocational fields among which are programmes in mechanical, electrical and civil engineering, mechatronics, finance, transport and logistics, Information Technology (IT) and Computer Science. A Renewable Energies Technologies subject was introduced under the Electrical Engineering and Infrastructure Construction NC(V) programme in January 2015, to meet the requirements for the installation and maintenance of solar and photovoltaic units as part of the skills required to drive energy efficiencies.
  • Learnerships are delivered in partnerships between colleges and Sector Education and Training Authorities (SETAs), as well as through some partnerships between colleges and private sector entities and parastatals. The War-on-Leaks project, for example is supported by identified TVET colleges in producing Water Agents and artisans for this national project.

c) Where it was identified as absolutely necessary, the content of certain Report 191 subjects were revised to replace outdated information, such as policies, legislation and practices that are no longer relevant in the workplace. Given the scale of the Report 191 offerings, the revisions are undertaken on a limited basis as these will gradually be phased out and replaced by the newly registered occupational qualifications developed by the Quality Council for Trades and Occupations (QCTO). It is important to note that the shift to delivering large-scale occupational qualifications and part qualifications in TVET colleges will require new and significant funding from all sources – the national fiscus, SETAs, the National Skills Fund, and public and private enterprises, among others to be successful.

Certain outdated curricula in the Report 191 programmes are managed through the examinations process, whereby examiners do not examine irrelevant aspects of the curriculum, and lecturers are encouraged to teach students content that is current in workplaces. Even though these are not formally tested in the examinations, they are tested as part of continuous assessments. The subjects that fall into this category are comparatively small. A particular case in point is the N4 Management Communication subject, where the syllabus speaks of telegrams but lecturers do not teach this aspect and instead incorporate current and electronic means of communication. A formal amendment to this syllabus will be undertaken with the QCTO, as the Council is responsible for setting workplace standards in all occupationally directed curricula.

Since the inception of the NC(V) qualifications in 2007, regular revisions were made in response to inputs from employers and colleges, as well as new subjects were introduced based on formal requests and motivations. The most recent of these was the request to introduce a Wholesale and Retail subject, which was introduced in colleges in 2016, as was the RET subject in 2015. Revisions were effected over time across several subjects, such as the inclusion of solar heating in the Plumbing curriculum, and major revisions to the Automotive Repair and Maintenance subject to include the latest technologies and electronics found in newer vehicle models.

COMPILER/CONTACT PERSONS:

EXT:

DIRECTOR – GENERAL

STATUS:

DATE:

QUESTION 598 APPROVED/NOT APPROVED/AMENDED

Dr BE NZIMANDE, MP

MINISTER OF HIGHER EDUCATION AND TRAINING

STATUS:

DATE:

04 April 2017 - NW715

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

(1)Whether, with regard to his reply to question 165 on 7 March 2017, any funds were paid out to universities for damages due to protests during the 2016 academic year; if not, why not; if so, what amount was paid out to each of the applicable universities; (2) how did his department determine what amount should be contributed by the Government to each university to fund the 2016 zero percent fee increase; (3) did the allocations to each university for the 2016 zero percent fee increase cover the full cost of not having an increase for that year; if not, how much was the shortfall for each university?

Reply:

1.With reference to Question 165 on 7 March 2017 and as indicated in the reply, the only amount of funding that was budgeted for public universities to cover the costs of (a) damage caused by protesting students in the (i) 2015 and (ii) 2016 academic years was an amount of R40.496 million in 2015/16 towards damages at five historically disadvantaged universities, i.e. the Universities of Fort Hare (R8 million), Zululand (R4.5 million), Western Cape (R25.858 million), Walter Sisulu (R351 287) and Limpopo (R1.786 million). Some universities have claimed or are in the process of claiming from their insurance or have used their own funds to cover the cost of damages at their institutions.

2.The agreement reached on a “no fee increase” (0%) in October 2015 between government (represented by the President, Minister of Higher Education and Training and other Cabinet Ministers), universities (represented by the Chairs of University Councils and Vice-Chancellors) and student leaders included, that the funding required to enable the decision would be shared between institutions that could afford to contribute and government. The principle of cost sharing was initially based on an agreement that there would be a 70/30 share for government and universities respectively. Each university was requested to submit the financial implications for a zero percent fee increase in 2016 to Universities South Africa (USAf), who compiled a summary of the financial implications per institution and for the sector as a whole, and submitted it to the Department of Higher Education and Training. Further discussions were held with individual Vice-Chancellors and finance executives, taking into consideration the financial positions and constraints of individual universities across the system as indicated in their audited 2014 annual financial statements, to come to a final agreement on the contribution of government and each institution towards the shortfall in the universities’ budgets created by the decision.

The final amounts agreed upon varied from a 30% university contribution to a 0% contribution. Government contributed a total of 83% of the funds required through reprioritising funds, mostly from the Post-School Education and Training (PSET) system as well as from the fiscus. Government’s contribution of R1.935 billion consisted of funding taken from the Historically Disadvantaged Institutions Development earmarked grant (R362 million), Post Graduate Scholarships (R800 million), Technical and Vocational Education and Training college expansion (R473.38 million) and reprioritised from the fiscus by National Treasury (R300 million).

3. As indicated in (2), the agreement was that the financial implication would be shared between government and universities. Government (83%) and universities (17% on average) shared the financial implication of R2.330 billion required to implement the zero percent fee increase. The details per university are set out in the link below:

https://pmg.org.za/files/RNW715Table-170404.docx

 

COMPILER/CONTACT PERSONS:

EXT:

DIRECTOR – GENERAL

STATUS:

DATE:

QUESTION 715 APPROVED/NOT APPROVED/AMENDED

Dr BE NZIMANDE, MP

MINISTER OF HIGHER EDUCATION AND TRAINING

STATUS:

DATE:

04 April 2017 - NW640

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Bucwa, Ms H to ask the Minister of Higher Education and Training

(a) Whether any Sector Education and Training Authority (SETA) is currently under administration, (b) on what date was each specified SETA placed under administration and (c) what were the reasons in each case?

Reply:

Three Sector Education and Training Authorities (SETAs) are currently under administration as detailed in the table below.

(a) SETA

(b) Date

(c) Reasons

1. Culture, Arts, Tourism, Hospitality and Sport Sector Education and Training Authority (CATHSSETA)

15 October 2014

  • Consistently not meeting its predetermined objectives.
  • Serious allegations made against some board members and senior management.
  • Failure to act on the recommendations of a forensic investigation commissioned by the board.
  • Qualified audit opinion from the Auditor-General in the 2013/14 financial year.

2. Wholesale and Retail Sector Education and Training Authority (W&RSETA)

3 October 2016

  • The SETA’s decision to pull out of the initiative to support the Rural and Township Economies Revitalisation Programme which was meant to contribute to government’s Nine-Point Plan to stimulate rural and township economies, although the programme was part of its service level agreement.
  • Qualified audit opinion from the Auditor-General in the 2014/15 and 2015/16 financial years.
  • Lack of unity, cohesion and cooperation required among the board members of the SETA to exercise their fiduciary duties effectively and efficiently.

3. Safety and Security Services Sector Education and Training Authority (SASSETA)

12 February 2015

  • Poor governance, which resulted in mismanagement of the Discretionary Fund and serious irregularities in a number of contracts entered into, as well as non-compliance with the Skills Development Act and its prescripts.
  • Non-compliance with the Public Finance Management Act and other related National Treasury requirements.
  • Consistently not meeting its predetermined objectives.
  • Qualified audit opinion from the Auditor-General in the 2011/12 and 2012/13 financial years.

COMPILER/CONTACT PERSONS:

EXT:

DIRECTOR – GENERAL

STATUS:

DATE:

QUESTION 640 APPROVED/NOT APPROVED/AMENDED

Dr BE NZIMANDE, MP

MINISTER OF HIGHER EDUCATION AND TRAINING

STATUS:

DATE:

04 April 2017 - NW597

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

What is the total number of (a) lecturers and (b) management staff members at public technical vocational education and training (TVET) colleges who are paid through the personnel salary system (Persal); in each case, specify those (i) on a fixed term, (ii) permanent employment contract, (iii) paid for (aa) part time work and/or (bb) acting in higher positions in the college councils; (2) what is the total number of (a) lecturers and (b) management staff members employed by the TVET colleges are employed on a (i) part-time and/or (ii) an hourly remuneration basis?

Reply:

1. (a) The total number of lecturers appointed on PERSAL is 10 098 of which 8 504 are permanent and 879 are on contract. No part-time lecturers are appointed on PERSAL.

(b) The total number of management staff appointed on PERSAL is as follows:

- Core (Curriculum): 715

- Support: 404

The information on College paid employees is not available from Human Resources Management as these employees are appointed on the College’s payroll.

2. Not applicable.

 

CONTACT PERSONS:

EXT:

DIRECTOR – GENERAL

STATUS:

DATE:

QUESTION 597 APPROVED/NOT APPROVED/AMENDED

Dr BE NZIMANDE, MP

MINISTER OF HIGHER EDUCATION AND TRAINING

STATUS:

DATE:

04 April 2017 - NW596

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

(1)With reference to the report by the Ministerial Committee on the funding norms for technical vocational education and training (TVET) colleges, (a) on what date did the study on funding norms commence, (b)(i) at what stage and (ii) to what extend were TVET college principals consulted and (c) how will the findings affect the total amount allocated for the medium term budget framework at TVET colleges; (2) Whether students will in future be capped at TVET colleges in light of the lack of growth in student numbers according to the medium term budget framework; if so, what are the relevant details? (3) What plans are in place to phase in the new funding framework once it is adopted in order for colleges to budget in time for any differences in income that may occur?

Reply:

1. (a) The Ministerial Committee was established by the Minister of Higher Education and Training and published in Government Gazette No. 38053 on 3 October 2014. The Committee was inaugurated by the Minister and commenced its work on 5 March 2015. The duration of the project was initially twelve months and it was later extended until 31 March 2017.

(b) The Minister also established a Reference Group on which Technical and Vocational Education and Training (TVET) college Principals are represented by the nominated executive members of the South African College Principals’ Organisation. The Committee has held various consultative meetings with the Reference Group.

(c) The aim of the Ministerial Review Committee is to redesign the funding distribution mechanism including the differentiation between funding requirements of rural and urban colleges. At present, it is not envisaged that the revised funding norms will bring about changes in the total amount allocated for the medium term budget framework for TVET colleges. The report from the Ministerial Review Committee is expected by 31 March 2017 after which a consultative process will be adopted before implementation.

2. Based on the funding shortfall currently experienced by the TVET system (in the region of R10 billion), the envisaged enrolment targets as set in the White Paper for Post-School Education and Training will not be achieved. The Department has therefore indicated to the TVET colleges, the maximum state funded enrolments, which therefore still permits TVET colleges to exceed these numbers if they can afford to enrol higher numbers. However, it will be based on the financial capability of the specific TVET college. The targets for the 2017/18 financial year are as follows:

  • State funded enrolments:                                              429 638
  • College funded enrolments:                                           235 110
  • Occupational programmes (funded from other resources): 45 787

                                                                                      Total 710 535

3. The proposed funding framework, once approved by the Minister, will be published in a Government Gazette for public comment. This will allow all affected stakeholders to make inputs, including proposals on plans to implement the new funding framework. A readiness assessment will be conducted and TVET colleges will be consulted on the development of a national implementation plan.

 

COMPILER/CONTACT PERSONS:

EXT:

DIRECTOR – GENERAL

STATUS:

DATE:

QUESTION 596 APPROVED/NOT APPROVED/AMENDED

Dr BE NZIMANDE, MP

MINISTER OF HIGHER EDUCATION AND TRAINING

STATUS:

DATE:

04 April 2017 - NW595

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

(1)(a) What are the minimum requirements to qualify as (i) examiners and (ii) markers of examination papers for the (aa) National Certificate: Vocational and (bb) NATED/Report 191 examinations, (b) what is the total number of (i) examiners and (ii) markers who served in the November 2016 examinations and (c) what is the total number that has been paid to date; (2) has his department introduced any measures to determine that examiners and markers possess the minimum subject knowledge needed to ensure that correct answers, even if not covered by the official memoranda, are given the credit it deserves; if not, what plans does his department have to ensure that a minimum level of subject knowledge is required of examiners in the future; if so, what are the details; (3) whether any payments to examiners and markers of previous examination cycles are still outstanding; if so, what are the relevant details in each case?

Reply:

1. (a) The minimum requirements to qualify as examiners and moderators are furnished in Chapter 4, Clause 4.4 (4.4.3 (c) (i – x) of the policy on the conduct of Technical and Vocational Education and Training (TVET) examinations Government Gazette No. 22760 of 26 October 2001. On page 22 of the above-mentioned policy document, the following requirements are stated:

  • A recognised three-year post matric qualification that should include the subject concerned at second- or third-year level;
  • Preference should be given to serving school- and college-based educators;
  • Experience as a Marker, Examiner or Moderator;
  • Experience in subject committee work and/or contributions towards curriculum development;
  • Motivation by the Principal or Management Forum of the college; and
  • Appropriate teaching experience, including teaching experience at the appropriate level, in the subject concerned.

(b) (i) The total number of examiners appointed for the November 2016 examinations are as follows:

  • NC (V): 296 examiners
  • NATED/Report 191: 183 examiners

(ii) The total number of markers appointed for the November 2016 examinations are as follows:

  • NC (V): 1 091 markers
  • NATED/Report 191: 5 158 markers.

(c) NC(V) Examiners: 290 Examiners have been paid. The remaining 6 examiners did not submit claim forms for payment.

NATED/Report 191 Examiners: All the claims have been processed and payment is being effected.

NC(V) Markers: All markers have been paid.

NATED/Report 191 Markers: 5 238 Claims have been paid and 21 claims are still being processed because relevant documentation was outstanding and have since been submitted. The remaining 21 claims will be processed for payment by 24 March 2017. The reason for the number of claims exceeding the number of markers is because a marker is allowed to mark more than one question paper.

2. When the Department did not receive sufficient qualifying applications, it re-advertised all the positions of examiners and moderators for the 2016/17 cycle. The process of appointment is determined by the Department of Public Service and Administration. The examiners and moderators were trained on the processes and procedures of setting quality question papers and marking guidelines. The training also included the use of the four elements of item demand, i.e. content, expected responses, stimulus and task, which are used to generate high quality questions. It is this ongoing training that ensures examiners and moderators are well capacitated.

Appointed markers undergo vigorous training prior to marking. The following procedures are followed:

  • Markers are required to arrive at the marking session with their own answered marking guideline.
  • Each marker within the panel is required to do pre-marking of scripts for their respective subject.
  • The official marking guideline is discussed under the leadership of the Internal Moderator.
  • Amendments, corrections and additions to the marking guideline are made during this marking guideline discussion.
  • The markers mark 3 dummy scripts to test the validity of the amended marking guideline, which requires accuracy and precision.

This rigorous training ensures that markers shortcomings are identified so that markers are allocated questions according to their strengths demonstrated during the training. In addition, the moderation of the marked scripts contributes immensely to the empowerment of markers as markers are constantly provided with feedback on the accuracy of their marking. Most of the markers appointed per examination cycle are highly experienced as they have gone through this training several times and understand what it takes to achieve reliable and valid scores in this process.

3. All examiners who rendered services and submitted correctly completed claim forms in the previous examination cycle have been paid.

All marking claims for November 2016 examination cycle have been processed for payment.

COMPILER/CONTACT PERSONS:

EXT:

DIRECTOR – GENERAL

STATUS:

DATE:

QUESTION 595 APPROVED/NOT APPROVED/AMENDED

Dr BE NZIMANDE, MP

MINISTER OF HIGHER EDUCATION AND TRAINING

STATUS:

DATE:

04 April 2017 - NW610

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

Were any existing higher education programmes (a) cut or (b) reduced in order to make up the additional funding allocated to (i) student funding and (ii) other new costs in his department’s 2017-18 budget; if so, (aa) which programmes, (bb) what amount in funding was moved away from each programme and (cc) to which allocation was the funding moved?

Reply:

The Department did not (a) cut or (b) reduce any existing higher education programmes in the 2017/18 budget in order to make up the additional funding allocated to (i) student funding and (ii) other new costs in the Department.

Funding was provided through the reprioritisation of Post-School Education and Training funds within the National Skills Fund.

Further details regarding the allocation and distribution thereof will be provided during the tabling of the Department’s budget in the National Assembly and the National Council of Provinces during May 2017.

COMPILER:

EXT:

DIRECTOR – GENERAL

STATUS:

DATE:

QUESTION 610 APPROVED/NOT APPROVED/AMENDED

Dr BE NZIMANDE, MP

MINISTER OF HIGHER EDUCATION AND TRAINING

STATUS:

DATE:

04 April 2017 - NW609

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

By what date will the draft funding framework for universities be made publicly available?

Reply:

The Draft Amended Policy on the Funding of Public Universities, November 2015 and the Revised Funding Framework: The Allocation of Government Grants to Public Higher Education Institutions, November 2015 were developed and submitted to me for approval to publish for public comment. Given the concerns in the system around student and university funding at the time, I made a decision that the drafts should be tabled at Cabinet before being released.

The draft documents were tabled in Cabinet on 22 November 2016. Cabinet advised that since the documents dealt with operational matters within the sector, specifically changes to the way in which the funds already within the system would be distributed to institutions, that it would not be necessary to publish them in a Gazette for public comment. Cabinet advised that the Department should consult directly and fully with the university sector on the policy and framework.

Consultation and engagements are scheduled to commence in April 2017. The full draft documents are currently being shared with the sector through Universities South Africa (USAf). Based on engagements, a final draft incorporating sector inputs will be developed and agreed upon in collaboration with USAf. The final draft will be aligned with any relevant decisions emanating from the Report of the Presidential Commission on Higher Education and Training, currently underway. The final draft documents will be submitted to the Council on Higher Education (CHE) for advice. Once the advice is received, the amended policy and revised funding framework will be submitted to me for approval and publication as the final Policy in the Government Gazette. The target date to finalise this process is the end of December 2017.

COMPILER/CONTACT PERSONS:

EXT:

DIRECTOR – GENERAL

STATUS:

DATE:

QUESTION 609 APPROVED/NOT APPROVED/AMENDED

Dr BE NZIMANDE, MP

MINISTER OF HIGHER EDUCATION AND TRAINING

STATUS:

DATE:

04 April 2017 - NW608

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

What was the change in the number of staff paid by the National Student Financial Aid Scheme (NSFAS) allocated to managing applications for NSFAS funding from the application period for the 2016 academic year to the application period for the 2017 academic year?

Reply:

As at the end of the 2015/16 financial year, i.e. 31 March 2016, 258 employees (permanent and contract) were employed by the National Student Financial Aid Scheme (NSFAS).

The NSFAS staff headcount as at 22 March 2017 was 409 employees, of which 130 are seasonal contract workers specifically employed for purposes of the 2017 academic year application processes, in operations and the contact centre.

COMPILER/CONTACT PERSONS:

EXT:

DIRECTOR – GENERAL

STATUS:

DATE:

QUESTION 608 APPROVED/NOT APPROVED/AMENDED

Dr BE NZIMANDE, MP

MINISTER OF HIGHER EDUCATION AND TRAINING

STATUS:

DATE:

04 April 2017 - NW600

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America, Mr D to ask the Minister of Higher Education and Training

(1)Which public technical and vocational education and training (TVET) colleges are currently operating with an acting principal due to (a) the principal’s position being vacant or (b) the principal not able to fulfil his/her duties; (2) (a) which fixed-term contracts of principals of public TVET colleges (i) will be coming to an end during the course of 2017 or (ii) have already expired since 1 January 2017 and (b) what is or was the last day of the current or previous employment contract; (3) have any of the positions where the fixed-term contracts are or were to expire in 2017 been advertised yet; if so, (a) for which colleges and (b)(i) where and (ii) on what date were the positions first advertised; (4) does his department endeavour to ensure that new college principals assume duty the day after the incumbent vacated their offices; if not, why not; if so, what are the relevant details?

Reply:

(1) (a) Ingwe Technical and Vocational Education and Training (TVET) College does not have a permanently appointed Principal. The Principal was charged for misconduct and found guilty with a sanction of a dismissal. The post cannot be advertised at this stage, as the incumbent has referred the matter to the General Public Service Sectoral Bargaining Council on the grounds of unfair dismissal.

(b) The Principal of Vuselela TVET College in the North West Province is currently on short-term ill health incapacity leave. An acting Principal has been appointed until 31 August 2017.

(2) (a) Principals at TVET colleges are appointed permanently and not on fixed-term contracts.

  1. Not applicable.
  2. Not applicable.

(b) Not applicable.

(3) Not applicable.

(4) The Department can only advertise a post once it has been vacated. When a Principal vacates a post, the Department appoints an acting Principal whilst recruitment and selection processes are in progress.

COMPILER/CONTACT PERSONS:

Extension:

DIRECTOR – GENERAL

STATUS:

DATE:

QUESTION 600 APPROVED/NOT APPROVED/AMENDED

Dr BE NZIMANDE, MP

MINISTER OF HIGHER EDUCATION AND TRAINING

STATUS:

DATE:

04 April 2017 - NW599

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America, Mr D to ask the Minister of Higher Education and Training

Has the 2013 Policy on Professional Qualifications for Lecturers in Technical and Vocational Education and Training been implemented at colleges; if not, what plans are in place to (a) roll out and (b) enforce the implementation of this policy at TVET colleges; if so, to what extent has the policy been implemented; (2) whether his department has appointed any permanent staff members in the (a) 2014-15 and (b) 2015-16 financial years that do not meet the policy requirements; if so, why were these staff members appointed?

Reply:

1. The Policy on Professional Qualifications for Lecturers in Technical and Vocational Education and Training (TVET) provides a set of qualifications for TVET college lecturers that are aligned to the Higher Education Qualifications Sub-Framework, to be offered by universities. Universities are in the process and being supported to develop and offer the qualifications. Once the qualifications have been developed, it must be submitted to the Department for compliance evaluation with the policy, thereafter sent to the Council on Higher Education for accreditation. Thus far, one qualification has received accreditation and the University of the Western Cape is offering the Postgraduate Diploma in Technical and Vocational Teaching for the first time in 2017. It should be noted that the Department only took over the employment of lecturers from 1 April 2015 from colleges. Further, the Department is engaging with the Department of Public Service and Administration to provide for occupational specific conditions of service for lecturers as they were transferred into public service posts and not into educator posts.

Furthermore, the matter of minimum qualifications for lecturers is a matter of mutual interest with Unions and due to the change of status of lecturers to public service employees, the specific bargaining chamber needs to be established through Labour Relations and Public Service legislation.

The table below shows the qualifications that are being developed by specific universities.

UNIVERSITY

TVET PROGRAMMES

1. Cape Peninsula University of Technology

Advanced Diploma in Technical and Vocational Teaching

2. Central University of Technology

Advanced Diploma in Technical and Vocational Teaching

3. Durban University of Technology

Advanced Diploma in Technical and Vocational Teaching

4. Nelson Mandela Metropolitan University

Advanced Diploma in Technical and Vocational Teaching

5. Tshwane University of Technology

Bachelor of Education in Technical and Vocational Teaching and Advanced Diploma in Technical and Vocational Teaching

6. University of Fort Hare

Advanced Diploma in Technical and Vocational Teaching

7. University of Free State

Diploma in Technical and Vocational Teaching and Bachelor of Education in Technical and Vocational Teaching

8. University of Johannesburg

Advanced Diploma in Technical and Vocational Teaching

9. University of Pretoria

Advanced Diploma in Technical and Vocational Teaching

10. University of the Western Cape

Postgraduate Diploma in Technical and Vocational Education

11. University of the Witwatersrand

Advanced Diploma in Technical and Vocational Teaching

12. Vaal University of Technology

Advanced Diploma in Technical and Vocational Teaching

13. Walter Sisulu University

Advanced Diploma in Technical and Vocational Teaching

14. University of KwaZulu-Natal

Advanced Diploma in Technical and Vocational Teaching

2. (a) The Department did not employ any lecturers in the 2014/15 financial year as they were still under the employ of colleges. Lecturers were transferred from colleges to the Department on 1 April 2015.

(b) Due to lecturers being employed in terms of the Public Service Act, there are no measures for the employment of lecturers, however priority is given in the recruitment process to ensure that qualified lecturers are employed in terms of the Policy on Professional Qualifications for Lecturers in Technical and Vocational Education and Training.

In 2014, the Department conducted a profile survey on TVET lecturer qualifications in which over 7 000 lecturers participated. Just under 7% of the lecturers were found to be unqualified as prescribed by the policy. However, College Councils employed most of these lecturers because of the scarce skills in certain subjects offered at TVET colleges. Most of these being artisan lecturers.

The Department is further in the process of conducting a detailed survey of lecturer qualifications and competencies in order to develop a comprehensive plan of lecturer development and support going forward. The survey will be completed and analysed by June 2017. It is important to point out that notwithstanding the outcome of the survey, the Department will have to secure funds to ensure that lecturers are upgraded to the minimum required level if they are not fully qualified.

It is acknowledged that colleges are not always able to recruit ideal lecturers for teaching in specific subjects and programmes. Some appointees may lack the professional qualifications but have the requisite technical or academic knowledge. In such instances, colleges are required to support lecturers to fill their professional gaps and/or competencies, in terms of the Individual Lecturer Professional Development Plans, which colleges are required to develop per lecturer, since 2016. Development and training may be undertaken either through formal part/full qualifications, or through professionally directed training. Workplace based experience, where necessary, constitutes part of such training.

COMPILER/CONTACT PERSONS:

EXT:

DIRECTOR-GENERAL

STATUS:

DATE:

QUESTION 599 APPROVED/NOT APPROVED/AMENDED

Dr BE NZIMANDE, MP

MINISTER OF HIGHER EDUCATION AND TRAINING

STATUS:

DATE:

27 March 2017 - NW453

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Brauteseth, Mr TJ to ask the Minister of Higher Education and Training

Whether his department procured any services from and/or made any payments to (a) Mr Mzwanele Manyi, (b) the Progressive Professionals Forum, (c) the Decolonisation Fund and/or (d) the Black Business Council; if not, in each case, why not; if so, what (i) services were procured, (ii) was the total cost, (iii) is the detailed breakdown of such costs, (iv) was the total amount paid, (v) was the purpose of the payments and (vi) is the detailed breakdown of such payments in each case?

Reply:

The Department has not procured any services from / or made any payments to (a) Mr Mzwanele Manyi, (b) the Progressive Professionals Forum, (c) the Decolonisation Fund and/or (d) the Black Business Council

 

COMPILER/CONTACT PERSONS: Mr TW Tredoux

EXT: 5079

DIRECTOR – GENERAL

STATUS:

DATE:

QUESTION 453 APPROVED/NOT APPROVED/AMENDED

Dr BE NZIMANDE, MP

MINISTER OF HIGHER EDUCATION AND TRAINING

STATUS:

DATE:

24 March 2017 - NW690

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Gqada, Ms T to ask the Minister of Higher Education and Training

(1)Did (a) his department or (b) any entity reporting to him participate in the Dialogue with the President: Unpacking of the SONA 2017 on Radical Economic Transformation Implementation event hosted at the Oyster Box Hotel in Umhlanga, Durban, on 25 February 2017; if so, what amount was spent in each case; (2) did (a) his department or (b) any entity reporting to him participate in the auction of the (i) souvenirs or (ii) personal belongings of the President of the Republic, Mr Jacob G Zuma; if so, (aa) which items were purchased and (bb) at what cost, in each case?

Reply:

(1) The Department did not participate in the identified dialogue and is not aware of any of its entities having participated.

(2) Not applicable.

COMPILER/CONTACT PERSONS:

EXT:

DIRECTOR – GENERAL

STATUS:

DATE:

QUESTION 690 APPROVED/NOT APPROVED/AMENDED

Dr BE NZIMANDE, MP

MINISTER OF HIGHER EDUCATION AND TRAINING

STATUS:

DATE:

16 March 2017 - NW385

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

(1) Whether the Agricultural Sector Education and Training Authority (AgriSETA) incurred a cost of R41 775,42 for the rental of a vehicle on behalf of its board chairperson for the period 18 to 22 October 2016; if so, (a) what was the purpose, (b) what are the (i) names and (ii) positions of individuals who were transported, (c) what are the names of the places that were visited during each specified trip and (d) what was the reason for using a luxury 4x4 vehicle; (2) (a) what is the detailed breakdown of all costs incurred on the specified trip, (b) how were the costs paid for and (c) which board members and staff qualify for assistance of this nature; (3) Whether the costs incurred were in line with the official travel policy of AgriSETA; if not, why not; if so, (a) when and (b) by whom was the policy adopted; (4) Whether any person has been held accountable for the costs incurred; if not, why not; if so, what are the relevant details?

Reply:

1. Yes.

According to the Agricultural Sector Education and Training Authority (AgriSETA):

(a) “The purpose of the trip was to meet the former Chairperson, Professor Mayende, to finalise the hand-over process following his resignation as the Chairperson of the AgriSETA Board to take up the position of Deputy Vice-Chancellor for the University of Fort Hare. During this trip, the acting Chairperson scheduled a meeting with the former Member of Executive Council of Agriculture in the Free State, Ms M Qabathe, and the Head of Communications at Mangaung Metropolitan Municipality, Mr Q Khedama, regarding partnerships with AgriSETA.

(b) Names and positions of people transported

(i) Name

(ii) Position

Mr Thami ka Plaatjie

Acting Chairperson of the Board

(c) The following places were visited:

  • Mangaung Metropolitan Municipality; and
  • University of Fort Hare campus in East London.

(d) The acting Chairperson had to attend a meeting in Bloemfontein (Mangaung Metropolitan Municipality) which was followed by a meeting in East London (University of Fort Hare) the next day. As flights could not be found on the specified meeting dates, a decision was taken to use road transport.

2. Based on the information submitted by the SETA, the detailed breakdown of the cost incurred per trip is as follows:

(a) R38 290.30 was incurred for car hire and R3 300.12 for hotel accommodation at the Blue Lagoon Hotel in East London and Protea Hotel in Bloemfontein.

(b) Travel with Flair was appointed by AgriSETA to manage its travel bookings.

(c) Only board members are entitled to use this category of vehicles.”

3. The AgriSETA Policy is silent on this matter.

4. No official has been held accountable, however, the Department is still investigating the matter in terms of the relevant prescripts of the Skills Development Act, No. 97 of 1998 (as amended).

COMPILER/CONTACT PERSONS:

EXT:

MR GF QONDE

DIRECTOR – GENERAL

STATUS:

DATE:

QUESTION 385 APPROVED/NOT APPROVED/AMENDED

Dr BE NZIMANDE, MP

MINISTER OF HIGHER EDUCATION AND TRAINING

STATUS:

DATE:

16 March 2017 - NW387

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

(1) Whether a representative of his department accepted a memorandum highlighting various issues of concern regarding the Maluti Technical and Vocational Education and Training College in April 2016; if so, (2) whether his department attended to (a) any of the issues raised and (b) the request for investigation or a forensic investigation; if not, in each case, why not; if so, what were the findings in each case; (3) whether his department intends to convey its decision to the members of staff who handed over the memorandum; if not, why not; if so, by what date?

Reply:

(1) The Department received a memorandum from the Maluti Technical and Vocational Education and Training (TVET) College dated 6 April 2016. The Director-General and senior managers visited the college on 19 May 2016 and met with the College Council, management and concerned parties on the matters raised.

(2) (a) The Department attended to and resolved all the matters raised, allocating R6.088 million to infrastructure, maintenance and security for all campuses as per the proposal received from the college:

Maluti TVET College Campus

Amount (R)

Bethlehem Campus

2 011 000

Bonamelo Campus

934 000

Itemoheleng Campus

436 000

Kwetlisong Campus

1 197 000

Main Campus

368 000

Harrismith New Building

1 142 000

Total

088 000

The Table below summarise the issues and actions taken.

ISSUE

UPDATE

Maluti Students and Staff Memorandum

The Director-General and Deputy Director-General for TVET convened a meeting on 19 May 2016) with the Maluti TVET College students and staff.

Delivery of outstanding textbooks, protective clothing, tables and chairs

A total of 3 727 textbooks were purchased. Three campuses received protective clothing. 750 Tables and 850 chairs were ordered for three campuses.

Windows and doors should be fixed

Bonamelo’s doors and windows were fixed and the service provider was sent to other campuses to ascertain the need and fix where required. At the main campus, Kwetlisong, Lere la Tshepe and Itemoheleng doors and locks were fixed.

Water crisis

Water supply to each site was a serious challenge due to the drought. The Department of Water Affairs and Sanitation was approached on the matter. The college has managed was then able to source more water to truck to each site. The college also purchased its own water tanker to augment the current supply. In addition more water tanks were installed at each site

Lecturer vacancies due to natural attrition and maternity leave

College has filled lecturer vacancies and continues to do so as and when a need arises.

Students access cards

A service provider was sourced to print student cards for all campuses. All students have student cards.

Audit of all workshop at the college

An audit was conducted in line with the 2013 DHET Resources List. Computers and equipment have been bought for the workshops.

Library access (implementation plan)

Study rooms have been identified and availed while Student Support Service centres are planned to be built at campuses where there are none.

Temporary toilets to be procured

The toilets at Bonamelo and Sefikeng were fixed on the 20 May 2016.

Student Representative Council (SRC) induction

The SRC was inducted on 20 May 2016.

Feedback report on practical exposure of students to courses and workload of lecturers

The Principal will ensure that students are exposed to practicals. A meeting was held with the lecturers of Itemoheleng on 1 June 2016 and Bonamelo on 3 June 2016. The outcome of both meetings were that there was no lecturer who worked more than the maximum contact time of 25 hours per week.

Audit the college registration process and employ staff to focus on registration

An intensive audit of the registration process was undertaken and the outcome was that there is nothing wrong with the process itself. In fact, the campuses that implemented it correctly showed a reduction on time spent during registration.

Circular on criteria used in awarding bursaries to students

The guidelines were explained to students during the induction process.

 

(b) A forensic investigation was conducted at the college and finalised in 2016. The forensic report will be handed over to the College Council for further action.

(3) The college Principal has been providing feedback on a regular basis to staff.

COMPILER/CONTACT PERSONS:

EXT:

DIRECTOR – GENERAL

STATUS:

DATE:

QUESTION 387 APPROVED/NOT APPROVED/AMENDED

Dr BE NZIMANDE, MP

MINISTER OF HIGHER EDUCATION AND TRAINING

STATUS:

DATE:

10 March 2017 - NW386

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

(1)What is the total amount of full-time equivalents students (FTE’s) who studied through the public technical and vocational education and training (TVET) Colleges during the (a) 2014, (b) 2015 and (c) 2016 academic years; (2) what was the total amount paid out to all TVET colleges by his department in each of the specified academic years as (a) contributions via the Personnel Salary System, (b) other subsidies toward staff costs, (c) contributions towards capital expenditure and (d) any other transfers in support of the operating costs of each TVET college?

Reply:

1.  Relating to Ministerial approved programmes, i.e. National Certificate (Vocational) and Report 191 excluding occupational programmes, the number of students are as follows:

Financial Year

  1. 2014/15
  1. 2015/16

2016/17 (Original)

(c) 2016/17 (Revised)

Target Headcount

650 000

660 000

755 000

664 748

Actual Headcount

670 455

664 748

To be confirmed

To be confirmed

Total Full-Time Equivalents (FTE’s)

325 507

322 737

368 888

322 737

Funded FTE’s

235 714

233 708

238 744

233 708

Unfunded FTE’s

89 793

89 029

130 144

89 029

2.  TVET Fiscus budget allocations:

Funding Classification

2014/15

2015/16

2016/17

 

R’000

R’000

R’000

  1. Compensation of Employees

2 540 505

4 943 262

5 168 971

  1. Other subsidies towards staff costs

1 796 776

Shifted to compensation of employees due to migration on 1 April 2015

  1. Capital Expenditure

0

0

0

  1. Transfers and Subsidies

1 399 051

1 140 945

1 274 848

Total Budget Allocation

5 736 332

6 179 574

6 443 819

The total fiscus funded budget for Technical and Vocational Education and Training (TVET) colleges for 2014/15 was R5.7 billion increasing to R6.4 billion in 2016/17. The budget caters for the salary costs and operational costs relating to the TVET Colleges. Based on the National Norms and Standards for funding TVET Colleges (NNSF-TVET), the budgets should be applied to the following economic categories:

Category

Percentage

Compensation of employees

63%

Non-personnel Non-Capital

27%

Capital infrastructure maintenance (repairs and maintenance)

10%

Total

100%

Compensation of Employees:

In 2014/15, subsidies towards staff costs were made to TVET colleges for salary costs of employees who were appointed and paid by the College Council as a Conditional Grant via the Provincial Education Departments. These employees were offering Ministerial approved programmes. From 1 April 2015, these employees were migrated to the Department as part of the function shift processes and the Provincial Conditional Grant was discontinued.

Capital Expenditure:

Since the last recapitalisation of TVET Colleges in 2009, no additional funding was allocated by the National Treasury to supplement capital expenditure at TVET colleges.

Transfers and Subsidies:

These funds are directly transferred to TVET colleges in three payments each year. These funds are mainly used to cater for operational costs such as water, electricity, services, learner and teaching materials, protective clothing, etc. in order to deliver effective and efficient teaching and learning.

COMPILER/CONTACT PERSONS:

EXT:

DIRECTOR – GENERAL

STATUS:

DATE:

QUESTION 386 APPROVED/NOT APPROVED/AMENDED

Dr BE NZIMANDE, MP

MINISTER OF HIGHER EDUCATION AND TRAINING

STATUS:

DATE:

10 March 2017 - NW438

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Marais, Mr EJ to ask the Minister of Higher Education and Training

Whether, with reference to the costs of R41 775, 42 that were incurred by the Agricultural Sector Education and Training Authority (AgriSETA) for the rental of a vehicle on behalf of its board chairperson for the period 18 to 22 October 2016, AgriSETA incurred similar costs in support of board member’s travel and accommodation in the past three financial years; if so, what are the relevant details in each case?

Reply:

The Agricultural Sector Education and Training Authority (AgriSETA) did not incur similar costs in support of board members’ travel and accommodation in the past three financial years.

COMPILER/CONTACT PERSONS:

EXT:

MR GF QONDE

DIRECTOR – GENERAL

STATUS:

DATE:

QUESTION 438 APPROVED/NOT APPROVED/AMENDED

Dr BE NZIMANDE, MP

MINISTER OF HIGHER EDUCATION AND TRAINING

STATUS:

DATE:

10 March 2017 - NW357

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

What is the (a) make, (b) model, (c) price and (d) date on which each vehicle was purchased for use by (i) him and (ii) his deputy (aa) in the (aaa) 2014-15 and (bbb) 2015-16 financial years and (bb) since 1 April 2016?

Reply:

The response is tabulated below.

Member of Parliament

  1. Make

(b) Model

(c) Price

(d) Date

Financial Year

(i) Minister

Not applicable

(aaa) 2014/15

 

Audi

Audi Q7

R680 878.04

29 September 2015

(bbb) 2015/16

 

Not applicable

(bb) Since 1 April 2016

(ii) Deputy Minister

Not applicable

(aaa) 2014/15

 

BMW

335GT

R727 770.02

7 March 2016

(bbb) 2015/16

 

Not applicable

(bb) Since 1 April 2016

COMPILER/CONTACT PERSONS:

EXT:

DIRECTOR – GENERAL

STATUS:

DATE:

QUESTION 357 APPROVED/NOT APPROVED/AMENDED

Dr BE NZIMANDE, MP

MINISTER OF HIGHER EDUCATION AND TRAINING

STATUS:

DATE:

07 March 2017 - NW254

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

(1)Has the Council on Higher Education recently evaluated the contents of the Bachelor of Education degree currently being offered by the University of Zululand; if so, (a) what was the outcome of the evaluation(s) and (b) on what date were the recommendations finalised in this regard; (2) has the specified university been enrolling students for the specified degree for the (a) 2016 and (b) 2017 academic years; if so, how many students have registered for the specified degree in each specified academic years; (3) has accreditation been granted for the specified degree; if not, (a) what are the implications of the non-accreditation on students currently studying towards the specified degree and (b) what assurance can he give Mr A P van der Westhuizen that students will not be disadvantaged in respect of the period during which tuition was offered while the programme was reported not to have been accredited; if so, (i) on what date was accreditation granted and (ii) would the accreditation apply retrospectively?

Reply:

In 2007 the Council on Higher Education (CHE) conducted a review of academic and professional programmes in education. The outcome of this review for the University of Zululand (UniZulu) for the Bachelor of Education (B.Ed) Foundation/Intermediate Phase was that it was accredited with conditions and the programme was put on notice of withdrawal. At the time, the university was required to review its education programmes and resubmit them for evaluation. Partly in response to the CHE review, the Department reviewed the teacher education policy and published a new policy (The Policy on Minimum Requirements for Teacher Education Qualifications in 2011). UniZulu, like all other universities, was required to redevelop all their teacher education qualifications to meet the requirements of the new policy. UniZulu redeveloped its B.Ed and submitted to the CHE.

  1. The CHE has evaluated the new Higher Education Qualifications Sub-Framework (HEQSF) aligned Bachelor of Education degree designed in line with the new policy on teacher education qualifications offered by the University of Zululand. The Higher Education Quality Committee (HEQC) of the CHE accredited all the submitted B.Ed programmes on 9 February 2017, with between one to four short-term conditions. These conditions must be met within three months of the accreditation letter. The institution is permitted to offer the qualification and register students on the new HEQSF aligned programme in 2017.
  2. (a) In 2015, there were 5 052 enrolments for the B Ed qualification at UniZulu and in 2016, there were 5 076 enrolments (preliminary 2016 data - still to be audited).  (b) It is not possible to provide 2017 enrolments at this time.
  3. (a) Not applicable. (b) Accreditation has been granted for new qualifications as specified above. These new HEQSF aligned B.Ed programmes may only be offered after 9 February 2017. These specific qualifications may not be retrospectively awarded. Students registered in prior years were registered on the old Norms and Standards for Educators (2000) aligned qualifications. The accreditation of the old B.Ed qualifications, while on notice of withdrawal, were never disaccredited by the HEQC. Therefore all B.Ed students registered at UniZulu prior to 2017 were enrolled in accredited programmes and were not disadvantaged.

COMPILER/CONTACT PERSONS:

EXT:

DIRECTOR – GENERAL

STATUS:

DATE:

QUESTION 254 APPROVED/NOT APPROVED/AMENDED

Dr BE NZIMANDE, MP

MINISTER OF HIGHER EDUCATION AND TRAINING

STATUS:

DATE:

07 March 2017 - NW165

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

(1)What is the amount of funding that was budgeted for each of the 26 South African public universities to cover the costs of (a) damage caused by protesting students in the (i) 2015 and (ii) 2016 academic years, (b) the zero percent fee increase for the 2016 academic year and (c) the zero percent fee increase for the students from a family with an income of up to R600 000 for the 2017 academic year; (2) was the entire amount that was budgeted for each university transferred to the university; if not, (a) why not and (b) what amount was transferred instead?

Reply:

(1) (a) For damages caused by protesting students in the 2015 academic year, an amount of R40.496 million was budgeted as follows: University of Fort Hare (R8 million), University of Zululand (R4.5 million), University of the Western Cape (R25.858 million), Walter Sisulu University (R351 287) and University of Limpopo (R1.786 million). No additional funding was provided to any other university. Some universities have claimed or are in the process of claiming from their insurance or have used their own funds to cover the repairs required.

(b) Government’s contribution for the zero percent fee increase for the 2016 academic year amounted to R1.935 billion and was allocated and paid to universities as indicated in the table below.

 

2016 Zero percent fee increase

University

Government's Contribution (2016)

R'000

   

Cape Peninsula University of Technology (CPUT)

78 489

Central University of Technology (CUT)

22 521

Durban University of Technology (DUT)

49 837

University of Free State (UFS)

56 950

University of Mpumalanga (UMP)

5 055

Nelson Mandela Metropolitan University (NMMU)

36 400

North West University (NWU)

134 180

University of Pretoria (UP)

132 123

Rhodes University (RU)

42 903

Sol Plaatje University (SPU)

5 340

Stellenbosch University (SU)

79 274

Tshwane University of Technology (TUT)

148 953

University of Cape Town (UCT)

134 572

University of Johannesburg (UJ)

139 868

University of KwaZulu-Natal (UKZN)

125 000

University of South Africa (UNISA)

202 323

Vaal University of Technology (VUT)

35 095

University of Witwatersrand (WITS)

145 428

University of Fort Hare (UFH)

42 932

University of Limpopo (UL)

46 621

Mangosuthu University of Technology (MUT)

39 540

Sefako Makgatho Health Sciences University (SMU)

23 089

University of Zululand (UNIZULU)

35 050

University of Western Cape (UWC)

56 000

University of Venda (UNIVEN)

33 904

Walter Sisulu University (WSU)

83 933

Grand total

1 935 380

(c) The amount to cover fee increases up to a cap of 8% for students from families with an income of up to R600 000 for the 2017 academic year amounts to R2.460 billion. This was not a zero percent increase. These funds are not in the Department’s budget baseline but has been reprioritised from the National Skills Fund (NSF). Upfront payments to universities amounting to R1.045 billion will be transferred in three equal payments before 31 March 2017. This amount is equal to 50% of the upfront payments that universities received in January 2016 for the 0% fee increase allocation. The balance of the allocation will be paid to universities once the process of identifying missing middle students has been finalised with universities. The transfer of the balance of the funding will only be done upon the receipt of the database of the poor and missing middle cohort (ID, name, student number, 2017 tuition fees, 2017 accommodation fees and fees adjustment) as agreed with the universities. The table below shows the amount to be transferred to each university up to the end of March 2017.

University

Government’s Contribution (2016) R’000

Upfront payment – January – 31 March 2017

   

Allocation

R’000

2 February 2017

R’000

28 February 2017

R’000

31 March 2017 R’000

Eighteen universities – 50% of 2016 allocation

CPUT

78 489

39 245

13 081

13 081

13 083

CUT

22 521

11 261

3 753

3 753

3 755

DUT

49 837

24 919

8 306

8 306

8 307

UFS

56 950

28 475

9 491

9 491

9 493

UMP

5 055

2 528

842

842

844

NMMU

36 400

18 200

6 066

6 066

6 068

NWU

134 180

67 090

22 363

22 363

22 364

UP

132 123

66 061

22 020

22 020

22 021

RU

42 903

21 452

7 150

7 150

7 152

SPU

5 340

2 670

890

890

890

SU

79 274

39 637

13 212

13 212

13 213

TUT

148 953

74 476

24 825

24 825

24 826

UCT

134 572

67 286

22 428

22 428

22 430

UJ

139 868

69 934

23 311

23 311

23 312

UKZN

125 000

62 500

20 833

20 833

20 834

UNISA

202 323

101 161

33 720

33 720

33 721

VUT

35 095

17 547

5 849

5 849

5 849

WITS

145 428

72 714

24 238

24 238

24 238

Historically Disadvantaged Universities – 75% of 2016 allocation

UFH

42 932

32 199

10 733

10 733

10 733

UL

46 621

34 966

11 655

11 655

11 656

MUT

39 540

29 655

9 885

9 885

9 885

*SMU

23 089

4 500

1 500

1 500

1 500

UNIZULU

35 050

26 288

8 762

8 762

8 764

UWC

56 000

42 000

14 000

14 000

14 000

UNIVEN

33 904

25 428

8 476

8 476

8 476

WSU

83 933

62 950

20 983

20 983

20 984

GRAND TOTAL

1 935 380

1 045 142

348 372

348 372

348 398

*SMU had a 0% fee increase, however an allocation was made for the increase in their residence fee.

(2) All amounts indicated for each university for damages caused by protesting students and the zero percent fee increase for 2016 have been transferred. For the fee increases for students from a family with an income of up to R600 000 for the 2017 academic year, R352.652 million was released at the end of January 2017 and the other two equal tranches will be released at the end of February and March 2017. The balance of the allocation will be paid to universities once the process to identify missing middle students has been finalised as per the process map and the quantum of funding per university is officially communicated to the Department.

COMPILER/CONTACT PERSONS:

EXT:

DIRECTOR – GENERAL

STATUS:

DATE:

QUESTION 165 APPROVED/NOT APPROVED/AMENDED

Dr BE NZIMANDE, MP

MINISTER OF HIGHER EDUCATION AND TRAINING

STATUS:

DATE:

07 March 2017 - NW164

Profile picture: Bozzoli, Prof B

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

(1)Are external examination processes in place at the 26 South African public universities; if not, why not; if so, for each university, to which (a) programmes and (b) years of study do the specified processes apply; (2) are academics from (a) other local universities and (b) international universities used as external examiners by each of the specified universities; if not, why not; if so, (i) from which universities are they mainly drawn and (ii) in which courses are they used?

Reply:

1. Yes, there are external moderation and examination processes in place at all institutions. This is a programme accreditation prerequisite as stated by the Council on Higher Education (CHE) in accordance with its programme accreditation criteria (refer to Criteria for Programme Accreditation, CHE, 2004).

Student Evaluation and Assessment Procedures must be explicitly stated in the Student Assessment Policies and Procedures of each university in accordance with Criterion 6, which states: “External moderation of students’ learning achievements by appropriately qualified personnel. Moderators are appointed in terms of clear criteria and procedures and conduct their responsibilities in terms of clear guidelines.

In addition, Criterion 13 (CHE, 2004: 19-20) states:

“The programme has effective assessment practices which include internal (or external) assessment, as well as internal and external moderation.” Criterion 13 explicitly states that, in order for a programme to be accredited and offered by a university. The learning achievements of students on the exit level of a qualification are externally moderated by appropriately qualified people who have been appointed according to clear criteria and procedures and who conduct their responsibilities in terms of clear guidelines. External moderation includes the following:

  • External moderators are recommended by the examining academic department, are independent experts in their fields, have qualifications at least on the same level as the qualification being examined, are changed regularly, are not appointed as part of reciprocal arrangements (where possible), and are approved by and responsible to Senate/equivalent body.
  • The institution provides information on the curriculum and on continuous assessment, and guidelines to assist external moderators in the completion of their reports.
  • External moderators mark fully at the exit level of the programme at least 10 percent of the examination scripts for each paper written and do random checks of at least 20 percent of examination scripts for each paper.
  • Completed external moderator reports are returned to the lecturer concerned and also to the programme coordinator or head of department/school. Problems are discussed with the lecturer concerned and the programme coordinator monitors the implementation of agreed improvements. External moderators approve the final marks list for the qualification concerned.
  • External moderators are expected to comment on the validity of the assessment instruments, the quality of student performance and the standard of student attainment, the reliability of the marking process, and any concerns or irregularities with respect to the observation of institutional/professional regulations.”

(2) (a) Academics from South African as well as from (b) international universities are utilised as external examiners. Such external examiners and moderators must adhere to the minimum criteria for examiners as set by the CHE in its Criteria for Programme Accreditation. At least one external examiner must be utilised for the examination and moderation of dissertations and theses. Their expertise to serve as external examiners is in accordance with the criteria for programme accreditation.

(b) The actual external examiners change and evolve continuously, regardless of whether they are from South African or international institutions. The Department does not collect information on the institutions from which external examiners are drawn. Examiners are used in all exit level examinations in major fields of study in programmes at National Qualifications Framework (NQF) Levels 7 to 10. This is a quality assurance requirement.

COMPILER/CONTACT PERSONS:

EXT:

DIRECTOR – GENERAL

STATUS:

DATE:

QUESTION 164 APPROVED/NOT APPROVED/AMENDED

Dr BE NZIMANDE, MP

MINISTER OF HIGHER EDUCATION AND TRAINING

STATUS:

DATE:

07 March 2017 - NW240

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

(1)In light of the prohibitive costs of higher education, is he aware of any initiative to address the high cost of prescribed textbooks; (2) is he prepared to engage with institutions of higher learning and the publishing industry to address the specified matter; if not, why not; if so, what are the relevant details?

Reply:

(1) The Department does not prescribe specific student textbooks per subject in Technical and Vocational Education and Training (TVET) colleges as this is not a suitable model to use in a post-school vocational learning environment.

Students in TVET colleges do not pay for their textbooks. It is a requirement that colleges must provide every student with a minimum of one textbook per subject per level until the student has passed the subject. This is funded through the Voted Funds transferred to colleges. This principle applies to all the Ministerially-funded programmes and qualifications offered in TVET colleges.

I am aware of the high cost of knowledge resources (including prescribed textbooks, academic books, journals and e-journals and databases) relating to university education. While there is no specific initiative to deal with prescribed textbooks on their own, there have been two related initiatives linked to the issue of creating efficiencies and bringing down the costs of such resources. These are:

  1. engagements with National Treasury and the South African Revenue Service around the issue of Value Added Tax and other taxes on knowledge resources; and
  2. a process for enabling national negotiations with publishers on e-resources (initially e-journals and databases) with the long-term aim of to enable the establishment of a national digital library, including e-text books.

(2) The Department has an ongoing relationship with all publishers of student textbooks, actively involved in the college market, since 2006. Regular written and oral communication takes place between the relevant branch of the Department and related publishers in the form of correspondence and meetings to address specific needs and requirements for student textbooks.

TVET colleges have access to lists and prices of textbooks available in the sector and subject committees in these institutions select textbooks based on set criteria.

Most colleges procure student textbooks directly from publishers, to reduce the knock-on cost along the distribution value chain, although booksellers sometimes play an important role to relieve the burden on colleges to procure a wide variety of student textbooks needed for a range of programmes being offered in these institutions.

No significant annual increase in prices of student textbooks happened since 2006. In some instances, the increase has been as little as R5 per textbook costing in the region of R200. In 2016, one publisher dropped their prices as a result of healthy competition amongst publishers in a relatively small market compared to the schools market.

To date colleges have not complained about the cost of textbooks. Currently, what could pose a problem is the over-enrolment of students in colleges, which may lead to cash flow challenges resulting in institutions avoiding purchasing new textbooks for all students. The Department is aware of such challenges and is currently dealing with these as urgent cases and attention is given for immediate resolution.

I am prepared to engage with universities and the publishing industry. The Department, in collaboration with the Department of Science and Technology (DST) has started this process through a focus on national site licenses for e-journals and databases which are prohibitively expensive and are not accessible to all universities and their students. Currently, universities and science councils purchase individual licenses to access electronic databases, with many not being in a position to afford the associated fees to enable an effective range of resources to support high level teaching, learning and research. Between 2014 and 2016, the Department commissioned the Academy of Science of South Africa (ASSAf) to investigate and assist with evaluating options for implementing national site licenses for access to electronic journals and databases. The investigation, which was jointly overseen by the Department and DST, has recently been concluded. The investigation suggests that the establishment of national site licenses, through a high level national negotiating team, would bring about substantial savings, while at the same time improve equity of access to e-journals and databases across the university and science sectors. A process for taking this work forward is currently being worked on.

COMPILER/CONTACT PERSONS:

EXT:

DIRECTOR – GENERAL

STATUS:

DATE:

QUESTION 240 APPROVED/NOT APPROVED/AMENDED

Dr BE NZIMANDE, MP

MINISTER OF HIGHER EDUCATION AND TRAINING

STATUS:

DATE:

03 March 2017 - NW278

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Robertson, Mr K to ask the Minister of Higher Education and Training

(1)Whether, with reference to his reply to question 1983 on 11 October 2016, the R22,5 million budget allocation for upgrades and maintenance to the Mapulaneng campus of the Ehlanzeni technical and vocational education and training colleges in Mpumalanga was spent in each of the specified financial years; if not, in each case, why not; if so, (i) how was the budget spent in each case and (ii) what amount of the specified budgets was returned to the National Treasury; (2) whether (a) his department and/or (b) the SA Police Service have launched any investigations into the spending of the specified budgets; if so, what are the relevant details in each case?

Reply:

1. (i) The budget referred to in the response to parliamentary question 1983 on 11 October 2016 was the budget, which the College provided through their reserves. The College is responsible for its financial planning through the College Council. They are also responsible for setting up operational budgets and managing these to best fit their operational needs. The figures provided in the response to question 1983 were the indicative budgets planned for the period 2013 to 2017. In each year, the actual allocation would be made on the basis of the operational pressures and funding available at that time. This could be subject to change during the course of the year. In this case, the indicative 2013 - 2017 budget of R22.5 million was reduced to R9.745 million. Of this, the actual spend was R1.649 million as summarised in the Table below.

Allocation

2013/14

2014/15

2015/16

2016/17

 

Budget

R000

Spend

R000

Budget

R000

Spend

R000

Budget

R000

Spend

R000

Budget

R000

Spend

R000

Renovations

3 000

917

3 315

0

0

0

0

0

Maintenance

215

185.5

915

219.3

1 500

181.3

800

145.9

Total

3 215

1 102

4 230

219.3

1 500

181.3

800

145.9

The expenditure at Mapulaneng Campus, as reflected in the above Table is detailed as follows:

2013: Renovations to main hall, kitchen, two residences and administration building

2014: Maintenance to classroom blocks

2015: Replacement of main reception glass doors, tools for students on site practical training (as part of refurbishment) and repairs to paving at main entrance

2016: Electrical and general maintenance

(ii) As these were not voted government funds but College Reserves, no funds were transferred to National Treasury as they were retained in the College. The College Council has the responsibility of deploying their funds to best fit their operational needs and consequently, the College is not required to return any of their unused funds for a given year to National Treasury. The said funding is accounted for and carried forward into the new financial year and budget-planning framework of the College.

(2) (a) No.

(b) No.

COMPILER/CONTACT PERSONS:

EXT:

DIRECTOR – GENERAL

STATUS:

DATE:

QUESTION 278 APPROVED/NOT APPROVED/AMENDED

Dr BE NZIMANDE, MP

MINISTER OF HIGHER EDUCATION AND TRAINING

STATUS:

DATE:

03 March 2017 - NW255

Profile picture: Bozzoli, Prof B

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

With reference to the State of the Nation Address delivered by the President of the Republic, Mr Jacob G Zuma, on 9 February 2017, in which it was stated that the Government has reprioritised R32 billion within the Government baselines to support higher education, what items within his department was the R32 billion allocated to?

Reply:

The amount of R32 billion announced by the President, which was reprioritised within the Government baselines to support higher education, has been allocated as follows:

  • The provision of the zero percent student fee increase for the 2016 academic year and the carry-through cost thereof (R8.013 billion);
  • The allocation for the National Student Financial Aid Scheme (NSFAS) for outstanding student debt (R8.256 billion);
  • NSFAS unfunded students from the 2016 academic year (R5.324 billion); and
  • The provision of the zero percent student fee increase for the 2017 academic year and the carry-through cost thereof (R10.381 billion).

COMPILER/CONTACT PERSONS:

EXT:

DIRECTOR – GENERAL

STATUS:

DATE:

QUESTION 255 APPROVED/NOT APPROVED/AMENDED

Dr BE NZIMANDE, MP

MINISTER OF HIGHER EDUCATION AND TRAINING

STATUS:

DATE:

26 February 2017 - NW177

Profile picture: Moteka, Mr PG

Moteka, Mr PG to ask the Minister of Higher Education and Training

(1)(a) What is the position of a certain person (name furnished) at the National Institute for the Humanities and Social Sciences and (b) on what (i) date and (ii) salary scale was the specified person appointed; (2) whether the specified person was paid overtime (a) in the (i) 2015-16 and (ii) 2016-17 financial years and (b) since 1 April 2017; if so, (aa) what amount was paid in overtime in each specified financial year and time period and (bb) what are the details of the work that the person performed during the overtime period?

Reply:

The National Institute for Humanities and Social Sciences (NIHSS) has provided the following responses to the questions posed.

1. (a) Mrs Busi Pilane holds the position of Senior Manager: Communications and Marketing at the National Institute for the Humanities and Social Sciences (NIHSS).

(b) (i) She was appointed on 1 February 2016.

(ii) R722 550.

2. (a) (i) No overtime was paid to the person in the 2015/16 financial year.

(ii) Overtime was paid to the person in the 2016/17 financial year.

(b) No overtime was paid to the person in the 2017/18 financial year, from 1 April 2017 to date.

(aa) An amount of R13 832.27 was paid in December 2016.

(bb) It was for overtime work performed in relation to organising the National Doctoral Conference.

 

COMPILER DETAILS

NAME AND SURNAME: MS PEARL WHITTLE

CONTACT: 012 312 5248

RECOMMENDATION

It is recommended that the Minister signs Parliamentary Question 177.

MR GF QONDE

DIRECTOR–GENERAL: HIGHER EDUCATION AND TRAINING

DATE:

PARLIAMENTARY QUESTION 177 IS APPROVED / NOT APPROVED / AMENDED.

COMMENT/S

PROF HB MKHIZE, MP

MINISTER OF HIGHER EDUCATION AND TRAINING

DATE: